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& White
Winter 2018 | Issue 3
Inspire Excellence
Robotics In Action
Cultivate Character
Success at Public
Speaking Competition
Empower Engagement
Tencent Youth Camp
To inspire excellence, cultivate character, and empower engagement locally and globally.
Welcome Note
Looking back on the launch of Project Innovate at the
beginning of the school year at Canadian International
School of Hong Kong, I am pleased to see it has been a
resounding success. Project Innovate is an exciting new
initiative which is equipping our students with the 21st
century skills they need to be successful in our
ever-changing world. With this in mind, all elements of
school life have been brought into line with this vision, in
order to prepare students for a different world to the one
we are living in now. This issue of Red & White is
dedicated to showcasing the incredible ways Project
Innovate is embedded into everything we do at CDNIS,
ensuring our students are ready to contribute to and thrive
in the world that awaits them.
As part of our philosophy, this focus on future ready
learning extends beyond the classroom. Grade 12 student
Horace’s recycling project features on the cover of this
issue of Red & White, and his ingenuity in birthing this
initiative from a student led incubator, is testament to the
bright ideas coming forth from the school. In the following
pages, you will also learn about Grade 5 Robotics and
how all students from Pre Reception to Grade 12 are
utilizing the new Science and Innovation Lab. While
sustainability is one of the key issues already facing us
now, it gladdens me to see the ingenious ways in which
CDNIS students are tackling this problem head-on through
technology. Students at CDNIS will continue to reach for
higher and greater heights through Project Innovate.
As we step into 2018, I’m grateful to reflect on a stellar
first half of the school year at CDNIS. The pace of life at
our school never ceases to amaze me, and I do hope that
& White you will enjoy reading about what has been happening at
CDNIS in this issue of Red & White. I trust you will have
had time to rest and reflect during the festive season. The
Editors rest of the 2017/2018 school year at CDNIS promises to
Helen Kelly be just as busy and exciting as the first half, and I look
Melanie Hnetka forward to seeing all of you on campus again soon.
Design and Art Direction
Tiffany Lam
David Baird
Photography
CDNIS Communications Department Interim Head of School
Upper School Media Team
Story Tellers
Clement Huang
Chris Niem CanadianInternationalSchoolOfHongKong
Aly Trezise
DJ MacPherson @CDNISComm
Darrell Sharp
Joe Holroyd @cdnishk
Julie Cook
Kim Campbell @cdnishk
Kimberly Butler
Mana Mehta cdniseduhk
Tungsten Tang
company/canadian-international-school-of-hong-kong
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 & White editor,
Melanie Hnetka: melaniehnetka@cdnis.edu.hk
Contents
04
Inspire Excellence
04 Robotics in Action
Robotics in the Classroom: 21st Century Learning
06 Perfect 45
Top Students Share Secrets of Their Success
08 Project Innovate
Kicking Off in a Big Way 06
10 Learning about Energy
Prototypes to Help Those in Need
11 Meaningful Engagement through Mathematics
A Magical Voyage of Discovery
12 Performing Arts
Creativity and Innovation through the Arts
14 Growth Mindset
Debunking Stereotypes Leading to Greater Learning 30
Cultivate Character
16 Success in Public Speaking Competition
CDNIS Students Buck Trend to Win Big
18 New Science & Innovation Lab
Hands-on Learning in an Innovative Space
20 The Rich History of the IB Diploma
Continuing the IB Spirit of Innovation
22 Duke of Edinburgh Expedition
CDNIS Students Go for Gold
10
24 Middle Years Programme Lifts the Bar
Benefits of Interdisciplinary Learning
26 Learning Through Working
Students Gain Valuable Lessons at Grassroots Pantry
26
20
22
Empower Engagement
Locally and Globally
28 cdnisRECYCLE
Saving the Planet in the Most Innovative Way
30 Behind the Camera
Alumnus Gives Project Innovate a Creative Boost
32 Gope and Meera
Weaving Through India’s History
34 Disaster Relief Action Group
Reaching Out to Help Out
36 Association of Chinese Teachers Conference 28
Best Practices Shared Amongst Experts
38 Tencent Youth Camp 34
Tech Giant Inspires CDNIS Students
38
04 | Inspire Excellence
ROBOTICS IN ACTION
Robotics in the Classroom: 21st Century Learning
When Canadian International School of Hong Kong further reinforcing the math element,” Ms. Liguori states.
(CDNIS) Grade 5 teacher Ms. Laura Liguori thinks about “I feel like this is a good practical way for these students
robotics in the classroom, she does not consider it to be to put their conceptual learning into practice. It also
a standalone discipline. “At CDNIS, robotics has been encourages students to continue to work on their mental
integrated into the curriculum as parts of the Units of math, because those who are stronger at mental math
Inquiry,” she explains. “We are teaching coding, are able to code faster than those who are not. This
robotics, computing and math all at the same time. This provides a great incentive to get better at working things
is quite natural because they are all inter-related.” out mentally.”
Robotics and Coding has emerged over the last 12 Students in Ms. Liguori’s class were fortunate to be
months as a key ingredient of Project Innovate, selected to test drive the 1:1 robot pilot programme in
providing opportunities to support all three pillars of
future ready learning by developing core numeracy
skills, the 21st century competencies of critical thinking,
creativity and collaboration and building resilience in
students who are overcoming challenges and learning
through failure.
In Grade 5, students are building their robots first then
learning about the concepts of perimeter, area and
circumference and how to calculate them. They learn
how to code their robots to draw shapes with specific
perimeters, areas and circumferences, having the
freedom to choose what they draw.
“The students will draw their blueprints on paper first,
Inspire Excellence | 05
the Lower School. This means the students get to keep
their individual robot for the whole year and explore its
possibilities much more deeply. “I find it very
educational to learn how to program my robot,”
exclaims student Horus. “We’re learning coding
languages like Scratch and mBlock, but I’m finding it
difficult to control the speed of my robot.” His classmate
Phoebe is imagining what it would be like to code her
robot to spin and dance. “I enjoy the creative aspect of
programing,” she says. “There’s a real sense of
accomplishment when you make the robot do what you
want it to do.”
As someone who has been driving innovation in the
classroom for many years, Ms. Liguori is
enthusiastic about the direction CDNIS is taking under
Project Innovate. “There is a balance to be had, and I
think the school is trying to find that. It’s important to
be innovative in the classroom, but there’s also a time
and place for paper and pencil learning. Children are
constantly being exposed to technology outside of the
classroom, so it’s only natural that they want to use it
inside the classroom too. As teachers, when we expose
students to the possibilities that are achievable through
technology and innovation, they are excited to learn
more in order to develop the next Facebook or
Minecraft.”
CDNIS hopes to move forward next year with the 1:1
robot programme, currently being piloted in one Grade
4 and one Grade 5 class. “We are looking at ways to
bring the 1:1 programme into more classrooms for the and that we don’t just keep adding things into the
2018-19 school year,” says Dr. Helen Kelly, Lower School curriculum, there is little doubt that the Robotics and
Principal. “While we need to ensure there is a balance Coding Programme brings huge benefits to student
learning. Our task now is to work with the Learning
Technologies Team, including our Robotics and Coding
Facilitator, Ms. Vivian Fung and our teaching teams, to
find ways to further embed these learning opportunities
into the classrooms.“
Back in November, parents were treated to a taste of
the robotics experience at the second Project Innovate
Parent Workshop. Twenty parents worked alongside
student experts from Grade 6, and Upper and Lower
School staff, on a number of robotics challenges. The
level of engagement was high with parents engrossed
in the activities, determined to overcome the challenges
and get the results they wanted. “It’s the best parent
workshop I have ever attended”, says Dr. Kelly. “We had
grandparents being taught by 11-year olds. It was quite
magical. One parent became emotional when she
realized the deep learning that takes place through
robotics and commented that she wished school had
been like this in her day.”
There are many plans for the ongoing development
and extension of the Robotics and Coding programmes
across the Lower and Upper Schools. Next year,
students in Grades 4-6 will be provided with a new range
of accessories for their robots including LED screens and
grabbers to allow for new challenges that will extend
students further. The school is also looking at ways to
extend opportunities for advanced coding and robotics
in the Upper School.
06 | Inspire Excellence
PERFECT 45
Top Students Share Secrets of Their Success
The start of July is traditionally a nerve-wracking period Essay and Theory of Knowledge – an extraordinary feat
for many Canadian International School of Hong Kong that only 278 students out of 78,853 DP students
(CDNIS) students, as results for the International worldwide managed to achieve. Speaking about her
Baccalaureate (IB) exams are released. For many, the success, Nicole, who is currently studying medicine at the
results are the final hurdle in gaining full non-conditional University of Hong Kong, called it an unexpected surprise.
acceptance into the world’s top universities.
“After the exams, I said to myself that what’s done is done,
CDNIS, which celebrated its eighth successful IB and I had tried my best. [Learning that I had received 45
diploma year, once again had one of the largest Diploma points] was truly unexpected but it was also a very
Programme (DP) cohorts in Hong Kong. Yet this did not exciting moment for me and my family.”
stop the Class of 2017 from achieving the school’s best
results ever. Of the 133 students who took the IB DP exam, Kelly, who is now pursuing a degree in Linguistics at
two received a perfect 45, six scored 43 or 44 points out Trinity College, University of Cambridge, summed up her
of a maximum of 45, while 31 students achieved an DP experience and the secret for her success: “My
exceptional score of 40 points or higher. The school’s pass biggest piece of advice for future students is to get to
rate for the Diploma was 97%, and the average score was know your teachers and counsellors! I’ve learnt so much
36.6 – significantly higher than the worldwide average of from them both inside and outside the classroom. Yes,
30 points. they are super knowledgeable about their subject and
have without a doubt helped me with my studies.
CDNIS continued to build on last year’s success, as two However, I find that it is their wealth of experience and
students achieved the maximum score of 45. Nicole Hon advice that has really inspired me to grow as a person.”
and Kelly Wing, both of whom started at CDNIS when
they were 4-years old, received a score of 7 in all six major For those seeking to follow in her footsteps, Nicole also
subjects, as well as an A grade in both the Extended shared the secrets behind her success. In particular, she
Inspire Excellence | 07
She described the IB DP as “tough”, but also the best
Kelly Wing time of her education experience so far. Some of her most
memorable moments during the two-year course came
Class of 2017 from the CAS project and CAS week, where she visited
Japan, Australia and Fiji, gaining invaluable eye-opening
experiences.
Having been given the opportunity to explore subjects
that she would not have considered in the beginning of
her schooling, the CDNIS alum is now glad that she
benefitted from this experience.
“I took English Literature as a higher level course despite
not really having a deep appreciation for it in Grade 10.
However, my teacher encouraged me to go for it, and it
has since become one of my favourite subjects.”
noted that finding the right place to study was of the Looking back, Kelly is grateful for her time at CDNIS,
utmost importance. Having previously found it difficult to having forged strong bonds with many of her fellow
revise at home, Nicole instead found more suitable classmates and enjoyed plenty of memorable
alternatives. experiences with them along the way.
“There were simply too many distractions at home – I’d “My best memories of the school (I can’t pick one!) would
end up taking a nap or eating,” laughed Nicole. “So I be travelling abroad with my classmates. From
experimented on different study locations in order to volleyball tournaments to CAS week trips, I’ve shared so
maintain focus. I’d go to the library, or a cafe in Causeway many laughs and inside jokes with the CDNIS family. It has
Bay. It was just a case of finding out which place worked only been a couple months, but I already miss everyone
for me, so that when the time came for me to revise for so much!”
the exams, I knew the best way to study.”
Finally, Nicole will never forget her time at CDNIS, having
The now-CDNIS alum also revealed that she studies best described the school as her “second home” for 14 years.
when she is able to re-teach content to others. As the daughter of Ms. Vivian Fung, CDNIS’ Robotics and
Therefore, she made it a point to let her friends know that Coding Facilitator, Nicole spent the majority of her time
she welcomed questions about topic matters that they on campus and greatly appreciates the experiences she
had learnt. In doing so, Nicole was able to use her existing has gained along the way.
knowledge to “teach” her fellow peers, while the exercise
of doing so enabled her to memorize the facts easier.
“Being [here in CDNIS] almost every day
from 7am to 6pm, I think the school has
become a part of me and it’s truly nice to
have grown up in this community with
my friends, who I consider part of my
family now.”
Nicole Hon
Class of 2017
08 | Inspire Excellence
PROJECT INNOVATE
Kicking Off in a Big Way
The Maker Culture has been growing at Canadian
International School of Hong Kong (CDNIS) for a number
of years, with students using their hands to create things
during recess, in the Library Makerspace, and in Visual
Arts lessons. Project Innovate sees the bringing together
of this burgeoning desire to make things with the use of
the Design Thinking Model and project-based learning,
to create engaging and challenging experiences for
students across the school.
In the Design Thinking Model, developed by Stanford
University and used widely in industry, students
empathize with the end users of their designs, define a
problem, ideate, prototype and test, giving structure to
the design process and making it accessible and
purposeful. At CDNIS, students as young as five are have been working collaboratively to develop new
using this tool to underpin their making activities and ideas for a makerspace on the 9/F playground,
ensure learning is maximized. considering the needs of students who will use the space
and creating their own prototypes from a range of
Ms. Aly Tresize, Leader for Making and Innovation in the materials. In the Blueprint Club, Upper and Lower School
Lower School, sees huge benefits for students using this students have developed plans for a prototype maker
approach in the classroom. cart, which is currently being fabricated by an industrial
manufacturer, for use in Lower School classrooms. “The
Staff from across the school attended training last year in carts will hold the tools and materials needed to support
Bangkok with Susie Wise, of Stanford’s D School, to learn making in any classroom,” says Ms. Tresize. “The ideas
how to apply the Design Thinking Model in a range of that the students came up with were just astounding. We
contexts. They have since shared their learning with must not fall into the trap of underestimating what
Upper and Lower School colleagues to begin to embed students are capable of. Their imaginations are full of
the use of the model in classrooms. Parents have also ideas that can be harnessed and developed into
been involved, through a Project Innovate Parent something amazing.”
Workshop, focused on design thinking, which took place
in September. Further demonstration of this is the new Grade 6 Science
unit where students were asked to design and prototype a
In the Lower School, teachers are increasingly using the system to harness, store and use the energy, as part of the
Design Thinking Model to encourage students to think energy unit. Following research into a variety of energy
in new and deeper ways. In Prep and Grade 1, students systems and careful collaboration and planning, students
developed a range of innovative systems which they
prototyped using a wide range of materials.
The important thing that these projects have in common,
apart from the design thinking and making components
is the focus upon solving authentic problems which are
meaningful and empowering for students. According to
Ms. Tresize, “this problem or project-based learning is a
key aspect of Project Innovate. Students’ learning takes
on new meaning when they feel it is happening in a
real-life context. They get so engaged in what they are
doing and feel so proud of what they achieve. It’s a great
motivation to learn and apply themselves more to what
they are doing.” There is also plenty of research to show
that this kind of learning deepens the learner’sInspire Excellence | 09
understanding of the concepts they encounter. “They’re
actually able to prove their skills and knowledge, as
opposed to simply regurgitating answers. It deepens
every part of the learning experience,” says Ms. Tresize.
Project-based learning takes on an even greater meaning
when it is applied to solve the bigger problems that we
face as humankind. As part of a new Lower School
initiative to introduce fashion design and textile
innovation to the curriculum, students, staff and parents
will be learning about the environmental issues that
surround the fashion industry and will consider how we
can make fashion more sustainable
Early in the new year, Grade 5 will be hosting Artists in
Residence YES, a group of fashion and architecture
graduates from The University of Hong Kong University,
The Hong Kong Polytechnic University, and The Chinese
University of Hong Kong, to work collaboratively, in
simulated design teams, to create wearable art forms
using mixed-media, recyclables, up-cycled fashion and
wearable tech. This is a great launch pad for a much
wider, multi-faceted focus on the textile industry, covering
everything from entrepreneurship, jobs and
merchandising across both the Lower and Upper Schools.
“We already have a small group of staff and parents
sharing their passion for textiles with our students through
Blueprint Club,” says Ms. Tresize. “The focus on upcycled
fashion is a way to get our wider community involved
through a number of projects that bring together
fashion and textiles with local and global engagement.”
Students, parents and staff have lots of ideas about how
to move forward with this fashion and textile focus, as a
way to really engage the whole community in thinking
about what they wear and what they throw away.
Project Innovate demonstrates how complex and deep
hands-on learning can be, bringing Maker Culture
together with design thinking and a focus upon solving
authentic problems, to give students meaningful and
engaging experiences, that brings their learning alive
through connections to the real world.
“Through the use of the Design Thinking Model,
students are not only using their hands to create
things but thinking critically, about what to make,
but also why and how they are making it,”
Aly Tresize
Leader for Making and Innovation (Lower School)10| Inspire Excellence
LEARNING ABOUT ENERGY
Prototypes to Help Those in Need
hot air would be compressed and therefore turn cool.
Wanting to test their prototype, they used it in an
experiment on the 6/F pitch, and to their amazement, the
air coming out of their system was on average five
degrees cooler than the surrounding air temperature.
Their classmates, Joshua and Annabelle, were
prompted by reading about contraptions that created
energy through human movement. Their initial idea
involved stepping on a pedal of some sort to create
energy, but they went through many different designs
before reaching a functioning prototype. Their project
was focused on new ways to generate energy to
As part of the initiative to develop more hands-on overcome the world’s energy crisis. Their final design
science experiences for students in the Lower School, involved stepping on a panel which connected pencils to
Ms. JoAnne Sandul’s Grade 6 class at Canadian Blu Tack. Through some diligent stepping, they were able
International School of Hong Kong (CDNIS) completed a to generate enough tension to power a lightbulb, which
new and innovative Unit of Inquiry on energy. The central they were very proud of.
idea of the unit was to study systems that harness, store
and use energy and consider the issues relating to them. Ms. Sandul is happy that the class was able to come up
After researching a range of energy systems, students with so many creative ways to use the knowledge they
used the Design Thinking Model to create a prototype of acquired in the classroom. “It’s amazing what students
their own energy system. are capable of if you give them the right environment
to explore and show what they can do,” she says. She
“The students followed a three-step process for planning hopes this is just the beginning and that the students are
their final project,” Ms. Sandul explains. “First, they had inspired to be curious about developing innovations to
to empathise with a group of people who were facing a solve other problems in the future.
problem. Next, they had to define clearly what the
problem is. Finally, they had to brainstorm ideas for how
to help this group. I stressed to them when they were
designing their prototypes that their designs would have
to have practical benefits. The requirement for their
projects was that the prototypes be able to harness, store
and distribute energy in order to meet a need.”
This new Grade 6 unit has been prompted by Project
Innovate’s focus upon future ready learning. It enables
students to develop and consolidate core Science
knowledge and conceptual understanding in a
hands-on context, building on the students’
collaboration, creativity, critical thinking and
communication skills. Grade 6 teachers were challenged
to think creatively in their approaches to this unit, looking
for new ways that students can demonstrate their
learning.
Annabelle, Siena and Cheng from Ms. Sandul’s class were
inspired by a Bangladeshi air conditioning system that
they read about on the Internet. They wanted to work
on this problem since many low-income families in Hong
Kong do not have air conditioning units at home and
suffer during the sweltering summers. Their design
involved cutting plastic bottles and affixing them to old
shoeboxes. They had calculated that if hot air flowed
through the bottles and through the small opening, theInspire Excellence | 11
MEANINGFUL ENGAGEMENT
THROUGH MATHEMATICS
A Magical Voyage of Discovery
the catapult and investigated aqueducts. To gain a deep
understanding of these ancient technologies, they built
their own aqueducts and catapults. With the catapults,
the learning that led to the construction phase required
an understanding of 3D structures, how to build them and
how to design them through sketching. With the
aqueducts, students designed a model that carried 200ml
of water a total distance of 150cm. Understanding
capacity, volume, and measurement was necessary for
students to be successful. Students developed models,
and as in most processes of discovery, needed to learn
In her book Mathematical Mindsets, Jo Boaler reminds through failure. Through trial and error, they could figure
us that “Mathematics is a subject full of uncertainty; it is out, in collaborative teams, the aspects of their designs
about explorations, conjectures, and interpretations, not that required further development so they could be
definitive answers.” This is an important foundation for successful.
the new Lower School Mathematics programme,
introduced in August. “We see throughout the school, teachers nurturing a
positive mindset towards Mathematics, to see it’s beauty
According to Mr. DJ MacPherson, Lower School Vice and joy”, says Mr. MacPherson. By exploring the lives of
Principal, the Lower School leadership team has been mathematicians, Grade 2 students understand their
intentional about reviewing its instructional practices in dispositions and habits of mind. Provided with
Mathematics through the lenses of both Project Innovate opportunities to work like a mathematician, they develop
and the school’s Guiding Statements. Studies have shown perseverance and learn through trial and error until they
that, through rich problem solving, students are engaged reach success. “What better way to create joy in
and motivated. As they construct their understandings, Mathematics for children than them believing they are
they share ideas and strategies, make connections, think mathematicians,” says Mr. MacPherson.
critically and apply knowledge and skills. At the same
time they experience the joy of Mathematics, viewing it The journey to improve the experiences and successes of
as a discipline that enables them to be innovative and CDNIS students is exciting. Not only is the school
creative. nurturing future biochemists and mechanical engineers,
but also future artists and historians. It is worth noting,
Deep experiential learning linked to Mathematics can be says Mr. MacPherson, “that we are preparing our students
found happening on any day in the Lower School, for a future we cannot yet imagine in this era of ongoing
expanding the conceptual thinking and consolidating the technological change. As they pursue their passions, we
skills of students. hope they can see in their own journeys the value of
being a mathematician, and that mathematics can be
Students in Grade 5, for example have been learning to about so much more than ‘definitive answers’, but is
code with robots. They will be challenged to use coding instead a magical voyage of discovery.”
to command robots to move around a measurable
perimeter of a 2D shape. The learning that leads to this
involves using algorithms to estimate and calculate the
perimeter and area of regular and irregular polygons,
understanding that algorithms can be used to critically
think about how to solve mathematical problems. It is
worth noting that the basics of measurement and
geometry are applied to a context that involves them
figuring out how to code their robot to move in a
particular way.
In their investigation into the central idea “Past
civilizations have shaped present day tools and
technologies,” Grade 4 students explored the impact of12 |
Inspire Excellence
PERFORMING ARTS
Creativity and Innovation through the Arts
Ms. Kimberly Butler, Lower School Head of Visual and “The best way to develop creativity, is to practice
Performing Arts, is enthused by the direction the school is creating often and in many ways,” says Ms. Butler.
taking under Project Innovate and its impact on the Arts. Students work to add their own voice into material
“I would consider Visual and Performing Arts to be presented in class and make decisions in large and small
innovative at its core, as you need to be innovative to be groups. This agency allows for a collaborative
successful in these endeavours. Project Innovate provides environment where the student increasingly takes
a greater focus on creativity and innovation throughout ownership of the creative process over time. At the start,
the school.” a student’s creative process can be as simple as changing
the lyrics of a song, thinking of new shape to make with
Performing Arts at CDNIS starts with a child’s basic
instincts - using chant, song, movement, play and
fantasy. As learning is developed in music, drama and
dance, students frame their learning as “sharpening tools
in their toolbox” by practicing skills and strategies that
they can use in a variety of ways. Students might
“fracture” a fairy tale, turning a well-known plotline
inside out, resulting in a completely different story. They
might juxtapose tension and relaxation by
choreographing a movement sequence to their favorite
song. Or they might improvise a melody inspired by the
prose of a nursery rhyme onto a xylophone. These tools
not only call on skills and knowledge in the Arts, but also
elements of the IB Learner Profile such as communicating
effectively, taking risks and being open-minded.Inspire Excellence | 13 a body part, or suggesting a different voice to give to a character in a story. As the student grows, so do these creative tasks, incorporating more concepts and more complicated repertoire. Learning engagements in Performing Arts are vibrant and varied, calling upon a wide range of art forms from around the world, connecting expression to the real-world of the student and to worlds far away. Within the first three months of the school year, Grade 5 students have built “essence machines” in their work in drama, while Prep students explored creative movements like “float” and “flick” based on Rudolf Laban’s dance concepts. Grade 3 students arranged a canon that helped to musically celebrate International Peace Day at CDNIS, while Grade 1 students have learned a series of “play party” singing games that allow for different members of the class to lead and give a try to being the teacher. For many students at CDNIS, Performing Arts is a place they can express themselves through movement and song, where they get to learn how to use their voice, their body and the combination of the two to tell stories and to express emotions. It is a safe space full of laughter and joy where they can channel the energy that is stored in their growing bodies and produce their ideas in new and different ways. Music educator and teacher trainer, Doug Goodkin recently wrote in his blog, “We are rarely so alive and so alert as when we are creating.” We see this vitality in our students each day and we hope you do too.
14 | Inspire Excellence
GROWTH MINDSET
Debunking Stereotypes Leading to Greater Learning
As we become more knowledgeable about how people challenges and have resilience in the face of those
learn, our understanding of the importance of a growth challenges. Teaching resilience of this kind is a key
mindset develops. The research of Harvard Professor, component of future-ready learning.
Carol Dweck demonstrates that intelligence can be
developed if students work hard at improving their skills To assist teachers and students in understanding the
and understanding and believe that success is possible. concept of growth mindset, Mr. Sharp and Ms. Rhonda
This can clearly have a huge impact on student learning at Wildeman, who left CDNIS and returned to Canada in
school and success in life. Upper School Head of Science, June, 2017, co-present workshops entitled “The
Mr. Darrell Sharp, is leading the way at Canadian Neuroscience of Your Classroom” to colleagues at a
International School of Hong Kong (CDNIS), in recent EARCOS Teachers’ Conference. The workshop
encouraging teachers to foster growth mindsets in their focused attention on the neuroscience of learning. Since
students. ideas about how people learn are so broad and open to
multiple interpretations, they can also lead to
A common refrain heard by students and adults alike is misunderstandings. The presentation provided teachers
“I’m just not good at math”, or similar sentiments. This is with clear information based on scientific facts, which are
an example of a fixed mindset, where people believe that easy for everyone to comprehend. “By having a better
their intelligence is static, acknowledging a deterministic understanding of the biological or neural science of
view of the world. Those with a growth mindset, on the learning, teachers and students understand why we do
other hand, believe their intelligence can grow, giving certain things in class, and what are the best ways to
them a desire to learn, and a greater sense of learn,” said Mr. Sharp.
empowerment when it comes to tackling academic
challenges. Schools in Asia have traditionally placed a high emphasis
upon rote learning. While this is a common practice
Those with a growth mindset have a tendency to embrace students across the world use to cram for tests,Inspire Excellence | 15
according to Ms. Wildeman, “memorisation is not an strategies to further improve the learning,” says
effective learning strategy.” While anyone can memorise Ms. Wildeman.
facts, challenging courses, such as Diploma level
Biology, are much more about concept-based “By emphasizing the science behind the concept of
understanding and being able to apply knowledge to growth mindset, students are encouraged to buy into
different scenarios. The presentation demonstrated to the idea that their brain can learn anything, and that they
teachers and students what kind of learning strategies can achieve anything they want as Iong as they apply
can be used effectively to master the levels of themselves and receive strong guidance. Embracing a
understanding and application to be successful in such growth mindset will allow students to explore the limits of
challenging courses. their capabilities, rather than simply staying stuck behind
self-imposed limitations,” concludes Mr. Sharp.
“By sharing this information with colleagues, we hope
that they can go back to their classrooms and use these Written by Grade 12 student Mana Mehta16 | Cultivate Character
SUCCESS AT PUBLIC SPEAKING
COMPETITION
CDNIS Students Buck Trend to Win Big
Canadian International School of Hong Kong (CDNIS) The competition itself is split into two categories, with
provides an incredibly diverse selection of students in Grades 6-8 eligible to compete in the Junior
extra-curricular activities for a school of its size with over Division, and students in Grades 9-12 in the Senior
70 different clubs and activities to choose from. Last Division. All applicants are invited to complete in a
March, members of the Gavel Club competed at the Preliminary Round, where they give a three minute speech
HKFYG English Public Speaking Competition and did on a topic of their choosing. In the semi-final, contestants
very well. The event was an opportunity for students to are given set topics, a week in advance, for a three
display their collaboration and communication skills, key minute speech. In the grand final, only 15 minutes
elements of future ready learning. notice of topics is given. In addition, two final questions
are asked with one minute response given.
Spearheading the CDNIS contingent at the competition
were Nicholas and Eric, members of Gavel Club for three The club achieved the remarkable feat of having two
and five years respectively, assisted by IB DP CAS students qualify for the grand final, and placing in the top
Coordinator Mr. Jonathan Hamilton. Gavel Club is five. In a field traditionally dominated by female
modelled on Toastmasters International, an NGO based winners, Nicholas won first runner-up, while Eric was
in the US whose mission is to help members improve their given a merit award.
communication, public speaking and leadership skills.
“Our club also has similar goals,” Nicholas, now President Eric chose a topic for the preliminary round which is close
of Gavel Club, explained. “One thing we’ve put a large to the hearts of most teenage boys, video games. “I used
emphasis on is how to improve our improvisation skills to be pretty addicted to video games, which meant that
when it comes to making speeches. We mostly compete my time management was very poor. I wasn’t able to
against each other within school, but the HKFYG maximise my efforts on school work or my social life, as
competition gave us the opportunity to pit our talents I’d be playing games on my phone and League of
against other students from all around Hong Kong.” Legends. However, I actually credit video games forCultivate Character | 17
helping to improve my time management skills, and now
I’ve found a happy medium between playing and my
other responsibilities.”
Nicholas, on the other hand, decided to speak on the
academic pressures faced by students in Hong Kong.
“Having grown up in Canada, I’d been exposed to a
different type of academic culture. It’s been interesting
for me to experience life in Hong Kong, and the pressure
on students is definitely higher here,” he said.
For the Grand Final, the assigned topic was e-commerce
in Hong Kong. Although not fascinated by the topic, Eric
still dove deep into his improvisation skills to prepare the
impromptu speech. “Instead of using a lot of statistics have improved as a speaker. He also focuses on
to back up my points, I actually injected a lot of emotion improving areas of our speaking which we are weak at.
into my speech in order to make it successful. My main For me, I’m happiest when I have to give impromptu
point was that we have things slightly too easy in Hong speeches, but I am not as confident when I have to
Kong, and that’s perhaps why we lag behind Mainland prepare a speech in advance.”
China in this area of e-commerce.” Nicholas focused
on a similar line of thought. “I actually called out Hong The Gavel Club is always looking for new members. If
Kongers for being lazy in my speech!” you are interested in joining this club, please contact
Mr. Hamilton.
When reflecting on their experiences during the
competition, both students felt that they learned many
lessons. “Our Gavel Club meetings at school are held in
a casual format, but during the competition, my
speeches were given in a formal context, with judges and
a stage audience. I personally found this challenging, but
I definitely gained more confidence from performing in
front of so many people,” said Eric.
The opportunity to interact with local school students
was something that Nicholas enjoyed. “We thought that
these kids would be super intense, but getting to know
them through the different rounds was nice. I’m really
grateful for the feedback that Mr. Hamilton gave during
our meetings and in the competition, and I feel that I
“The skills that I’ve learned through Gavel Club are
lessons for life. After all, speaking is the primary
means of communication. Whether it’s in a job
interview or in a social context, being able to
deliver your message clearly is vital. We also work
hard to make sure our body language is good while
we make our speeches. I believe that communicating
effectively also helps to boost your confidence.”
Nicholas, Grade 12 student
President of Gavel Club18 | Cultivate Character
NEW SCIENCE & INNOVATION LAB
Hands-on Learning in an Innovative Space
The opening of the Lower School Science and with a team of staff allowed us to draw on multiple
Innovation Lab in October has caused great excitement in perspectives and experiences.”
the Canadian International School of Hong Kong (CDNIS)
community. The room represents a functional and The Lab is furnished with easily moveable, industrial-style
inspirational space where students engage in hands-on benches to provide for flexibility in the way the space is
Science activities, making and innovation. The used. A state of art 3D printer and laser cutter are
redevelopment of the former Learning Support Team providing students with opportunities to create, using the
offices has created a vibrant hub equipped with state of latest technology. The room is also equipped with
the art equipment and a wide range of materials allowing sewing machines, an overlocker, a heat press and, soon to
students to explore, investigate and create. be unveiled, a digital fabric printer to support innovative
textile work. Students also have access to a wide range of
The vision for the Lab was developed by the Lower School more traditional tools such as power drills, screwdrivers
Science Committee, led by Mr. Rob Grantham, a Lower hammers and glue guns. Hands-on Science is
School Vice Principal and supported by Ms. Aly Tresize, supported through a range of traditional Science
Leader for Making and Innovation (Lower School). equipment plus Little Bits electronic building blocks and
“Engaging a number of teachers during the design ovens for Food Science.
process was key to the success of the space,” says
Mr. Grantham. “We wanted a space that was different Following an initial orientation session for staff, teachers
from where our students normally learn. Co-designing have been working with the PYP Coordinators, Ms. TresizeCultivate Character | 19
and the Science Committee to identify Units of Inquiry
that fit with the Lab-style environment. The space is in
high demand but priority goes to grade levels working
on current units that have been identified as appropriate
for the space. “Most grade levels have worked in the Lab
already,” says Mr. Grantham. “But those who have not
will have upcoming units that will provide opportunities
to use the space.” Grade level teams are already
identifying new units of inquiry that will be suitable for the
Lab for next school year.
Grade 6 classes have enjoyed using the space to support
their unit on energy. Grade 3 have used to space during
their unit on structures, while Grade 4 have been creating
their ancient inventions there during Chinese lessons. The
Lab has also become a very popular location for cooking In early December, parents were invited to the third
in both the Upper and Lower School. The Blueprint Club, Project Innovate Share, hosted in the Science and
which is a student led incubator for developing innovative Innovation Lab. Parents were impressed with the light,
ideas, is also making great use of the space after school. airy space and the great views over Aberdeen Harbour,
as well as the professional way in which the Lab has been
At the moment lessons are taking place under the equipped and is being managed. They were eager to find
supervision of Ms. Tresize, but between Christmas and out when their children would be using the space and
Chinese New Year, each grade level team will receive a what kinds of activities are going on there. Parents also
half day orientation and training, led by the Learning and had the opportunity to learn from and work with student
Teaching Technologies Team, which will include experts from the Lower School who demonstrated 3D
instruction on the correct use of tools, a full safety briefing printing, Virtual Reality headsets, the use of sewing
plus opportunities to explore what the space has to offer. machines and engineering and robotics kits.
“What’s great about the Lab,” says Mr. Grantham, “is that “The space has already become a victim of its own
once they have used it, teachers and students want to success,” says Mr. Grantham. “It has taken off in a way
do more and start thinking about how they can bring the that we could not have dreamed off. We are excited to
spirit of the Lab into their own classrooms.” Ms. Tresize push forward with providing new locations for this kind
is working with students and teachers to develop maker of experiential learning to take place around the school.”
carts for the classrooms and create small maker spaces
around the school, to allow this kind of hands-on learning
to happen any place, anytime, anywhere.20 | Cultivate Character
THE RICH HISTORY OF
THE IB DIPLOMA
Continuing the IB Spirit of Innovation
The innovative International Baccalaureate Diploma Our world today is rapidly changing, and we
Programme (IBDP), introduced at Canadian acknowledge that our young people need to be
International School of Hong Kong (CDNIS) 10 years ago, future-ready, possessing the skills, knowledge and habits
continues to provide an educational framework where of mind to adapt changes or make those changes
future-ready learners develop the habits of mind and happen. With this in mind, Project Innovate is completely
learn to understand the conditions under which complementary to the Diploma Programme working
innovation can flourish. towards to same goal of providing progressive, future
ready learning.
The IB Diploma emerged out of the ideological, social
and educational revolutions that were sweeping Europe So what does this model for innovation look like in an IB
and North America in the 1960’s. The big ideas driving Diploma classroom? A classroom where we are most
these revolutions were those of equality, and freedom of immediately, preparing students for entrance into
opportunity and expression; this was the baby-boomer university, for which students are expected to have
generation of post-war optimism and grand aspiration of acquired certain knowledge and skills? How do we
societies where each individual might be valued on their balance the need for traditional knowledge and skills with
own merits. As students were taking to the streets to find a focus on future readiness?
their civic voice, as women and people of colour were
demanding a fairer, more equal society, a number of DP literature students are holding a Harkness session - a
educational innovators decided to develop an guided Socratic conversation, where they question one
educational model that would would sustain academic another regarding the social and political significance
rigour while supporting creativity, critical thinking about of Arundhati Roy’s novel The God of Small Things. The
the world, and - crucially - place the learner at the centre secondary research underpinning this conversation has
of the educational experience. led them to explore post-colonial literary theory, and theCultivate Character | 21
mind set and methods of the great innovators of 20th and
21st century literature. They are considering how such
literary innovations are a response to political and
societal upheaval, and how those who have been
marginalised and oppressed find their voice and their
history in such politically significant innovations. Project
Innovate is about giving a platform to innovative learning
strategies like this.
In DP Biology class, Grade 12 students are exploring the
latest bioengineering concepts and techniques, including
intra, and inter, species genetic transfer, stem cell
differentiation, and genetically modified foods. While
simultaneously, English Literature students are focusing
upon the conventions of genre, namely the differences
and overlaps between Dystopia, Science Fiction and In Theory of Knowledge (TOK), Coordinator Mr. Chris
Speculative Fiction, through the study of Margaret Tyrell leads an investigation into a New York Times video
Atwood’s Oryx and Crake. Atwood’s novel is full of essay, asking whether Tencent’s WeChat ‘super-app’
scientific innovations, including animal splices, innovation is a model for the internet’s future, and
medicines to cure all ailments and cosmetic anti-aging encouraging students to consider the place of social
skin grafts. Atwood claims her novel is speculative fiction, media in such recent political upheavals as Brexit and
that everything in her books is possible or can be found in the election of America’s first Tweeter-in-Chief, President
the world around us. But just how possible is the world of Donald Trump.
Oryx and Crake in light of currently available techniques?
Working in conjunction, both classes of students are There are countless daily examples of innovative practices
determined to find the answer. from the DP core curricular studies, where staff are
supporting students in actively forging connections
between the past, the dynamic present, and an uncertain
future. The key elements of learning are active
construction and making new connections, supporting
students to think like innovators, en route to becoming
innovators themselves.
True innovation rarely springs fully-formed to the world,
but is honed and crafted from a synthesis of experience
and experimentation. Building from the great innovators
of the past, learning from their - and our own mistakes -
the Diploma Programme at CDNIS is forging ahead in the
spirit of innovation of the IB’s founders.22 | Cultivate Character
DUKE OF EDINBURGH EXPEDITION
CDNIS Students Go for Gold
Canadian International School of Hong Kong’s (CDNIS) “All six students were required to complete their Silver
offers the prestigious Duke of Edinburgh International award before pursuing Gold,” said IB DP CAS
Award (DofE), an award which is renowned around the Coordinator Mr. Jonathan Hamilton. “The biggest
world for building resilience, initiative and leadership difference between Gold and Silver is that candidates are
skills in young people. The DofE at CDNIS has reached required to plan a four-day expedition. This requires more
new heights as six students have successfully completed effort in planning for a 60km hike on unfamiliar routes.”
the Gold expedition – a first for the school.
The expedition saw the group begin their hike in Sha Tin,
As previously reported, the DofE features three working through the trails towards Ho Pui Resevoir, the
progressive levels, Bronze, Silver and Gold. Available to peak of Tai Mo Shan and ending in Sham Tseng.
those from the ages of 14 to 25, the programme – better
known locally as the Hong Kong Award for Young People
(AYP) – pushes personal boundaries, enabling candidates
to learn new skills while enhancing their CVs and
university applications.
The top Gold level of the DofE consists of five different
sections – Volunteering, Physical Recreation, Skills,
Expedition and Residential Project. The expedition saw
students Ellie, Helena, Chester, Elliot, Jameson and
Jenny embark on a grueling endurance activity
spanning four-days and three-nights.Cultivate Character | 23
Mr. Hamilton noted that in Silver level, students would be “They were looking to hike a total of 23km on day three,
provided with checkpoints, whereas Gold requires which is longer than the entire Bronze expedition. While
independent planning from the participants themselves. the group attempted to push ahead, it was a slow process
This is also extended to the actual hiking experience too. and they barely managed to get to the designated
campsite before it got completely dark. Perseverance was
“In Silver level, the instructor would be located fairly a key factor in them completing the expedition”
close by to ensure that the expedition team is safe and
that they have support if needed. Meanwhile in Gold, the Mr. Hamilton also credits the progressive nature of the
team would typically only see them at the campsites in the DofE as one of the key benefits behind the success of
morning and at night.” The four-day expedition required the participants. As he noted, the Bronze course provides
Gold level participants to plan not only their routing, but good training for Silver, while Silver represents another
also their trip provisions. According to Mr. Hamilton, a positive stepping stone towards Gold.
task such as this, while looking simple, requires careful
planning. Moving forward, the group’s next task will be to complete
the other four sections, before achieving the Gold level
“The students have to remember that any food they bring award. “Hopefully, by February, at least two students will
along would not only have to last the entire four days, have completed all the required components, and be
but also be light enough for them to carry around in their eligible to receive their Gold level award,” said
backpacks. Tinned food may last long, but may also be Mr. Hamilton.
heavy. Would you want to have the extra weight in your
bag?” “It’s worth it. Having the kids learn to live simply on the
bare basics away from home is an extremely rewarding
Despite the group managing to complete the Gold level experience. The regular hikes not only test their mental
expedition, the CAS coordinator noted that there were and physical resilience – but are also a huge commitment
several challenges along the way. In particular, Ellie fell ill on their part.”
at the end of the second day, which meant that the third
and most strenuous day became even more of a
challenge.24 |Cultivate Character
MIDDLE YEARS PROGRAMME
LIFTS THE BAR
Benefits of Interdisciplinary Learning
Interdisciplinary learning has been identified at Canadian
International School of Hong Kong (CDNIS) as a main
focus of Project Innovate, for the Upper School. The
focus for interdisciplinary learning includes both
interdisciplinary units in the classroom and other learning
engagements throughout the Middle Years Programme
(MYP).
For several years, Grade 9 students have explored the
interface between Geography and Science in the Sandy
Shore Field Study Interdisciplinary Unit, which occurs
every spring. Partnering with Coastal Watch (WWF),
students spend a day on the beaches of Lantau, using
data collection protocols from Science and Geography
to study the effect that human activity has on the Lantau
beach environment and the animals that live there.
Mr. Ryan Kirchner, an Upper School Science and Biology
teacher, has noticed how engaged the students are in this recognising a community need, but take pride in working
authentic learning experience. “The students are not only towards helping to find a solution by applying concepts
and techniques learned in the classroom, out in the field.”
Student-collected data is used by WWF to determine the
impact of high density populations on local ecosystems.
At the end of the day in the field, students take action by
completing a thorough beach clean-up, doing their part
for the environment. Back at the school, students
investigate factors that affect the living things on the
sandy shore, and the land use of the surrounding area
which may play a part in the environmental impact.
Grade 7 students explore connections between what they
are learning in their Mathematics and Physical Education
and Health classes, applying rates to monitoring of health
and wellness. This practical application of Mathematics
emphasises the relevance ofthe learning and helps
students better understand the value of synthesizing
understanding from two disciplines. “When the kids made
videos, reflecting on what they learned, students said that
they could use the tools from one subject to help reach
the goal of another,” said Mr. Blair Schmalenberg, an
Upper School Physical Education Teacher. “Some of them
took their healthy habits data and made a graph with it,
saying that they could now see, in a visual way, progress
toward their goal.”
English and Art teachers are currently devloping a unit,
for Grade 8 students for them to explore Hong Kong
identity through expression in art, drama, music and
poetry. Students will use sights, sounds and experiencesCultivate Character | 25
this spring to engage students in innovative,
interdisciplinary projects. “The Innovation Fairs give
students the opportunity to take information, concepts,
and skills that they’ve learned in class and expand and
deepen their understanding through personal passion
projects,” says Mr. David Larson, a Digital Literacy and
Design Technology Teacher. Students will identify a
social need, connect it to the conceptual learning they
have done throughout the school year, and design their
own solution to address the need. Innovation Fairs will be
culminating experiences, during which students will share
their work with the community. Dr. John Turner,
Director of Digital Innovation, says “The Innovation Fair is
not about what students can learn from their making. It’s
about what they can make with their learning.”
around them as stimuli for creativity. This exciting Through the range of interdisciplinary learning
interdisciplinary venture will help students see how our opportunities taking place across the school, CDNIS is
identity, setting and perspective influence how people able to provide students with authentic, deep and well
present our commonality, diversity and interconnection. connected experiences inside and outside of the
classroom, boosting their abilities to tackle the world
A variety of interdisciplinary learning engagements occur issues of tomorrow.
in the Upper School, between subjects. An example is the
Visual Arts kinetic sculptures assessment for Grade 10
students, in which students use scientific conceptual
understanding and mathematics skills to create
mechanical artwork. Students synthesise their disciplinary
learning to produce an innovative creation of their own.
As students transfer skills, concepts, or contextual
understanding from one discipline and apply it in another,
the possibilities for new or innovative results multiply.
Ms. Catharine Ho, Head of Visual Arts in the Upper School
and a Grade 10 Visual Arts teacher says, “After exploring
different methods of movement, students evaluate which
method would best help communicate their innovative
concept, using drills, saws, gears pulleys and a variety of
construction techniques. This unit is full of
experimentation, creative problem solving and a fair bit of
noise.” Students gain confidence as they form something
unique and share it with the community with the annual
Kinetic Art Fair each spring. Kinetics sculptures produced
in last year’s Grade 10 Visual Arts course are currently on
display in the 3/F Science wing.
As part of this increased focus on interdisciplinary
learning, Innovation Fairs for Grades 7 and 8 will be heldYou can also read
