white issue 1... · 2018-08-10 · empower engagement locally and globally 24 global ambassador...

Empower Engagement Locally and Globally Global Ambassador Jane Goodall Visits CDNIS

Inspire ExcellenceFrom Filmmaker to Director

Cultivate CharacterBenefits of Play-Based Learning

White&Winter 2017 | Issue 1

To inspire excellence, cultivate character, and empower engagement locally and globally.

Welcome NoteWelcome to our very first issue of Red & White, a semi-annual publication that celebrates all the wonderful things that take place everyday inside and outside the halls of CDNIS!

Our 1,800-strong student body and 300+ staff members continue to be the life force of CDNIS. It’s gratifying to see that even after 25 years, the entire community continues to be united by the same joy of learning, excellence in achievement, and development of character that made our school great in the first place.

Today, CDNIS continues to rank as one of Hong Kong’s most prestigious and well-respected private, international schools, and it is my hope that the reasons for our success become abundantly clear as you travel through these pages. In a world undergoing rapid and at times, unsettling change, there is something special and valued about immersing oneself in a Canadian liberal, globally oriented and compassionate approach to education. I’m proud of the “Canadian” flavour that is embedded here at CDNIS, a mosaic of exceptionally strong academic programming aligned also with an emphasis on creating well rounded, compassionate and confident students who are comfortable working and valuing the diversity of cultures present at our school now and in their future university and career pathways.

The title Red & White is of course representative of our Canadian heritage, as well as our adopted home here in Hong Kong. It also symbolizes the diversity and international spirit of our school community who represent more than 40 nationalities.

I invite you to learn about the many meaningful experiences that CDNIS students and staff have taken part in since the start of the 2016-2017 academic year. Their commitment to learning from one another and passion for making a difference is on display here, and I hope that Red & White proves to be as much of a page turner for you as it has been for me!

David BairdInterim Head of School

Editors Marie BairdMelanie Hnetka

Design and Art DirectionTiffany Lam

Photography CDNIS Communications Department Upper School Photography Team

Story Teller Clement Huang

A special thanks to all the students, faculty and staff, Administration, Board Members, parents and alumni who are featured in these pages.

For any questions or comments, or if you have a story you would like to share, please don’t hesitate to contact the Red and White Editor, Melanie Hnetka: [email protected]

CanadianInternationalSchoolOfHongKong

@CDNISComm

@cdnishk

@cdnishk

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company/canadian-international-school-of-hong-kong

White&

Inspire Excellence04 Technology BoostHow Technology Has Revolutionized the CDNIS Chinese Studies Programme

05 Learning Through ExperienceCAS Week 2016

05 Fallen War HeroesJustin Trudeau Visits Hong Kong

06 Once Upon a DreamFrom Filmmaker to Director

08 Champions In The RainRacing Through The Great Relay 2016

09 DesignIndustrial Design Sparks Innovative Creations

10 The ArtsReaching for the Stars

12 Literature You, Me and Mory

Cultivate Character14 Balancing ActWellness at CDNIS

16 From Bronze to GoldDuke of Edinburgh Award

18 It’s Play Time! Benefits of Play-Based Learning

20 Expressing Yourself Creativity Through Art Mischief

22 Futurist Robotics Education

Contents

05

05

24

Empower Engagement Locally and Globally24 Global AmbassadorJane Goodall Visits CDNIS

26 Sing Your Heart Out CDNIS Students Join the Vienna Boys Choir

27 Battle of Hong Kong Military Historian’s Coverage Wows Students

28 Habitat for HumanityBuilding a Brighter Tomorrow

30 Strive for QualityAfter School Activities Enrich Student Body and the Wider Community

31 Parents Get InvolvedLeading by example, inspiring by experience

28 30

20

24

How Technology Has Revolutionized the CDNISChinese Studies Programme

04 | Inspire Excellence

TECHNOLOGY BOOST

Canadian International School of Hong Kong has long been recognized for the quality of its Chinese (Mandarin) Studies programme – a mandatory part of the school’s Pre Reception to Grade 8 curriculum, in which students of all levels are catered for through a well-placed streaming system.

In turn, CDNIS’ Chinese faculty has become highly regarded in the industry, and several of its members – Ms. Joanna Huang and Ms. Viola Li, as well as Learning and Teaching Technologies Learning Leader Ms. Makky Fung – have been invited to showcase their teaching methods at the upcoming 21st Century Learning Conference in March.

This acclaim, according to Chinese MYP/DP Teacher Ms. Huang, can be attributed to the department’s successful integration of technology into its teaching methods.

“The reality is that we live in a digital age where social media and the web are highly prevalent in many aspects of our students’ lives,” said Ms. Huang, who was one of the pioneers and first advocates for digital learning. “As many of our students learn Chinese as a second or foreign language, we’ve learnt to incorporate technology into our teachings as a means of engaging them and piquing their interest in the subject.”

While CDNIS’ Lower School Chinese programme continues to be at the forefront of technology-based learning, the department is not resting on its laurels and continues to explore new ways in which to enrich the teaching process – a pursuit supplemented by strong support by the Learning and Teaching Technologies (LTT) department.

“Most of our Chinese teachers today are pretty comfortable with integrating technology into their teaching methods. You may have noticed that the Chinese department is attempting to move away from the use of printed textbooks for our younger students, and adopt e-books instead,” said Ms. Fung.

Grade 1 to 4 non-native, Chinese-speaking students will be familiar with the use of these e-books – an ongoing initiative that was first rolled out this year. This was made possible thanks to the combined effort of our Lower School Chinese Language B team (headed by Ms. Miyan Zhang with her team Ms. Karen Kee, Ms. Sandy Tse,

Ms. Viola Li and Mr. Jackie Zhao) and Ms. Vivian Fung from the LTT department, along with her tech team of Chinese Studies EAs – Ms. Kerina Ji, Ms. Yvonne Cheng and Ms. Connie Zeng.

According to CDNIS’ Director of Chinese Studies Penny Pan, the inception of the e-book idea first came about a few years back, when the school decided to integrate the use of Ting Pens into its teaching of Chinese.

“Non-native Chinese students often find it difficult to pronounce Chinese words,” noted Ms. Pan. “Pinyin can be a challenge to learn, especially without any auditory support. The great thing about the Ting Pen was that it helped to dictate Chinese texts, enabling our students to better pick up the precise pronunciation of the language that they’re learning.”

Still, while the Ting Pen proved to be an industry first in Hong Kong, a longer term solution was explored, which ultimately led to the development of e-books. Today, the Lower School Chinese Language B team along with the LTT department produce a number of highly polished digital publications that provide everything from teaching pinyin pronunciation to offering interactive activities to engage young students in the Lower School.

“The idea is to have a book on the iPad, which parents can download and also get involved in the lessons too,” said Ms. Fung. “The interactive activities in the e-books help to make learning a foreign language fun and the kids love that. It may have taken our teachers a lot of time [to produce these e-books], but the end products have proven to be very useful!”

CAS Week 2016

LEARNING THROUGHEXPERIENCE

Justin Trudeau Visits Hong KongFALLEN WAR HEROES

From snorkeling on the Great Barrier Reef in Australia to learning about the traditions and beauty of rural Japan, students taking part in Canadian International School of Hong Kong CAS Week 2016 had no shortage of exciting and rewarding activities to do.

CAS “Creativity, Activity, Service” Week is an off-site programme that represents an integral part of the Upper School life and curriculum. With a total of 24 “experiences” on offer this year, students from grades 9-12 benefitted from valuable insights and meaningful learning opportunities.

In short, the ever-popular annual experiential week once again succeeded in achieving its aim of helping to foster meaningful participation and service, at school, in Hong Kong, and across the world.

The 1st Hong Kong Canadian Scout Group (1st HKCSG) has long been an important part of CDNIS, having boasted a long and storied history that now extends 25 years.

Still one of the only Canadian Scout groups outside of Canada, the 1st HKCSG enjoys a special relationship with the Consulate General of Canada in Hong Kong. It is therefore no surprise that the group frequently participates in the annual Commemorative Service in Hong Kong, which honours and remembers the 550 Canadians who gave their lives in the defense of Hong Kong during WWII.

This was once again evident during Justin Trudeau’s visit to Hong Kong last September, which saw the Canadian Prime Minister pay his respects to the fallen soldiers buried at the Sai Wan War Cemetery. Not only was the 1st HKCSG on hand to greet the popular politician, but the group also braved heavy rain to be an active participant during the wreath laying ceremony.

Inspire Excellence | 05

Find out what the 1st HKCSG have been up to!

the “Comedy” category at the 2016 Summer Quarter of the Asian on Film (AOF) Festival, the short film will also premiere at the AOF Festival 2017 in Los Angeles.

After reading the script for the short film written by Ilan Benjamin, Ko became interested in the project and found herself becoming increasingly invested in the plight of protagonist Norm, as he looked to go through extreme lengths to win his boss’ approval.

“As artists, it is so easy to have our world reduced to our work, and lose sight of the bigger picture. So we had a lot of fun making it, despite


ONCE UPON A DREAMFrom Filmmaker To Director

Moving on to the next stage of one’s life from the time spent at Canadian International School of Hong Kong is inevitable, but to be able to immediately pursue one’s passion is rare.

Upon leaving CDNIS, Kristie Ko, from the Class of 2012, was able to pursue her passion in Film and TV Production at the University of Southern California (USC). According to the alum, her interest stemmed from two films - Pirates of the Caribbean and An Inconvenient Truth.

“The swashbuckling blockbuster led me to start auditioning for the

annual musical, and after I had too many opinions about how things should be run, I decided I wanted to be behind the scenes. The latterfilm showed me how powerful cinema was, and as an activist, I realized it was how I wanted to reach my audience.”

Having the opportunity to work in both Asia and the United States, Ko is now based in Los Angeles as a full-fledged director and production designer. After celebrating her directorial debut with the 2014 release of L.D.R., the talented director stood once again behind the camera for her latest release - Red Hot Frog. Not only did it win

the long cold nights in a dingy diner. It was sort of a last hurrah before graduation.”

With Red Hot Frog about to hit screens, Ko has now turned her focus to a new short film – Anchor Baby. Described as a family drama that explores the unlikely relationship between different generations of immigrants, the film explores the themes of family, immigration and motherhood.

“[The premise revolves around] a young Chinese woman [who] comes to LA to give birth in an unplanned pregnancy, [and] discovers a new family in the nail salon down the street,” revealed Ko. “We, and I say ‘we’ because every film is a collaboration, started shooting on location in LA in December 2016, and we will start submitting it to various festivals by the spring of 2017.”

When describing her life as a filmmaker, Ko believes that there are two sides to every coin. Pre-production may be a long and gruelling process, but having the opportunity to fulfill one’s passion

and work with amazing people throughout the journey makes it a worthwhile pursuit.

“The culmination of a cast, a crew, and the story takes weeks, months, in some cases years, and often it seems like you will never see the end of the tunnel,” said the young filmmaker.

“And yet there are moments that make it worthwhile. An actress once came up to me after a long day, and said, ‘I like that you don’t yell on set.’ I was surprised, confused too. She continued, ‘I think there’s something about speaking softly. It forces people to listen.’ That has stayed with me ever since.”

Looking ahead, Ko intends to direct more short films in order to broaden her experience, and aspires to one day tackle a feature-length film. Although she started as a producer, she was given an incredible opportunity to step into the director’s shoes to make her filmmaker dream come true and hopes to dedicate her career to directing.

“I have every aspiration to direct a feature film one day, but no aspiration to produce it. In this industry, you are what you are as long as you keep doing it. Once you stop directing, you are no longer a director, and I don’t plan on stopping anytime soon.”

Kristie KoClass of 2012

Here’s a sneak peek of Kristie Ko’s latest film

Red Hot Frog.


Braving through sweltering heat and torrential rain, 12 teachers and 14 students from Canadian International School of Hong Kong competed in The Great Relay in Hong Kong.

Now in its third year, the popular team trail running competition took place at the Aberdeen Country Park with three four-teacher teams as well as five three-student teams.

The strong camaraderie between staff and students truly personified the school’s vision “to inspire excellence, cultivate character, and empower engagement locally and globally.”

Clocking in at 30km and 50km for students and teachers respectively, each competitor had to run a 5.5km loop before exchanging a baton with the next teammate.

“Even though the weather conditions were less than ideal, it did not dampen the positive atmosphere and enthusiasm”, said Upper School Humanities teacher Heather Jablonowski who organized the event forCDNIS.

“It was so rainy and I was jumping through puddles [during the final leg],” laughed Mrs. Jablonowski. “But


it was awesome! To be able to run in that – I had a smile on my face the entire time.”

Grade 11 students Julia and Charlie not only completed the race with a man down but also placed first in the Under 18 category.

Looking forward, Mrs. Jablonowski is keen to participate in The Great Relay again next year, as she notes that the event has helped foster a strong team spirit and dynamic between CDNIS participants.

“I also love the fact that our students are getting introduced to the Hong Kong running community,” she said. “They’re such a strong and encouraging group, which means competing with them isn’t like doing so at our own cross country races – the students are running against trained athletes.”

CHAMPIONS IN THE RAINThe Great Relay 2016

Experience the excitement of

The Great Relay HERE!


DESIGNIndustrial Design Sparks Innovative Creations

With the trend in innovation and technology growing around us, students of Canadian International School Hong Kong’s Blueprint Club have been creating innovative devices that offer long-term benefits to the community.

The club has enjoyed immense growth since 2014 and the founders Darrell Sharp and Pierre Lacoste decided to offer students a creative outlet that enables them to design and create anything they wanted.

“We noticed that many of our student didn’t know how to use tools and there were only a limited number of building projects throughout the school,” recalls Mr. Sharp, Science Department Head. “Therefore, we thought that it’d be fun if students had a club where they were able to make stuff.”

Since then, the Blueprint Club has gone from strength to strength and created a number of innovative projects for student participation. One significant development was the interest in 3D printing. According to Mr. Sharp, the technological marvel has already allowed CDNIS to contribute significantly to the lives of those in need.

“We worked with a charity called e-Nable (Enabling the Future), and they get people to 3D print parts of prosthetic hands and donate them in. The parts are then assembled in workshops before being fitted onto children or adults that need them.”

In particular, the free prosthetic is ideal for anyone with a disability with a hand which still retains wrist movement. By moving one’s wrist, the user is able to control the grip of the prosthetic hand accordingly.

“I like it for a lot of reasons. It’s good service and that’s a great feeling when you’re helping people. But it also has design and technology elements, which makes it a great project. Plus, the children that we give these prosthetics

to think that they’re really cool – it makes them feel like they’re the X-Men,” laughed Mr. Sharp.

CDNIS has actively sought to support such initiatives as part of the school’s ongoing vision to “inspire excellence, cultivate character, and empower engagement locally and globally.”

The Blueprint Club has also been involved in other creative projects: the development of hydraulic-powered mechanical arms; rocket cars that utilized compressed gas; robotics; and C++ programming for Arduino.

Not only has the Blueprint Club become a hub to meet like-minded individuals and a safe haven for students who are new to the school, it has also influenced students to pursue an interest in Computer Science in the future.

Learn more about CDNIS Blueprint Club creative innovations

through HERE!

“My parents encouraged me to join an activity since I was still new to the school back in Grade 7. I’ve met plenty of great people in the club and it’s fun too – I get to create anything I want!”

Nigel, Grade 9 student

Crimson colours, pumpkin pies and hot chocolate. October was a busy month for Grade 12 students at Canadian International School of Hong Kong as they looked to finalize their university and college applications to pursue their passions and dreams.

While going through the tertiary education admissions system and writing college application essays is still the standard procedure, when it comes to the Arts, students are required to substantiate their understanding of their chosen discipline. They provide evidence of their creative passion, talent and potential through a rich and powerful portfolio that shows a clear narrative of their ingenious journey, thereby allowing universities to take the applicant into more serious consideration.

Social constructionism is at the core of the IB’s statements of pedagogy, and this most commonly takes shape in the form of enquiry based learning. As IB DP Coordinator and Film Studies teacher Joe Holroyd notes, developing the skills in deconstruction allows the student to use their existing knowledge in order to articulate understanding of their relative strengths and weakness, and develop their own perspective using this stimulating learning experience.

This narrative deconstruction became the inspiration behind a video admissions essay by former Grade 12 student Cecilia Chan who was one of three CDNIS students to receive an early offer from Tisch School of the Arts at New York University.


“Within the film course, we had done a unit on ideology – taking a narrative before deconstructing and changing its context in a manner that sometimes alters its meaning,” explained Mr. Holroyd. “Cecilia used it as a model for a video admissions essay where she was asked to answer the question: “Who am I?” without explicit references to herself. She had to answer the question at an abstract or metaphorical level.”

The video submission, entitled “All That Goes Up” does not feature Cecilia on-screen at all, with the former student instead taking up narration duties. Instead, viewers are given a glimpse into Cecilia’s world through clever deconstruction of the subject matter, as she questions her identity and self worth. Thematically, the video’s mise en scène is rich in abstract iconography with key highlights including scenes of a busy Causeway Bay that illustrate the feeling of claustrophobia in one’s life, as well as recurring black and white shots of the protagonist shouting from atop a hill – representative of anguish, frustration and above all else, loneliness.

“All That Goes Up” is a clear representation of the quality of the Arts programmes that CDNIS offers. This success, according to Head of Upper School Guidance, Catherine Irvine, can be attributed to the support and popularity that visual and performing arts courses enjoy here – a trait that is strong even when compared to other elite international schools in Hong Kong.

“We have a significant number of students pursuing fine

The ArtsReaching for the Stars

arts pathways, which is very exciting,” said Ms. Irvine. “For a lot of children [in Hong Kong] – they’re allowed to pursue the arts for personal enjoyment and development, but not necessarily as a career path. Whereas here in CDNIS – not that we are actively trying to be a “fine arts school”, but I think the arts community is supported here [by both staff, students and parents alike] more than anywhere else in Hong Kong.”

Students applying for university entry during the 2016-2017 academic year are currently in the midst of preparing their portfolio submissions, with a number also contributing work samples for consideration. Grade 12 student Vinci, who has applied to pursue Music in either Canada or Hong Kong, explained the thought process behind the choice of her submitted content.

“Most universities have a restriction to the variety of styles that I’d have to sing in. For example, a minimum of two styles of music from different periods is required, and I would select those based on my past repertoire. It has to suit the requirements given.”

And for fellow student Connie, who is looking to pursue music in the US, the guidelines set forth by universities can be fairly stringent, which suggests the decision on the right music resume can be a thoughtful process.

“I’m applying to schools with strong music departments or those with connections to other music schools. Some of these have pretty difficult requirements to meet – for example, you will be given styles that you have to do and the submissions have to be recorded on video. It’s lucky that I was able to do all of this in school.”

Finally, for Cheryl, who is applying to the UK, the key towards succeeding is passion and the ability to look past preconceptions often associated with the programme.

“You have to really like the subject because there are always going to be people telling you otherwise. While this may be a concern, I think that the only way you’d be able to see it through is by having the passion and being willing to show dedication to it – that’s the reason why we have all applied for Music. We are truly passionate in what we do, regardless of how it may play out.”

CDNIS has no shortage of talented students. View their music submissions for their university

applications.



LITERATUREYou, Me and Mory

graduates from the Masters of Fine Arts (MFA) in Creative Writing course at City University. The programme – then in its fifth year – was unfortunately axed in 2015, despite a strong campaign from students, including an online “SaveCityUMFA” petition led by Ms. Van-De-Broucke. Therefore, the anthology serves as a legacy publication for those that were part of the MFA programme.

While most Grade 10 and 12 students may recognize Ms. Danielle Van-De-Broucke from their English Language and Literature classes, our teacher’s success extends beyond the halls of the school, as she has just had one of her poems published.

Afterness: Literature from the New Transnational Asia is an anthology of writing featuring the works of 65

Ms. Van-De-Broucke describes her poem, titled “You, Me and Mory”, as an exploration of memories and identities, one that was influenced by the people in her life.

“I actually dedicated [the poem] to two of my family members – my grandmother who sadly passed many years ago as well as my step-mother – both of whom suffered from Alzheimer’s,” said the English Language and Literature teacher.

“The beginning of the poem is really about my memories of them as a child, which then evolves into a question about identity. After all, if we don’t have our memories, what happens to our identity?”

While she is proud of having her work recognized and published, Ms. Van-De-Broucke noted that this was never the motivating factor behind her pursuit of writing, and recalled something that her friend once said.

“My friend told me that if the reason I wrote was to get published, then I could very well lose the enjoyment of my work. Writing is really about enjoying the journey itself, rather than the end product. So it’s important to keep focused.”

Having one’s work published is also a nerve-wracking experience, given that it can make the writer feel exposed. “Once [my work] is out there in the world, it doesn’t belong to me anymore… it belongs to the readers as well.”

The Upper School English teacher also revealed that she is currently in the midst of writing a novel – a project that she first started over two years ago and is hoping to complete in 2017.

While she was coy about revealing in-depth details about her upcoming novel, Ms. Van-De-Broucke did confirm that it would be targeted towards adult readers, and that it would revolve around the Dystopian genre. “I’ve always been fascinated by the idea of ‘dystopia’ and one of my favourite books is Aldous Huxley’s Brave New World, which features plenty of nods to the conventions of that genre. Therefore, I wanted to create something that I felt hadn’t been done, and would be fun to read.”

Looking back, Ms. Van-De-Broucke is extremely grateful to the number of excellent writers that she has had the privilege to meet whilst taking the City University MFA course – many of whom offered excellent feedback for her novel.

“In their own ways, they did make little influences into my novel – some of those things, I did take on board… while there were also others that I felt didn’t work for me,” she laughed.


“I always encourage students to write. But to write for the pure joy of writing. To play with language and develop a love of words. To enjoy the process as opposed to looking towards an end product.”

Danielle Van-De-BrouckeCDNIS Upper School Teacher

14 | Cultivate Character

BALANCING ACTWellness at CDNIS

CDNIS, a non-profit institution where students graduate with both the International Baccalaureate (IB) Diploma as well as the Ontario Secondary School Diploma (OSSD), “school wellness” is a priority to improve the physical and mental well-being of students, which in turn creates a positive learning environment that enables individuals to reach their potential.

While the idea of holding two diplomas to gain entry into the world’s top universities can be an alluring one, the curriculum is rigorous, and CDNIS offers a number of wellness programmes for students that are designed to help them to balance their work load and reach their full potential.

Grades 9-12 can be a stressful time for both students and parents due to the focus on college applications, so additional advisory sessions are offered on a weekly basis with mindfulness components and pastoral care.“These sessions involve different techniques of mindfulness, such as guided body scans, mindful reflection, and visualization,” said CDNIS’ Upper School Guidance Counsellor Lolita Schmalenberg. “Staff are able to participate as well.”

The “School Wellness” movement is growing in schools around the world. And CDNIS is seen as an industry leader by making healthy living part of its school culture.

Industry sources show, Asia is notorious for its pressure-cooker education system. A 2015 student survey by Hong Kong’s Mental Health Association found that nearly half of respondents reported higher levels of stress than normal.

“If students do not have a healthy way to deal with their problems or release their tension, this will lead to mental health problems,” says Ching Chi-kong, the MHA’s assistant director of service and education.

Such pressures come not only from schools but at home too. In order to give their children a head start towards success, many parents are seeing the value of enrichment tutoring sessions – in which books and additional homework are used to ensure continued academic development.

Luckily, some schools have recognized the problem and are actively pursuing ways to help their students. At

CDNIS’ “through-train” education, which caters to students from Pre Reception (3 year olds) through to Grade 12 graduation, provides the school a unique opportunity to enrich the minds of its students from a young age. For those in the Lower School (Pre Reception to Grade 6), wellness techniques have been incorporated into everyday classroom teaching, with key examples including “Kelso’s Choices” and “Social Thinking”.

Kelso’s Choices is a wellness programme that educates the Lower School students to make fair and safe choices. According to CDNIS’ Lower School Guidance Counsellor Shelly Chutke, the programme is used to help empower young people, develop skills that impact students’ lives, and help them become lifelong learners.

“It is also an amazing conflict resolution tool kit that helps systematize expectations of student behaviour, provides consistency in rules, and develops an important linkage between school and home,” she said.

Chutke also revealed that the school had started implementing the “Social Thinking” and behavior mapping teachings conceived by noted speech language pathologist Michelle Garcia Winner, with the aim of helping students in understanding their emotions, as well as expected and unexpected behavior patterns.

“Use of good social skills contributes towards building self-esteem and well-being. It also helps in building relationships and provides a safe environment for students to address and deal with anger and anxiety issues.”

For students in the Upper School, the IB Middle Years Programme (Grades 7-10) and Diploma Programme (Grades 11-12) serve as the cornerstones of their education. Along with the OSSD (Grades 9-12), the experience can be a gruelling and challenging one even for the most studious learners.

Cultivate Character | 15

Having said that, year after year, the students have consistently achieved excellent academic results. In 2016, 98% of the school’s students received their IB Diploma, with an average score of 36.4 – significantly higher than the global average score of 30.07. In addition, three students achieved the maximum score of 45, an impressive figure gained by only 146 students, or 0.1% worldwide.

With a number of wellness programmes offered to its Upper School students, School Psychologist Jaime Wilde mentioned that even simple mindfulness-based techniques such as “Learning to Breathe” can be adapted into a format that is interactive and strengthens focus.

“The aim is to enhance capacity for emotion regulation; strengthen attention and support academic performance; as well as expanding the repertoire of skills for stress management.”

Another programme, one that combines leadership skills and mindfulness, is the “Leaders in Training Understanding Peers” (LiT UP). It sees Grade 10-12 students matched with younger members of the school community in order to provide guidance and positive peer support.

“These include having monthly wellness information sessions where we discuss topical issues such as the importance of sleep, tutoring support, and direct peer mentoring for at-risk students,” said Ms. Schmalenberg.


FROM BRONZE TO GOLDDuke of Edinburgh Award

Luckily, the students found their internal motivation to keep pushing through and we managed to complete the expedition.”

A particularly taxing expedition came in early 2016. Hong Kong residents will remember the January 23-24 weekend, when the SAR was hit by a polar vortex that brought some of the coldest weather in nearly 60 years. Still that did not deter the two Bronze-tier teams who braved the frigid winter chills to complete their camping expedition that weekend.

“Those two teams camped outdoors in the cold and I’m really proud of them and their accomplishment,” said Mr. Hamilton. “They were Grade 9 students Jenkins, Cameron, James, Lizzy, Vance, Sara, Whitney and Hansen. There were also two Grade 8 students, Thomas and Hunter.”

Meanwhile, Grade 12 student Patricia likens her experience to a valuable life lesson, in which “things are not going to be easy - and you’re not always going to feel as though you’re getting somewhere - but once you see the view of the hike, or know that you’ve achieved something for yourself, you learn and grow stronger.”

For fellow Grade 12 student Charly, the most valuable moments of the DofE were evident during the final expedition for a Silver award, when the improvements that she had made throughout the year finally paid off.

“Our group was very slow at hiking in the first few practice journeys due to our inexperience and physical incompetence, but we managed to finish our final assessment journey for Silver at a much shorter time after learning from our previous experiences. I feel like the expedition section was also incredibly valuable to me because it taught me how to communicate and collaborate with a group of people.”

This academic year, the first DofE expedition took place on October 8-9, 2016, which saw six students undergo their Gold level expedition. The expedition started with a hike from Mui Wo to Sunset Peak, and then to Lantau Peak before camping at the Big Buddha. The two-day trip ended with a hike down to Tung Chung.

While the DofE can be a trying experience for even the best of us, it represents a perfect complement of CDNIS’ ongoing vision “to inspire excellence, cultivate character, and empower engagement locally and globally”.

As many students seek to challenge themselves both physically and mentally, the Duke of Edinburgh’s International Award (DofE) at Canadian International School of Hong Kong continues to attract significant interest.

The internationally recognized youth programme, which the school has now supported for five years, consists of three tiers – Bronze, Silver and Gold. Each requires participants to complete an expedition, master a new skill, take up a physical recreation exercise, and provide useful service to others.

While this is undoubtedly a gruelling experience, CAS coordinator Jonathan Hamilton believes that the programme is a showcase of our students’ strength of character and their ability to independently complete the programme.

“We can try to motivate [the students] but at the end of the day, it’s down to the individual to find the will to complete the programme and achieve the Award,” said Mr. Hamilton.

There have been a number of close calls. As the CAS coordinator recalls, there was one hike that tested several students to their limits.

“We were hiking up a hill and had reached the mid-way point. However, upon doing so, several of our students said that it was too much for them and that they wanted to quit.”

“So we had a choice. We could either go back all the way to the start or carry on for the other half. Now what?

Cultivate Character

“I was seeking out the opportunity to try new sports, recreational activities, intense hiking, and service - and DofE seemed to call out my name. I

never would have expected DofE to be so emotion-ally, physically, and mentally tough - but it made

me stronger and more resilient because of how much it tested my patience and ability.”

Patricia, Grade 12 studentDuke of Edinburgh Silver Tier Programme

View their success on their Duke of Edinburgh

expedition.


IT’S PLAY TIME!Benefits of Play-Based Learning

“For example, instead of simply sitting down and writing in a notebook, the kids could be playing in the kitchen and jotting down a shopping list or menu for a restaurant. These are natural learning experiences that areinfused with fun.”

Research has shown that play-based learning supports the development of social and emotional skills needed for young children to succeed in their later years.

“We see it as the foundation where our students can naturally progress onto Grade 1, 2 and 3 where they will learn more specific reading and writing skills. Going in, they have the basic emotional and social skills to do that.”

Such benefits encouraged CDNIS to upgrade its 9/F playground, which opened this academic year. The project, made possible by generous

Amidst growing concerns regarding the pressure-cooker education system in Hong Kong, Canadian International School of Hong Kong recognizes the benefits of offering play-based learning to its younger years students in order to stimulate growth and creativity.

Lisa Kipfer, CDNIS’ Lower School Vice Principal, is keen to dispel any notions that play-based learning is simply an opportunity for children to “play”. Rather, the effectiveness of the practice is better described as a “learning through play” expe-rience – one where our Pre Recep-tion students actively engage with surrounding stimuli in order to help make sense of their social worlds.

“Some parents may say that with play-based learning, their children aren’t learning to read or write. However, I can assure you that they are – it just looks different,” said Ms. Kipfer.

donations by parents and staff alike, was developed with the vision “to create an environmentally friendly, dynamic, functional, inviting and effective play suite for younger kids to learn through interaction”. As Ms. Kipfer noted, the development of the playground complements the school’s commitment to play-based learning.

“It also helps their maturity as well. Research has shown that when kids do not have the opportunity to play or learn to take risks at a young age, they become less capable of managing pressure.”

Looking ahead, Ms. Kipfer has high hopes for the playground and shared the school’s long-term plans for it. The prominent circular area has been designated as the “learning zone”, and will exist as a platform where classes can be conducted outdoors in the open space. The surrounding play area

Cultivate Character | 19will also be used to develop the “Loose Parts” area – filled with materials that our students can use to build things creatively.

“The long-term view is to use this space outside of recess, but to also make it an area where our students would like to socialize or work in,” said Ms. Kipfer.

“While the playground was initially developed for the younger children, we’ve decided to open it up all the way to our Grade 6 students. While they probably wouldn’t be using the equipment, the wealth of open space provides plenty of opportunities for them.”

“Motor skills development is an important aspect of any healthy child’s upbringing. It helps to improve their coordination as well as brain development – so much so that when they do get to the point where they’re doing more academic things, they’re well-prepared for it.”

Lisa KipferCDNIS Lower School Vice Principal

Come and explore the 9/F playground at CDNIS!


EXPRESS YOURSELFCreativity Through Art Mischief

Partnering with Mischief Productions, CDNIS brought another highly successful “Secret Walls” movement to the campus once again.

The partnership, now in its second successive academic year, saw several students work together with local artists Cath Love and Peter Yuill to design two art murals – one located on the school’s 12th floor Green Roof entrance and the other at the 9th floor tower entrance.

In anticipation of the event, it was decided that each mural would feature a theme – the former would be based on the ideas of “Green and Sustainability” while the latter would celebrate the core values of the IB Learner Profile – to be Inquirers, Knowledgeable, Thinkers, Communicators, Principled, Open-Minded, Caring, Risk-Takers, Balanced, and Reflective.

Organizer Louisa Haining from Mischief Productions explained the rationale behind the themes.

“[Renowned primatologist and anthropologist] Jane Goodall visited CDNIS in November so we decided to produce a green-inspired themed mural depicting east and west wildlife,” said Ms. Haining. “There’s a mix of Canadian and Asian [design cues] on the 12th floor mural.”

“Meanwhile, the mural on 9th floor features the IB pillars – with the 10 attributes valued by IB World Schools.

Given that the IB curriculum is such a significant part of the CDNIS student experience, it makes sense to create a mural based on that theme.”

Speaking to CDNIS, artist Cath Love, who supervised the group of Grade 7 and 8 students that designed the IB-themed mural, spoke about the “Secret Walls” event and why it had proven to be a hit at the school.

“It was a festival that originated in the UK and proved so popular that it spread to the rest of the world,” said Ms. Love. “Artists love to compete with each other, and Secret Walls has proven to be an excellent platform for friendly competition, as well as an outlet where they can express their creativity. This was something that the students at CDNIS have in abundance.”

The two-day event took place on October 24-25, 2016 with students from Grade 7 to 12 collaborating with one another and expressing themselves on large wall canvases. The IB-themed wall was designed by Grade 7 and 8 students, while the Grade 9s and up worked on the green-themed mural. According to Ms. Love, the art styles used to create both murals are highly distinctive from one another.

“The IB mural features a much more 2D graphic aesthet-ic, given the heavy use of shapes and patterns, whereas the mural on the 12th floor utilizes a lot more brushwork to create scenic designs that complement the green theme that they’re attempting to produce.”

The Secret Walls event has proven to be a huge success for CDNIS, and clearly showcases the school’s vision “to inspire excellence, cultivate character, and empower engagement locally and globally”. The school is eager to push the movement forward, and will be inviting Mischief Productions to work with our students later this school year.


Learn about these amazing murals our students created.


FUTURISTRobotics Education

“We started the project with Grade 4, but we’re developing the programme up and down at the same time. So this year, our Grade 6 students are doing it, and this will be followed by Grades 3, 5 and 7. So it is definitely building within the school.”

The current Grade 6 students have already benefitted from the Robotics classes that they had last year, and are now taking knowledge and applying it to solve new problems. Case in point – they are currently in the midst of programming their robots to intuitively navigate through mazes as well as tracks filled with obstacles.

“There’s many solutions to that but it requires a lot of thinking,” said Dr. Turner. “The robot is really a tool to help support our students’ thinking, and to provide feedback of what works and what doesn’t work. Looking forward, the Head of Education Technology is encouraged by the benefits that robotics has afforded already, and is looking to incorporate elements of science and design into the classes, in order to integrate it further into the school’s standard

With the trend in digital technology and computer science, the inclusion of Robotics into a school’s curriculum may initially raise eyebrows, but Canadian International School of Hong Kong has recognized the value of teaching this to its students.

The school has long been an advocate for the integration of technology into its academic curriculum. Since Millennials have been raised on technology, they have no fear of it and are natural innovators who relish and need this creative platform. Digital technologies curriculums are strongly supported by many institutions today, as students benefit from authentic and meaningful learning experiences, working through problems visually, and experimenting with concepts they are learning.

According to Dr. John Turner, the Head of Educational Technology, the aim of offering Robotics classes at CDNIS is to develop digital literacy, to createopportunities, and to facilitate STEAM – science, technology, engineering, arts and mathematics – through a hands on approach.

curriculum. Making these curricular connections also allows them to justify teaching computer science, a subject that is currently required in only a handful of regions.

“This is actually a way that we can engage kids to develop a growth mentality, because they’ll be faced with challenges along the way, which should in turn lead to them questioning what went wrong and how to fix it.”

This form of enquiry based learning represents a perfect fit for the IB profile, which places an emphasis on inquiry in order to help students develop their knowledge and problem-based learning skills.

“It’s enquiry based but it also supports the student agency – the ownership of the problem, being able to personalize ways forward. There’s also a lot of collaboration required as well, which makes for a very interesting class dynamic. It’s not just me and my robot – it’s how this fits into the whole class approach,” Dr. Turner said.


Witness the students’ work in Robotics classes.

“However, [during my study of the] chimp society, I noticed that there were both good and bad mothers. The good mothers are affectionate, playful and most importantly supportive. Just like my mother and this makes such a difference. The offspring of supportive mothers tend to do better – the males rise to higher positions in the hierarchy, while the females become more successful mothers!”

The short Q&A session which followed gave an honored opportunity to a number of lucky students to pick Dr. Goodall’s brain, as she spoke about the funniest memory that she remembers, as well as the things that she missed most about working with Chimpanzees.

“What I miss most is being out in the forest,” revealed the

24 | Empower Engagement Locally and Globally

GLOBAL AMBASSADORJane Goodall Visits CDNIS

A visit by highly respected primatologist and environmentalist Jane Goodall to Canadian International School of Hong Kong for the annual Roots & Shoots Youth Summit proved to be a hit, with some 400 students from local and international schools in Hong Kong attending the special event.

Well known for her 55-year long study of the social and family interactions of wild chimpanzees, Dr. Goodall has long been recognized as one of the world’sforemost experts on the species. Her unorthodox research methods and findings may have challenged long-standing beliefs and conventions of the past, but her close bond with the mammals also saw her becoming the first and only person, to this day, to be accepted into chimpanzee society.

While delivering her speech on promoting environmentalism, the primatologist and environmentalist shared humorous stories from her youth, and detailed how her keen sense of curiosity and never-give-up attitude helped her realise her dreams. Goodall also touched upon the importance of establishing better understanding of animal and environment conservation through education – the very foundation of the Roots & Shoots programme.

“I went to Cambridge for my PhD in ethology, and I met plenty of resistance from my professors who maintained that animals were incapable of having emotions or thinking rationally, because according to them, those were unique to only humans,” said Dr. Goodall.

primatologist. “When I’m in the forest, I can completely forget that I’m a human being. I feel a great spiritual presence there, which I liken to being a part of nature.”

Finally, attendees at the event were also able to interact with Goodall herself, as she toured through the Youth Summit Exhibition in order to provide feedback and generate valuable discussions with theparticipants.

CDNIS Grade 12 student Claudia impressed Dr. Goodall with her presentation about the environmental impact of plastic pollution, focusing on the hazardous nature of plastic pellets and its damaging effects on marine species as well as coastal dependent economies.

“Plastic pellets are constantly being shipped locally and across international waters, with each container potentially holding countless of these tiny pellets. The plastic can be leaked overboard, and because they look like fish eggs, marine species often consume them, and these toxins can bioaccumulate inside the bodies of fishes.”

The Grade 12 student believes that the effects can prove devastating to the local community in Hong Kong,

given that the SAR is the second largest consumer of seafood in Asia, and the seventh largest in the world. With the ever-increasing threats to fish health, populations and human health, what will this mean for the local fish trade?

Not only do we have to educate ourselves, but those around us as well. The importance of remembering that everything we do makes a small difference, no matter how small they may seem to be.

“Isn’t it weird that humans, the most intellectual creatures to walk this earth, are destroying their only home? And you know what I mean – living here in Hong Kong and being so close to China, you’ve witnessed the results of pollution and the burning of fossil fuel.”

Jane Goodall

Empower Engagement Locally and Globally | 25

Witness Jane Goodall’s visit to CDNIS.


SING YOUR HEART OUTCDNIS Students Join the Vienna Boys Choir

joining, he was flying to Japan to perform his very first solo.”

It was at this event where Nathan was inspired to follow in his older brother’s footsteps. The two siblings had always shared a close relationship and watching Matthew singing a beautiful rendition of “Amazing Grace” was all the motivation Nathan needed.

“Nathan was allowed to audition for the Vienna Boys Choir in Japan,” recalled Mrs. Helms. “When it ended, the representative came over to me and jokingly asked if I had any other sons in the family. They wanted the whole batch!”

Another gratifying moment that emerged from the performance in Japan was that one of the members in the audience was particularly enthralled by Matthew’s “Amazing Grace” solo – a song he held close to his heart due to it being a favourite of his late mother.

For both Matthew and Nathan, the last two years have been a whirlwind for them. The hectic schedule that has led them to perform all around the world can be overwhelming sometimes. However, the experiences have provided them with some truly unforgettable memories.

“The capping ceremony, which led to me becoming an official member of the Vienna Boys Choir was an absolute delight,” said Nathan. “I will also never forget my very first Asia tour that I was able to do with my brother.”

Meanwhile, Matthew said: “For me, my first solo in Japan was a real eye-opener and truly made me feel on top of the world. There was also a fan club meet where I had the chance to meet our supporters. They were so happy to meet us… and it was a very special moment!”

The Vienna Boys Choir is perhaps the most renowned boys’ choirs in the world, and Canadian International School of Hong Kong is proud that two of its students are now members of the 500-year-old organization’s 100 choristers.

Siblings and former Grade 3 and 5 students Nathan and Matthew were accepted into the Vienna Boys Choir back in 2014 and are now realizing their musical potential by performing all around the world. The talented duo recently performed the tour programme “Belle Italia” in Hong Kong to critical acclaim.

According to the boys’ mother, CDNIS Teacher Assistant Bussaba Helms, Matthew was the first to be enrolled in the Vienna Boys Choir, after impressing the selection committee with his vocal talents during a Christmas production by the City Chamber Orchestra of Hong Kong.

“Matthew became the very first Hong Kong-based individual to be accepted by the Vienna Boys Choir,” said Mrs. Helms proudly. “Within the first two months of

Watch Matthew’s first solo performance in Japan.


THE BATTLE OF HONG KONGMilitary Historian’s Coverage Wows Students

position that would have made it impossible to pick up and return it in time, Osborn made the ultimate sacrifice by throwing himself on top of the grenade, saving the lives of many others.

Students enthusiastically took part in learning more from Lake. Memorable talking points included the role of women during the Battle of Hong Kong, the reason behind the loss of Hong Kong, and the importance of medicine during the war. Lake was more than happy to share his knowledge.

Learning about Canada’s prominent role in the Battle of Hong Kong proved to be a heartfelt moment for Grade 10 student Zarah, given her Canadian roots. Despite being somewhat familiar with the event, she found Lake’s presentation to be a highly interesting and illuminating one.

“I had learnt a fair bit about the Battle of Hong Kong from my history lessons but I didn’t really know much about Canada’s role in it, which made the presentation a very interesting one,” said Zarah. “While I’m by no means a patriot, learning about the courage that our men showed during the war does make me proud of being a Canadian.”

To commemorate the 75th anniversary of the Battle of Hong Kong, Canadian International School of Hong Kong, in partnership with the Consulate General of Canada in Hong Kong and Macau, was proud to host Military Historian Bill Lake who delivered a presentation of the historical event.

Over a hundred Grade 10 students attended the presentation, and were enthralled by Lake’s wit and dry humor as he took his audience back in time to a dark period of Hong Kong’s past. Amidst sobering tales of brutality and death brought forth by the impending Japanese occupation during Word War II, the students learned about the British forces’ valiant efforts to defend the city, as well as Canada’s role in it.

One event that evoked strong emotion from our students was the heart-warming story of Gander, a Newfoundland dog that terrorized the Japanese who mistook it as a large bear. During the Battle of Hong Kong, Gander helped The Royal Rifles of Canada fight the Japanese on three occasions, with the dog’s final sacrifice being to pick up a thrown hand grenade and rush towards the enemy’s lines.

While it may have died in the ensuing explosion, Gander’s last act helped saved the lives of several wounded Canadian soldiers, and the dog was posthumously awarded the prestigious Dickin Medal in 2000.

Another notable tale of extraordinary Canadian courage took place on December 19, 1941, when Company Sergeant-Major John Robert Osborn, a member of the Winnipeg Grenadiers, helped secure Mount Butler, holding it for three hours. A heated battle soon ensued with Japanese soldiers throwing grenades at the Company. When a stray grenade landed in a

Discover more on Bill Lake’s visit at CDNIS!

pillars,” she noted. “Three days later, we had the septic tanks installed, while the flooring and walls had all been laid out – that’s just as special to see as anything else.”

The most memorable part of visiting Rayong for a new joiner, Grade 11 student Katie, was seeing the finished product and handing the keys to its new owner.

“On our last day [in Rayong], we presented the house to its new owner. That was a truly magical moment as it made us feel like we were really helping out and making a positive difference in the lives of others.”

Looking back, both girls appreciated the sense of camaraderie and friendship that the CDNIS volunteers all shared during the


HABITAT FOR HUMANITYBuilding a Brighter Tomorrow

With a long-standing partnership with Habitat for Humanity, a team of 23 students and three teachers from Canadian International School of Hong Kong visited Rayong, Thailand in October 2016 to assist the group’s home-building efforts.

The school has been a proud supporter of the world’s largest non-profit homebuilder for seven years running, as part of our ongoing initiative to “inspire excellence, cultivate character, and empower engagement locally and globally”.

The three-day goodwill trip proved to be an eye opener for the volunteers as they were first treated to a visit to one of the houses that CDNIS had helped build two years prior. According to Upper School Humanities teacher Heather

Jablonowski, the experience was a special one. “We met the woman who now lives in the house that we built and she was crying with happiness,” recalls Mrs. Jablonowski. “It was also a very emotional moment for us too as we were able to see how she had taken this brick house and turned it into a home for her and her family.”

Perhaps just as gratifying for Mrs. Jablonowski was the astonishing progress that CDNIS volunteers were able to make during their short three-day trip. The amount of sweat equity given to the cause looked to have already paid dividends.

“The day we arrived, we were working on a dirt site that featured [the “barebones”] of a home. There was only a roof and four concrete

trip. The two students have since become great friends – something that would not have been possible without Habitat for Humanity.

“If it wasn’t for Habitat [for Humanity], Tomoka and I would probably never have even known each other,” said Katie. “We’ve become close friends since, and she helps me out with everything. These field trips really bring people together.”

“I think the great part is to not only be able to work together as a school but to also get a first hand look at the local

community. Take last year for example – we visited the Philippines to build a house in the middle of an established community. We were able to witness the disparity of wealth and appreciate how privileged we are here in Hong Kong.”

Tomoka, Grade 12 student


Check out the student experience with

Habitat for Humanity.


STRIVE FOR QUALITYAfter School Activities Enrich

Student Body and the Wider Community

“We have some of the best sporting facilities of any local or international school in Hong Kong. Given the high standards of our activities as well as the competitive rates that we offer, we see a number of non-CDNIS candidates joining our activities.”

It’s not only sports that are celebrated, but the Session 2 ASA programme also consists of a wide range of academic and art activities, including but not limited to dance, singing, creative writing and robotics.

ASAs are hosted by external vendors – all of which boast accreditations and licenses for the courses they offer. Ms. Noel has revealed that the vetting process of finding the right vendor is a lengthy process, and one that her team is actively engaged in. Vendors are thoroughly reviewed prior to contract approval, and this is routinely reviewed to ensure the very best coaching standards.

“Before we sign any contract, we would visit the vendor’s teaching centre in order to observe first hand how classes are conducted. That’s the only way that we can guarantee quality, and this is something that we do again when the contract is up for renewal. Even vendors that have worked at CDNIS are subjected to the same reviews.”

The same quality standards are extended to our extensive summer programmes, which are once again some of the best in Hong Kong. Ms. Noel noted that unlike those offered by other international schools that typically last about two weeks, CDNIS’ courses last throughout the majority of the summer, thereby providing participants with a full exposure to the experience.

“Our Summer Programme runs for 8 weeks with a choice of full day or half day programmes for ages 3 and up. In addition to this, we offer bus service and lunch time supervision. Our morning schedule consists of teacher-led programmes: Kindergarten Fun (ages 3-4) and Multi Activity (ages 5-12), while the afternoons are reserved for our provider-led programmes.”

Canadian International School of Hong Kong is well known for offering one of the best After School Activities (ASA) programmes available in Hong Kong, and it does so by delivering diverse and enriching experiences to both its student body and the wider community.

According to Activities Manager Dove Noel, Session 2 features ASAs that take place between January 7 and June 7, 2017. The early enrolments started on November 21 for current CDNIS students, while the general enrolment began on November 27.

Popular favourites such as gymnastics and swimming are back, and they are joined by a slew of newer activity options including touch rugby and fencing classes. With the aim of offering something for every age group, infants between the ages of six months and three years are welcome to join the Infant Aquatics programme. Designed to develop a love for swimming, the activity also requires active parental participation.Meanwhile, the school is also exploring the possibility of offering an adult gymnastic course, which could lead to a wider community visiting CDNIS and more active participation from parents.

Experience the most exciting and wide-ranging ASA

programmes!

PARENTS GET INVOLVEDLeading by example, inspiring by experience

It’s no secret that active parent involvement in school can help children achieve the best possible learning outcomes. CDNIS benefits from a dynamic parent community who generously contribute their time and effort to help enrich the student life in school through a variety of channels. Our Interim Head of School, Mr. David Baird has remarked often over the last few months about the energetic engagement of parents in our school. Our parents’ association CISPA supports a number of school wide events, including the Family Fun Fair, International Library Day and CNY Flower Fair. Their tireless contributions helped ensure that the International Food Fair was well stocked with multi-cultural dishes; and that the CNY game booths were managed at all times. Besides running large events, CISPA also organizes a variety of speakers on a diverse range of topics. And for people new to CDNIS as well as CDNIS veteran families , CISPA arranges a variety of social gatherings at cozy restaurants, organizes hikes and even puts on events such as Stand Up Paddleboarding. The 25th Anniversary Committee has become the main driving force behind CDNIS’ silver jubilee celebrations. This group is behind notable events such as the Mid-Autumn Festival and helping with the upcoming Alan Dick Community Day. A commemorative book celebrating 25 years of successful CDNIS history is also in the works and sponsoring a joint children’s choir have been a few of the many activities they have been in-volved with. Parents seeking to have direct involvement in the student learning process can do so by becoming class representatives. Their duties entail a number of dif-ferent activities such as encouraging other parents to participate in school activities, distributing information to fellow class parents, and from time to time lending a helping hand. Finally, as the longest-running activity programme offered here at CDNIS, the 1st Hong Kong Canadian Scout Group, caters to multiple age groups, including those from Grade 1 and 2. These younger years require additional mentorship, and so active parent involvement is required, as these volunteers serve as Leaders and accompany the children on their outings and camping trips. These are just some of the ways our parents get involved in their child’s life at CDNIS. Find our more in the next issue of Red & White.


Bringing Forth the Year of the RoosterStroll through the Flower Fair with food and games to play. Challengechallenging yourself at the Dumpling Eating Contest. The Chinese New Year festivities are celebrated in full swing at CDNIS!

Dance With The Young AmericansCDNIS continues to be the only Hong Kong-based school to host The Young Americans – an achievement it has undertaken three times.

In the next edition of RED & WHITEIn your next edition of Red & White we will bring you another collection of inspring, cultivating and empowering stories including...

An Evening of Taking ActionIn anticipation of Jane Goodall’s visit to CDNIS, a Champagne Reception and Silent Auction was hosted by parents and staff to raise funds for the school’s Roots & Shoots Club and the Jane Goodall Institute.

Former Students Turned TeachersLife has gone full circle for Lily Chan, Feonna Fong, Thomas Man and Yvonne Leung, former CDNIS students who now teach at CDNIS.

Canadian International School of Hong Kong36 Nam Long Shan Road, Aberdeen, Hong KongPhone: (852) 2525 7088 Fax: (852) 2525 [email protected]

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