White & - Canadian International School of Hong Kong

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White & - Canadian International School of Hong Kong
& White
          Winter 2018 | Issue 3

       Inspire Excellence
        Robotics In Action
      Cultivate Character
        Success at Public
    Speaking Competition
   Empower Engagement
     Tencent Youth Camp
White & - Canadian International School of Hong Kong
To inspire excellence,
cultivate character,
and empower engagement
locally and globally.
White & - Canadian International School of Hong Kong
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
White & - Canadian International School of Hong Kong
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
White & - Canadian International School of Hong Kong
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
White & - Canadian International School of Hong Kong
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,
White & - Canadian International School of Hong Kong
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.
White & - Canadian International School of Hong Kong
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
White & - Canadian International School of Hong Kong
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
White & - Canadian International School of Hong Kong
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’s
Inspire 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, the
Inspire 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 of
12 |
    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 Mehta
16 | 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 for
Cultivate 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 Club
18 | 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. Tresize
Cultivate 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 the
Cultivate 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 experiences
Cultivate 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 held
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