ISPP Pulse October November 2014 Issue

02 ISPP PULSE ispp.edu.kh

FEATURES

09Staying on TaskAnswering the Challenges

Gecko’s ChoiceDigital FootprintsShare Life. Give Blood.

12 Learning Languages via PlayThe Value of Graduating with an IB DiplomaMathematiciansTekhin14

ISPP PULSEThe ISPP PULSE is produced by the Admissions and Communications Department in line with ISPP’s Guiding Statements:

Vision StatementLearning together, growing together, each making a difference.

Mission StatementISPP empowers students, in a caring international environment, to achieve their full potential by pursuing personal and academic excellence, and to grow as responsible global citizens who celebrate diversity.

International Mindedness Students develop their curiosity about the world, extend their understanding and appreciation of both shared values and cultural differences, and strive to effect positive change.

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Advertising Ms. Sok Leng HengEmail [email protected]

Editor Ms. Belinda JonesDesign Ms. Belinda [email protected]

Cover photograph: Ms. Belinda Jones

© International School of Phnom Penh

FOCUS09 PERSONAL &

SOCIAL EDUCATION

12 ACADEMICS

16 ACTIVITIES

21 LEARNING BEYOND THE CLASSROOM

30 INTERNATIONAL MINDEDNESS

32 COMMUNITY16 Leadership Building

Please Sir, I want some more!Hope do you spell R-E-S-P-E-C-T?DecemberJanuary

17The Elementary School Production is in full swing.

‘PLEASE SIR, I WANT SOME MORE

Staying on TaskAnswering the Challenges

Gecko’s ChoiceDigital FootprintsShare Life. Give Blood.

P: 089 477 789 - [email protected]

We specialize in printing- Brochures, Leaflet, Flyer, Poster, Folder- Book, Booklet, Annual Report

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Address: No 59, St. 240, Chaktomuk, Phnom Penh

21 Entrepreneurship, Art & TechnologyThe Importance of Elementary Teacher BlogsLeadership SummitExploring our Local CommunitiesDesigning Real Life SolutionsThings I Learnt in High Heels (PPMUN)Checkered Flags to Checkered Futures

30 What is the Single Story?Water Festival

32 Our Vision is RealitySpotlight on AlumniWalk the WalkStudent TakeoverWelcome to the Community


The Water Festival seems like a distant memory now and I know that all our students and teachers returned re-energized and ready to complete a very active first semester at ISPP. The past weekend was very busy with our Boys and Girls Junior MRISA Basketball Teams traveling to

ISHCMC in Saigon. Our athletes acquitted themselves well on the court with the ISPP Girls taking the gold medal and the Boys placing 4th. Many thanks to the coaches: Mr. Murphy, Mr. Sharples, and Ms. Mouritz for ensuring the students had a safe and exhausting time. Thanks to Mr. Munn, who also coached the boys. It was great to be able to stream the games live over the Internet and we hope to reciprocate when we host MRISA Senior Basketball in Semester 2.

MUNI also want to recognize the many students involved in the Phnom Penh Model United Nations (PPMUM) that was hosted at ISPP, which was organized and run by our students in October. They did an impressive job and the PPMUN is growing every year in terms of participants. A few of these students have traveled to Singapore this month for Model United Nations (THIMUN). The work for the MUN events has been intense and I want to thank Mr. Brown for instilling a great work ethic in the students who have been pouring over their resolutions and preparing to take some big risks at the conference to gain support for their ideas to and build coalitions. MUN has become a staple of the ISPP diet in Secondary.

Our First Big SplashISPP’s first-ever invitational swim meet is just around the corner at the time of writing. We will have 270 swimmers participating. The teamwork we are seeing between teachers and parents along with the efforts our swimmers are making is truly inspiring. I also want to thank our ISPP parents who will be billeting athletes joining us for the swim meet. It is a big responsibility and I appreciate you taking this on. And of course, thanks to Mr. Stanton and Mr. Wiggins, the entire PE Team and members of the PCO for volunteering their time to make it a great event for the children.

As this is the last issue of the semester, I’ll extend my thinking into the holiday period. For teachers and students the end of the semester means the deadlines for major assessments, exam week for Grade 11 and report cards. Many universities have their application deadlines in December, so this year’s graduating class are busy sorting out their paperwork along with organizing their study schedule over the end of semester break. I think all our Grade 12 students know how critical it will be to be studying and revising during this period in anticipation of their mock exams in Semester 2. Good luck with staying on task -- your efforts over the long winter break will definitely pay off.

Staying on task

by Barry Sutherland, Director


PERSONAL & SOCIAL EDUCATION DDD

by Mia JordanwoodBoard of Trustees

When my little boy walked into his first ISPP classroom at age three, I knew very little about the IB curriculum. At the time I was concerned in finding a safe and stimulating environment for my child, I hadn’t thought much beyond that. Over the last six years, as my children have grown and learned in the classroom, I have learned more about the IB curriculum myself. In particular, I have been increasingly aware of the value of international-mindedness of the IB.

The IB foundation was established in Geneva in 1968. At the time international schools tended to offer exported national educational programs. As an alternative, the IB foundation created a new curriculum that bought together the best of many countries’ programs. This has two main advantages in my opinion. The first is that the IB curriculum benefits from a range of national areas of expertise. The second is that the curriculum does not belong to a single country, and so is owned by many. I love that my kids don’t attend an “American” or “French” school, for example, but an International school, with input from many countries.

This internationalism is an intrinsic part of ISPP, and I see it reflected in my children’s learning, on a daily basis. It is present in the classroom content. When my children come home talking about world religions or global weather patterns I know they have a broader knowledge base than they would have if we had not moved overseas. I see it in the diverse student body and in the faculty. My children have schoolmates from almost 50 nationalities and teachers from around the world. I also see internationalism reflected in the values of the school. My children have been taught to value and celebrate diversity from an early age.

I really believe this international-mindedness will benefit my children when they grow up. The world we live in is increasingly global. Emails fly from Phnom Penh to New York in the blink of an eye. Events in Asia influence the price of food in Europe. As national boundaries blur, students who are knowledgeable about cultures beyond their own, and who feel comfortable in multi-cultural environments, will have a working advantage. I also hope that the values embodied in internationalism will help my children answer the challenges posed by globalism, building, in the words of the IB mission, a “better and more peaceful world through intercultural understanding and respect.”

ANSWERING THE CHALLENGES

by Paul FreerBoard Chair

I’m delighted to share with you the news that Barry Sutherland has agreed to remain as director of ISPP until August 2017. As you will all know, Barry has been at the forefront of ensuring the long term health and continuity of ISPP through his efforts to build a permanent home for the school in Chak Angre district. I hope that many of you will by now have seen the fantastic result of his efforts and leadership in this regard. With Elementary moving to the new campus next year, the Board felt it important to secure his continual stewardship throughout and beyond this period to mitigate against any interruption to the build-out and success of this project. I’m delighted that Barry was able to accept the Board’s offer of a contract extension. I hope that you will join me in extending congratulations to Barry.

On a rather sadder note, I’m sorry to have to inform you that Winnie Kuefner will be relocating to Germany with her family at the end of this year. I would like to thank Winnie for her contributions and efforts as a board trustee since joining earlier this year. We wish both her and her family every luck in their new surroundings. Should you be interested in volunteering your time as a board trustee, our Board Governance Committee Chair, Dan Friendly would be delighted to hear from you! He can reached at [email protected]. Nomination forms will be sent to all parents.

A BRIEF MESSAGE TO THE ISPP COMMUNITY


by Ashley WanlessElementary Learning Support Teacher

This year the Elementary School implemented a new conflict resolution program as part of the Personal, Social and Physical Education (PSPE), called “Gecko’s Choice.” This program empowers students to become independent while solving their own minor conflicts. Since the beginning of the year, Ms. Ashley, Learning Support teacher, went into all the classrooms from Kindergarten to Grade 5 for a number of weeks. Students worked on how to best solve a variety of minor conflicts that they often encounter. They learned how to use the wheel and the nine different strategies. Using Gecko’s Choice allows everyone in the school to use a common language while solving minor conflicts.

Over the past few months each student had opportunities to be a risk-taker and role-played a number of scenarios to practice using the different strategies in an appropriate way. They also had the opportunity to discuss and role-play actual minor conflicts that have happened. Reflections were made on how the conflict was resolved and the final outcome.

Students learned the difference between minor and major problems. They understood that for a major problem they go straight to an adult. They discussed and role-played what happens when a minor conflict becomes a major conflict and that when it happens they should go straight to an adult to discuss the issue with them.

Students showed enthusiasm for learning how to be independent in solving minor conflicts. In the classrooms and out at recess, students are seen using the choices. They showed understanding when they chose to “talk it out” when there was an issue. Others are appropriately telling someone to “stop” when they are saying or doing something that they do not like. The Elementary School has seen a decrease in the number of issues that occur now that students feel empowered and understand the language to solve their own conflicts.

During one of the workshops in October, Gecko’s Choice was presented to parents. This presentation provided a better understanding of the conflict resolution program we use at school. Parents are encouraged to remind their children to use the skills they have been taught to solve minor conflicts at school and in the community. If your child comes home from school and tells you about a minor conflict they had, discuss what choice they used to solve it themselves.

GECKO’S CHOICE



by Matthew DomontICT Coach

Unlike the impressions left in the rainy season mud, digital footprints aren’t so easily washed away.

When we explore the internet, read articles, watch videos, comment or “like” things, and publish about our work and learning, we leave behind a trail. This trail can be followed to create a public map of our interests, habits, opinions and creations, especially if we don’t take steps to obscure it. It’s what we call our “digital footprint”, our impression on the internet. Once made public it can be a very difficult thing to hide; records of its existence are replicated on computers around the world. And although there are methods that can be used to cover our tracks, and much discussion about what things people want to hide, the real discussion that needs to happen in schools is about what we want to show.

The internet is now the go-to resource for finding out about stuff. What if the thing that someone wants to find out more about is you? The searcher could be anyone, potentially even

someone who wants to harm you… but most likely that person searching for you on the internet has a vested interest: A job you’re applying to, a potential employer or client investigating your potential. These are parties that have influence on your life, and they may make decisions based on what they find. So the discussion becomes not about what you don’t want people to know about you on the internet, but just exactly what you do want them to know.

You want them to know you exist. You want them to see examples of your best work, in a variety of fields. You want to demonstrate that you can grow, adapt, and change over time. You want to focus on your strengths, and show that you are working on your weaknesses.

Students at ISPP are not just building an internet presence, they’re building an internet portfolio. They are learning what sorts of information are okay to share online, and what types of things they should keep private. They are learning how websites track and use their information and are using that knowledge to promote their best work. With proactivity like this, those who go looking may find our students, but they will find people with a history of learning and growth, not a one-time bad party photo or an anecdote meant only for close friends. Those things should remain private, but should they ever leak, they will be buried beneath years of authentic, principled, publicly visible learning.

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DIGITAL FOOTPRINTS



by Alison DurrantSchool Nurse

In late October, staff from the National Blood Donation Centre set up a mobile donation unit on the Secondary campus. 25 members of the ISPP community came along to donate, which was a great achievement and big thanks go to them all. A special thank you has to go to all the first time donors which included several ISPP Grade 12 students.

If you are still not sure about giving blood maybe because you are scared (which is a very normal way to feel if you have never given blood before) or you are not sure if you are eligible because you have had certain illnesses or immunisations, please come along to the next session where all these

Share life.Give blood.

questions can be addressed. We hope to host another session in April or May probably in the Central Administration Building Auditorium.

Every day someone needs blood, therefore the supply of donated blood needs constant replenishment. It has a very short shelf-life and there are no substitutes for human blood. The actual donation only takes about 8-10 minutes. As a donor, you recuperate very quickly and can return to your day-to-day routine shortly afterwards, enjoying the feeling of accomplishment knowing that you have helped to save lives.

The body completely replaces all the blood you have donated. Does this make blood the ultimate renewable resource in the world?



The dull approach of repetition and remembering is the last choice for those on a quest for an inquiry-based curriculum. Even so, when children learn another language, most of their time is spent repeating, in order to recall. Consider how many times parents say “mom-mom-mom” in front of a newborn baby to produce that precious first word “mom”? Does a child learn the 26 letters of the alphabet simply by doing copious research on the origins of the Roman alphabet? Regardless of the answers, for early-stage language learners, repetition is necessary.

So the question becomes, how do we integrate repetition into inquiry? How do we engage and motivate students without boring them with repetition? Playing games is one highly recommended strategy. Recent research conducted by Harvard Graduate school of Education and University of Wisconsin suggested that students who have the opportunity to learn through games have better reading abilities. According to Constance Steinkuehler1, a leading professor in this field “games are architectures for engagement.”

Through playing games, students are engaged in repeating basic sentences in daily conversation. For example, during many of the PYP Foreign Language classes; matching games, guessing games, vocabulary races, domino sentence arrangements and role-playing activities are always the favourite part of every lesson for students. They are practicing the same learning material used in traditional classrooms, but in fun, innovative ways. Games are also helpful for students

Learning languages via play

by Leah Sohn, Foreign Language - Mandarin Teacher

to grow their cognitive abilities and develop the learner profile attributes. They feel more confident and knowledgeable when they earn points for the vocabulary they named; they are more competitive and engaged

when they’re in a race to learn. Students also cultivate patience and discipline when waiting for their own and other team members to begin or stop speaking. The games are self-instructed systems that use leadership and teamwork to motivate and engage students in different educational contexts.

A game-based approach to learning languages was initiated in the Western world, and this is perhaps the reason why the market is saturated in games using French, German and English languages. However, many educators of Asian languages, including Khmer and Mandarin, are still use a lecture-based approach to teaching because of a lack of games available in these languages. Only a limited number of educators are capable of re-purposing games designed for English and other Roman alphabet-based languages, over to Mandarin and Khmer. In part this is because the grammar, characters and pronunciation structures of Asian languages are highly differentiated, and many games simply cannot be directly translated. Teachers at ISPP overcome these obstacles and devote time to inventing and creating specific games for Khmer and Mandarin learning, cultivating a fantastic environment for engagement with these languages.

1 http://news.stanford.edu/news/2013/march/games-education-tool-030113.html


by Karen SkellyCounsellor

Currently Grade 12 students are busy preparing university applications for around the world and students in Grades 10, 11 and 12 have been proactive in attending university presentations here at ISPP from Australia, Malaysia, United Kingdom, Canada, USA and Singapore. It is pleasing that so many students are attending these visits as the greater informed they are about what universities offer, the better they are to make ‘just right’ and ‘best fit’ choices.

We hear a lot about IB Diploma graduates and how studying the IB programme allows them to come away with a set of life long and transferable skills. I recently attended the 2014 IB Higher Education Symposium

held in Hong Kong and was able to hear first-hand from admissions staff from a number of universities as to why IB graduates are valued in a university community. The conference speakers were either representing a region or were speaking about their respective university. All university representatives spoke on the benefits of students studying and graduating with an International Baccalaureate Diploma.

Represented at the symposium were admission people from Hong Kong University who spoke about HKU specifically but about admission to universities in Hong Kong in general. The Associate Registrar from University of British Columbia spoke about the Canadian system and about admission to UBC in particular. Vice President and Dean of Admissions from Swarthmore College, USA and the

Director of Admissions from Kings College London both provided a summary of IB recognition within their respective countries and admission benefits of being admitted/graduating as an IB student. The Chief Executive officer from the Queensland Tertiary Admissions Centre and the Centenary Professor of the University of Canberra represented Australia. The Director of Admissions and Financial Aid spoke about admission requirements to National University Singapore and the country requirements in general.

Here are the reasons why university admissions people value having IB graduates in their community.

IB graduates:• Are confident when

it comes to research, presentations and writing skills

• Get involved in campus activities and show higher

engagement on campus• Lead to greater diversity

on campus• Have critical thinking and

skills of analysis• Are used to working hard

for long periods of time• Bring additional skills not

found in students with AP scores, A levels or other systems

• Are used to setting goals and meeting them

• Have the proven ability to juggle different subjects at the same time

• Are not intimidated by exams

• Can manage their time• Are more likely to

graduate earlier• Are better prepared

academically for the challenges of higher education

I look forward to seeing you on Secondary campus.

THE VALUE OF GRADUATING WITH AN INTERNATIONAL BACCALAUREATE

DIPLOMA

ACADEMICSDDD


ACADEMICS DDD

by Michelle JonesGrade 1 Teacher

Mathematics - when thinking back to experiences of learning mathematics at school, what is remembered? For some, it is rote learning of times tables and the pressure of getting the answer correct. Adding 40 and 30, easy! Take off the zeros, add together then put the zero back on the end. Does this show real understanding? Not really!

At ISPP, teachers strive to teach mathematics in relevant and realistic contexts. ‘We aim to promote a conceptual mathematical programme in which students see themselves as ‘mathematicians’, thereby fostering enthusiasm for deeper exploration of the beauty and usefulness of the subject.’ (Source: Mathematics Curriculum Review, revised June 2013)

One way this is done at ISPP is through the Mathematics Workshop Model. This is an inquiry-based model which develops all children’s understanding. ‘We become mathematicians by engaging with mathematical problems, finding ways to understand mathematical concepts, and defend our thinking in a mathematical community’. (Source: Mathematics Curriculum Review, revised June 2013).

In Grade 1, there are many components that make up the Mathematics Workshop:

• Collaborative practice is essential for students to develop their understanding. Students need the opportunity to engage in mathematical activities that allow for discussion and problem solving with peers. One simple example of this occurred in Grade 1 when students, in small groups, were asked to make a tower of 120 cubes. Students who already had a deep understanding of grouping were able to share the idea of grouping in tens in smaller towers of same colour cubes. This way the tower could be counted quickly and each student could participate by building his/her own tower of ten to contribute to the final tower. Some students began by working together to count individual cubes and soon realised

MATHEMATICIANSthat counting became difficult, after peer discussion, different strategies were decided upon.

• After many collaborative learning engagements students need to begin independent practice. At this stage it becomes clear which students need more collaborative learning engagements. We foster a positive attitude towards reflection in mathematics at ISPP and provide lots of opportunities for students to take ownership of their learning and ask if they need extra practice or support in a mathematical concept. Support is given by adults or students who can share their understanding.

Mathematics - when ISPP students think back to their experience of learning mathematics at school, ISPP teachers strive to ensure the experience was exciting, interesting and relevant. Mathematics is awesome!


by Chelsea WoodsIT Director

At ISPP, the purpose of technology is to empower collaborative and innovative excellence through partnerships, intelligent application, conscientious participation, and lifelong learning. Using technology requires re-thinking the way we do things in order to maximize the benefits of educational technology in to transform learning to meet the needs of today’s learners.

On October 10 and 11, ISPP participated in a new model of professional development that provided 21st century learning for our teachers. Technology directors from five schools in Phnom Penh (Liger, Logos, NISC, iCAN and ISPP) co-hosted the first annual Technology Integration in Cambodia Conference (TEKHin). Twenty-five representatives from ISPP attended, six of whom led learning sessions for participants. The event was a blend of online and face-to-face learning, and allowed participants to expand their learning networks, learn about new tools for learning, and reflect on the changing role of teachers and technology in the classroom.

Our keynote for the event was Jeff Plaman1 who joined us from United World College in Singapore. Jeff emphasized the power of collaborative learning and urged us to be authentic, be learners, leverage local resources, and create opportunities for student agency.

The event was a celebration of learning and collaboration, and the experience reminded us that when we learn together, we each make a greater difference. Looking forward, we are

ACADEMICS DDD

excited to continue our learning online through our Google Educators’ Group, and at TEKHin 2015, which will be hosted at ISPP’s new campus. It was wonderful to see the enthusiasm, dedication, and creativity of the participants and to know that Phnom Penh holds a wealth of passionate educators.

Thanks to NISC for opening their beautiful campus to us for this event and to QB for the generous funding which enable us to offer this event at no charge to participants.

1http://plaman.com/their_future/

ISPP Teacher PresentersCamille Garewal• Flipping the Math ClassroomRachel Tariolle-Wiggins• Creating an Audio Book with Visuals & TextMatt Dolmont• Safely: Giving Children a Voice on BloggerChelsea Woods• 3D Virtual Learning Environments: the Minecraft Example• Build Learning Networks with Google+ Communities &

CirclesBen Wiggins• Tech Integration in PE that is Transferable across the SchoolJon Banules• Doctopus - Introduction to Folders, Assignments & Feedback


ACTIVITIES DDD

by Louis Harvey, Nadine Fernando (Grade 7) & Connor Vaughn (Grade 11)

One focus of the Student Council students. Certainly students on the Council get that experience, but they also give opportunities for others to lead. This was the case for the recent Halloween Event where a committee of students worked alongside the Student Council to plan and organize the night. It was by far their most successful event ever, encouraging ISPP students to engage in the event from the preparations till the end. Their use of creativity and organisational skills led to create a truly amazing night.

This year’s Student Council Halloween was a fun and scary event. It had an insane asylum theme, which let all the volunteers show off their inner craziness. There were many activities including fortune tellers, haunted house, the disco, and a costume contest for the first time ever. The fortune tellers were great, and the students enjoyed their scary and funny predictions for the future. There were a variety of costumes, from a witch to a hippy ghost. As always, the haunted house was very scary and was wonderfully creative and original. All in all it was a great event, the biggest turn out at the new school!

We would like to give a huge thank you to the Halloween Planning Committee and the Student Council for arranging this event. Thank you to the teachers who helped plan this event and for all the teachers that chaperoned. The bar was raised for this year’s Halloween event and hopefully the bar will be even higher next year.

LEADERSHIPBUILDING


by Claire WebsterPerformance Director

February 2015 sees “Oliver” the musical coming to ISPP. The Elementary School production is in full swing with many students from Grade 4 and 5 working very hard to make props and learn words, songs and dance moves.

Oliver is based on the original story of Oliver Twist written by Charles Dickens. Lionel Bart wrote the famous musical version of Oliver in 1960. His musical score is full of famous catchy songs that inspire the cast and entertain the audience. We have adapted the original musical story for our school audience.

Oliver was an orphaned boy who lived in a workhouse in Victorian England. This is the story of how he was trafficked to work as an undertaker’s assistant, escaped to London, met a loveable rogue called the Artful Dodger and is taken into a world of pickpockets and thieves. Oliver's unhappy life takes a turn for the better when he meets a wealthy gentleman called Mr. Brownlow.

ACTIVITIES DDD

The Elementary Production Team started work on Oliver the second week of August with auditions. Forty students joined the cast and backstage crew and began learning their scripts, song scores and making props. The actors began by researching into the lives of children in Victorian England to understand the characters they will portray. They have been learning how to speak in a Cockney - a London accent, how to show emotions through their facial expressions and body movements and how to project their voices. They are presently working on dance moves and coordinating dance steps while singing and acting all at the same time.

Our students are showing their enthusiasm and commitment to this production. They are rehearsing on Tuesday and Thursday afternoons until 4:45pm and on several Saturday mornings.

Come and join Oliver and the cast on February the 12,13, and 14 in the gymnasium at the Secondary Campus.

‘Please Sir, I want some

more!’


ACTIVITIES DDD

by Ann Coster & Sally BrayElementary & Secondary Librarians

If you are Donavan Christopher, you rap as you spell it. ISPP sponsored “Rappaman” Donavan’s visit to ISPP in September this year. Donavan hails from the UK, but is culturally and ethnically a man of Jamaica.

At both schools, Donavan started with whole school assembly. There he energized students to hear and get inspired to write poetry. With our older students, he held workshops, discussing how he writes poetry, where he gets his ideas and how he expresses his experiences, thoughts and feelings through rhyme and rap. During workshop sessions, he led students in writing exercises where they wrote and performed poems. With

HOW DO YOU SPELL R-E-S-P-E-C-T?

I cried the day respect diedAnd to save its soul, nobody triedFor what I did, nobody could seeBecause everything lies within meThe pain I feel, is realWhat I hear, disappearsWhat I touch, is not muchBut what I see, is the keyIt is the key that opens the doorTo a place we've never seen beforeFrom this place you will seeJust how much it means to you and meSo I cried the day respect diedAnd to save its soul nobody triedNow that we've tried you will seeThat it is not something we could foreseeWe will get back what we ownJust remember you are not alone.

Written by Sinah (Grade 9), influenced by Donavan Christopher

our younger, Early Years and Kindergarten students, musical instruments were incorporated into the mix of group rhyming and rapping.

One of Donavan's firm beliefs is the need to respect each other and ourselves. Whether you pronounce it respect or rispekk (as they do in Jamaica), his message was that we can change the world - maybe not overnight and maybe not the whole world, but we can change ourselves and impact the people around us. Teachers reported how their students were reciting Donavan’s poems in the classroom and on the playground. They appreciated how much he involved the students and had a strong entertaining presence.

ALONE


WEEK 2

Grade 11 Exams Grade 11 Exams Grade 11 ExamsAngkor Fun Run (Grade 4/5)

SAT

Angkor Fun Run (Grade 4/5)

Angkor Fun Run (Grade 4/5)

WEEK 1

6:00pm Grade 10 Personal Project Presentation (Secondary Campus)

After School Programme Ends

Student Council’s End of Semester Event

Swim Meet (LOGOS)

WEEK 2

Early Years 1 & 2, Kindergarten and Grade 1 Sports Day

Grade 2/3 & 4/5 Sports Day6:00pm Grade 10 Personal Project Exhibition (Secondary Campus)

7:45am Elementary Assembly (Elementary Basketball Court)

8:00am Secondary Assembly

Early Dismissal 12:00pm Elementary 12:45pm Secondary

International Human Rights Day

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Artwork by Lucile Etienne, Misha Walsh & Kheking Ung

ACTIVITIES DDD


Semester Break (Schools & Offices Closed )

Semester Break (Schools & Offices Closed )

Genocide Day (Victory Day)

Teacher Assistant Work Day

WEEK 1Term 3

New Families Orientation 7:45am Elementary 9:00am Secondary

8:00am Parent/Admin Coffee Morning(Central Administration Building)6:00pm University Information Evening (Grade 11 Students/Parents)

WEEK 2 Elementary 3-Way Conferences Early Dismissal12:00pm Elementary

6:00pm WWW Information Night

Elementary 3-Way Conferences Early Dismissal12:00pm Elementary

10:00am - 2:00pm International Day

After School Programme Begins

5:30pm ISPP Board Meeting (Central Office Auditorium)

6:00pm Primary Years Programme Information Evening for New Parents

Student Council’s Back to School Event

ISSAPP Senior Basketball

Swim Meet (iCAN)

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Semester Break (Schools Closed & Offices Open) ASP Winter Camp 5 - 9

Grade 5 Barge Trip 27 - 30

Artwork by Ivo De Vries

LEARNING BEYOND THE CLASSROOM DDD


by Dana CarneyElementary Art Teacher

Grade 4/5 ISPP students recently discovered that the world of 3D printing possibilities is not far out of reach. As the technology has advanced and become more accessible, it is not uncommon to hear about 3D printed shoes, car parts, or even human organs in the news. This became clear as students from the Liger Learning Center invited us to share in their most recent unit of study about entrepreneurship and their own use of 3D printing right here in Phnom Penh.

During their visit to the Elementary campus, Liger students displayed learning by presenting their process of gathering information, setting up booths of the products they made, and conducting an open exchange of inquiries with their ISPP peers. Similar concepts related to entrepreneurship will be applicable to the Grade 4/5 How We Organize Ourselves unit about the Marketplace later in the school year. Our guests were confident and knowledgeable in their presentations that included information about how businesses find solutions to problems, the creative process of designing and marketing, and how 3D printing was used to make their products. Liger students covered a range of topics that helped our students see the learning opportunities they encountered: Where do you get ideas to start a business? How do you find customers and sell a product? How does 3D printing work and how is it better than other ways of making objects?

As the ISPP students and staff investigated the 3D printed

Entrepreneurship, Ar t & Technologyitems (an egg holder, a pencil case, and a water bottle cap), they began conversations with their creators: Why did you choose this shape? How did your design change from your first drawing until now? How long does it take to print this? What happens if the electricity goes out while you’re printing? Light bulbs appeared above the heads of many Grade 4/5 students as they expressed their own ideas for businesses or innovative ways to make use of 3D printers. Students may have the opportunity to take action on these creative hunches in a few more months.

We would like to thank the students and staff at Liger Learning Center for their invitation to learn and grow together. We look forward to future collaborations that allow our students to develop their curiosity about the world.




Blogging opens doorways for teachers to make their teaching endeavours more productive and more widely shared. Here are four (other) good reasons why teachers blog. Are you taking advantage of this process?

Blogging causes you to reflect. Teachers, by the very nature of their profession, embrace constant reflection. They wonder and regularly ask themselves: what could I have done better to ensure that students learned more today? Blogging can help with this process; teachers update their class blogs at the end of the day, they reflect and record what was taught, learnt and assessed. In doing so, they reflect on their own and students’ actions, decisions, processes, successes and areas for development. How do you use the ISPP blogs to reflect on your child’s learning?

Blogging give teacher valuable feedback. Just as students need authentic audiences for their writing, so do teachers. Learning in school becomes infinitely broader when students in other classes, parents, grandparents, and students and teachers in other schools, read and interact with (post comments on) the blog. Teachers love feedback, they use the constructive criticism to grow and the positive affirmations to develop and hone their craft. What type of feedback are you leaving about your child’s learning on teachers’ blogs?

Blogging crystallises thinking about student learning. Even after a blog has been posted, it can be retrieved, re-drafted, edited, and altered as the teacher’s thoughts become clearer. The very act of composing and recomposing ideas can enable abstract thoughts about student learning to become more concrete.

Students are excited about blogging, and learn from the teachers’ examples. Students want to retrieve their homework from the blog, they want to share photos, video clips and their latest learning with their parents. Students want to blog and are voluntarily practising their writing skills and creativity because of that motivation. Through the use of the blog commenting section, students learn how they can provide their opinion or comment on a piece. Teachers model the purpose of commenting and the significance of providing insightful feedback on a topic, which promotes collaboration among students. Collaboration allows students to appreciate peer reviews and opinions, especially important for those students who don’t always find it easy to interact face-to-face. Are you using information from the blogs in conversations about learning with your child? Do you refer to school blogs to be able to ask your child specific questions about his/her learning? Are you using the blogs to stay informed of your child’s week at school in all subject areas at the school?

Scan the QR code to link directly to all the current ISPP blogs.

The importance of Elementary teacher blogsby Paula Baxter, Elementary Principal



by Man Choo KimGrade 10

The MRISA Leadership Summit this year took place at NISC during September and had a particular theme for Leadership Summit: Equality of Opportunity.

Inequality of opportunity exists because of racial or sexual discrimination, poverty, and many other reasons. In the summit we tried to address all problems and causes of inequality of opportunity. Our Leadership Summit started out with an introductory speech by a guest speaker, Scott Neeson of CCF, followed by icebreakers prepared by NISC students. Most of the summit was occupied with student-led workshops prepared by each participant school. We did various activities such as skits, team building games, and open discussions.

The workshop prepared by our school was called "UP!". Our workshop required students to blow up their balloon and try to keep theirs up while trying to knock others’ down. In this exercise the balloon represented each individual’s opportunity. We reflected on how in order to get to the top, you have to keep everyone else down. We ended the workshop by discussing how to solve these problems

globally and also how we could provide opportunity to the school community equally. After the school workshops, the Leadership Summit marked its end with group reflections and a pool party. All participants were very accepting and supportive of individual differences, and it was very easy to socialize and make new friends.

Through out the Leadership Summit we learned about many issues and also came across many we were completely unaware about. Personally I never thought much about the inequality of opportunity that exists in the world; people usually talk more about equality of rights.

Finally, I would like to say that the Leadership Summit was quite successful in raising awareness and inspiring us to go back to our community and make a difference. It was a shame that we could not have more time to address other issues in depth. Now that we are back from the summit with such knowledge and inspiration, it is our job to share what we learned with the rest of the Student Council and work to achieve equality of opportunity within our school community.

Leadership Summit



by Kim EngasserElementary Assistant Principal/PYP Coordinator

One of the aims of all PYP schools is to ensure that learning is engaging, relevant, challenging and significant. Living in Cambodia, ISPP students are fortunate to add significance to their learning through the exploration of the different places Phnom Penh has to

offer and having local experts at our fingertips.

During any given unit of inquiry and under all six of the transdisciplinary themes, there are endless opportunities and places for our students to visit, to talk to experts and interact with the local community. During the Who We Are unit about beliefs and values, Grade 4/5 students visited the different religious sites around Phnom Penh including a

mosque, a wat, a church and a synagogue. Recently, Grade 1 students visited the National Library to see a collection of illustrated art by Czech artists. A Kindergarten class visited the IBIS Rice Mill to learn the process of how rice gets into bags for the supermarket. For the current unit on celebrations, the Early Years children may be tempted to go to Blooms to explore how cakes are

seen as part of a celebration. Later on, when they explore people in the community, they may visit the International SOS Clinic, a fire station or a dentist’s office. When learning about different types of machines and how they work, the Grade 2/3 students may explore the playground equipment at the Vietnamese Park which has an array of simple and complex machines. By the time the Grade 5 students are knee-

deep in the PYP Exhibition, they will have visited many private organizations and NGOs to research an issue that they are passionate about.

By going on these field trips around Phnom Penh, students not only deepen their knowledge and understanding, they also learn and share many varied experiences. When our students are taught by experts and students from

Exploring our local communities

the local community, they become reflective about their experiences, have better understand about the world around them, and have empathy for the different perspectives. Only then are students are able to make connections between their own lives at school, at home, in their immediate community and in the world.



by Andrew McCallumMYP Design Teacher

Designing solutions to real world problems is one aim of MYP Design, and to do so as a service to others makes projects even more meaningful. During a Week Without Walls visit to Phnom Tamao Wildlife Rescue Centre (PTWRC) several years ago we observed nesting boxes being made by the PTWRC staff and we instinctively knew that ISPP students could greatly contribute to this need and so the Grade 6 Nesting Box project evolved. Originally they designed nesting boxes for birds in the city environment, such as sparrows. After that trip the project changed to designing nesting spaces for small animals rescued from illegal captivity, such as the leopard cat, civet, slow loris and pangolin.

Under the Global Context of “Animal rights and our responsibilities towards animals in our communities”, students learn about the illegal wildlife trade. They then research to understand the typical features of nesting boxes and the particular needs of the animal they choose to design for. Having developed individual ideas for a nesting box, student collaboration skills are developed by sharing their designs in pairs to determine the most appropriate design for their chosen animal. Planning and drawings that include accurate calculations are made to ensure that the box panels will assemble together accurately. While creating the boxes students begin to develop plans to determine how they will test their finished box to evaluate its success. This includes testing to see how effective the waterproofing is and, of course, whether their chosen animal will use the box as a nest. The latter is, unfortunately, not possible to test within the timeframe of the project, particularly when considering the settling in period the animal needs in order to become familiar with the box and also then considering when mating seasons occur. However, ISPP recently received the fantastic news from PTWRC regarding the births of a common palm civet and a small Indian civet in nesting boxes that were made several years ago! The boxes were indeed successful! Examples of our nesting boxes can be seen in the public areas of PTWRC but many of the boxes are used deep in the forest where there is no public access. So if you’re out visiting the Rescue Centre, have a look for some ISPP designed nesting boxes.

Designing REAL LIFE Solutions



by Michael BrownSupervisor

Over 170 students from six international schools, including one school from Vietnam, attended the 3rd Phnom Penh Model United Nations Conference organized by the students at ISPP. The theme of this year’s conference was Peace and Sustainability. The Secretary General of the conference was Tabitha Payne. Below is an edited version of her opening speech entitled “Things I Learnt in High Heels” where she shared her insight and advice to the participants about getting the most out of their MUN experience.

Fake it until you make it, even though you are totally unsure of yourself and unsure of what you’re saying. The more you act like you are confident and self assured and capable, the more people will believe you are confident and self assured and capable. Though right now it may seem scary. Though it might be totally intimidating that everyone else knows how to ask these questions and speak in front of everyone and you do not, someday you’ll be there, as long as you tell yourself you are capable.

“Things I Learnt in High Heels” PPMUN

If you’ve made a commitment, stick to it! Do NOT be one of those people who willingly wears heels only to complain about it all day and then take it off at the end of the night. If you don’t want the pain, then don’t wear the heels. I can’t believe it’s taken you this long to figure this out.

Speak up. You did not pay all this money to fly all the way here to stay seated. If you have valuable things to say, let them be heard. As much as you gain from sitting down and doing nothing, it is far better to speak up and say something stupid and learn from it then to stay silent and learn nothing at all.

The world’s problems … are very hard to solve. While we, as teenagers, like to simplify problems and act like we’re the final judge on political issues, the reality is that they’re never as simple as we like to think, and there is never really a “good guy” or “bad guy”. Really, the world is just a lot of shades of gray scale. Appreciate and respect the people trying to make positive change in the world, because chances are, they know a lot more about the issue then you do.

People believe the things they believe for a reason. When you go on to represent a country in MUN, you learn why it is that countries believe the things they do. No matter how much you believe your personal opinions are the “right” opinions, you will have to listen to and be respectful to the opinions of others. You may not like it, but you’ll come out of this a more worldly person.

Practice makes perfect. The more you walk in heels, the better you get. Hang in there, younger self.

Really, MUN is a form of education. It conditions people to be come more attentive of global issues, more holistic in their judgment, and more inclined to help when these issues arise. It’s a way of showing people, hey, here’s what’s wrong with the world, and here’s how we fix our problems. It’s arduous, and aggravating, and strenuous and time consuming, but it’s how we do it, and we do it the way we do it for a reason.

It’s what you make it. If you give a little, you’ll get a little. The love you take is equal to the love you make. The more you invest in the conference, the more you’ll grow from it and the more you’ll enjoy yourself.


Checkered Flags to Checkered Futures



by Connor VaughnGrade 11

Over the Halloween weekend a group of theatre students from Grades 9 to 12 made their way to an International School Theatre Association (ISTA) High School Festival in Hong Kong hosted at the Victoria Shanghai Academy. The festival model is based on a collaborative process culminating in a final showcase and includes ensembles, workshops, and full group work. Students explore a central theme, which is explored through a range of theatre styles. Our ‘theme’ was a Verbatim play, Checkered Flags to Checkered Futures, about the life of two young people and their families before and after a terrible car accident. We were lucky enough to have the playwright, Mark Wheeler as well as the family this story was about present at the festival.

After a long day traveling on Thursday and meeting our host families in the evening, no time was wasted on Friday as we jumped straight into warm-ups and meeting all the other ISTA participants from several schools in Hong Kong as well as schools from the UK, China and Myanmar. After lunch, we watched Checkered Flags to Checkered Futures, followed by a unique Q&A session with Mark Wheeler and the family members. This served as a real inspiration and starting point to our explorations in our ensembles. After a busy day in workshops, VSA hosted a Halloween disco for us where we got to meet new friends.

On Saturday we were up bright and early again with another day filled with workshops! In the morning we had our master classes, in which we experienced a range of theatre skills and genres, such as Physical Theatre, Mask work, Absurdity, Music for Theatre and Human Pyrotechnics. In the afternoon it was back to our core workshops where we practiced new skills and began devising our own pieces. We ended the day by going out and exploring Hong Kong with our host families, doing some sightseeing, or shopping.

On our final day we got straight to work with our core workshops, refining the work we had created the day before. All in preparation for an afternoon showcase displaying all of our newly learned skills, which was a huge success! A celebratory BBQ followed this where we said goodbye to all of our new friends as well as exchanging all the necessary social media information and obligatory selfies.

We learnt a range of new theatre skills and styles, collaborated with students from around the world and worked with experienced practitioners. This was a truly unique theatre experience!



INTERNATIONAL MINDEDNESS DDD

Chimamanda Adichie is a Nigerian writer. As a young writer, around the age of seven, Adichie would write stories, which included characters that played in the snow and drank ‘lashings of ginger beer’. Her characters had exotic names like Julian, Dick, Anne and Georgina, and embarked on wild adventures to the stream and the park, accompanied by their dog named ‘Timmy’. Her narrative was based at that time, on a single story, built up on a diet of British books, with British characters and British adventures, devoured by an avid African reader.

Adichie was born into a middle class Nigerian family, with university-educated parents. They were able to afford live-in help, as was the norm in Nigeria at that time. She recalls when she was eight years old, that her family had a new house helper, named Fide. The only information her mother divulged about Fide, was that his family was poor and that he came from a nearby local village. It was only when she actually visited the village with Fide, did she see first hand how Fide and his family lived and the beautiful handicrafts that they made. This was vastly different to the vision of life, which she had imagined for Fide. Up until then, she had one single narrative for Fide and his family, a story of poverty.

When she arrived in the United States aged nineteen, ready for university to pursue her dream of becoming a writer, her roommate was incredulous that this obviously African looking person could actually speak English. The fact that she also listened to Mariah Carey and not African music was beyond her roommate’s comprehension. Her roommate had only one story in her mind for Adichie and the world she had come from. This was a story of Africa, based upon only one narrative- a story of poverty

What is the single story?by Anthony ColesSecondary Principal

and exotic wildlife. Adichie talks about visiting

Mexico and how prior to her visit, the American media had been full of stories about migrants and the devastating effect on the healthcare and education systems in the US. As she walked around Guadalajara on her first day in the country, she was surprised by the vibrancy of the people and their pride in everything they did. It was only then that she realized again, how the notion of the single story had influenced her own thinking and her own understanding of Mexican people. This was the single story of impoverished migrants. She herself had fallen prey to the single story and this had give her a very narrow perspective about what it meant to be Mexican.

Adichie speaks eloquently of this concept of the single story in her TED talk and I encourage you to watch and listen to it. It is based upon her own experiences.

How many stories do we have at ISPP? With 734 students and 50 nationalities, the rich tapestry of experiences, cultures and contexts is ever present. As an international school, we must be wary of the single story. We must be conscious of the in-built generalisations and preconceived ideas we

have about nationalities, countries and people. We must be conscious of the broad brush-strokes we use to paint a picture of what we think we can see. We must be prepared to search for the multiple stories, which exist within each and every one of us in our community. We must seek to understand first, in order to be understood. The diversity we are blessed with in our classrooms offers a rich opportunity for multiple stories and the fostering of a genuine interest in the quest of understanding. We want our classrooms to resound with the discourse, that there is more than one way of thinking about an issue, a person, an idea, a situation, or a dilemma.

The ISPP mission comprises a number of elements, including the following statement:…to grow as responsible global citizens who celebrate diversity.

Our International Mindedness statement says the following:Students develop their curiosity about the world, extend their understanding and appreciation of both shared values and cultural differences, and strive to effect positive change.

How do we make sure that these goals become a reality rather than remaining as merely words on a poster on our walls? How can we ensure that empathy and understanding are a part of our classrooms on a daily basis?

In the French language, there is a unique word for a stance, of which we must be mindful. It is ‘angelisme’. It roughly translates, to naive optimism. We need to be mindful of thinking that all is well, or will be, when it is actually not always the case. As a community, we need to take a step back and be prepared to look critically at what we do, on how we act and how we speak to each other, being mindful of ‘angelisme’ at all times. It is not acceptable for us to merely assume that because we have 50 nationalities in our classrooms that empathy, compassion, understanding and respect will automatically transfer into our actions.

Our goal is for these dispositions of international-mindedness, to be alive and centred in our classrooms, our corridors and even when communicating on-line. It has to be modeled by the adults in our community; in how we interact with each other, through the conversations we have with our students, and what we do in the classrooms. How are we going to seek multiple stories?

ISPP is all about community and cooperation. We are connected as people through our commonalities rather than our differences. We are a diverse school and we do have multiple stories. This is our context and it therefore necessitates that we are always wary of single stories and single perspectives. Equally, we must continue to cultivate our own sense of community and our ability to be models for each other, as we learn and grow together.


INTERNATIONAL MINDEDNESS DDD

by Lisa Caple, Grade 2/3 Teacher

At ISPP our students and teachers hail from many different cultures and one way that we celebrate being a part of the global community is through the exploration of festivals, especially those of our host country Cambodia. At our school we believe it is very important that our Khmer students and staff have the opportunity to share their proud heritage and traditions with their counterparts. By sharing information and participating in fun activities we build strong links with our community and foster understanding and harmony.

Bon Om Touk or the festival of the reversing current is a very important event on the Cambodian calendar that dates back to the time of King Jayavarman VII. It’s purpose is to celebrate a phenomenon that is unique to Cambodia and possibly the world, where the Tonle Sap river actually reverses its course and flows back up towards Siem Reap for a time. This causes widespread flooding while dumping nutrient rich silt that promotes future plant growth after the waters recede. This is due to the effect of heavy monsoonal rains that occur during the wet season.

The most important tradition of this festival is for people to compete in boat races both in the provinces and in Phnom Penh. The vessels are adorned and strongly raced by teams of rowers all eager to win. Many provincial people travel into Phnom Penh for this festival and fill the riverside with

excitement for the huge and colourful spectacle.Our students learned the details of the festival and it’s significance from a slideshow presented by our teaching assistants, which was supplemented by the sharing of knowledge and experience of many students. Students were shown how to make their own boat by folding construction paper according to tradition and encouraged to decorate their vessels in a way that mirrored the racing vessels they had viewed.

The IB Primary Years Programme is transdisciplinary and so teachers strive to integrate the academic disciplines in an authentic way in order to provide real-life learning engagements for our students. To this end, students were supported to dry race (down the slide) their boats timing each descent. They collected the corresponding data and formulated tables and bar graphs. After analysing this information the students were able to reflect on the results and postulate why some vessels travelled faster than others and consider the role of different variables.

The students enjoyed themselves immensely while increasing their knowledge, skills and experience and at the same time our host country students swelled with pride and confidence at the recognition and respect shown to their ancient culture and traditions.

បុណ្យអុំទូក


COMMUNITY DDD

by Julie Shaw & Jeremy Thompson Teacher Supervisors

Do we really do what we aspire to and believe in at ISPP? This year’s Lip Sync & Cake Auction provided concrete evidence that we most certainly do! During the lead-up to one of the school’s oldest traditions, and on the evening itself, individuals of all ages, from all areas of the ISPP community could be seen Learning together, growing together, each making a difference.

Thirty-eight competent student volunteers from Grades 9 to 12 ran the evening, which was attended by both children and adults from our community. Our proficient MCs auctioned 26 cakes, with 24 of these culinary delights having been baked by students or staff, and more than half of them being a joint effort between peers. There were some highly impressive, aesthetically pleasing goodies on offer, and bidding was quick and fierce, as eager buyers were desperate to come away with something to share with friends and family. Of note were two cakes that raised $150 each. One was a visual and gustatory display of collaboration between a female Grade 12 student and a male student in Grade 11. Now that’s partnership for you! The other was a surprise donation, as two Grade 6 students proffered the fruits of their joint labours as their worthy contribution.

OUR VISION IS REALITY

Of what purpose is such an event, you may ask. The main goals are manifold:

It provides ample opportunity for students to be risk-takers, whether it is on stage or in the kitchen! Others can learn more about their own strengths and weaknesses, thereby expanding their personal development and growth. Everyone involved, both on stage and behind the scenes was able to reflect on their participation in this fund-raising venture, and reconsider what it means to be truly caring. We each make a difference by working together in order to help others less fortunate than ourselves. This year’s cake auction raised $1816 alone. Together with ticket sales, participants’ entry fees and sales of refreshments, the total raised was $2,784. These funds are targeted for the ISPP Community Service Bank, and the Tabitha Housebuilding Project.

We hope that those in attendance were thoroughly entertained by the student groups vying for the 2014-15 award, not to mention the colourful opening display by the Faculty and Staff Lip Syncers, with their unique visual rendition of well-known Abba songs. Many congratulations to the winning group of Grade 11 students.

We would like to thank everyone who contributed one way or another to what was a very rewarding and fulfilling evening and look forward to each making a difference together again next year.


COMMUNITY DDD

by Thida LeiperAlumni & Community Relations

Have you been wondering what our ISPP alumni are up to these days? While our alumni network continues to grow around the world, we have been working hard to keep in touch with past members of ISPP. As part of our effort to stay better connected with our alumni community, we got in touch with our recent graduates and asked them to reflect on their journey from ISPP and to share some of their best school memories. For this issue of the Pulse, we are putting Vimuolea Hang (Class of 2013) in the spotlight! What have you been up to since graduating?I'm in my sophomore year at Macalester College in St. Paul, Minnesota in the US. I'm planning on majoring in Economics with minors in Studio Art and French

What is your favourite memory at ISPP?When Monika Song-ngam fell in the pond and then Mr. Krupp said that he once fell in the pond at 5:00am in the morning. Just kidding! The friendly teachers and loving community!

What do you miss most about Phnom Penh?The inexpensive yet delicious food, especially the meecha!

What did you find most difficult to adapt to after leaving ISPP?Establishing a new network of friends.

“There was diversity at ISPP, thus studying at an international school broadened my perspectives on issues.”

What did you love most about studying in an international school?There was diversity at ISPP, thus studying at an international school broadened my perspectives on issues. I was also more aware of issues affecting different countries around the world and I was able to learn about other cultures as well.

If you could describe ISPP in 3 words, what would they be?Warm, Caring and Family

What are your plans for the future?Hopefully I'll be able to finish my remaining years in college and I will either come back to Cambodia to work or go to graduate school right away

If you could give ISPP’s Grade 12 class some advice at their graduation, what would it be?Although this is difficult, plan everything ahead!

Great advice Vimuolea! We will be bringing you more recent graduate interviews in upcoming issues of the Pulse. In the mean time, check out the ISPP Alumni blog www.isppalumni.tumblr.com where we feature more profiles from past ISPP students and staff.


COMMUNITY DDD

by Andre Edwards, Chanmony Ing & Syahmi Fadilah (Grade 12)

During September, ISPP held a Walkathon which was a follow up to our Field of Dreams NGO Fair this year and it was a great success! Our inspiration came from Zach Bonner, who founded the NGO Little Red Wagon when he was seven years old. He is now 17 and was the keynote speaker at the NGO Fair in August. As part of his organization, he walked great distances to raise money and awareness for homeless children in the United States. Following in his footsteps, we planned the Field of Dreams Walkathon.

The walkathon was held at the ISPP Elementary Sports Field and was an event for the whole family, lots of fun was had by all who participated. Numerous booths were set up during the day, including a successful games booth where many prizes were won. A bake sale also took place, selling cupcakes, cookies and other baked good. Mike’s Burgers came along and were a big hit for the many hungry walkers. Many students, parents and teachers took part on the day and helped to raise money for a good cause.

The highest number of laps walked was 105, completed by Harry Freer in Grade 11, with Mr. Bacallao close behind him with 104. The individual who collected the most through donations and sponsorships was Sienna Austin in Grade 1. Congratulations to Sienna!!!

Over $1000 was raised and the proceeds went to Zach Bonner’s Little Red Wagon Foundation and the ISPP Community and Service (C&S) Bank. The C&S Bank was begun to give ISPP students a place to obtain money for service projects in and around Phnom Penh. This is the second year the bank has been in place, and students from Grade 1 to 12 are welcome to apply for funds.

We would like to thank Ms. Gawler for helping us with the event; it would not have been as big of a success without her contribution. Thank you to the students who helped plan and initiate the event. Also, thank you to Mike’s Burgers for their contrbution. Last of all, thanks to everyone who participated and donated or sponsored a walker. It would not have been a great event without you all!

Walk the

Walk


COMMUNITY DDD

Student Takeoverby Lefee OuyEAC Communications OfficerGrade 9

It is great to see that the ISPP Environmental Action Committee (EAC) has changed from a group of mainly teachers looking after our school to a student led organization that is eager to find and encourage ways to make the new campus a “greener” place to learn and grow at. The EAC currently has thirteen students from Grades 6 to 11. Within the group are elected representatives of the EAC; Yaron Ludwig (Grade 10) as the Chair, Kim Son Lim (Grade 9) as Vice-chair, Lefee Ouy (Grade 9) as Communications Officer, and Anita Bun (Grade 11) as Treasurer.

The EAC’s main aim is to encourage the ISPP community to adopt sustainable practices. With the new campus still blooming with its freshness, there are plenty of opportunities to begin implementing these sustainable practices in the facilities we currently use and those we will have access to down the road.

Currently, the EAC is surveying the use of air conditioners throughout the new campus. We are gathering data about the temperature and the number of air conditioner units turned on at one time in most rooms. This is to ultimately decide on ideal temperatures to use in rooms around the campus and create guidelines for teachers. Air conditioning takes a large amount of energy and we hope to reduce our consumption.

In addition, the EAC is planning to participate in International Day by setting up a booth to teach the ISPP Community more about the good environmental practices and to once again have plates and utensils on loan for use during the day.

WELCOME TO THE COMMUNITYCongratulations to Socheata Bou (EY2 TA) on the birth of her son, Oscar Piseth Daniel. Oscar come into the world on September 20, 2014 at 2:05pm weighing 3.5 kg.

ISPP Pulse October November 2014 Issue

Documents

Transcript of ISPP Pulse October November 2014 Issue