Angeli Li shares her Year 11 Personal Project with Year 5 students. Angela Li, Year 11, shared her knowledge of Xi’an with Year 5 students. In March, Angela completed her Year 11 Personal Project entitled “Discover Xi’an.” She presented detailed maps and brochures of our city in beautiful colors and wonderful design! Her project was matched well with the Year 5 students’ current Unit of Inquiry: “Learning how Cities are Organized by Systems to Meet the needs of the Inhabitants.” When Angela presented her project, Year 5 students were amazed by the marvellous maps and the brilliant brochures. Students learned that great inquiries can often begin at “home.”
IB Diploma’s Five Year Programme Evaluation MTBA Report. One of the major reasons why the IB curriculum is rigorous and the IB programmes are acknowledged world-wide is that the IBO evaluates the programmes in IB schools every five years. At Hanova, we have completed our very first Diploma Programme evaluation in 2019, and the evaluation visit team has made many commendations and acknowledgements towards the implementation of the IB Diploma Programme here at Hanova. Meanwhile, they also made a few recommendations for us to polish our programme and some actions to be taken after the visit. After months of tireless work and collaboration, all the recommendations have been addressed and have been approved by the IBO. It is a moment we should celebrate as it is a major achievement accomplished by every member in the Hanova family! Congratulations!
“Madly in Love” in the Month of March Celebrating Friendship @ the Libraries. Students dropped by last month to see what activities were happening, as we LOVE all things with our Friends, Folktales, Books, and Reading!
Friendship bracelets. Every Thursday from 1.45pm – 2.15pm students brought a friend (or several) and learnt how to make friendship bracelets with Miss L.
“Sweet Treats” Guessing Contest. There was also a “Sweet Treats Guessing Contest” in March @ the Library. Students had to guess how many pieces of candy there are in the jar @ the Library. Whoever was the closest without going over would win the ENTIRE jar! One entry for EACH book signed out (and READ)! The contest ended on Friday, 26th at 3pm. Thank you to ALL students and readers who participated!
Students earned tickets for reading the following books:
– 1 ESL English Book = 1 ticket
– 1 Chinese/Korean Book (100+ pages) = 2 tickets
– 1 English Book (100+ pages) = 2 tickets
– 1 English Book (200+ pages) = 3 tickets
For more details and no VPN needed websites for research, visit our webpage at: school.ebonline.cnpeak.com (and) 192.168.10.2 while on campus!
IB DP Year 12 Student-led Assembly. On 19th March, there was a vivid assembly at Hanova. What made it special is that the assembly was completed planned and organized by Hanova’s DP Year 12 students. After receiving guidance from their teachers, the Y12s had divided their jobs such as the event coordinator, presenter, MC, Media coordinator. They used various media to introduce to MYP students what the DP life looks like from a student’s perspective. Even one student who is still outside of China joined the group, and shared his life in South Africa via a well-produced video! The assembly was successful and it was a unique CAS experience. This is just a start for the DP students to take more ownership of their school life!
“Through the CAS experiences, I found myself improving new skills and learning various things, which I could not obtain from studying subjects. In the beginning, I thought I would be stressed out because I felt like my work had increased. However, learning new things through various activities other than studying was much more meaningful and interesting than what I expected. In addition, the interaction with many people around me has revitalized my life as an IB student instead of being focused only on studying and never cared about others. In the end, I realized how CAS experiences helped me grow as a student, but also as a thoughtful person.”
“The most memorable activity was working as a leader of the science club as part of our ECA program. I wanted younger students to find interest in science as well as me through easy and fun experiments. Therefore, I created a science club for them and worked as a leader. Every week, I repeatedly looked for and designed experiments that young students could enjoy. The most memorable experiment was making pinhole cameras and finding out the scientific principles of them. Many students were amazed that they could make their own cameras, but the pictures did not appear because of several mistakes. I discussed with other students to analyze the reasons for failure and kept thinking what were the principles of pinhole cameras. By discussing and respecting everyone, we were able to solve the problem. Through this experiment, I found out that there is no failure unless I give up. I was able to obtain a persistent experimental spirit, which is one of the most important virtues for scientists. Moreover, I was able to gain confidence by identifying my own strengths and developing areas for growth. Through this CAS activity, I was able to meet four different learning outcomes. First, by working on experiments and researching, I was able to find my own strengths and weaknesses. I was sometimes not careful with the research, but I was able to improve my researching skills by perceiving my weaknesses. Second, I demonstrated how to initiate and plan by designing every single class by myself. Third, I showed commitment to and perseverance by repeating experiments even though I failed. I changed my mind that I should not give up due to a single failure, and this mindset would help me in other scientific experiments besides the club. Fourth, I was able to improve collaborative skills by sharing ideas and cooperating with young students. I realized that it was necessary to respect each other’s opinions and share knowledge when conducting experiments in groups.”
“One of the most meaningful activities was ‘Service’. My own development was obviously important, but it had come as a very meaningful time for me to be able to help someone. Especially, I participated in many activities at school as a volunteer and helped young students several times. First, our school held a Chinese New Year activity, and PYP teachers were shorted-handed during that time. Therefore, my classmates and I went to help young students playing games. Even though it seemed trivial, I felt that all the hard work I had done was worthwhile when I saw the children enjoying the games. Second, I took part in Christmas Market. It was a Christmas event at school, and I decided to help with the work because I heard that the preparation process was not easy as there were so many people participating. There were many difficult tasks to do, but I worked hard until the end with patience and cooperation with other teachers and students. This lead the process to go very well. I also went to the Christmas market as a participant and sold Korean traditional food. It was worth developing a collaborative skill with my teammates, and I was grateful that I had the opportunity to promote the culture of my country, Korea in an international school.”
“In conclusion, through the CAS experiences, I saw myself taking a step further toward my future dream. In addition, I became responsible and was able to improve several skills. I believe the experiences I got from the CAS activities will continue to help me even after I finished high school life.”
Thank you, Sophia, for sharing your reflections!
Robert C. Muntzer