Aurora School - Aurora Stories 2024

PRIMARY AND MIDDLE SCHOOL 2023-2024

AURORA STORIES Introduction

Welcome families, learners, and the rest of our Aurora community to the first edition of our Aurora

Stories Publication. We have had an amazing year, packed full of learning, celebrations, excursions, new friendships, and lots and lots of fun! Through this publication, we hope to share with you some of our favourite moments of this year; let’s be honest, it’s quite hard to pick when every week seems to bring something new.

From welcoming new families into our community; opening our new villa; our 3rd Aurora Sports Day; class and whole school excursions; our first year of our Middle School; to our first learner-led Tet market; and much, much more, this year has been full of exciting growth and new opportunities.

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EXPANDING AURORA Villa 15 is Open for Learning!

We began the year with much excitement as our greatly anticipated Villa 15 was opened for families and learners on our Orientation Morning at the start of the school year. Construction on this Villa began during the last academic year, and everyone had been chatting about what our new spaces would look like.

As with all new spaces within our school, our new Villa began as a beautiful, clean, blank canvas, ready to be taken on by its new inhabitants. Over the course of the school year, each space has come to life, with well-thought-out corners and displays of learners’ work, so that it now feels alive with creativity.

Our over-arching concept for the year, Dialogue with Place, tied in perfectly as each class began to create new environments and memories in their classrooms and shared spaces. Part of making a space our own is creating a sense of belonging and ownership, carefully curated by each teacher and learner, from crafting their Essential Agreements to assigning roles and responsibilities within the school.

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Artwork by Slava

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EXTRA-CURRICULAR ACTIVITIES This year, following the interests of our learners, we introduced a new Extracurricular Activity Program. Our ECAs allow learners opportunities to explore their interests, develop new skills, and form new friendships outside of their class. This year saw learners joining a variety of after-school clubs such as Chess, Judo, Sewing, Robotics, Video Game Design, Vietnamese Cultural Games, Ballet, and Hip Hop.

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JUNIOR PRIMARY 1

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UNVEILING OUR TRUE SELVES Embracing the Journey of Identity

In JP1, we embarked on an exciting journey to discover our true

selves by learning about self-identity. We explored the origins of our names and why they are special to us. We also observed that although we all have facial features, we all look unique. We examined our eyes, mouths, ears, and more, and the children realised that we come from diverse parts of the world. Together, we created an amazing collage featuring baby photos, our favourite memories, and places we love. It has become a beloved feature of our classroom, and the children still love to talk about it with their friends. We also discovered that we all have our own distinctive fingerprints. To make it more fun, we turned it into a detective game by placing our prints around the classroom.

It has been a great time figuring out who's who! The journey of discovering ourselves has been the most wonderful adventure!

We learnt that in Japanese, “Kurumi” means a walnut. Her dad and mom chose her name because they thought that the sound of “Kurumi” is cute.

“Kuru” means future and “Mi” means come true.

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EXPLORERS MAKING DISCOVERIES What Do You Know About Ice Cream?

We went on an exploration to learn about ice cream, its origins and the states of matter it can transform into through heating and cooling. The children had a great opportunity to learn how to create and present posters about their knowledge and love for ice cream. They were taught how to plan ahead, revise, and deliver their presentations to their classmates. They also got to use the ICT room to make their presentations and learnt some basic computer skills. It was so lovely to see all their creative ideas and how proud they were to show their work to their friends.

“You make the ice cream cold in a fridge. Ice cream has to be in the freezer and people wait for their turn in a line at the shop. How do you make ice cream? First you need two plastic bags, one big and one small.

And then you put milk, ice, sugar and milk and then you put flavour and then you shake it.” - Jet

“This is all the people from China who want to buy ice cream in China, because China is a very popular place to buy ice cream, so they all came to this place to buy ice cream.

Some of the ice cream is strawberry and vanilla. This is where they can sit and wait and have a water.” - Inga

“We have matcha and vanilla ice.”

- Sakurako and Kurumi (They made a menu with different kinds of ice cream you can find such as cone, bowl, cup, ice cream sandwich).

“We put many things, we have a Chinese girl because ice cream came from China. We put an ice diamond to cool the ice cream. The sun melts the ice cream.” - Mai and Dau

“Vanilla, coconut and strawberry ice cream. Ice cream is made with milk, sugar, cream, plastic bags and then ice. Then eat out of bowl. I didn’t have time to put the spoon.” - Haruta

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What is our Favourite Flavour?

Before we made our ice cream, we needed to find out which flavours were the most popular so we could get these for our experiment. We decided the easiest way was to create a bar chart and ask our friends in class. It turns out vanilla, strawberry and chocolate were a big hit!

What I want my ice cream to look like.

Planning our ice cream making day.

Let’s make Ice Cream!

Finally, the day arrived to make some homemade ice cream!

The room was filled with excitement as we gathered all the necessary ingredients and equipment. We were amazed to witness how easily the liquid milk could be transformed into a solid ice cream by adding ice and salt and giving it a good shake. After a tiring workout of shaking the bags to make ice cream, we all enjoyed our delicious ice cream.

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EXPLORERS OF MATTER Unveiling the Secrets of Change A big focus of our inquiry this year has led us down the wonderful path of experiments. From our initial discussions of how ice cream is made, we pondered how substances can change from fluid to solid. These questions and discussion took us to explore the transformation of water, observing how it changes from a solid (ice) to a liquid (water) and a gas (vapour). The children marvelled at the magic of melting ice cubes in their hands, watching as solid turned to liquid, and then evaporated into thin air. They enthusiastically discussed the concept of freezing and boiling, engaging in lively conversations about the different states of matter water can take.

Throughout their explorations, the learners were encouraged to ask questions, make predictions, and draw conclusions based on their observations. They developed critical thinking skills, honed their ability to communicate their findings, and embraced the iterative nature of scientific inquiry.

JP1 made many excellent observations, one of which was the change in colour that occurred when the tea leaves were mixed with the water. “The hot tea has a different smell, the cold cup has the same as smell as the leaves. The colour is lighter in cold water and darker in hot water. The leaves are softer in the hot cup. The leaf is harder in the cold water.” - Inga During one of our experiments, we observed the effects of adding tea leaves (a solid) to both cold and hot water (liquids). The children were fascinated by the aroma of the tea leaves when added to the water. Rommy commented that the mixture smelled like, “milk tea/raisin bread,” while Julia didn’t like the smell, describing it as “bad!”

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MATHS EXPLORATIONS Working It Out, Together

Our exploration of mathematics has inspired JP1 to engage in hands-on learning experiences using various manipulatives at their disposal. Through this interactive process, the children have cultivated their mathematical vocabulary and developed problem-solving strategies as they articulate their reasoning aloud. By prompting them with questions and presenting diverse perspectives, we’ve fostered a culture of critical thinking, empowering JP1 to explore multiple pathways to solving problems.

Working together formed a big part of our learning experiences. By stepping back to observe and allow the children to work things through together, we were able to take note of their understanding and capabilities. By deepening our own knowledge, we can engage the children more and set challenges appropriate for their learning levels.

Can Gia Nghi find the number without using her eyes?

Sakurako using directional language to help her robot get to his spaghetti.

JP1’s first counting by 2’s song There’s a captain in a ship.

He wants to know how many sailors.

Then he starts counting by two, so that can be faster 2,4,6,8,10,12 what’s next?? Can you count with me.

14,16,18 And then the last 20.

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NAVIGATING OUR WAY AROUND! What Maps Can Teach Us During a school trip, while travelling on the school bus to our destination, the children were excitedly identifying their homes and favourite hangouts, which sparked our interest in maps and directional language. They were so inspired that they decided to construct their own miniature town, complete with all of their favourite places. After studying virtual maps and roads, they collaborated in teams to design and build their towns in the classroom. This project enabled them to learn how to give directions and provided a wonderfully contextual learning opportunity as we discovered the magic of prepositional words.

Another key moment in our mathematical learning this year has been exploring the wonderful world of shapes! Our journey began with JP1 expressing their own understanding of shapes intheir unique ways. From there, we embarked on exciting adventures, uncovering shapes everywhere - from those within our classrooms to the vast wonders of the world around us.

We took our exploration further by using our bodies to form shapes, utilizing ourselves as sides and corners. We’ve also had fun crafting shapes with our hands and immortalizing our discoveries in colourful diagrams adorning our classroom walls.

“Let’s make diamond eyes!” - Suzie “ It’s an animal!” - Mai “It’s a chicken.” - Jet “It’s a submarine.” - Vi Anh

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Artwork by Sakurako

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STONE TALES BY JP1 The Power of Personal Narratives In our literature sessions, we have explored the charming tale “Not a Stick.” Observing the children engrossed in the narrative brought us great delight as they unleashed their creativity, brainstorming a multitude of transformations for the little pig using an apparently ordinary stick.

Following this, we embarked on crafting our own story titled “Not a Stone,” delving into the complexities of natural elements.

The classroom buzzed with enthusiasm as the children examined an assortment of rocks with keen curiosity. Haruta envisioned the rocks as gleaming diamonds, while Jet likened them to the very essence of Earth.

Venturing outside, the children collected stones that they felt a connection towards. Upon returning to the classroom, a focused and inventive atmosphere filled the room. Each child arranged their chosen stones, breathing life into their ideas. Their artworks spanned from wolves and moons to intricate landscapes, revealing an impressive array of interpretations. It was heartening to witness the children confidently articulate their thoughts and proudly exhibit the unique visions of their creations.

After exploring the possibilities of stones and their numerous potentials, the children were given the opportunity to paint their chosen stones. This painting activity extended their literary journey and offered a tangible outlet for expressing imaginative narratives.

Throughout this literacy exploration, JP1 not only honed their storytelling skills but also developed important literacy competencies. They expanded their vocabulary, practised descriptive language, and enhanced their ability to express themselves through illustrative and verbal communication. At the end of the exploration, the children proudly displayed their stone characters and stories. The classroom became a gallery of imagination, showcasing the limitless possibilities that had emerged from a simple collection of stones.

This learning experience solidified the idea that creativity knows no bounds, seeing beyond the ordinary and discovering extraordinary tales within the most unexpected places. Our engagement with “Not a Stone” became a cherished memory, igniting a lifelong love for storytelling and the power of imagination.

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“I’m going to draw a bee, but it’s a swish mellow. The bee is saying It’s not rock!” - Vi Anh

“I drew a flower. I made it by tracing the rocks.” - Suzie

Sakurako drew natural elements, using stones to make mountains, leaves, and the sky. Each leaf represented a different person. One leaf was Sakurako, one Ms. Georgie and one Ms. Tram

“It’s a potato city. The house is made up of potatoes and ketchup.” - Haruta

“It’s a wolf and the moon. And the three bats on top of the spooky house. I used a rock to make the ears, the head and the body.” - Dau

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CULTURAL EXPERIENCES The Language of Fabric and Sound During their exploration of Vietnamese ethnic groups, the JP1 friends were interested by the patterns on the ethnic brocade cloth. This sparked their curiosity about the production process, particularly how these fabrics were made without the use of factories or modern equipment found in cities.

Their first challenge involved transforming lotus stems into fibers. Learners quickly realised the process demanded focus: meticulously cutting around the stem, then carefully pulling and spinning its ends to create delicate threads. Despite the challenge, their enthusiasm remained high. Excitement filled the room: “Can I try, it’s so hard.” - Haruta “Look it this fiber I made, so cool and stretchy.” - Jet “Be careful, if you cut fast that will be broke.” - Mai “I can stay here whole day to do this.” - Vi Anh

Once they mastered the art of creating fibres, JP1 progressed to the next step: transforming them into beautiful bags and wallets. This involved selecting their favourite patterns, and meticulously drawing them onto the fabric.

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Left: Suzie’s pattern

With patterns in hand, they employed embroidery techniques to bring these designs to life using needles and vibrant threads. Finally, armed with sewing machines, they were ready to craft their very own unique wallets and bags... each piece evidence of their newfound skills and deeper appreciation of their cultural significance.

Vietnamese ethnic musical instruments are an extremely rich and diverse treasure, expressing the cultural identity of eachnation. When JP1 first encountered the sounds of these instruments, a wave of unexpected emotions washed over them: “It’s made me feel relaxing.” - Mai “I wanna cry when I hear it.” - Dau “That sound makes me want to dance.” - Sakurako “It’s make me feel like I’m in a haunting house.” - Inga “This sound like when I go to the pagoda.” - Suzie

Beyond simply listening, the learners embarked on a deeper exploration.

They delved into the history of selected instruments, learning about their construction, playing techniques, and the traditional music associated with them.

Rommy and Jet

The class witnessed the process of making instruments, beginning with the “apprentice” brainstorming ideas, meticulously designing each piece, and carefully sourcing appropriate materials which provided them with valuable insights. Friends worked collaboratively in groups or pairs, supporting each other through the steps of measuring bamboo, tying wires, and connecting parts of the musical instruments.

With the combined efforts of the JP1 class, the instruments were completed. They were experts in their own right and the whole class couldn’t wait to hear the wonderful sounds from our instruments. Each instrument brings unique and impressive sounds, while all the instruments sing together to make a beautiful symphony. Through each such project, Vietnamese culture gradually reaches each learner and it can become a premise for the next project “Does Vietnam have any traditional dances?” - Inga asked, igniting the class curiosity for future investigations.

Vi Anh and Dau

Sakurako

Kurumi

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THE LANGUAGE OF ART A Painted Cup of Tea When we first began our classes this year, we started with pots of tea.

The JP1 children form a close-knit community where stories of friendship and the playful experiences of growing up are expressed through words, images, and the process of creating.

The communal act of sitting together in a circle, sharing tea, and telling stories fosters connections that are both profound and inspiring. In our art classes, we sought to reinforce these connections through storytelling. During the first term, maps of the school created by the children revealed a rich inner world of relationships, intertwined with fantasies of reimagining physical spaces through emotions such as love, care, and curiosity. This exploration continued as JP1 used watercolours and narratives to describe their surroundings, but it was with clay that their interests and creativity found true expression.

Artwork, Haruta

Artwork, Inga

JP1’s has a close relationship with clay, and with the recent acquisition of clay extruders and a test kiln, the learners could now craft artworks with greater consistency and durability. This newfound capability allowed them to pursue more ambitious and intricate projects, deepening their connection with the material.

When it came time to decide on a new project, the idea of making teapots emerged. To inspire the children, we introduced them to the work of the Ardmore Ceramics Studio in South Africa, where artists excel in blending storytelling with functional art. After discussing how to infuse their own teapots with stories, the children began to plan their designs.

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As they moved into the making phase, JP1 carefully shaped and molded their clay, translating their imaginative ideas into tangible forms. After the teapots were fired, the next step was priming and painting their creations. The excitement and pride were palpable as the children saw their colourful teapots come to life. However, a question arose: how could we take these home safely?

“We could put them in a bag.” - Jet “A box would be stronger.” - Mai “But the box will need handles.” - Jet

After careful deliberation, the class decided that boxes would be the safest choice for their teapots.

This decision led to a new artistic venture: decorating their boxes using decoupage techniques.

“The red birds fly up at night and then they saw an icecream and they wanted to eat it, and then they fly up at night; ahead they saw a lantern and then they fly in the afternoon and saw a beautiful sunset and then they went to sleep.”

Inga describes the story on her box.

For several weeks, JP1 explored the art of glueing and painting a diverse assemblage of items onto their boxes, each adding a personal touch to their carriers. Through this process, the children not only created beautiful and functional artworks but also deepened their understanding of storytelling, collaboration, and creative expression.

Their finished teapots and decorated boxes are a testament to their hard work and imagination.

As we reflect on their journey, we ask: What stories can these artworks share with us? The answer lies in the heart and creativity of each child, woven into every piece they create.

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BEYOND THE CLASSROOM Thao Dien Park

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Snow Town

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JUNIOR PRIMARY 2

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CHILDREN AS AUTHORS Stickman Story Writing and Puppet Show

In the JP2 class, a wonderful journey unfolded as the children delved into the realm of story creation and storytelling, charting their own course towards creativity and self-expression.

Inspired by the enchanting tales of author Julia Donaldson, particularly the beloved story of “The Stickman,” much like the hero of this cherished tale, we embarked upon our own remarkable adventure. Fuelled by our belief in fostering independence in and ownership of learning, the children each eagerly crafted their own Stickman character, setting the stage for an imaginative exploration around their familiar school grounds.

With enthusiasm and a collaborative spirit, the children pooled their ideas, negotiated, and brainstormed, to shape the narrative of Stickman’s escapades. From deciding Stickman’s path to mapping out his adventures through the school, every step was guided by their collective vision. As they transitioned from planning to writing, each child played a vital role in weaving together the threads of their tale, contributing handwritten pages to their beautiful storybook.

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Aurora Map - Beau and Ella

Ella

Linh

Keiichiro

Phillip

“We were measuring the thing so we can know how big everything should be.” - Phillip

“In this photo was our first time discussing who can be the different characters and the plan for Stickman Puppet Show.” - Phillip

“I liked to make Stickman, because everyone made so many things. It’s so cute and beautiful. Our class so good with teamwork for this. It makes me very happy!” - Linh

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Inspired by the puppet theatre at school, the children envisioned bringing Stickman to life in a live-action puppet show.

Throughout this process, the children took the lead in every aspect, from designing backgrounds and crafting props to scripting the performance itself. Through this process, they honed their negotiation skills, learnt the value of collaboration, and discovered thejoy of seeing their ideas come to life before audiences.

“I am very glad that we got to complete this puppet show.” - Ella

Reflecting on their journey from inspired storytellers to confident creators, the children beamed with pride. They had not only crafted a beautiful tale but also nurtured their identities and found their voices in the world of literacy and imagination.

“It was very difficult to plan, but we got it done. It was fun making the puppet show, but the funnest part was doing it.” - Beau

“I feel great after we done it because it’s a little bit difficult.

But when you start you cannot stop and then it’s so fun. It’s so fun for the class to make something together and after the puppet I feel great after we done it, because all friends will be happy and proud.” - Phillip

“I liked making the stuff for the puppet show, like the puppets and the backgrounds.” - Tung Vi

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THE POWER OF PERSONAL VOICE Authors in Our Own Right The journey of creating the Aurora Stickman ignited a spark of excitement and creativity in the hearts of the JP2 children. Becoming authors filled them with joy and a sense of accomplishment, motivating them to explore further avenues of literary expression.

During ICT time, the children poured their imaginations onto the screen, illustrating their tales with vibrant colours and captivating imagery. Their stories ranged from adventurous quests to heartwarming tales of friendship and protecting the planet, showcasing the depth of their creativity and personalities.

“Mommy doesn’t like princesses, but she likes girl superheroes. So, I decided to make princess that is a hero, called Princess Girl.” - Ella

“I like dogs and rabbits, so I can connect them and create lovely characters.” - Linh

“It’s about the guy wants to go to space and then he found more friends.” - Phillip

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“I like to go fishing and riding on boats and catching fish.

So I thought of a story about the sea.” - Beau

“It’s about me going around the world to places like Spain.

I like Spain because I learn Spanish in Aurora. I also want to go to Australia or Russia because my friends are from here.” - Keiichiro

“I have the idea that the people on the airplane and the pilots see the train almost crash. Later the plane landed on the train and stopped the train crashing.” - Tung Vi

As their literary knowledge expanded, so too did their understanding of the craft of writing.

Applying the phonographic code they have been learning, they enhanced their spelling andwriting, bringing clarity and fluency to their narratives. They discovered that different authors possess unique voices, and they eagerly explored how they could infuse their own stories with personality and flair.

Sharing their stories with the class became a cherished ritual, as they eagerly listened to each other’s tales and marveled at the distinct voices and perspectives reflected in each story. Through this process, they not only honed their writing skills but also discovered a powerful means of self-expression. Their stories became windows into their own identities, interests, and writing styles, allowing them to shine as authors in their own right.

“Linh likes something cute and always Linh likes animals.”

- Phillip “I know Ella likes princesses, superheroes and witches.”

- Beau “Tung Vi really likes trains. No other book in our class has trains. People that know him would know it’s his.” - Ella “Keiichiro likes Japan and he’s from Japan. He likes Dogman, I see Keiichiro always reads Dogman.” - Tung Vi “Sometimes I see Phillip drawing superheroes in his drawing book.” - Linh “Beau loves the environment.” - Ella

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CHILDREN AS EXPERTS The Joy of Collaborative Learning Through their module ‘Where Does Our Food Come From,’ the children of JP2 embarked on an exciting journey into the realm of food origins. This exploration spanned from food science to the geography of food, igniting their curiosity and laying the groundwork for incredible learning experiences and collaboration.

With eager hands and curious minds, the children embarked on a hands-on journey by planting their own vegetable seeds. From the first signs of sprouting to the flourishing growth of their plants, each stage of the process was met with awe and excitement. But their journey didn’t end there. When they learnt that the younger learners of Freesia class were also exploring seeds and plant growth, JP2 seized the opportunity to share their newfound knowledge. With enthusiasm and pride, they eagerly passed on their insights, becoming mentors and leaders in their own right.

This collaborative exchange was a testament to the power of peer learning and shared discovery.

As the JP2 and Freesia teachers stepped back to facilitate this exchange, the children of both classes flourished. For the Freesia class, learning from the “bigger experts” of JP2 was a source of inspiration and excitement, fueling their own curiosity and growth.

Week by week, the collaboration between JP2 and Freesia grew into a rich tapestry of shared experiences and learning. From bee hunts to building bee hotels, exploring food processes to observing the progress of their plants, the children came together as a vibrant community of learners.

In this journey of investigation, collaboration, and expertise, the children of JP2 not only deepened their own understanding but also forged meaningful connections with their peers. Together, they embraced the joy of learning and the power of shared knowledge, creating wonderful memories.

Parts ot a Plan We Eat, Ella Parts of a Plant We Eat, Beau

“It’s when we planted the seeds and we drew what seeds look like and what seeds needs to grow.” - Phillip

What do seeds look like?

“This one looks like Korean popcorn.” - Ella “That looks like chicken poop.” - Linh “Looks like a boat.” - Phillip “This one looks like trash, but actually it’s a seed.” - Tung Vi “Some of them look like paper crunched up.”

- Beau “That one looks like rocks.” - Keiichiro

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“After the seeds sprouted, we put the seed in the pot for it to grow. I planted pumpkins and sunflower seeds. The pumpkins are growing faster than the sunflower seeds.” - Tung Vi

“We were talking to the little children about how our seeds sprouted and how we are going to plant them.” - Beau

“We were making the bee hotel with Freesia class.” - Ella

Where does food come from?, Tung Vi “We were showing Freesia class where food comes from. For example, wheat turns into flour, can turn into pancakes.

Sugarcane we turn into juice and later turning to sugar.” - Keiichiro

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CULTURAL EXPLORATIONS The Traditions of Fabric and Sound Our Vietnamese culture lessons have become a cherished highlight for our learners, offering a captivating exploration of a culture rich in tradition and spirit. With each session, our learners eagerly immersed themselves in the diverse facets of Vietnamese life, discovering new customs, beliefs, and celebrations.

From colourful festivals steeped in ancient rituals to glimpses into everyday traditions, each lesson unveiled a new layer of Vietnamese culture, sparking excitement and curiosity among the members of our class. As our class delved into Vietnamese costumes and customs, the children eagerly embraced the art of creating intricate patterns inspired by the diverse ethnic groups of Vietnam. Learning that these patterns symbolize mountains, rivers, nature, and agricultural land, they applied these principles to their own designs with enthusiasm and creativity. Exploring the world of sewing through the creation of their own bags was an exciting experience for the children. They had the opportunity to learn how the machines worked and bring their patterns and bag designs to life. Witnessing their creations come together filled them with joy and a sense of accomplishment.

“I want to learn more new things about Vietnam. Making patterns and also traditional instruments are so interesting.” - Phillip

Patterns on fabric, Phillip

Patterns on fabric. Beau

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The Craftsmanship Behind Traditional Instruments

“I like the posters, we can do so good in team. We know about shape, colours,... of the drums.” - Keiichiro

“I like this photo a lot when I was helping Tung Vi to make the drum because I like helping people.” - Beau

“Its fun and its cool, because theres a lot of things to do. Like we make drums and the patterns and the bags.” - Tung Vi

Our journey into the realm of Vietnamese traditional instruments sparked a newfound appreciation for the rhythms of drums and the tones of the T’rưng. From researching the production process, materials, shapes, colours, and events of playing those instruments and their significance to crafting sample instruments with care, our JP2 friends immersed themselves fully in the musical traditions of Vietnam.

Perhaps the most remarkable aspect of our cultural exploration, though, was the sense of teamwork emerging among the children. Through collaborative efforts and shared experiences, they not only gained insight into the place they are living but also cultivated a deeper love for teamwork and community - an embodiment of the timeless communal spirit that has defined Vietnam throughout its history.

“I like the T’rưng cause it’s cool to make it.” - Ella

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THE LANGUAGE OF ART We Can Build Worlds “I want to build a city.” - Phillip

It is with those words that the JP2 children began what has unfolded as a complex and multilayered world building experience, using plaster of Paris, acrylic paint, gluing, masking, carving, and shaping. Our starting points were inspired by the children’s ongoing love for construction, and by the magnificent drawings they made in Term One while navigating their way through a new school site. The question of “How can we draw the school?” changed to “How can we use perspective to draw the school?” until we finally settled on, “By what other means can we begin to understand perspective?”. And so, a flattened paper surface has transformed into a three-dimensional world, in which the children are introducing elements of part-reality (“It’s from a building I saw,” - Beau) and part-play.

The initial idea was to make a diorama, but JP2 were already interested in plaster from the previous year. Clay was too cumbersome to use for large construction, and cardboard too familiar.

How could we encounter a new material and what could we learn by working with it?

The first stage involved casting from molds.

After showing JP2 the plaster casting process, we started selecting molds and drawing ideas on plaster slabs. Every week, the children were greeted with a new range of building materials, and we worked as a team with JP2 planning the structures, and designing the forms, and then teachers casting the items for the next class.

In the process, we learnt how plaster needed to be primed with white acrylic before gluing, and we experimented with which glue would work – glue guns or PVA glue? The landscapes slowly took shape…

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The water park grew as we worked, taking on new slides and greenery. An invitation to expand the type of material with organic objects, in contrast to the cold chemical whiteness of the plaster, generated new ideas and suggestions. For her princess castle, Ella helped prepare a rainbow mold and used cast circular tablets for the stepping stones. Linh loved the smoothness of the chocolate egg moulds and asked for more, while Keiichiro became the group painter. Each person had taken on a role, and the teachers stepped back and watched the children’s plaster landscapes grow.

“I am making a princess castle.” - Ella

“What is this?” - Linh, to Beau and Philip.

“These are like houses on a cliff. This is a temple and these are block apartments. And this is tick tac toe tower.” - Beau “I have an idea. You can put clay here and it will go like this.” - Linh to Tung Vi. Linh uses her hands to show how the clay can be used to make an interlinked waterpark.

The journey concluded with an invitation to share with others: “Miss Claire, can I show it to others? I want to talk about it.” - Tung Vi

We have spoken about how we can use our colours, thin down our paint and use tape to paint selectively. Along the way, I have shown the children work by artists Louise Nevelson, Matthew Albanese and Takuya Tanaka. In return, the children are sharing with us their worlds.

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BEYOND THE CLASSROOM Farm to Table

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JUNIOR PRIMARY 3

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CHILDREN AS PERFORMERS A Culmination of Creativity and Teamwork

In JP3, our learning journey has been like a vibrant stage, where every day feels like a new act in an exciting play. From our very own original production, ‘The Magic Stone’, to crafting catchy number songs for maths, and even journeying back in time to uncover the mysteries of the ancient Mayans, our learning adventure has been nothing short of magical. Alongside our exploration of Mayan culture, we delved deep into their mythical creation stories, weaving our own tales of the universe’s beginnings. With boundless imagination, the learners transformed these stories into a series of puppet shows, bringing our unique narratives to life on stage. Together, we’ve explored, imagined, and brought our ideas to life, discovering new worlds and talents along the way.

Through our investigations and shared experiences, we’ve built friendships, learnt from each other, and found joy in all areas of our learning.

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The Magic Stone “The magic stone all started with Nora writing a story and we all wanted to be in it, so we decided to make it into a play. We started with our characters, then we began to write scenes on the white board, we even wrote our own songs.

We practiced a lot, filmed and then it was finished! I really liked acting as a bully because I’m not a bully in real life so it was cool to be someone else.“ - Liya

From Noa’s identity book.

“I really like how I, we made the play and we acted so well, I got to be a teacher. I also liked designing the scenes, like in this picture we are drawing Stoney Brook cafe!” - Antonia

“Here we are making the sign for Stoney Brook cafe. It was fun to be part of the play, I was nervous, but I liked it and I would do more plays.“ - Alya

“I liked being the narrator because the narrator reads a lot and I like to read.

Also, the narrator gets to say the most at the end and the start of the scenes.”

- Slava

“I had two characters, a swimming teacher and a bully. I really liked being the swimming teacher, it was fun to be a teacher.” - Mia

From Liya’s identity book 45

“This picture is the first scene of the magic stone and my character was a friendly and kind middle schooler. When we filmed this scene I felt really excited but also confused.

When I watched it I was a bit embarrassed. But after that I started to get used to filming and my acting got better, so now I know how to do a play!“ - Eyva “My character’s name was Ms. Sophie, she was friendly but sometimes strict like when Mia dropped her sharpener.

It was fun to be Ms Sophie.” - Nora

“Here we are practicing the script for the last scene, it was really fun because I got to sing Elly’s bully song. I liked practicing with my friend’s and I felt so happy in that moment.” - Audi

“I liked making the play very much. I liked playing a security guard and a student. I also came up with the idea for the ending of our play.” - Edo

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MULTIPLICATION MEETS MUSIC Finding the Beat in Math “It started when Ms Maddy showed us a video that was a Taylor Swift song but changed to a multiplication version.

We really liked it so we decided we wanted to make our own. We made one song for the 2 times table and we taught it to JP2. Next, we tried to learn the 7 times table song that Ms Maddy showed us first, it turned out really good! The last song we wrote was the 3 x table to the tune of ’You Belong With Me’ by Taylor Swift. It was so good, and we taught it to JP1. I can still remember all the words!” - Eyva

2, 4 , 8 , 10 , 12, 14 ,16 ,18, 20, When I count in 2s, I might loose, but I will never give up, never give up, never give up, oooooooooooh x 4 (Tune of Waving flag)

You’re on the phone to your calculator its upset, It’s going off about something that you text, cause it doesn’t know times tables like I do, i’m in my room, it’s a typical Tuesday night, I’m calculating numbers so it can be right, but she doesn’t know timetables like I do, Because 3, 6, 9, 12, 15, 18, 21, 24, 27,30 Working on my math, its the last thing I do, And I hope you like it too! (tune of Taylor Swift’s song ‘You belong with me’.)

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ANCIENT CIVILISATIONS What Can We Take From The Past “In research we have been learning about the Maya ancient civilization and we made these masks out of cardboard, paint and that kind of stuff. The Mayans used these masks for dancing, the dead and for war. The dance and war masks are strong animals because the Maya believe they will get the animals powers, which could be, strength or speed. The death mask is mostly made out of jade. I made a dance mask inspired by a tiger!” - Noa

“My mask is a fighting mask, I made a big headdress as it makes you important. I used net as protection for the eyes.“ - Edo

“We researched Mayan mythical Gods and made posters about them, I research Chaac, the God of rain! We also started to create our own presentations all about Maya culture. I like learning about the games they played and their headdresses.“ - Liya

“I think Maya is interesting. I think the Maya ended because of a virus like covid. I think they all had to move South and leave their homes.” - Dong

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This amazing work represents a journey of discovery, where our grade 3 class delved not only into the captivating world of Mayan culture but also explored the wonders of various ancient civilizations. Through our explorations and research, we uncovered intriguing similarities and differences among these fascinating cultures. We found ourselves pondering over what led to the decline of the Maya civilization and reflecting on their enduring influence on our modern lives – from our stories and cuisine to the very ways we communicate. It’s been an eye-opening adventure filled with rich insights and endless curiosity!

What caused the Mayan civilisation to end?

“I think that the Maya changed places because of wars but they left behind the pyramids. I would like to see them.” - Antonia

“I think they died because they play tooo much ILAMAI and died!!!!!! Or maybe the death God killed them...”

- Alya

“I think it ended because they didn’t have any food or they played too much ilamai!” - Nora

“What I think about how Maya was extinct is because they didn’t have fresh water or too many of them played illama.” - Eyva

“I think that the Mayan had war and also they have no food or water so they extinct!” - Audi

“My theory of how the Maya became extinct is there was a flood and the Mayans had to live inside the temples that they built but there was not that much food add they all died!!!” - Elly

“I think they move because of a virus like Covid!” - Dong

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CHILDREN AS STORY TELLERS Crafting Our Creation Stories “We read the mythical story about the creation of Maya, the story was fun and also weird because they made people out of corn, I would nearly eat myself! We used the Maya story to make our own puppet shows all about how Earth was made.” - Alya

“The Globe Gods in their planets, it looked so cool!” - Audi

Elemental Creation, Nora, Liya and Mia

“Here we are practicing our puppet show, the Globe Gods!

Because we are a group of 4, sometimes it was hard to practice, but it got better and better over time. We have been following feedback and improving ready to show it to everybody. I like doing it I’m excited to perform it.” - Elly “The meteor that hit the Earth and made it stiff.” - Liya

Mergods can do Anything - Noa, Alya and Antonia

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“Daniella - The merrator (narrator)” - Noa

The Globe Gods - Audi, Dong, Elly and Eyva

“Our puppet show is all about mermaids, who created the humans, but they couldn’t survive in water, so they made bubbles for them all to live. I like making voices for the puppets” - Nora

The God’s Creation - Slava and Edo

“Our show is called the Globe Gods, it’s about 5 Gods doing a competition to make the best Globe and the Sun was the judge. It seemed like nobody won, so they made a globe together, it was a perfect globe and everyone was happy. I really like our puppets, they look so good and I enjoy acting as different characters.” - Eyva “We designed our backgrounds for our puppet show using canva. I really liked it because it looks very nice and interesting. Ours have a big wave that flooded space!” - Antonia

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CHILDREN AS CRAFTSMEN From Dragons, to Patterns, Tet Markets and Sound

In our JP3 class, exploring Vietnamese culture has been an adventure cherished by all. With each lesson, our learners eagerly dove into the rich tapestry of Vietnamese life, uncovering customs, beliefs, and celebrations that filled their hearts with wonder.

From the majestic dragons crafted for the Mid-Autumn Festival to the intricate sewing projects using vibrant brocade fabric, our JP3 class delved deep into the heart of Vietnamese traditions. Each exploration revealed new layers of culture, creating excitement and inspiring curiosity among our learners.

“I drew banyan tree and a rabbit on the moon. I liked painting it. I danced with Alethia and Elly.” - Audi “I like doing the dragon because I like doing art and being messy. It was fun!” - Elly

Exploring diverse patterns inspired

by Vietnam’s ethnic groups was captivating for our children. They found beauty in nature’s motifs like rice terraces and stilt houses, infusing their designs with passion. Venturing into sewing their own items engaged them deeply.

Mastering the sewing machine boosted their confidence, leading to pride in their accomplishments.

Immersing themselves in the spirit of Vietnamese festivals, our JP3 learners reveled in traditional activities such as crafting To He and lucky envelopes, as well as creating paper fans, keychains, and earrings for the Tet fair. Each project was a celebration of culture, creativity, and shared discovery.

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Our exploration of Vietnamese musical instruments led us on a fascinating journey through tradition and creativity. We studied instruments like the dan tranh, dan bau, dan ty ba, dan nguyet, trong com, and dan t’rung, learning about their history, structure, and melodies.

Fascinated by the dan tranh, we delved deeper into its artistry and decided to create our own cardboard zither. Working together, we divided tasks and meticulously crafted each part. Some measured and cut the body, while others made the base bridge, movable bridges, and tuning pegs.

Our collaborative effort resulted in a stunning cardboard zither, showcasing the power of teamwork and creativity. Through this project, we deepened our understanding of Vietnamese culture while we learnt the value of working together towards a shared goal.

“I like painting it, and I like it when we sang the birthday song for our zither.”

- Alya

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THE LANGUAGE OF ART Mayan Pop Art

Over the past few months, we experimented with various painting techniques because JP3 loved to paint. We used different surfaces (canvas, paper), mediums (watercolour, poster paint, wax pastels, pen), and tools (eyedroppers, paintbrushes). JP3 explored drawing, dropping colour, and building familiarity with each medium. During Term 2, Ms. Maddy mentioned that the children would soon explore creation myths.

We started by discussing different ways the universe might have begun, and JP3 etched their ideas onto Mayan chocolate drinking cups made of clay.

Then the interest deepened. In Investigative Research, a love for Mayan culture was growing. To support that interest, the teachers began exploring different photographic angles with JP3. At first, we were photographing the pots, and each other, from different angles, but once the masks and familiarity were there, JP3 moved to documenting each other in full-feathered glory.

What could we do from there? JP3 were introduced to three weeks of Digital Art using Photopea (a Photoshop equivalent), and we explored how colour and patterns might be used to camouflage or to draw attention to something. Did you want your mask to be hidden? Did you want to highlight your mask? These were the types of questions JP3 were asked, while being introduced to artists such as Liu Bolin. We also went into colour theory, discussing which colours worked best when paired together, and how Photopea could be used to clean and edit an artwork with layering.

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Then came the moment of revelation: a huuge frame of stretched canvas! Transferring the digital designs would be no easy feat, and considering the scale and time constraints, it seemed that a charcoal transfer would be most effective. We discussed how best to use the charcoal, and the children shown how charcoals residues could be brushed off afterwards, so as not to dirty subsequent layers of paint. In the process, JP3 were also introduced to the artist Andy Warhol, whose pop art prints seemed a perfect expression of what they were doing.

Finally, the painting began!

The children mixed as a group after discussing which colours were needed, and shared out colours and tools, developing from thin to thick paint and mapping out the entire canvas.

The magnificient results stand as testament of JP3’s collaboration, learning together and yet growing their individual voices and styles.

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BEYOND THE CLASSROOM Jump Arena

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SENIOR PRIMARY 4

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DREAMSCAPES UNVEILED Discovering Personal Utopias Through Dioramas

The children of SP4 emerged from this project as brilliant

creators. They went on a journey of discovery, unlocking their vivid imaginations to create enchanting dioramas, with each one a manifestation of their unique personalities. We began this journey by discussing what makes us unique, and how we could showcase our personalities through the idea of ‘place’.

After sharing their thoughts and ideas, the learners set off to design their dioramas, initially in 2D. They used these designs to create 3D models of their ideal places. With an array of materials, they carefully crafted dreamscapes, inviting others into a world where their dreams came to life. Their dioramas showed their vibrant imaginations using colours, textures, and intricate details.

Alongside this journey, as teachers, we planned to develop their knowledge of adjectives and expand on how powerful these words can be when painting a picture through writing.

The children described their dreamscapes using what they had learnt through these literacy lessons, and we shared this with one another.

Markus

Victoria

Max

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Kiran

Aaradhya

Ken

Canna

Mina

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CHILDREN AS CREATORS The Mythical World of Dragons The children have been interested in a very specific graphic novel this year, and it’s fitting for the animal of the year: ‘Wings of Fire’, a dragon-themed graphic novel, coinciding with the Year of the Dragon! We ventured into the realm of dragons, bringing these mythical creatures into existence through story writing and the making of their dragon models. Through their collective efforts, they demonstrated their creativity to transform ideas into tangible art. The children went further and created a backstory for their dragon creations, developing ideas on what their dragons’ personalities, family backgrounds and nationalities could be.

Through this integrated exploration, the children experienced the joy of storytelling, the magic of creativity, and the power of bringing their ideas to life. They discovered the endless possibilities that arise when imagination merges with artistic expression, fostering a love for literature, art, and the boundless realms of their own minds.

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Aaradhya

Victoria

Max Markus

Mina

Ken

Kiran

Canna

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CHILDREN AS INVESTIGATORS The Power of Sharing Knowledge

SP4 became enthusiastic investigators as they undertook an exploration to unravel the significance of seeds and why they matter. With great curiosity, they carefully potted and planted various types of seeds, devoting themselves to the daily task of watering and nurturing them. Their patience and dedication shone through as they tended to their plants, anticipating signs of growth. They delved into research, eagerly sharing their findings with one another. The children went a step further, documenting the weekly heights of some of their growing plants, celebrating each milestone with pride. “My chickpea seeds are my babies, I talk to them every day,” said Kiran, displaying the deep connection they fostered with their green companions. The children began researching further into their plants, looking at health benefits, where they are grown around the world, famous dishes they are used in, and other interesting facts.

The children’s fascination with seeds extended beyond mere plant growth. They delved deeper into understanding the health benefits associated with their chosen plants. They explored the nutritional value and medicinal properties of different seeds, discovering the incredible impact these tiny wonders can have on our well-being. Excitedly, they shared their newfound knowledge, discussing the ways in which seeds are used in various cuisines around the world.

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This year, the children were engaged in a dynamic learning experience focused on developing their presentation skills. Through a collaborative approach, they were encouraged to actively participate in discussions, sharing their ideas and perspectives. They practiced their presentation skills by preparing and delivering short talks, using index cards to support their communication. The children then came together as a group to reflect on their performances, discussing what worked well and identifying areas for improvement. SP4 celebrated each other and were supportive in their reflections, as they all strived for growth. They began research into two different seed vaults around the world, in connection with our investigative research module, and prepared to deliver group speeches to JP2.

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SCIENTIFIC EXPLORATIONS The Science of Light

SP4 scientists investigated materials this year, observing and documenting their discoveries. Through engaging experiments, they explored the formation of shadows, discovering how light is obstructed by objects, creating dark outlines on surfaces. They also began experimenting with reflection, marvelling at how light bounces off shiny surfaces, allowing us to see our reflections in mirrors and still water. To deepen their understanding of shadows, the children researched the ancient art of sundials.

They crafted their own sundials, carefully aligning them with the sun’s position to tell time based upon the shadows cast.

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NUMERICAL NARRATIVES SP4 Maths Exploration This year, we saw mathematics spring to life with the SP4 learners tackling abstract numerical problems and hands-on learning adventures. Our budding mathematicians embarked on an imaginative journey to design their own miniature theme parks, applying geometry to sketch detailed features of their parks and calculate the area for water features, grass areas, cafes, and more. This extended project allowed them to vividly experience and apply concepts like scale and dimensions, deepening their understanding of mathematics.

The excitement didn’t stop at theme parks.

Delving into fractions, the learners transformed the classroom into a dynamic workshop, manipulating shapes to explore and visually compare equivalent fractions. This tactile approach helped them grasp complex ideas in a fun and engaging way, making abstract concepts tangible.

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Enhancing their tech skills, the SP4 learners used spreadsheets to create personal timetables. This exercise in digital literacy equipped them to manage data, format cells, and craft charts, presenting maths as a practical and relevant skill in the digital age, and in their everyday lives.

Throughout all of these mathematical explorations this year, the SP4 learners have demonstrated their enthusiasm for our journeys of discovery. Along the way, they have deepened their understanding of and appreciation for mathematics and honed their problem-solving skills.

The creation of miniature theme parks and the incorporation of dice games to explore probability added fun to the lessons and helped the learners to engage eagerly with a subject which can be daunting. Daily routines like the 5-in-5 challenges, the one-minute times tables races, and the maths riddles have made learning not just educational but exhilarating. By embedding maths in hands-on projects and fun games, our young mathematicians have seen how maths is not only useful but also integral to navigating the world. This year has been filled with moments of discovery, showing our learners the fun and endless possibilities that maths offers. Every challenge tackled has prepared them to be curious, creative thinkers, ready to explore new horizons.

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CULTURAL CREATIONS Culturally Significant Clothing and Traditional Instruments

Intrigued by ao dai’s elegant designs through centuries, the SP4 children decided to delve into the many and varied styles of ao dai, and ultimately create their own. The children had an opportunity to hand sew mini styles of ao dai which helped them to confidently form the initial practice patterns on fabrics. Their dedication and passion shone through in every cut and every stitch. They then decided to take their work to another level by tailoring full size ao dai using sewing machines. Some learners eagerly operated the sewing machines from the outset, guiding delicate fabrics through the rhythmic needle and thread. Others showed their fear of needles at first, but quickly dived into sewing with excitement when they heard the joyful sound of the machine. It was a celebration of art, culture, and the shared joy of discovery.

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The world of traditional Vietnamese instruments is another vibrant exploration of the SP4 children this year. The learners were introduced to a variety of traditional Vietnamese instruments such as dan bau, sao, dan nguyet, dan t’rung and dan ty ba. This initial presentation of the instruments was a very interesting stage as they all had different perspectives about these instruments’ sounds. These differing perspectives piqued their curiosity and inspired them to conduct their own research.

Throughout these hands-on engagements, the children not only explored the cultural significance behind each instrument, but also developed a deep connection with the diverse musical heritage of Vietnam. To celebrate their newfound understanding of this, the SP4 children proudly organized a presentation to primary teachers and peers.

The event showcased their incredible work, displaying their creativity and love for Vietnamese culture.

“It’s beautiful but its strings were kind of broken but it still sounded well. We like it.” - Vic and Mina

“We chose T’rung instrument because it has interesting sound. We made it out of bamboo, and it was slightly tricky at first, but the rest was easy.

We felt happy when presenting to other primary friends and they loved it.” - Canna and Aaradhya

“I made it out of a bottle, some strings and a branch. I made a very nice presentation about it, and all the grades loved it. I chose it because it looks like a guitar except it’s Vietnamese.”

- Kiran

“I like the sound of đàn bầu becasue it’s sad.” - Markus

“The bamboo is very strong so it can last for long time. I like it becasue it made a cool sound.” - Max

“Sáo looks simple to make and it can create the sound. An interesting fact is that it has 2 types: vertical sáo and horizontal one.” - Ken

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THE LANGUAGE OF ART The Storytelling Garden The grade 4 learners have been deeply engaged in a long-term exploration of storytelling, inspired by their love for comics. This journey began during Tet, when we discussed various Vietnamese Tet creatures such as the turtle, dragon, unicorn, and phoenix. The learners designed their own versions of these creatures on Canva, blending elements from their own cultures with the original creatures that inspired these myths.

The initial stage of creating composite animals digitally allowed us to connect cultural heritage with creative expression. We learnt to appreciate the mythological stories from different cultures and how these stories can evolve and intermingle with our own experiences and imaginations, emphasising the importance of cultural diversity and creativity.

After creating these digital designs, the learners moved on to building perspective studies. They drew their creatures from the front, side, and above perspectives. It wasn’t easy, but this exercise taught them about spatial awareness and the technical skill of rendering objects in different dimensions. These drawings served as studies for clay sculptures, where the transition from 2D to 3D deepened their understanding of form and structure.

While waiting for the ceramics to be fired, we also experimented with photography to tell stories.

Using toy animals, we took photographs in the school gardens from various angles: bird’s eye; high angle; face-to-face; low angle; and bugs’ eye view. This developed learners’ technical photography skills and their narrative abilities. The Grade 4s imagined conversations, conflicts, and reconciliations between the creatures, reflecting their own relationships and classroom dynamics. This stage highlighted the importance of perspective, both in visual arts and in understanding human interactions.

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Next, Grade 4 created storyboards for their ceramic animals, exploring the concept of ‘story mountain’ and imagining stories involving their characters. Each character told the story from their own perspective, teaching the learners about different viewpoints on a single event. This mirrored how different camera angles can change our understanding of an image or person, underscoring the significance of empathy and seeing situations from multiple angles.

Guided by the storyboards, we began photographing our ceramic creatures against various backgrounds. Initially, SP4 used digital backgrounds, but they gradually shifted to creating their own landscapes.

This transition stressed the value of originality and personal touch in storytelling. In class discussions, we emphasised the importance of using our own sets and creations to make storytelling unique and personal.

The final results were rich, imaginative landscapes that expressed not only an imaginary world but also real themes of relationships, conflict, and friendship. The Storytelling Garden module allowed our learners to explore storytelling in a multifaceted way, combining digital design, drawing, sculpture, photography, and creative writing. This journey has been a wonderful exploration of perspectives and creativity, reflecting the learners’ growth and understanding of the world around them. Each stage of this exploration added layers of conceptual and creative value, fostering a deeper appreciation for art and storytelling in our learners.

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BEYOND THE CLASSROOM Viet Gangz

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MIDDLE SCHOOL 6

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A NEW CHAPTER Transition to Middle School

This school year marked a significant milestone as the grade six learners began their middle school learning journeys. This new chapter has brought some changes for each learner and these changes have been mirrored by their own developmental shifts.

In Middle School, skills that were learnt in preschool and primary are applied to independent projects and assignments. The learners have taken greater responsibility for their learning and the paths it takes. They need to manage their time so that they can prioritise their tasks and also to manage themselves and their resources.

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There were other changes in the first half of this year as we said farewell to Su and bon voyage to Ms. Phuc. Recently, we also bid adieu to Dhyatri as she and her family relocated to Saudi Arabia.

The learners demonstrated resilience through all of these changes, which are an inevitable part of the international school experience.

We foster global citizens and this means we sometimes have to say goodbye as their explorations take them further afield.

On a happier note, we welcomed Ms. Quynh to our school. She has been teaching Vietnamese language and culture and collaborating withher colleagues to enrich our Vietnamese programme.

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BEYOND THE CLASSROOM First Steps into the Working World

A key project this year has been our exploration of jobs and careers. Led by learner curiosity, we have considered different career paths and the many and varied roles that people play. A survey of Aurora staff was followed by learner interviews of staff members and other significant adults in their lives to uncover their experiences in the workplace. This served as a bridge between school and home as the learners shared their learning with family members and were supported by them in their learning in return.

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The learners took pride in their work and it was a joy to see them stepping up to fulfil their new responsibilities. As well as developing new skills, they also gained insight into the valuable contributions Aurora staff members make to our school community.

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TEXTS AS A MIRROR Exploring our Sense of Self Our school-wide inquiry, Dialogue with Place, was explored in a variety of ways, but perhaps the most significant was our creation of identity books. For this extended project, the focus was very much upon the process. The grade six learners all opted to write non-fiction texts and to theme them around a place that was deeply meaningful to them and their sense of identity.

The final texts are place-focused, but the places themselves are inextricably linked to each learner’s sense of self. Throughout the process, the learners made decisions which guided the creation of their texts.

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They began with images, opting to sketch, sculpt, shoot, paint, or a combination of all of these. With the images created, there followed a process of placement, adjustment, and refinement as they curated the layout and progression of their texts. With this in place, they began the process of adding written language.

For the grade six learners, the written language which came first was the language they share and the one which connects them with one another each day: English. As they began to add English at school, they concurrently began to add other languages outside of the classroom.

This was another avenue for home-school connection and it was wonderful to see this supporting the learners’ work. This then fueled class discussion as learners shared their work with one another and inquired about what they had chosen to include and about the meaning of the words they had used.

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THE LANGUAGE OF ART Connecting the Self to Nature Over the past few months, Grade 6 has embarked on an artistic journey inspired by the natural world around them. We focused on the theme of drawing ourselves into nature by drawing parts of our bodies and then combining these drawings with elements found while exploring the greenery of Aurora. This initial stage aimed to foster a personal connection with nature and encouraged learners to see themselves as integral parts of the natural world.

To deepen their understanding of the relationship between art and nature, Grade 6 was introduced to four renowned artists who often used nature in their work: Frida Kahlo, Gustav Klimt, Eyvind Earle, and Georgia O’Keeffe.

Each learner chose one artist and created an informational poster about them. They researched the artist’s history and analysed a specific artwork using principles and elements of art. This process included critical art inquiry, where learners imagined themselves within the artwork to better understand its meaning and context. This stage emphasized the conceptual value of empathy and perspective-taking, helping learners develop a more nuanced understanding of artistic expression.

While designing their posters, we learnt about the principles of design, such as alignment, use of colours, proximity, negative space, and the hierarchy of information. We also identifyed and correct problematic designs in example posters. The final task was to make a poster introducing the chosen artist to an audience with two paragraphs: one about the artist’s history and context, and the other analyzing a specific artwork. This highlighted the creative value of organizing and presenting information effectively, a skill crucial for visual communication.

Grade 6 presented their posters to their classmates and teachers, receiving constructive feedback on both their content and design. This exercise helped them develop vital skills in art criticism and poster design. The conceptual value here lay in understanding how feedback and revision are essential components of the creative process, fostering a growth mind set and collaborative learning environment.

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Following the poster presentations, we began investigating the cyanotype process, an early photographic technique that uses sunlight to create blueprints. We returned to the garden to gather plants, which will be combined with personal photographs for their cyanotype artwork. The challenge is to merge elements of nature with self-portraiture, using plants and photographs for exposure. This stage allows learners to explore the creative value of experimentation with materials and techniques, merging traditional and contemporary practices to create unique artworks.

This Art and Nature exploration has been an important journey for our Grade 6 learners.

They have explored how artists use nature to express themselves and have developed their own skills in art criticism, design, and creative expression. By combining natural elements with self-portraiture, they have learnt to see themselves as part of the world around them.

This experience not only enhanced their artistic abilities but also deepened their appreciation for the natural environment.

Each stage of this exploration has provided learners with valuable insights into the conceptual and creative aspects of art. From initial personal sketches to the final cyanotype artworks, they have learnt to blend observation with imagination, tradition with innovation, and individuality with collective experience. And the results are beautiful.

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OUR AURORA STORIES Reflecting on the Year Dhyatri I think I joined Aurora in April 2023 - I don’t remember the exact date. My first day was introductions and we played the yes/no game. Over the past year Aurora has changed. We have bigger classrooms, less people, smaller eating area – which doesn’t bother me – except that last time everybody got to eat at once, which means no waiting. I have enjoyed Art most because the classroom is bigger and there are more resources. And Ms. Claire.

She makes art easy to learn and lets me spend extra time in the art atelier. It makes me feel happy to have art.

Kakeru I remember that when I joined Aurora the school layout was a lot different. The old swimming pool was curved and there was only 1 villa. Moving to middle school, it didn’t change much. The way that we learn is different, but basically how we learn and do stuff is still fun, so I think it didn’t change much. I like PE best because sometimes we have sports day and we can go to a field to play or have contests with the other classes. My favourite thing to do at Aurora is reading in the library. Since I joined Aurora I have changed a lot: height, knowledge and more stuff.

Mathias I remember not concentrating and playing games during online class – if I’m honest. I remember hating wearing a mask when we came back on campus. I am better at football than when I joined Aurora and I’m older. They added another villa to Aurora – Mid school – and more teachers. Break time is my favourite time because I can play. There’s not that many people at Aurora so you know more people. PE is my favourite subject because I don’t have to sit down and I get to have fun.

Nem On my first day at Aurora I went to school with my mum and there were only three kids. That’s all I can remember. A few days later, I met Kakeru in Discovery class and became best friends – play legos together, drawing, and other stuff – learning how many days in a week! There are three new buildings now, and new children, and more stuff than they used to have. Middle School is fantastic – it has legos and I can use my computer... but too much homework. Since I started, I have changed my personality twice, wait... three times, I gained weight, got taller, and now I wear socks. My favourite thing is Friday break – digital break, and I like English because I’m fluent, well 50%.

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BEYOND THE CLASSROOM Saigon Zoo

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THE LANGUAGE OF SCIENCE

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The Symphony of Sound

Every classroom from JP1 to MS6 buzzed with excitement as our learners turned into both

musicians and scientists, exploring the fascinating world of sound. They crafted an array of homemade instruments—from straw pan pipes and yoghurt tub harps to booming PVC pipe tubulums, each one a fun experiment in sound physics. Edoardo, from JP3, was thrilled to discover how changing the length of his straw changed the pitch, exclaiming, “The longest straw makes the lowest sound, and the shortest one makes the highest sound!” This wasn’t just about making noise; it was a deep dive into the science of sound where learners connected musical notes with physical principles like frequency and vibration.

They even made string telephones, stretching strings between cups to see how sound waves travel through different materials. This simple experiment was a perfect complement to their music-making, showing how sounds move through different states of matter like air and along strings.

This lively project also led learners to explore the biology of hearing as they learnt about the ear’s anatomy. Understanding how we hear the sounds they created helped deepen their appreciation of science and music as interconnected wonders. This blend of discovery and creativity made each lesson a thrilling adventure, illuminating the magical dance between the science of sound and the art of music.

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Light’s Playground - Turning Our World Upside Down Step right up to the Aurora Academy of Light, where our young explorers crafted magical boxes that flipped the world upside down – their very own Camera Obscuras! It was like a magician’s hat, but instead of rabbits, they pulled out beams of light and learning! Our classrooms were transformed into galleries of curiosity, as little pinholes became gateways for photons to leap and glide across walls, creating enchanting upside-down images. They linked these wonders to how we see, making their own eye diagrams - which are our biological cameras - to peek into how our bodies capture light. It was a spectacular show of science and discovery, where every shadow and beam was a path to a new discovery!

The children’s eyes sparkled with excitement as they dove into the science of light.

They learntabout refraction, where light waves bend like they’re playing limbo, and reflection, where they bounce back like super bouncy balls. They journeyed through the world of waves and particles, understanding how each bend and bounce brings the world into view. With each shadow and beam, they uncovered secrets of how we see, turning the classroom into a festival of light and learning. It was a dazzling adventure, where every flicker and shade was a step towards a bright new discovery!

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Volcanic Eruptions - A Geological Drama In the Junior Primary Scientists’ corner of Aurora, a project fizzled and popped into existence, merging geology with the art of storytelling. With volcanoes of their own making, these young learners didn’t just observe volcanic eruptions—they directed them! After their models spewed mock lava, the classroom buzzed with the energy of a blockbuster film set. The children, now directors and actors in their learning journey, used green screens to transport their towns to the foot of digitally erupting volcanoes.

Surrounded by their vibrant model towns, the children were abuzz with excitement as they rescued their miniature homes from the danger zones of their erupting volcanoes. This exploration is proof that play and learning go hand-in-hand; it was an hi-tech foray into the world of volcanology.

Eagerly applying scientific terms like ‘magma’, ‘eruption’, and ‘lava flow’, they learnt how these fiery natural processes shape the Earth. What began as an inquiry into learning about volcanic risks, quickly turned into a creative project where our learners took the lead in producing their own eruption videos. Behind the green screen, they directed scenes that brought their lessons to life, showcasing how to build communities that are safe from nature’s most dramatic events. Each take was not just a play but a step toward understanding how to coexist safely with the Earth’s powerful forces.

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Journey Into Magnetism A buzz of excitement filled our fabulous science room as our Junior Primary learners delved into the mysteries of magnetism and its crucial role in global navigation. Armed with small magnetics of many kinds, these young explorers vividly mapped out the unseen forces at play, watching in awe as they discovered how magnets attract and repel each other.

Their adventure into the world of science transformed into a practical challenge as they crafted their own compasses and set out on a global map treasure hunt. Guided by their handmade navigation tools, the learners eagerly applied their new knowledge of magnetic fields to find hidden treasures, each step filled with anticipation and joy.

Adding a playful twist to their learning, they began singing catchy tunes to learn the names and positions of continents. With song and compass in hand, they journeyed across colourful maps, each melody helping them visualise the vast world right from our science room. This musical approach to geography not only solidified their understanding of the world’s layout but also illustrated how explorers both ancient and modern navigated the globe using Earth’s magnetic forces.

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Life Cycles - Adaptation and Evolution In the Junior Primary labs, our young scientists transformed into mini-explorers, diving into the essentials of life within colourful test tubes. They discovered what plants and animals need to thrive, turning each test tube into a vibrant experiment. Their adventure continued as they crafted detailed dioramas—miniature worlds ranging from rainforests to deserts. They brought these habitats to life using green screen technology, stepping into their creations to narrate the lives of the creatures dwelling within.

This exploration seamlessly transitioned into a fascinating study of how animals and plants have adapted to their environments, igniting the imaginations of SP4 and MS6 learners.

In a realm where adaptation is the brush and evolution the artist, they marvelled at the masterpieces of nature. The Great White shark, with its fearsome array of teeth, and the Clown Fish, a master of marine masquerade, stood out as living lessons in survival. Learners delved into the nocturnal secrets of predators and the clever disguises of insects, each a testament to the wondrous strategies sculpted by eons of natural selection.

This immersive journey through the evolutionary canvas was more than a lesson; it was a gateway into the epic story of life on Earth.

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Augmented Reality and Human Anatomy In MP6, a thrilling adventure into human physiology began, transforming our classroom into a high-tech laboratory! Our budding scientists used augmented reality to bring the magic of the human body to life right before their eyes. Together, they built a life-size model of the human body, where each layer revealed a different system—from the mighty muscles and sturdy bones to the busy digestive, alert nervous, breathing respiratory, and pumping circulatory systems.

With their tablets and smart devices, the learners created interactive augmented reality presentations that highlighted each body system. They were like young doctors, diving into the workings of the human body, explaining everything from how we digest our lunch to how we catch a ball. Then, in a grand showcase, they presented these digital marvels to the amazed SP4 learners, sharing knowledge and sparking curiosity.

As they explored each system, our Senior Primary scientists not only saw but also understood how all parts of the body work in harmony. This hands-on project wasn’t just a learning experience - it was a chance to become young anatomists and tech wizards at once! Throughout the year they developed their presentation skills further, crafting presentations on how animals adapt their senses for survival, linking it to their studies in the “Sound and Vision” unit. This ongoing adventure not only deepened their understanding of biology but also turned them into confident speakers and scientists, ready to explore and explain the wonders of life.

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BEYOND THE CLASSROOM Whole School Trip to Eureka Science Centre

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JAPANESE

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調べ学習 Research Learning 図鑑や科学絵本を使って、興味のあるのもを調べました。 We researched things of interest using visual encyclopedias and science picture books.

わたしたちが しらべたもの

ひらがな＆カタカナ Hiragana & Katakana

視写 Copy the text

音読 Reading aloud

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うみのかくれんぼ

(‘Hide and Seek’ By The Sea)

海の生きものはどのように隠れているのかを学び、図鑑のページを作りました。 We learnt how marine creatures hide and created pages for a field guide. ～段落ごとの題を考える～ 「２のだんらくは、 『すなすなはまぐり』がいいんじゃ ない？」 はるた 「じゃあ３のだんらくは、 『いろがえだこ』にしよう！！ 」

ぼく

けいいちろう

は ち た

の かくれ イカ ミ ミ

かたについてし らべ まし た！

しらせたいな、見せたいな (Want to Tell, Want to Show) 学校にいる生き物や、学校で見つけたものを、知らせる絵と文章を書きました。 We wrote descriptions and drew pictures to share about the creatures we found at living in the school environment.

「ぼくはヘビを見たよ！」 100

「どんなにおいかな？」

仕事のくふう、見つけたよ

(Discovering Workplace Ingenuity)

調べたい仕事について詳しく調べ、大きい紙にまとめました。 Learners thoroughly researched the jobs they found interesting and summarized them on a large piece of paper.

ー ー ー ー ー 調 べ た 理 由 ー ー ー ー ー いつも教科書を見ていて、 「教科書って、 どんなふ うに作られ、審査を受けて、印刷されているのだろ う？」 と思っていました。そこで、教科書の作り方を 調べることにしました。

はじめて知ったことを 知らせよう (Let Me Share What I’ve Just Learnt) 本を読んではじめて知ったことを、 日本語クラスのお友達に知らせるレポートを作りました。 Our learners created reports to inform Japanese classmates about newfound realisations gained through reading.

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僕が紹介したい日本の国宝 (The National Treasure I Want To Introduce)

私たちにできること

(What We Can Do)

資源や環境を大切にするために、みんなができることを具体的に考え、提案する資料を作りました。 Learners created a document proposing specific actions that everyone can take to cherish resources and the environment. イメージマップ

発 表

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～この テ ー マ を 選 ん だ きっか け ～ 地球の平均気温が上がっているという ニュースを見て、ベトナムはCO2が多い のでこのテーマを選びました。

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SPANISH

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Engaging In Español - A Journey Through Language

In Aurora Primary and Middle School, Spanish lessons unfold as a vibrant tapestry of song and

creativity. Each week, learners immerse themselves in the melodious rhythms of Spanish music, their voices echoing through the classroom in cheerful unison. This musical approach not only enhances their fluency and pronunciation but also nurtures their confidence in speaking Spanish.

Beyond singing, learners channel their creativity into designing comic strips, where they weave new vocabulary into colourful narratives. These artistic endeavours celebrate linguistic diversity, transforming every lesson into a delightful exploration of Spanish culture.

The enchantment of learning through song guides our young linguists on an educational voyage.

By engaging with a mix of traditional and contemporary Spanish melodies, learners effortlessly integrate rhythm, vocabulary, and pronunciation into their language repertoire. Group singing sessions bolster their linguistic abilities while fostering a sense of community, where each lyric sung reinforces a new word learnt. This method proves that mastering Spanish can be as exhilarating as it is enriching.

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Interactive games like ‘Spanish Bingo’ and ‘Ask a Friend’ introduce a dynamic element to language learning. Eagerly participating in these games, learners enhance their vocabulary and conversational skills by engaging in lively dialogues and recalling numbers up to 99. This playful, competitive format not only solidifies their Spanish vocabulary but also sharpens their auditory and verbal skills within a supportive classroom atmosphere.

In MS6, learners apply these engaging techniques at an advanced level, tackling more complex aspects of the Spanish language.

Regular sessions of 'The Verb Drill,' 'The Vocab List,' and 'The Grammar Hammer' are instrumental in reinforcing their understanding of verbs, vocabulary, and idiomatic expressions, ensuring that older learners continue to build a robust linguistic foundation.

As our learners progress, the Spanish program at Aurora focuses on deepening their understanding and proficiency in the language.

By integrating innovative teaching methods and consistent practice routines, learners from the primary levels to middle school are thoroughly equipped with the essential skills for effective communication in Spanish. Through engaging lessons, interactive games, and rigorous practice drills, learners of all ages enhance their linguistic abilities, ensuring they are well-prepared to use Spanish in both academic and real-world contexts.

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VIETNAMESE

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The Language Explorers

Hoạt động dạy và học môn tiếng Việt ở Aurora không chỉ là một phần của chương trình học mà

còn là nền tảng quan trọng định hình cho sự phát triển ngôn ngữ và văn hóa của mỗi học sinh. Ở những năm đầu tiên của hành trình giáo dục, môn học mang lại cho trẻ những trải nghiệm đầy màu sắc và thú vị. Từ việc học chữ cái, vần, chính tả, sử dụng các câu đơn miêu tả đặc điểm đến việc đọc các câu chuyện đơn giản giúp trẻ phát triển kỹ năng ngôn ngữ cơ bản, rèn luyện sự tập trung và kiên nhẫn.

Teaching and learning Vietnamese in Aurora is not only a part of the curriculum, but also a crucial foundation for shaping the language and cultural development of each learner.

In the early years of their educational journey, the subject provides children with vibrant and engaging experiences. From learning the alphabet, phonetics, spelling, and using simple descriptive sentences to reading simple stories, it helps children develop basic language skills, and practice concentration and patience.

Viết mẫu truyện sáng tạo dựa trên câu chuyện đã biết - Gia Nghi Creating a short story based on the story Gia Nghi read.

Dựa vào nội dung bài đọc và tái hiện bức tranh của Mít - Linh Based on the content of the reading text, Linh illustrates Mit’s drawing.

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Khi áp dụng đa dạng các hoạt động, trò chơi phù hợp, việc phát triển toàn diện các kỹ năng nghe, nói, đọc, viết môn tiếng Việt sẽ trở nên hiệu quả và thú vị hơn. Qúa trình tham gia vào các hoạt động và được khen ngợi sẽ giúp trẻ tăng cường sự tự tin khi sử dụng tiếng Việt. Chương trình học cũng giúp trẻ hình thành tình yêu tiếng Việt và tạo nền tảng vững chắc cho việc học tập trong tương lai.

Trên chặng đường học tập tiếp theo, trẻ được khuyến khích khơi mở nhiều hơn những khía cạnh cuộc sống mang giá trị văn hóa và hiểu biết về tự nhiên xã hội thông qua thói quen đọc sách. Điều này thúc đẩy trẻ củng cố ngữ pháp, mở rộng vốn từ và phát triển kỹ năng đọc hiểu sẵn có. Ngoài ra, việc áp dụng các hoạt động đa dạng như thảo luận nhóm, chia sẻ quan điểm cá nhân và viết sáng tạo giúp trẻ thể hiện khả năng sử dụng và diễn đạt ngôn ngữ phù hợp.

When learning through a variety of activities and games, the comprehensive development of listening, speaking, reading, and writing skills in Vietnamese becomes more effective and enjoyable. Participating in activities and receiving praise helps children boost their confidence in using Vietnamese. The curriculum also helps children develop a love for the Vietnamese language and creates a solid foundation for future learning.

On the next learning journey, children are encouraged to explore more aspects of life that have cultural value and experience social nature through reading habits. This motivates children to consolidate grammar, expand vocabulary and develop existing reading comprehension skills. In addition, diverse activities such as group discussions, sharing personal opinions and creative writing helps children demonstrate their ability to use and express language appropriately.

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Là một phần trong cách tiếp cận của chúng tôi đối với việc học và giảng dạy, trẻ được khuyến khích khơi mở nhiều hơn những khía cạnh cuộc sống mang giá trị văn hóa và hiểu biết về tự nhiên xã hội thông qua thói quen đọc sách. Điều này thúc đẩy trẻ củng cố ngữ pháp, mở rộng vốn từ và phát triển kỹ năng đọc hiểu sẵn có. Ngoài ra, việc áp dụng các hoạt động đa dạng như thảo luận nhóm, chia sẻ quan điểm cá nhân và viết sáng tạo giúp trẻ thể hiện khả năng sử dụng và diễn đạt ngôn ngữ phù hợp.

As part of our approach to learning and teaching, children are encouraged to explore more aspects of life that have cultural value, and to experience social nature through reading habits.

This motivates children to consolidate grammar, expand vocabulary and develop existing reading comprehension skills. In addition, applying diverse activities such as group discussion, sharing personal opinions and creative writing helps children demonstrate their ability to use and express language appropriately.

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Ở cấp lớp cao hơn, trẻ được bổ sung nhiều kiến thức thực tiễn, được khuyến khích tự tìm hiểu, thảo luận và chia sẻ ý kiến của mình; từ đó hình thành kỹ năng thu thập thông tin, thuyết trình và phản biện. Cách sử dụng từ, xây dựng câu, áp dụng cấu trúc ngữ pháp vào văn nói cũng như văn viết của trẻ giai đoạn này cũng được hoàn thiện rõ rệt. Ngoài ra, trẻ được tạo điều kiện tiếp xúc và sử dụng công nghệ thông tin hỗ trợ việc học ngôn ngữ một cách toàn diện nhất.

Việc áp dụng phương pháp lấy học sinh làm trung tâm trong dạy và học tiếng Việt ở Trường Aurora theo Chương trình Chân trời sáng tạo của Bộ Giáo dục và Đào tạo Việt Nam không chỉ giúp trẻ phát triển ngôn ngữ mà còn khuyến khích khả năng sáng tạo, biểu đạt ý tưởng và tự tin trong giao tiếp bằng tiếng Việt. Việc này giúp trẻ từng ngày phát huy năng lực ngôn ngữ và phẩm chất cá nhân.

In the next journey, children are supplemented with more practical knowledge and are encouraged to explore independently, discuss, and share their opinions. This process helps them develop skills in information gathering, presentation, and critical thinking. Their use of vocabulary, sentence construction, and application of grammatical structures in both spoken and written language becomes significantly refined during this stage. Additionally, children are given opportunities to engage with and use information technology to support comprehensive language learning.

The student-centred teaching and learning approach for Vietnamese at Aurora, following the “Chân trời sáng tạo” Program by the Ministry of Education and Training of Vietnam, not only aids in language development but also encourages creativity, expression of ideas, and confidence in communicating in Vietnamese. This approach helps children continuously enhance their language abilities and personal qualities.

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THE LANGUAGE OF WELL-BEING

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The Aurora Ethos of Collaboration

At Aurora, the physical education curriculum not only focuses on developing abilities in popular

sports such as athletics, football, and basketball, but also includes a variety of activities that promote overall wellness and health. Learners are encouraged to explore new things and further develop what they love doing to maintain an active lifestyle outside of school.

As part of the basketball unit, learners had the opportunity to practise on a real basketball court, and demonstrate their skills on the court, while developing their teamwork and sportsmanship. This hands-on experience gave learners a chance to apply what they had learnt in competitive basketball games, which improved their confidence in the sport.

Our shot put classes are carefully designed to be both enjoyable and engaging. Improvement comes from consistent practice and a positive attitude towards the sport, resulting in greater performance scores among learners.

Learners celebrated successful athletic practice sessions, and everyone had fun with the enjoyable activities throughout the unit.

Regular feedback and support from teammates and teachers are instrumental in improving performance and developing a passion for a variety of physical activities.

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Weekly swimming lessons at school not only assists many of our young learners in overcoming a hesitation towards water, and to stay active, but also teaches them important life-saving skills.

Providing a fun and safe environment for learners improves their engagement with swimming, thereby creating opportunities for them too improve their swimming techniques and builds confidence in the water. An importance is placed in developing an understanding for learners of how their physical capabilites change when in water. Furthermore, the physical education programme encourages the importance of collaboration, sportsmanship, and cooperation in order to develop essential abilities in children. We cheered for one another’s progress, recognising the benefits of swimming as a full body workout and an enjoyable form of exercise.

MP6 learners took part in weekly circuit training, as a part off daily exercise. This unit was beneficial for their physical health, helping them develop a routine for staying active outside of school. By participating in different circuit activities, learners are able to improve their strength, endurance, and overall fitness levels.

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BUILDING TRADITIONS Aurora Sports Day This year we hosted our 3rd annual Aurora Sports Day. This event is a firm favourite amongst learners, teachers and families. We gathered on a slightly cooler morning in December to beat the Summer heat for a morning of races, games and competitive spirit. The nature of our learners, their support and encouragement of their friends and teammates, is a delight to observe on the field.

The games, banners, and signage were designed, chosen and coordinated by learners from our SP4 and MS6 classes; a great amount of planning alongside our PE coach, Mr. Huy goes into this event and offers them a great deal of responsibility.

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Artwork by Audi

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CELEBRATIONS

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The Joy of Coming Together

Our school is alive with learning and joy every day and our whole school celebrations are no exception! These whole school celebrations not only create lasting memories but also foster a sense of belonging and community. Learners, families, teachers, and staff connect on a deeper level, building relationships that extend beyond the classroom. The joy and laughter shared during these occasions create bonds that strengthen our school community and create a supportive and inclusive environment for all. As each celebration comes to a close, we carry the spirit of unity and joy with us, fueling our passion for learning and growth. Each whole school celebration serves as a reminder of the vibrant and dynamic community we are a part of, where every individual is valued and celebrated for their unique contributions.

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Artwork by Elly

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Copyright 2024 Aurora International School Of The Arts Spring Hill Education Vietnam. Primavera Aurora All rights reserved.

AURORA INTERNATIONAL SCHOOL OF THE ARTS 11-11A-13-15 Tran Ngoc Dien, Thao Dien Ward, Thu Duc City, Ho Chi Minh City, Vietnam. +84 (028) 3744 2991 / +84 (0) 982 012 860 info@auroraschool.vn www.auroraschool.vn Scholastic Year 2023/2024