TIV School Magazine - Issue 2/ 2021

IBSB News & Views by the students for the students

June 2021 Issue 2

The International Voice

WHITEBOARD pg. 29 Year 6 Graduation & Awards Ceremony SCHOOL EVENTS pg. 63 House Competitions SCHOOL VIEWS pg. 91 School Assessed Grades

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Table of Contents

contents 1. SPOTLIGHT

6. SCHOOL VIEWS

3. CAS

Student Editor’s note

03

Visiting the Bruno Shelter

45

Is a trip to Jordan worth it?

77

Head Girl’s Message

04

DOEIA Silver Adventure

47

The Future of Aviation

79

Head Boy’s Message

05

DOEIA Bronze Expedition

50

Lithium vs.Solid StateBatteries

80

Learning from Our Children

06

Creating Music is Simple and Easy 81

A Year in Revew

09

The Future of School Textbooks

83

Mental Health Awareness

85

A Series of Unfortunate Events

87

Movie Review:The Impossible

88

My First German Novel

89

Student Council Views

91

School Assessed Grades

93

Further Maths

95

8D Year Review

96

8E Year Review

97

9E Yearbook

98

10C Year Review

99

Head of Secondary School Message 11

4. SPORTS

2. WHITEBOARD Head of Primary School Message

13

EYFS Musical Storytelling

14

Year 1M Stone Age Survivors

15

Year 2O Robot and Lava

16

Year 2O VIPS

16

Year 3 aboutnatural disasters

17

Year 3T Bombs, Balloons, &Popcorn

21

Year 4’s Electricty Investigation

22

Year 5H The Industrial Revolution

23

Year 6 Respect

27

Year 6 Graduation

29

Primary School Summer Show

31

Science Week

33

World Religions Week

34

Mărţişoare and Mother’s Day

35

Francophonie Week

37

Cervantes Day Celebrations

39

Chinese New Year Art

40

World Book Day

41

Sports Day

43

IBSB Sailing School

53

100km in 34 hours

54

My Tennis Journey

55

5. SCHOOL EVENTS

The Role of the Prefect

Careers Week

57

Black Sea Schools Writing

61

HouseCompetitions

63

A Level Spanish Theatre

67

La Lectura Continuada del Quijote 68 International Francophonie Week

69

SS End of Year Awards

70

A Night of Celebration

73

100

7. CREATIVE CORNER COBIS Poetry Competition 2021 102 Trust No One

106

The Impostor

107

Making the Ordinary Extraordinary 109 A Night at the Movies

111

School of Visual Arts NY

113

Year 10 Reduced Shakespeare

115

The Alleyway

116

S P O T L I G H T

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Spotlight

Student Editor’s Note Another interesting term has concluded, and with it many things have changed.

At the start of Term 2 we all thought that pigs flying would be more probable than exams getting cancelled, we were wrong though.

On April 1st we all got an email letting us know that Cambridge have cancelled exams within the territory of Romania, most of us thought it was an April fool’s joke. Turns out it was in fact real, and exams were not going ahead. This meant that we all had to prepare 3 pieces of evidence to send to Cambridge in support of SAG (School Assessed Grade). For most subjects, these pieces of evidence are defined by what were meant too be our April mock exams, now having become our May mock exams. For others, January mocks would be taken into account, or other in-class assessments. With this in mind I would like to wish everyone good luck as you eagerly await your final result coming out August 10 (A Level results) and 12 (IGCSE results). I know exams can bring about a lot of stress, so I would like to take some time and remind everyone to take an occasional break and not stress or over-work themselves. Burnout is a lot more difficult to deal with than small knowledge gaps, believe me. If you’re one of the students not doing important exams, I hope you have a wholly enjoyable and relaxing countdown to the end of term and enjoy your summer break. Spend time with family and enjoying activities away from screens, which have been our best friends lately.

We all deserve a much-needed break, and some well-earned time off for all the hard work we have all done this term. I know that this term, like all others this year, has not been easy, but we have all managed to complete it successfully. Thus, a wholehearted good job is entirely warranted for the year come and gone! In spite of all the difficulties face, and the back-andforth ‘plot-twists’, you have all managed to complete the year successfully, and that is something to be truly proud of!

Stay safe,

by Melissa Aydogan Year 12S

Head Girl’s message

Spotlight

This year was nothing short of an adventure. The challenges we faced managed to keep us on our toes until the very end of the school year, for some of us until August even. From online learning to frenzied exam news, at one point the only thing you could ask yourself was, “What’s next?”. A truly tumultuous year, felt throughout the school from the Early Years students to the Y13 graduates. The irony of it all?

Even with all the social distancing measures, I feel as if the school community has never been closer.

Hard times are what bring out the values and strengths of

wonderful years, the only thing I can do is take a step back

a group. To Aspire, Strive, and Achieve, this is the mission

and admire the evolution of our school with a great sense

of the IBSB students. With record-breaking exam results

of pride. Apart for the obvious changes in the appearance

and the continuing achievements across the extracurricular

of the school, which have transformed it into a modern,

programme, our current cohort of students have progressed

world-class school with great facilities; for me it is the

and accomplished so much, even during times of great

way the faculties have grown, with the students and staff

adversity. It is safe to say, the students have risen to the

growing together, managing to attain impressive feats as a

challenge and taken on their role to carry out their mission.

team effort. Academic scores, sporting events, international

With the extensive support of our teachers and extra effort

competitions, talent shows… I am genuinely proud to graduate

of the administrative staff, which seems to have extended far

from such a well-rounded, successful school. With a number

above and beyond the normal, especially during the period of

of my colleagues being accepted to top universities around

home-stay, we have managed to remain on track, continuing

the world, we stand to consolidate the evidence that IBSB

to work hard and progress, taking full advantage of the many

educate student into future CEOs and industry leaders.

possibilities offered by the school. It is easy to sometimes

I would like to wish everyone the very best in the months leading up to the Cambridge examination results being published, and hope you all have a great summer holiday! It has been both an honour and a privilege to be your Head Girl.

discount the level of support offered by the school, always feeling there should be more, but having friends studying at other international schools, I know that the support we received was well beyond that provided by other international schools in Bucharest this year.

On a personal note, as I leave this school after twelve

by Tamara Minea, Year 13

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Spotlight

head boy’s message As Head Boy, it goes without saying that setting an example for the generations to come constitutes a large part of the job. It is a role I have not taken on lightly.

As a student of history, I would like to offer you two quotes on

From the words and life of Theodore Roosevelt, we come

the eve of my departure, as both a source of inspiration and a

to understand that our greatest ally, and simultaneously our

guide, if you will, like the northern lights to guide you through

greatest enemy, is the very same person we lock eyes on in

the difficult waters ahead.

the mirror each day. All too easily we grow doubtful of our abilities, but must, even in the maelstrom of life that is constant

The first quote is from Sir Winston Churchill, a British

change, seek out the constant that is our true self, remaining

statesman who served as Prime Minister of the United

faithful to it and to our individual journey toward the future that

Kingdom from 1940 to 1945, during the Second World War,

awaits us all.

and again from 1951 to 1955. Although best known for his wartime leadership as Prime Minister, Churchill was also a

When I gaze back at my 12 years spent at IBSB, I cannot

Sandhurst-educated soldier, a Nobel Prize-winning writer

help but feel an unmistakable sense of gratitude, both for

and historian, a prolific painter, and one of the longest-

the visible and the invisible, in helping me get through it all.

serving politicians in British history: ‘Success is never final;

When the turbulence climaxed, and when doubt clouded my

failure is never fatal’. Of all Churchill’s quotes, this one best

vision, it was in the end the collective good which provided the

defines his life. Essentially, it encourages us to understand

clarity needed to rise like a phoenix from the ashes. From our

that life consists of both peaks and troughs, ups and downs,

very inception, we are the culmination of this collective good,

reminding us that how we deal with our worst days is what

what Carl Jung referred to as the collective consciousness.

defines our strength of character.

In realising this, we are one step closer to ourselves, and to the core values to which this community we are all a part of

The second quote is from US President (1901-1909),

ascribe.

Theodore Roosevelt, the youngest ever President of the United Staes of America: ‘Believe you can and you’re halfway there.’ Theodore Roosevelt faced many an obstacle in life en route to the presidency, being nicknamed ‘the Bull Moose’ as a tribute to his incredible interior strength.

by Max Mihailovici Year 13

As a father of three, it often amazes me just how easily and quickly, even at times effortlessly, our children adapt to the changing world around us- much better than we adults in many situations.

This has been particularly evident in recent years, with the COVID pandemic compounding the pre-existing issues besetting us all relating to the unrelenting pace of technological change, global warming, environmental degradation, the rising threat of mass extinction, and to a lesser degree, BREXIT, which taken together mark a time in history of significant economic, political, and social instability, upheaval, and uncertainty, when the only constant has ironically been change.

Spotlight

learning from our children

If we were to be completely honest with ourselves and those around us, many, perhaps even all of us, would admit we have at times struggled to cope, becoming a little frayed around the edges and occasionally short of temper. It has, to say the least, been a difficult time for everyone.

In stark contrast to our ‘adult’ situation, our children appear to be weathering the metaphorical storm much better, and also seem to see some things more clearly than we adults, becoming the champions of change. Greta Thunberg, a modern day David to the corporate and political Goliaths, is a excellent example of how youth does not just see things more clearly, but more importantly is not afraid to speak out and take action, reflecting the thoughts and sentiments of our children, my daughter included, who on numerous occasions has asked me why we continue to cut down trees and pollute the oceans when we know it’s not good for the planet, and ultimately for us as a species.

At such times, like many parents, I find myself replying with a certain sense of helplessness, even at times an anesthetised indifference that many feel these days, as we shrug our shoulders in resignation, throwing our hands up in the air,

feeling a small, insignificant cog in the wheel of the system, focused on our work, on looking after our families, and to lesser extend our own wellbeing, unsure exactly what it is we can do to make a worthwhile contribution to a global problem.

The Titanic serves as an apt metaphor for the situation we find ourselves in: many have been asleep or below deck socialising and enjoying themselves, with the majority of those on deck oblivious to the very real impending disaster looming, either looking blithely the other way, enjoying the starry night, or, initially at least (a handful of renegade climate scientists being the exception), seeing the iceberg, in the far off distance, unable to perceive the very real imminent danger, believing planet Earth to be unsinkable, and not being on the bridge (nautical term for the wheel house of the boat), and therefore unable to make the key governmental level decisions necessary to avoid calamity, as the iceberg draws ever closer.

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Spotlight

Thankfully, due to the reach of social media, and the rising temperatures and impact of climate change now affecting everyone, it is impossible for us to continue to dig our head in the sand any longer, avoiding the overt truth, and so little by little difficult decisions that need to be made are being made to bring about the global change in direction needed to steer clear of calamitythough admittedly not quickly enough for some. It’s also reassuring to see in some situations that the collective voice of the people is becoming loud enough to unsettle those who weld the power, inciting them into action.

As a teacher, I am also poignantly reminded on numerous occasions, when discussing key issues with students, that there is much we can learn from our children in living a better, happier, more fulfilling life. This is not to say that childhood is without its problems, but simply that the perspective of youth has much merit that we adults can benefit from. The following are just a few lessons we can learn from our children (in some cases this relates more to children in the primary school than the secondary, where the onset of adulthood is already

is the act of putting time aside to exercise our creativity in some way, forgetting about the busy world around us and the problems that beset us.

3. Be brave! It’s the first of our Core Values at IBSB and

definitely one of the most important. Incredible joy comes from the freedom of not worrying what others think about us. Living without the fear of being judged, as children do, can bring an incredible sense of relief and freedom, and is important lesson we can relearn from our children each and every day.

4. Laugh every day. If you find yourself laughing a lot,

then it is probably a sign that you are still very young at heart. Well done! Children have an incredible ability to experience joy outwardly in its purest form. If a whole day passes without experiencing the joy of laughter, then it’s probably sign that we need to spend more time with your children, who are not just the masters of laughter in themselves, but a great source of laughter for us too

5. Nurture friendship. One of my favourite poets, Khalil Gibran, once wrote: “In the sweetness of friendship

let there be laughter, and sharing pleasures. For in the

marking its mark felt).

dew of little things the heart finds its morning and is

1. Start each day new. Which is to say, leave the past in

spending time with others, enjoying time with friends and

the past. As adults, we often guilty of dragging the past into the present, detracting from the joy of the here and now. Children are masters of living in the here and now, seeing each day as a new opportunity, which we adults would do well to relearn and emulate.

2. Be creative. It’s amazing how much joy comes from

losing ourselves in the creative process. I see this almost daily when my daughters are painting or drawing, singing and dancing, or building a temporary castle with chairs, sheets, and pillows in the middle of our living room. As adults, our creativity may appear in the form of something a little more practical, like a DIY project or gardening- the actual activity is not in itself important, what is important

refreshed.” Children know of the joy that comes from happy to make new ones. Children adhere to the motto, “the more the merrier,” and adults should as well, even though we say we don’t have the time.

6. Be open. When our children return home each day and tell us their story, they do so unfiltered and in so doing

are able to connect in a meaningful way to those around them. As we get older, we begin to edit our story, working ever harder to maintain the façade that we each erect, afraid to be seen as we truly are for fear of judgement. We don’t want to be seen as weak, vulnerable, in some way lacking, so we maintain the silence, forgetting that our failings are what make us human, connecting us to those around us in our shared experience.

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Spotlight

9. Notice the little things. This is not to say that my many gifts they receive, but simply less often ends up being more. The new expensive toys eventually

break or lose interest, leaving little to the imagination, in comparison with those things provided by nature, such as sticks and stones, and flotsam and jetsam washed up on the beach than expensive toys. Sometimes the biggest adventure can simply be taking the time to notice the little things, revisiting past experiences that seldom fail to lift the spirits, such as watching the sun rise or set, enjoying the flight of a bee as it moves from flower to flower, the sound of birdsong in the early morning hours, the wind in your hair, the rain on your skin- experiences we never seem to grow bored of, but all too often fail to enjoy, being forever in rush from A to B. 10. The final advice, being perhaps the ultimate axiom to

live by, is that you are never too old to be young! It is often

7. Live an active life. For children, doing cartwheels,

skipping, kicking a ball about, or just chasing each other around the playground is all great fun. It’s also very healthy. We may not do cartwheels or chase each other around the playground anymore, but do benefit from exercise as much as children, only we all too often forget this, spending an unhealthy amount of time on our mobile devices, sitting in front of a computer, a TV, even in our cars. Play, or exercise as prefer to call it, energizes us, renews our natural sense of optimism, and opens us up to new possibilities. Taking a page out of our children’s book, choose to live a healthier, more active life, and in so doing become a great role model for your children and those around you.

8. Try new things. Childhood is an exciting time for our

children, every day offering fresh opportunities to learn

said that you are as old as you feel, which certainly seems to be the case for many living to reach their century and beyond, most likely heeding the lessons of youth.

These past two years have in many cases been a rollercoaster ride, with many unexpected twists and turns requiring of us greater flexibility, adaptability, patience, tolerance, perseverance, and open-mindedness, far beyond what was required pre pandemic. In many ways, this period of rapid change has been the perfect schooling experience for our children, preparing them for the future world of work that awaits them post-graduation, where these qualities will be central to a successful working life in a rapidly changing world. It has also been a time of reflection and introspection for us as adults, as we seek out a meaningful existence in a new world order.

and grow, so much so that change itself becomes the status quo. This is rarely the case for us though, as we fall into routines both at home and at work with little apparent room for adventure. Personal experiences, however, has taught us that adventure exhilarates and awakens the spirit, and so it is important, with or without or children to continue to actively seek out adventure, in the knowledge that “One does not discover new lands without consenting to lose sight of the shore” Andre Gide, Nobel Peace Prize recipient.

by Kendall Peet Head of School

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children don’t love birthdays and Christmas, and the

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10 Spotlight

A year in review

It was good to see a gradual return to normality in Terms 2 and 3 this year, with students and staff able to move around outside more freely without masks, and the resumption of some school day trips and face to face events, including House Competitions, the Year 6 Graduation, the Year 13 Graduation and Secondary School Awards Ceremony at the Biblioteca Centrala Universitara ‘Carol I’, and the Primary School Summer Shows, all of which you can read about in this issue, and much, much more.

Had anyone asked me in August to predict how this academic

There have been many unexpected twists and turns in the

year would unfold, I doubt I would have been able to with any

road to contend with this year across the school, affecting

great degree of success. Thankfully, it seems to be the case,

students, staff, and parents alike, often on a weekly,

as the English saying goes, that ‘All’s well that ends well’, with

sometimes even daily, basis. The changing circumstances

our staff and students once again proving themselves adept

have even had an impact on our beloved school magazine,

in dealing with the changing circumstances, even at the

which traditionally has three issues per year, but this year,

eleventh hour, as was the case with the April announcement

for the very first time, will have just two, as a direct result of

by Cambridge that Romania would join the UK and many

school closure, the necessary reduction of the extracurricular

other countries adversely affected by COVID19 and school

programme, and to allow our exam students and staff the

closure, following the School Assessed Grades (SAG) route

additional time needed to ensure a successful outcome to the

for students sitting IGCSE/A Level Exams in 2021.

SAG process.

Spotlight

At the time that this issue was going through its final edit, we

If you would like to see where our graduating students are

were finalising the SAG process, and so I am able to say with a

headed next year, I encourage you to turn to the graduate

great sense of pride that our students have again achieved an

section of this issue.

impressive set of results.

IGCSE Passing Grade (G-A*)

98%

IGCSE Passing Grade (C-A*)

89%

IGCSE Passing Grade (B-A*)

72%

A Level Passing Grade (E-A*)

100%

A Level Passing Grade (C-A*)

88%

A Level Passing Grade (B-A*)

84%

I would also like to congratulate Ana Nanau and Ecaterina Botan, who received special recognition in the High Performance Learning Global Art Competition! The theme for the competition was ‘Empathy’, being concerned for the wellbeing of others, as one of the key focuses of HPL in educating students as global citizens. The results were announced at the start of the summer break, with Ana being awarded 1st Place and Ecaterina 3rd Place in the 11-14 category. You can view their winning artwork in this issue.

Finally, being the last issue of TIV for this academic year, I

This would of course not have been possible without the

would like to take this opportunity to wish those students,

secure leadership of Mr Tansley and his team of dedicated

parents, and staff moving on at the end of this year the very

middle leaders, the full commitment of our teaching and

best for the next stage of your great adventure in life. Thank

administrational staff, and the continued support of our

you to all our families for continuing to place your faith and

parents- so a big well done and congratulations to support

trust in our staff, and to our staff for your commitment to the

crew for this incredible team effort.

school Mission and Vision, maintaining our reputation as an academically outstanding school that truly cares about our

The flow on from this, of course, is that our graduate students

students.

continue to receive offers from many of the top universities around the world. I am very happy to say that the vast majority of students received offers from their first university of choice, with an impressive 74% of our students receiving offers for universities ranked in the top 1% of universities worldwide, increasing to 95% if we include offers from universities ranked in the top 5% of universities around the world. We have been celebrating the offers received in the weekly newsletter, including several full scholarships, some partial scholarships,

As a whole school community, we have achieved so much in recent years, and so I look forward to working closely with you all as we strive to achieve the goals set out in the new School Development Plan for 2021-24.

and more unconditional offers than any previous year. It really

by Kendall Peet

has been an outstanding year for our graduating students.

Head of School

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Spotlight

Head of Secondary School Message This year has been a little different, and also a little frustrating, as we began school face to face, with all of the required safety measures in place, but have had to deliver the whole of Term 1b online, due to the worsening situation within Bucharest. I am extremely proud of both the teaching staff and students, with how they have coped with the uncertainty regarding their schooling, as well as demonstrating great flexibility with dealing with concurrent learning.

The school year started with our annual Parent Coffee

The main community event of each week has been our online

Mornings for KS3, which took place online this year

assemblies, which started by being live streamed, but soon

for obvious reasons. They were a great success and

moved to being pre-recorded by yours truly in my office,

communication continues to be a strength of our school,

with a script and further contributions from teaching staff

with no reduction in opportunities for our parents to meet

and students allowing for a smoother flowing event. HPL has

with teaching staff, despite the social distancing measures

begun to be a big focus in these assemblies as we continue

that we all have to take. There were further parent meetings

on our journey toward becoming a world class school, with

at the start of term 1b, which, one member of staff was

all pupils being capable of high performance, no matter their

overheard to say, resembled “Speed Dating”, and although the

starting point.

amount of time available was for each meeting was short, the

HPL has truly been the major focus of this term, and despite

conversations that took place were rich in terms of the level of

everything else that has been happening in the world, we have

feedback and support.

continued to make progress on this journey. Teachers have

This year, we have obviously not been able to participate

started to work within their Professional Learning Communities

in any face-to-face events, but this has not stopped out

(PLC) as work together to support and encourage each other

students, with a sizeable number participating in an online

to try ideas out and develop strategies for embedding the

MUN, as organised by Campion School in Athens. This was

language and ethos of HPL. We will see more changes as we

a resounding success for many of our students, and whilst it

continue through this academic year, I am sure.

may have been a slightly surreal experience, it is one that they

I hope that you enjoy what we have included in this first edition

are very used to by now. Several of our older students will be

of the TIV- it is a perfect snapshot showing the outsider what

participating in another online MUN in early spring, organised

we, in the secondary school already know, that IBSB has

by LSE (London School of Economics), and I look forward to

some of the most talented, and hardworking pupils of any

hearing the feedback from this prestigious event.

international school in the world.

by Matthew Tansley

13 Spotlight

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Whiteboard

Head of Primary School Message Welcome to the Primary School section of the Summer issue of TIV. Thanks for taking the time to read about our exploits in the Primary School this term, created by Ms Alina Radu and our talented team of teachers and pupils.

We are proud of their resilience and adaptability this year

I want to start by saying thanks to our parents for your

looking forward to the summer break almost as much as me.

meaning that they have continued to make progress as successful learners, enjoying the learning process despite the obstacles faced and overcome.

Speaking of adaptability and resilience, I present the Primary School Teaching Team! They can be noisy too, but they have consistently gone above and beyond to support, nurture, and teach the children in their care this year and I am sure are

involvement this year, even if we had to keep you at a physical distance, we hope that you still felt welcome and involved.

Happily, we were able to invite parents into school for the final week programme with the Year 6 Graduation Ceremony and Summer Shows. It was an adapted programme, but it is wonderful to once again have parents on campus, rather than stopping you at the gate. We hope that this may continue next

There is much to look forward to next year.

year as we have missed these events enormously.

Let’s see what else we can achieve together.

We have great families, it is true, and we are blessed with

by Alan Cornish

the children we have in the Primary School. They are vibrant, creative, smart, tolerant, inclusive, noisy, hardworking, competitive, enthusiastic, confident, noisy, happy, and noisy.

It is lunchtime as I write this, and I can hear their voices on the playground- it is a pleasure to hear.

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W H I T E B O A R D

EYFS Musical Storytelling: The Three Little Pigs Everyone was so excited to be celebrating World Book Day! In Early Years we LOVE stories! This is how we learn new things each and every day. But this time things were a bit different…

We decided to look at one of our favourite stories - The

Three Little Pigs - and added something special to it: some MUSIC! Suddenly everything became more interesting and captivating.

First it was the teacher’s turn, narrating the story using props and doll figures and adding some special effects with the help of a variety of instruments. A xylophone for introducing the characters, maracas, drums for when the BIG BAD WOLF arrived, and even some cymbals for when the wolf took a bad fall. Everything came to life!

Then, it was the children’s turn. They worked together to build the houses for the little pigs and did a magnificent job! They took turns at trying different characters and acted out the whole story! Some of the children were helping with the sound effects, trying their hand at different instruments and, let me tell you, it was a pleasure to watch them collaborating and putting together an exciting show!

Well done everyone!

by Madalina Soare

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Year 1M Stone Age Survivors

Ever wondered how people survived all those years ago? Well, we did…and we were eager to find out!

Where on earth did they live?

So how did they survive?

You had to be pretty skilled to survive in the Stone Age! You couldn’t pop to Mega Image or drive to the mall…you had to hunt! This was not only for food, but also for clothing to wear.

Well, they didn’t have all the tools that we have today, however, they were very creative and used the materials they had. We tried to think like Stone Age humans and built our own shelters! We thought about what we’d need, what would make us comfortable and what would keep us entertained.

Check out our shelters: wouldn’t you like to stay in some of

They used every part of the animal, either for food or to make clothes! We had a Stone Age Olympics Day to see if we were able to compete with our forefathers! We practiced accuracy, as the hunters would have needed to do as they darted their spears. We practiced moving as quietly as we could even when carrying loud objects, just as the hunters needed to do

these!?

before attacking! We also tried to walk on a narrow path or

What still exists today?

do, being careful of any traps the hunters set! Check out our

From the Stone Age period, we can find some of the earliest

warm Stone Age jackets too!

pieces of art! How amazing is it that we can see something

We loved traveling back in time to the Stone Age…I wonder where we’ll visit next…

that someone created over 2 million years ago! We thought it would be fun to create our own cave paintings, ...and no, we didn’t use shop-bought paint…WE MADE OUR OWN! Using ingredients from around our homes, such as spices, blueberry juice, soil, and even chocolate! Take a look at our cave painting gallery!

on all-fours like the Stone Age woolly mammoths needed to

by Angharad Morgan

year 2 O Robot and Lava Experiment Year 2 had a wonderful start to Science Week. We were eager to hear that we would be starting our science lessons by designing our own robots. We carefully drew our robot, gave it a name, and wrote about its characteristics.

Our next lesson was the lava experiment. We poured in oil, water, food dye, and baking soda. The results were colourful, amazing, and inspiring.

We cannot wait for the rest of the Science Week to have more fun!

year 2 O VIPs In Year 2, we discussed who our VIPs are. We learned that these are the people who are very special to us. We drew a picture with 5 people who are special in our lives and that we care for as the jewels on our crowns. We wrote the characteristics of our VIPs, identifying certain key qualities, such as being generous, kind, caring, and creative. During our next lesson, we will learn how I can be a VIP to others.

by Alina Radu

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Year 3 learning about natural disasters In Term 2A and 2B, Year 3 were learning about the Ancient Roman civilisation and Natural Disasters. In Term 2A’s lessons, we focused on what day to day life was like in ancient Roman society and in Term 2B we moved on to look at the physical features of Italy and geography.

We began by investigating a very famous historical event: the volcanic eruption that destroyed the towns of Pompeii and Herculaneum in 79 AD. The archaeological ruins of Pompeii and Herculaneum have been a treasure trove of discovery. From analysing objects buried under the layers of ash and rock from the eruption, historians have been able to piece together information to demonstrate what life was like back in ancient Roman times. The students found the event fascinating. We were lucky enough to read recent news articles that showed archaeologists are still digging in Pompeii, having recently discovered a very well-preserved example of a Roman chariot.

After completing some diary writing activities, based upon the book ‘Escape from Pompeii’, we moved on to focus on the geographical topic of natural disasters in more depth.

Whenever a natural disaster occurs, there is a devastating impact on humans, animals, and plants. There are two main causes of natural disasters; plate tectonics, and extreme weather conditions. We focused on natural disasters resulting from plate tectonics; Volcanoes, Earthquakes, and Tsunamis.

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We began by finding out more information about the Earth’s

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crust and tectonic plates, before moving on to learn more information about each different natural disaster step-bystep. Along the way, we gathered data to create a mini fact file, which included students creating diagrams as our project work.

Do you know that the Earth’s crust is made up of rocky plates, called tectonic plates, which can move? Most of the time, the magma is contained deep in the Earth, but where the tectonic plates meet, it can find a way up to the surface and create a volcano.

In science, we have been learning about rocks and soils. We learned about the ‘rock cycle: students discovered that rocks are constantly changing! A sedimentary rock can change into a metamorphic rock. An igneous rock can turn into a sedimentary rock. A metamorphic rock can also turn into a sedimentary rock! The students were intrigued to discover that the formation of different types of rocks is strongly connected to volcanoes.

When a volcano erupts, molten magma, gas, and ash escape from the vent. Magma that has escaped from the volcano is known as lava. It can move at terrifying speeds, destroying everything in its path, before solidifying into rock. Although volcanoes can be destructive, they can also create new land (for example, the islands of Hawaii and Japan).

Earthquakes are also caused by the movement of tectonic plates. As the edges of the plates rub up against each other, from time to time, they get stuck. They keep trying to move until eventually, they move violently, causing an earthquake. The ground fractures and shakes, resulting in terrible damage to buildings and infrastructure, such as roads and bridges. We were able to look at some video footage and pphotographs showing the aftermath of the 1977 Bucharest Earthquake. A number of children had heard about this Earthquake from their grandparents.

by Alison Tansley

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NATURAL DISASTERS Around the world, scientists known as seismologists monitor volcanoes and tectonic plate movement to try to predict where an earthquake might strike or when a volcano might erupt. Engineers have also developed ways to make buildings more resistant to earthquake damage.

There is also a tsunami warning system in the Pacific.

Tsunamis are huge waves that are caused by earthquakes or volcano eruptions under the ocean.

Whenever a natural disaster occurs, humans react quickly to help those who have been affected. Sometimes a disaster can be predicted, and it is possible to evacuate people from the area before it happens. After a disaster, the people affected normally need water, food, shelter, and medical help urgently. Students were able to empathise with the human impact that disasters have.

The Ancient Romans and Natural Disasters topics provided some wonderful linking opportunities within our literacy focus: the dramatic events of a Volcanic eruption or an Earthquake or Tsunami were very engaging and proved to be a perfect inspiration for writing a gripping News Report and a dramatic Diary Entry.

Our final piece of writing for this topic was a news report based on the Boxing Day 2004 Tsunami in South East Asia.

The students enjoyed a hot-seat activity where they roleplayed with their desk buddies to pretend they really were in one of the locations affected by the Tsunami. This was a perfect opportunity for them to practise including some direct and indirect speech examples in their news report, thus linking together grammar, news reports, and cross curricular geography knowledge.

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Year 3 t Bombs, Balloons, & Dancing Popcorn... ...Sounds phenomenal, and this is what our Year 3 students learnt during their Cross Curricular lessons, on Tuesday, February 16th, as part of Science Week.

We made some amazing chemical reactions, learning about the effects of vinegar mixed with baking soda in a well-sealed bag, effervescent pills in water covered in vegetable oil, and we even made some popcorn kernels dance with the help of water, vinegar, and baking soda!

We are now getting ready for more experiments to come!

All students are turning into little scientists, eager to put Chemistry and Physics to the test!

Year 4’s electricty investigation

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Y4S budding scientists researched electricity in Term 2. As a part of their journey, they each named electrical components, constructed circuits, and used intellectual playfulness to design many different variations.

The first step was to figure out how to create a basic circuit.

The students used a combination of trial and error, along with some educated guessing, until they figured out how to generate light. They learned the scientific names for each part of a circuit and experimented with multiples of each component. The pupils even discovered that using too much or too little energy for the amount of wires, motors, and buzzers could result in a non-functioning circuit.

Next, the students investigated different types of materials to see whether they would conduct electricity. They learned about the sea of free electrons in metal and how that helps metal to conduct electricity. They also tried several types of insulators and discussed which material would be the safest choice to cover wires.

Finally, they learned about switches and how they open and close to stop the flow of electricity. Students investigated different types of circuits to test whether the placement of the switch within the circuit mattered (it didn’t). In order to ensure a fair trial, they were careful to make sure the crocodile clips on each side of the switch did not touch each other.

by Aliviana Sanders

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Year 5h - Project-Based Learning: The Industrial Revolution

by Lee Hawkins

In Year 5, we have been working a lot of projects since returning to in-school learning.

Our most recent project had a historical theme: The Industrial Revolution. ‘What is the Industrial Revolution?’ I hear you ask. Well allow Year 5 to enlighten you…

The Industrial Revolution was a time in history when there

Each group learned how to convince people to buy their

were many important inventions created. – Petru Pirtea

products. We also needed to know all about the inventions we were ‘selling’ and facts and information about the inventors. –

Petru is right! Many inventions during this period (late 1700s – late 1800s) are pivotal to our lives today! There were many

Lisa Savu

inventions that we still use now and others that inspired

We learned about the different Inventions that were created

technology that we currently use today.

at that time, and we also learned about how to advertise the

So, what was Year 5’s project?

people to visit and buy from our company. – Tudor Carstoiu In the end we took everything we had created and presented

In the Industrial Revolution project, we went back in time

it to the secondary students who study business, they gave us

and chose an invention from the Industrial Revolution. There

advice and what we did well and what we needed to improve.

were teams of three, all showing great teamwork. We made

– Eva Nica

a company that represented an inventor and his magnificent machinery. - Eva Nica The Industrial Revolution was a rather complex project for us, but it was all about how well we did as a team and if we could finish it in time. The Industrial Revolution project was all about inventing our own company; at the time when the Industrial Revolution was going on. We made billboards, chose inventions, made a radio ad (there was no TV back then), leaflets, logos, and the final piece of the topic: our own presentation. We recorded a video and filled it with as much information as possible! - Diego Martin Murillo

Diego gets it, it was a complex project with lots of researching, creating, imagining and meeting deadlines – just like a real business. So, what did we learn?

I learned how to work in a team with other people and found out more about the Industrial Revolution. I learned to socialise more and work with different people, rather than just with my best friends. – Cezar Marinescu Netoiu I learned about famous people and their inventions from the past. – Deva Stanca I was very surprised at what I learned, from little facts to huge facts, that changed the way I saw the Industrial Revolution! It was mind blowing how many inventions were created during that time and that era changed the way inventions and the world, work. – Diego Martin Murillo I learned that James Watt invented the steam engine, Alexander Graham Bell invented the telephone and Walter Hunt invented the sewing machine. – Felipe Minguez Oliveira

I learned from this project how it was back in the old times and how harsh people were treated in factories, what conditions they would live in, and how kids worked in factories. Every time we researched something we would learn new information. – Stefan Popa

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to be continued....

I learned that the Industrial Revolution had a big impact on today’s world. The kids don’t have to work anymore!

I prefer doing projects because I like to work very hard on something and see the end result that I have been working

- Iulia Daianu

hard to achieve. – Lisa Savu

So, we learned lots of new and important information and life

I think that the project was better than a normal lesson

skills, but did you enjoy it, Year 5?

because it was more fun and you have to put your brain into

I liked that the project was really fun! I hope we will do

– Matei Neagu

something like this in year 6, too! At first, I didn’t enjoy learning about the past, but when we began the project it was so fun to learn about! I liked the way we could make

thinking about what goes next and how to do it.

Well, there you have it – a successful project with loads of new knowledge gained, a lot of opportunity to work as part of

billboards, a logo and a company leaflet! – Arianna Pana

a team, and a way to really test your initiative and knowhow.

I liked that the project had different features and that

Revolution and project-based learning. In Year 5, we loved it!

there were interesting and very complex things about it and I would love to do it all over again. – Ana Anghelescu I really liked the fact that we did billboards, since we could choose lots of cool fonts and images and put the billboards in real places(on a website, of course).

– Justin Derveni I liked that, at the end of the project, we got to meet some people who were judging our designs of billboards and our company. We made a presentation to tell the secondary students what our company was and who we were.

– Tudor Carstoiu I personally liked that we worked in groups and learned about an invention from the past. – Karina Nitescu Phew, I’m glad you all enjoyed it! I’m guessing we like projectbased learning now, then?

Yes, because we were very intuitive throughout and we helped each other each lesson, every day. – Petru Pirtea Yes, I think so. First of all, we made our own companies, sold products and advertised, I would say it’s way more fun than ‘normal’ lessons. – Noa Wechsler Yes, because we could work in teams instead of working alone and I like working together in groups.

– Felipe Minguez Oliveira

I hope you have also learned a little about the Industrial

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year 6w respect

This term, 6W were given the topic of respect for their Assembly. We spent time in class discussing what respect is, coming up with our own definitions. Some of these included: ‘Respect is how to treat everyone’ and ‘Respect yourself and others will respect you.’

by Thomas Wilson

In PSHE, we were able to look at examples of when people

Alongside this, the class made some fantastic posters

do not show respect and the impact this can have on other’s

explaining what respect means to them, which you can

feelings. We discussed how disrespect can lead to the

see in the pictures. Some ideas generated were how to

breakdown of friendships and came up with ways in which

greet someone respectfully, such as traditionally using a

we can show our emotions and feelings without needing to

handshake. However, due to social distancing measures

disrespect others.

we can’t shake hands, so we came up with other ways of showing respect in a greeting. The most popular was an ‘elbow’ bump or a ‘foot tap’.

We also learnt the words to the song ‘Respect’ by Aretha Franklin and some of our lip syncing was included in our Assembly video, along with some fun dance moves. We have all clearly enjoyed learning about respect in 6W.

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year 6m respect The focus in 6M for the last week of Term 2 was Respect. Students are now into their final stretch of Primary school and have just finished their first part of their transition up into the Secondary School with many teachers from Secondary coming over to deliver lessons to both Year 6 classes.

So, what does Respect mean and how can we show it? How can we demonstrate respect in school and at home as well? Students wrote stories, made posters, acted out and filmed drama sessions, and then presented it in a joint assembly with 6W. Students felt empowered to express how they feel about respect, and - probably more importantly - how and when we should show respect.

by Robin Morrison

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Year 6 Graduation & End of Year Primary School Awards Ceremony

by Alan Cornish

The Year 6 Graduation & Awards Ceremony offered our Year 6 pupils one last chance to shine bright as they brought their final academic year in the Primary School to a formal close.

Like most years, I marvel at how far they have come during

Special congratulations to the following students, who

their time with us, as they stand on stage, each in turn

received special awards this year:

sharing some of their experiences with us, along with their bright plans for the future. They are now more than ready for the challenges of Secondary School, as they have all done remarkably well adapting to the challenges of online learning and the uncertainty of their last year in Primary.

It has been a pleasure to watch our Year 6 students grow and flourish within our school. And it was also a great pleasure to able to invite our parents back onto campus to celebrate together.

COBIS AWARD Adelina Oltean (Y6)

Given in recognition of outstanding academic achievement

CIS AWARD Luca Pietruschevici Balan (Y6)

Given in recognition of contributions made to Global Citizenship and International Mindedness.

IBSB CORE VALUES AWARD Alessio Gelmetti (Y6)

Given to an exemplary role model of HPL Values, Attitudes, and Attributes

HPL AWARD Ioan Isarescu (EYFS) Ella Shalom (Y1) Ilinca Marinescu Netoiu (Y2) Irene - Maria Sanduleasa (Y3) Mihai Urjan (Y4) Victor Sandu (Y5) George Vernon (Y6M)

Y6 Prefects George Vernon Luca Pietruschevici Balan Teodora Albu Adelina Oltean Andrea Comusi Emma Apostol Deniz Aydogan Julia Minguez-Oliveira Stefania Comusi Eva Wahler

House Captains

Andrei Popescu (Dobrogea) Ege Eris (Dobrogea) Tudor Florea (Muntenia) Ioana Dutu (Muntenia) Dinu Pietruschevici Balan (Transylvania) Maia Bucura (Transylvania)

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The Primary School Summer Show returns with a twist

by Alan Cornish We usually finish the academic year with a big Primary production called the Summer Show. Unfortunately, this was not the case last year, owing to the restrictions in place limiting indoor social gatherings in Bucharest.

Well, this year with infection rates down, allowing public gatherings indoors for up to 100 people, and outside for up to 500, we seized the opportunity with enthusiasm to invite our parents back into school, creating a number of ‘mini’ Summer Shows to ensure numbers remained well within safe limits.

The decision made, rehearsals began in earnest, and it was wonderful to see and hear the excitement building in school as your children prepared to perform in front of a live audience for the first time this academic year. And this they did, with the confidence and poise we have come to expect from IBSB pupils, as you can see in the photos.

It was so lovely to see the audience and performers smiling and enjoying the shows. We missed them and hope to be able to invite you all back into school again next year, hopefully for the traditional UN Day Celebrations at the end of Term 1a, if we are lucky.

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science week Starting with our youngest, in the EYFS programme and Year 1, we had dancing raisins and salt crystal painting.

In Years 2 & 3, we made lava lamps with oil, water, and effervescent tablets; we also poured carbon dioxide (CO2) onto candles to put them out.

In Years 4, 5, and 6, we discovered how to blend colours by osmosis, managed to fit 60 drops of water onto a 50 bani coin, and got a boiled egg inside a bottle using air pressure.

There was also a crazy robot competition and everyone learned something interesting about science.

It was a week when the modern wonders of science were made very real for aspiring students – hopefully inspiring the next generation of mad scientists! Einstein would have been proud!

This year’s Science Week was bigger and better than ever with a multitude of mind-boggling investigations and excellent experiments. Classes went crazy over science and all the hands-on activities. Many exciting experiments were happening around the school.

by Robin Morrison

world religions week

by Orla O’Dwyer

As an international schools with students coming from more than thirty countries, with different beliefs and faiths, each year IBSB takes immense pride in celebrating World Religions Week, which took place this year from Monday, April 5th to Friday, April 9th. The week was a very enjoyable and informative experience for our students promoting acceptance, inclusion, and understanding.

As a part of our PSHE curriculum, each class was given a different religion to explore, discussing various prophets or gods and pilgrimage sites significant in that religion. The week is intended to encourage our children to better understand and appreciate differences in beliefs and customs, developing tolerance and respect form one culture toward another.

The central message we want to give to our students is that people have many different beliefs and gods that they worship, but that we are all human and everyone is special and unique in their own way! We need to value and respect everyone!

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Mărţişoare and Mother’s Day Celebrations One of the most appreciated events at IBSB is on the 1st of March, being the first official day of spring, which brings with it the Romanian tradition of Mărţisor.

In order to celebrate this very special day, all children and teachers came to school dressed in red and white, the two colours of the Mărţişor, which represent the victory of the spring against the cold, heavy winter.

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The legend says that a long time ago, a dragon stole the sun and cast the world into darkness and hopelessness. A brave young man decided to fight the dragon and release the sun. He had to travel three seasons - summer, autumn, and winter - to finally reach the castle of the dragon where the Sun was imprisoned.

After a terrible, long fight, the dragon was defeated and the sun was released back on the sky. Weakened by his wounds, the brave young man bled to death on the white snow which was melting away. In the memory of his courage and sacrifice, people started to braid two tassels: one white and one red.

Every 1st of March, men offer an amulet called Mărţişor to the women they love and cherish. The red colour symbolizes love for all that is beautiful and also the blood of the brave young man, while white represents purity, good health, and the snowdrop, the first flower of spring.

It is believed that this pendant has magical powers that protect those who wear it against sickness and bad luck.

Following these ancient traditions, students from IBSB crafted various mărţişoare, representing spring symbols, with much love and a little spark. They were very enthusiastic and creative in combining different patterns and mixing colours.

Another important spring tradition is Mother’s Day, which was celebrated on the 8th the March. The children used different techniques in order to impress their mums with their ceramic gifts. Some of them used special markers to colour different ceramic items: mărţişoare, jewellery boxes, and decorative clothes hooks. Others painted plates and salt shakers and wrote touching messages for their mums, which will remain special memories for their whole lives.

All in all, the children had a great time and impressed us once again with their creativity and artistic skills.

by Ana Boiangiu

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Francophonie Week: France and its Monuments The first stop on our journey was the Eiffel Tour. Students in Years 3 and 4 were surprised to find out that people didn’t like it at first when Gustave Eiffel, along with his team, built it in 1889. So, the Iron Lady, which today attracts so many tourists, was almost taken down! Despite the Parisians’ initial rejection, Y3 and Y4 students were eager to work on a project about this historic landmark.

Year 5 had the chance to listen to French music, as the current topic for them was related to musical styles and instruments. They got familiar with two singers from different times: Edith Piaf and ZAZ. They couldn’t decide which one they enjoyed more, since they found both rhythms really melodious.

Back to monuments, Year 6 worked on a project for which they could choose a representative place in France and present it. Among their choices were the Palace of Versailles and the Stade de France.

We had a great time getting to know even more about France and what its culture has to offer to the world.

by Daniela Momirleanu

This year, our school celebrated more than Francophonie Day - we dedicated an entire week to this event, so each and every year group had the chance to do activities related to French culture. The central goal was to discover more about French monuments or iconic places in Paris, but one important aspect was to also integrate our projects with our current topics.

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Cervantes Day Celebrations Spanish Language Day, also known as Día Mundial del Idioma Español, is a celebration of multilingualism held every year on April 23rd, the anniversary of the death of Miguel de Cervantes Saavedra, the famous Spanish writer and author of The Ingenious Hidalgo Don Quixote of La Mancha.

At IBSB, we had almost an entire week dedicated to this celebration: the KS1 and KS2 Spanish students marked it with fun activities, challenging quizzes, flamenco music, and a virtual tour of the most famous Spanish fiestas: La Tomatina, San Fermin, La Semana Santa, los Castelles, and others.

Dressed in Spanish colours, wearing lovely flamenco dresses, armed with good energy and enthusiasm, the IBSB Spaniards had a blast! We little ones watched a captivating video about the life of Miguel de Cervantes before dancing flamenco and listening to traditional Spanish music. The older students were keener on competing against each other in a series of quizzes titled: What do you know about Spain?

We ended with a fun group activity: create your own Spanish Fiesta! The students had to come up with the name, clothes, music, food and different activities. We decided to take our time and work on this project in Term 3, as well so stay tuned for the final result! ¡Hasta la próxima! ¡Felices Pascuas a todos!

by Alexamdra Ivascu & Elena Stefan

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Chinese New Year Art What a start to the year we’ve had! First there was the elections won by Ege and Andrei for Dobrogea, Dinu and Maia for Transilvania, and Tudor and Ioana for Muntenia.

Oddly enough, the House Captains have probably been busier online than they would’ve been in school. They have relinquished their old duties and have been motivating their teams on a weekly basis with loads of activities to do. Most of these have been art and craft tasks, as well as health and sports activities.

The House Challenges have been hugely popular amongst the students. The House Captains have been inspiring and encouraging their teammates leading by example and demonstrating how to get involved or giving kind and enthusiastic support to everyone who has joined in.

And they have been hugely successful. From making cardboard kitchen appliances through to decorating funny breakfasts. From producing videos for International Day through to encouraging their teams to take part in the excellent Virtual Sports Day created by Mr Georgescu and Ms Maria. The House Captains have certainly been busy.

Their technical skills have been tested as well, having to make videos to announce the weekly winners in assembly every week. Bravo!

by Lucretia Gabroveanu

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world book day

by Alison Tansley

We celebrated World Book Day for the seventh time, from April 21-23. Unfortunately, due to restrictions and needing to be mindful of social distancing requirements in school, we had to adapt our activities again this year, with a slightly different format to the events of prior years.

Teachers once again organised many book-related activities, which included: musical storytelling, an HPL themed book cover competition, and some interactive author masterclasses. There were also some World Book Day themed House Competitions running in the week. Each class took part in a USA-style Spelling Bee, with the most successful children progressed onto more challenging words during the event, whilst the Year 6 students recorded themselves reading a book aloud to share with the younger students in the school..

The musical storytelling activity had the objective of getting students to analyse how we can tell stories using music and musical instruments.

The early years students looked at the story of the ‘Three Little Pigs’ with different percussion instruments; the lower primary school looked at the story of ‘The Sorcerer’s Apprentice’; and the upper primary school wrote a short narrative after listening to some music and interpreting it as a story looking at the tempo, volume, and rise and fall of the musical notes.

The idea behind this activity was that students can analyse how composers, much like authors, plan their music to tell a story. The students learnt that stories throughout history have not only been told using words in books. Like authors build up suspense and action using words, composers use the volume, speed, and choice of instrument and musical notes to create drama in their music. All the students really enjoyed analysing the different styles of music to match and create a story.

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As in previous years, Friday, April 23, was also a non-uniform day, in which the Primary School students come into school dressed up as a favourite character. There were a huge array of costumes and the students really enjoyed showcasing their creativity.

A huge thank you to all involved in making World Book Day a great event and being so adaptable. We look forward to seeing all the students reading books and talking about books during their break times in the weeks ahead.

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sports day

by Maria Orban Pierre de Coubertin said ‘The most important thing in the Olympic Games is not winning, but taking part’. We did not host the Olympic Games…. but we are close to getting there.

During our last term, our PE hall hosted the first House Games of this year. Even if the weather prevented us from doing all the games outside we had planned, our school staff were ready for everything and we managed to organise half of the competition in our PE hall, and half of it outside in between showers. All the kids from Primary School joined this contest and had a lot of fun, enjoying every game.

Our House Games Competition included activities such as slalom racing, running with a bean-bag on a tennis racket, catching and throwing objects into one hoop, an obstacle race, and racing to fill empty buckets with small cups of water. Everybody was super excited to participate into this competition and all the kids were as competitive and fair as could be. In the end, the competition winners were Transilvania, but Muntenia and Dobrogea were close behind.

Another year has passed, another House Games Competition has come and gone, and we are now waiting for the chance to enjoy more House Competitions and Sports Day events next year!

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Visiting the Bruno Shelter On April 21st, the Animal Welfare CAS Team visited the Bruno Shelter for the first time in 2021. It has been a particularly challenging year for all of us due to the COVID-19 outbreak, which affected our operations in a number of ways.

Nevertheless, we have continued to work hard and move forward, undeterred by recent events, determined to still achieve our goals, so we were particularly excited to be able to visit the Bruno Shelter once again.

The trip out to the Bruno Shelter from IBSB took around an hour and a half, and upon arrival we were immediately greeted by the incredibly friendly caretakers who offered us treats to give to the dogs.

The dogs stationed near the entrance were some of the friendliest dogs I’ve ever meet; they were so happy to see us, and approached us wagging their tails excitedly and playing with us energetically. We even had the opportunity to interact with some of the baby goats on site - it was like visiting a small animal farm.

We then entered what felt like a small hallway with dogs stationed on either side, instead of walls. This group of dogs seemed a little more lively and less friendly, as they barked excitedly in unison when we got too close. One of them seemed a little too friendly, very keen on nibbling at my fingers when I offered a treat.

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There were many highlights on this trip, including interacting with two huge Rottweilers, who let us hold and play with their puppies. Another highlight was watching this one dog

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constantly bark at me while standing on top of an old washing machine. Just ordinary dog shelter business.

Some of the other main attractions were a very friendly husky named Emma, more baby goats, a massive blind dog who acts as the shelter’s mascot and, of course, the moment when we proudly handed over the funds we had raised in the last two years.

As we walked out, I stared at the nearby lake, reminiscing on this incredible year at IBSB with my colleagues, all of whom have been incredibly committed to the Animal Welfare CAS Team. For those of us in Y12 who will still be here, we know that the next academic year will provide new opportunities to support Bruno Shelter much more than we were able to do this year, so we can’t wait to get started!

by Altay Aramaz, Year 13B

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A Silver Adventure in the Ciucas Mountains This story started two years ago, with a group of three girls joining the Duke of Edinburgh’s International Award at the Silver level: Daria, Fibi and Diana. Diana joined a Silver practice expedition in the same year, but a previous knee injury became so serious that she could not take part in the qualifying journey. Time passed, as it usually does, between school, practice, and recovery kinetotherapy sessions, the knee slowly recovered, and others joined the Silver expedition group: Irina and Mario - who had completed a three day journey for their Bronze Award, and Andrei, a skilled sportsman, but novice mountaineer. We were planning a dream journey to Rodnei Mountains in Northern Romania when the unexpected hit: the pandemic confined us to our homes for the summer and challenged us to rethink our plans.

With part of the troupe already in the final year at IBSB, we regrouped as a matter of urgency: the best idea seemed to be an exploration of the Ciucas Mountains, three travel from Bucharest, being an area of extraordinary natural beauty, that was also suitable for our diverse team.

Due to the pandemic, our journey would count as both our practice and qualifying, which meant that everything had to work like a Swiss watch from start to finish. There would be no second takes. No pressure!

The confirmations were quick: Oxygen tours provided transportation, we booked a six-person bedroom at the Vf Ciucas mountain hut, we prepared our route cards, our equipment, three days worth of supplies, and we were ready to go. The National Authority confirmed that Max was going to be our assessor and that he was coming all the way from Piatra Neamt.

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First-day diary entry: We departed Bucharest at 09:00 to pick up our assessor Bratocea, ready to start our hike around 12:00. We walked steadily, too slowly it seemed, held back by the weight of the backpacks, considering with each step whether all the food packed was really needed. Thankfully the beauty of the mountain scenery, mixing colours on a canvas as wide as the eyes could see, and the friendly conversation kept us going.

We reached the Ciucas Peak (1,954 m) at 16:00 and could see that the descent to the Ciucas Hut was all white as if the ridge of the mountain was the border between autumn and winter. Marvelling at the wind-shaped towers and sunset sky, we sped up the pace as it was soon going to get dark and we still had a one-hour descent through the rocky Tigailor Valley to get to our destination. Rather suddenly, all the worstcase scenarios for which we were trained were released in our imagination, gaining gigantic proportions due to fatigue, cold, and sore muscles. Then after one final turn, the hut was suddenly there, as if materialised from our warmest desires: a large, welcoming, safe shelter for the next two nights. We left our bags, prepared a frugal meal outside, and went straight to sleep.

Second-day diary entry: It is Irina’s birthday today! Yes, she has decided to celebrate her sweet sixteen with some of her best friends on a challenging three-day hike: ‘What better way to make this day memorable?’ she said, when I questioned her choice. The sun is shining, the birds are singing, we couldn’t have asked for more beautiful weather! Nature is celebrating with us. We are enjoying the flowers, the trees, the springs, the company.

We walk through an enchanted forest to Curmatura Stanii - currently, just an empty meadow, and then, we somehow manage to get lost on our way to the Gropsoarele Saddle.

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from the Ploiesti train station, arriving at Cheia, Pasul

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The boys offer to go ahead to get us back on track and show up victorious after a couple of minutes. With joy, and some sense of relief, we follow and quickly get to the place called La Rascruce, where we rest, looking down at the Ciucas

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Hut a few miles away. It’s the last stop before our ascent to Gropsoarele Peak (1,883 m). Our wandering astray meant that we are now at least one hour behind schedule. On our descent towards the Muntele Rosu Hut, we misjudge a strange metal building to be the Seismic Station and ask for information to the local Mountain Rescue. We are given directions and are safely back on track, finding solutions to all the challenges encountered on the way. We are rushing through the forest again. It’s getting late, and dark (again!) and we still have to ascend Valea Berii to get home. This part of the journey proves to be a real test of character! There were times when we felt completely exhausted; we gave each other support and encouragement and found out that there were still resources available that we did not even suspect to find. The day finished with a papanasi birthday cake! The tiredness melted away in sour cream and blueberry jam.

Third-day diary entry: Oh, the big backpacks are so much lighter now! We feel like flying downhill, and even though we loved the journey, we miss our homes and families. We take a short break to find the well-hidden Stana lui Cojocaru Refuge and then descend cheerfully towards Cheia. Our good mood is broken by the biggest forest exploitation we have ever seen; we are walking past square kilometres of cut-down forest. The deafening sound of chainsaws is in stark contrast with the gentle melody of our beautiful wild journey. Returning to civilisation, we hope that there will still be some wilderness left to return to. Perhaps we should plan for a planting expedition next year?!!!

Love, Salvamont Piper Team

DOEIA BRONZE EXPEDITION On the 25th of September, my classmates and I went on a journey, an adventurous journey, as a part of the Duke of Edinburgh International Award. Even though we all had to wake up at 5.00am to get to Cheia, so that it wouldn’t get dark before we finished, we were all wide awake with anticipation for the trek ahead.

A week prior, our teams had gone on our practice journey in and around similar areas, so we knew what to expect, but what surprised us all were the views. As we reached the plateau of the first hill, I turned and was stunned: the forests of Romania are truly beautiful, with lush green pine trees, sheer rock faces, and a river intersecting them both - it looked more like a classical painting than real life.

But that was only the beginning, as our journey lasted about eight hours or so. As we traversed the yellow line, the red triangle, and the red cross routes (not to be confused with the charity of course), we pushed onward and onward. ‘The Dancing Peanuts’, not my first choice of team name, but better than nothing, all found this second journey to be far easier than our practice run.

In all honesty, I only really struggled on the first hill and with the intense winds at the top of the mountains. The first hill was a monster, but it got us warmed up and in the mindset to continue; we all wanted to collapse on reaching the plateau, but knew this was only a small part of our future journey.

The thought of this future achievement wasn’t the greatest of motivators though; what really kept us going was the pair of Cabana Dogs that followed us up the mountain. They were beautiful, incredibly friendly, and somehow even supportiveyou could tell that they were willing us to keep on going! By the end of the trip, we were referring to them as Marian and Ioana, though their names admittedly changed multiple times throughout the eight hours.

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The boys offer to go ahead to get us back on track and show up victorious after a couple of minutes. With joy, and some sense of relief, we follow and quickly get to the place called La Rascruce, where we rest, looking down at the Ciucas

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Hut a few miles away. It’s the last stop before our ascent to Gropsoarele Peak (1,883 m). Our wandering astray meant that we are now at least one hour behind schedule. On our descent towards the Muntele Rosu Hut, we misjudge a strange metal building to be the Seismic Station and ask for information to the local Mountain Rescue. We are given directions and are safely back on track, finding solutions to all the challenges encountered on the way. We are rushing through the forest again. It’s getting late, and dark (again!) and we still have to ascend Valea Berii to get home. This part of the journey proves to be a real test of character! There were times when we felt completely exhausted; we gave each other support and encouragement and found out that there were still resources available that we did not even suspect to find. The day finished with a papanasi birthday cake! The tiredness melted away in sour cream and blueberry jam.

Third-day diary entry: Oh, the big backpacks are so much lighter now! We feel like flying downhill, and even though we loved the journey, we miss our homes and families. We take a short break to find the well-hidden Stana lui Cojocaru Refuge and then descend cheerfully towards Cheia. Our good mood is broken by the biggest forest exploitation we have ever seen; we are walking past square kilometres of cut-down forest. The deafening sound of chainsaws is in stark contrast with the gentle melody of our beautiful wild journey. Returning to civilisation, we hope that there will still be some wilderness left to return to. Perhaps we should plan for a planting expedition next year?!!!

by Patrick Tansley, Year 10

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IBSB Sailing School

by Kendall Peet

In the spring issue of TIV 2021, there was a feature article

theoretical learning and practical experience in the boats

on Aleksis Radu (Y7), the current Romanian National Sailing

on the water. You can see from the photos provided by the

Champion in his age category. The article generated quite

school instructor, Andrei Olteanu, that the students all had

a lot of interest in the sport of sailing, so Mr Cooper, having

a great time, with all participating students now having the

both his children already involved in sailing, set to the task

option to study towards the Romanian Sailing Federation

of organising the very first IBSB Sailing Club. A letter soon

‘Skipper Regatta Permit’. There will also be a chance for

went out to the Year 6-9 students, offering twenty students

students to join a new beginner’s class at the start of the next

the chance to learn to sail through the Bucharest Sailing

school year, in September 2021.

Academy (www.sailingacademy.ro) on Herastrau Lake, with all available places quickly filled – who knew that sailing

A big thank you to both Mr Cooper and Andrei Olteanu

would be so popular.

for adding sailing to the IBSB Curriculum Enrichment Programme, offering our students the opportunity to

The Sailing School ran every Friday afternoon from 16:00-

experience an exciting sport, which no doubt for some will

19:00, in the summer term, from the May 07 – June 18 (7

become a lifelong passion.

sessions in total), with each session involving both

See you out on the water!!!

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Mission Accomplished!

100km in 34 hours Congratulations to our Primary School PE Teacher, Paul Georgescu, for completing his 100km ultramarathon swim at the Lia Manoliu Olympic Pool on June 30, in a time of 34 hours, 42 minutes, and 46 seconds.

Paul was swimming to raise awareness of Autism and support

final laps, thanking all those who came along to show their

for Centrul Aspera, the first centre in Romania offering a

support, to the many who joined him in the pool to swim

multidisciplinary therapeutic approach for children on the

alongside him for a portion of his swim, and to those who

autistic spectrum. The initial goal was to raise 5000 ron, with

made a donation.

the final amount raised being 6680 ron, but equally important was the raising of the profile of Centrul Aspera and the need

Paul is a wonderful ambassador of the IBSB Student Mission:

to support children on the Autism Spectrum. If you would like

Aspire, Strive, Achieve, and a compelling reminder to us

to donate to support Centrul Aspera and the work they do,

all that even the seemingly impossible can be achieved

and haven’t yet donated to Paul’s worthy cause, please use

with the right mindset, a lot of hard work, and unfaltering

the following link: https://bit.ly/3w8oeLo.

determination.

Battling fatigue and sleep deprivation through the later stages

by Kendall Peet

of his swim, Paul still managed a beaming smile for the many who turned out to cheer him on as he counted down the

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My Tennis Journey

by Vlad Sandu, Year 6 I first started playing tennis at the age of 4, as an extra club while in kindergarten.

After a few weeks, the tennis club closed permanently, but I continued because I liked the coach. Years passed; I was improving a lot and starting to win tournaments U10 - I reached the top 5 before I was 10.

While on my winter break, I went skiing in Italy and unfortunately, I suffered an accident on the slope. I couldn’t walk or run properly because my right knee was swollen.

Then, exactly on my 10th birthday, I received the MRI result which showed a complete ACL tear along with the news from the doctor that I couldn’t play tennis anymore. I felt broken. I couldn’t believe it. So, together with my family, we decided to start recovery and stop playing tennis for a few months, even though some doctors were telling us about having surgery.

My knee started to get better over time as well with the MRI results which started to indicate a recovery in the ACL. After 6 months, I got back to competitions, after having to miss the U10 Nationals. I trained hard since I had to recover from all that period and my results started to reappear as you can see below, with me finally winning the national championship in the U12 category. Moral of the story, never give up on your dream, even when there are people telling you it is impossible! With the right mindset and your family behind you, everything is possible!

Achievements National Tennis Champion of Romania U12 – June 2021 Runner-up doubles National Tennis Champion of Romania U12 – June 2021 3rd place in the Romanian National Tennis U12 rankings – January 2021 1st place at Romanian National Category A Tennis Tournament U12, Buzau – May 2021 Runner-up Romanian National Tennis Team U12 selection – May 2021 Quarter-finalist singles Tennis Europe U12 – Cat 1 – Daimon Cup, Bucharest – May 2021 Runner-up doubles Tennis Europe U12 – Cat 1 – Daimon Cup, Bucharest – May 2021

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School Events

Careers Week

by Rucsandra Curtis Year 8

In Key Stage 4, students completed a range of similar activities, with the addition of some practical sessions focusing on job interviews and CV writing. A popular activity common to all secondary students was the ‘Enterprise Challenge’, which required teamwork, creativity, and the entrepreneurial skills needed to create and develop their own business ideas.

This culminated in a special assembly – our first in the hall this year – in which the winning group from each class presented their ideas to the whole school.

For the penultimate week of the school year, Ms Blessy and Ms Diana organised a plethora of activities and sessions designed to get our students thinking about their future careers, and the working world they will enter into after finishing university.

In Key Stage 3, students had the opportunity to shadow IBSB staff members in school to find out exactly what their jobs entail. There were also talks delivered by parents and alumni, offering valuable insights into a variety of careers, including for example medicine, law, marketing, journalism, and software engineering, to name just a few. Our younger students also enjoyed informative presentations from Bucharest’s police and fire department.

Thank you to Ms Blessy, Ms Diana, and the many other members of our school community who gave up their time to ensure Careers Week was a memorable and enjoyable event!

During Careers Week, I had the opportunity to visit the Primary School to interview Mr Hawkins and observe his lesson. It felt a little strange walking into the Primary School, as I was filled with an overwhelming sense of nostalgia, memories flooding back into mind as I waked up the stairs, entering the Year 5 classroom.

I sat down at an empty desk and watched Mr Hawkins teach a lesson - it wasn’t just any lesson, as the students were excitedly reading out the letters they had just received from their penpals in Newcastle, England. It was such a good lesson, that I wished I was back in the Primary School lesson reading a letter from my penpal!

After the lesson was over, when the students went on break, I was able to interview Mr Hawkins:

LEE HAWKINS

The reason I went back to school was so that I could become a teacher. I studied all of the things you need to know to become one, and of course, became one!

What does an average workday look like for you?

Busy, very busy! From the moment I come in, there’s always something going on. No matter how well I plan my day, things always change, so every day is different, which is fun because it would be boring if every day was the same.

What are your goals in your career?

World domination. Just kidding! My career goals are basically to continue learning, developing, to be the best teacher I can be, and to give the kids the best chance to do what they want with their life. Also to enjoy myself.

What advice would you have for someone who wants to have the same job as you?

Well, first of all, you need to try different things and find out what you love. If you find out that you want to become a Primary School teacher, then you will need to be flexible, creative, and good with kids. But the most important advice I can give you is to enjoy yourself.

How has your day been?

So far, it’s been good. The end of the year is always a great time.

What has your career path been like?

Probably different from what you’d imagine. I have had 20 jobs in my life so far.

I left school when I was 16, because I thought I was smart and didn’t need to go there. I didn’t do my A levels. While I wasn’t at school, I did about 18 different jobs, and I didn’t like any of them. They were all quite boring and I was frustrated.

Then, for my 18th job, I became a football coach, one that worked with kids, and it was then that I realized how much I enjoy working with children.

It was great getting to know a teacher I haven’t spoken to before, and being in my old school building again. I also really enjoyed watching the lesson, as it was very engaging and a lot of fun.

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I then changed my job to work at IBSB, which I like much A few hours after I was done interviewing Mr. Hawkins, I went ahead and interviewed two members of the office; Mrs. Marta and Miss Iliuta. It was the first time I had gone into the new office, so I was a bit excited to see what it was like, although I wasn’t expecting anything very special. However, it was greater than I thought it would be. The entire office was very modern and eye-catching, reminding me of Google Headquarters in a way!

The furniture was very pretty and the color scheme popped out. There was just the right amount of light in the office, which was great because it meant that I could get a good look at the place. I and the other students who were also interviewing the staff were taken into the conference room, which looked very professional. Sitting down at it made me feel like I was a businesswoman at a meeting. It was there where I interviewed the two representatives of the office.

better. I like it here because of the lighthearted, positive vibes, which contrasts starkly to the serious corporate working environment.

What does an average workday look like for you?

My average workday looks something like this: I arrive at the office around 8.00am, make a coffee, and then go downstairs to welcome the students and parents, collecting any students who have trial days and take them to the office, where the tests are administered. After that, I show them around the school, then have interviews with their parents about the school.

I then take care of the lunch for my daughter, who is in Year 8. At 3 o’clock I usually go outside to talk with some parents arriving to collect their children, and then at 4.30 I do some admin work relating to new admissions.

What advice would you have for someone who is

CLAUDIA MARTA

deciding on a chosen career?

I would say that you need to follow your passion and really

look inside and see what you want. So if you want to see the world, look for a job where you can travel. For me, I decided to look for an international environment, because I enjoy connecting with people from different cultures. I also like talking to people and not just staying at my desk, so quite obviously, I’m enjoying my current job. So, to sum it up, find what you like to do and then try to find a job that includes those things!

What skills and qualities are most important in your

How has your day been?

I love my time in school. Today was a little busy because we had lots of new students doing trial days, and when we have students on a trial day, they have to do some tests, so we are busy preparing the tests for them.

What has your career path been like?

I worked for 20 years in marketing and was the head of a department in some large companies. Although I loved the responsibilities in marketing, it was quite tedious to work late as the job would sometimes last until midnight.

job?

You need to be passionate about what you are doing, so that you wake looking forward to the day ahead. You should also be creative and be able to come up with solutions to problems, as plans can change very quickly. You need to be very organized and have a to-do list, so you always know what you are doing. Also, it’s important to relate well to people, because you work as a part of team and need to trust and count on your colleagues.

ELENA ILIUTA

enjoy working with numbers, and then complete the right university qualifications. You then be prepared to work hard and continue learning as the way you work is continually changing.

What skills and qualities are most important for your job?

It depends from person to person and job to job. Each company environment is different. In my opinion, if you are ambitious and like working with numbers, then that’s all you really need, but as I said, that answer may be different when asking other people.

How has your day been?

I love the job I’m doing, so I am feeling quite good today.

What has your career path been like?

When I first began working here, it wasn’t easy because I didn’t know the role and what was required of me, making some things confusing. But after a while, got to know everyone I was working with and I understood my main duties and responsibilities and what I needed to do to enjoy each day, am so everything became easier.

What does an average workday look like for you?

I arrive at school and look at my to-do list, written the day before. I try to do the more difficult tasks first, because, at the beginning of the day, I’m more focused and hard-working, which makes it better to complete them first. Once I’m done with the harder tasks, I move on to the easier ones that require less energy.

What advice would you have for someone who wants to have the same job as you?

If you want to work in finance and accounting, you need to

The overall vibe of the office was very welcoming, and I really enjoyed doing the interviews. It was great finding out about some of the IBSB staff and their jobs. I hope to interview more people in the future.

Careers Week has been an interesting week for me, and I’m curious to see what it will be like next year when the restrictions are lifted, and guest speakers come in to school instead of having online conferences.

And if you haven’t been up to visit the office yet, I suggest you do because it’s amazing- I just can’t stop thinking about it. I wonder who designed it, because they sure are talented I hope everybody has a great summer holiday! I look forward to seeing you all next year!

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After interviewing Ms Marta, I then interviewed Ms Elena, the Head of the Financial Department.

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IBSB Student Wins Black Sea Schools Short Story Writing Competition

by Peter Ennion

For the second year in succession, Maria Sticlea (Y11) won the Black Sea Schools Short Story Writing Competition in the Key Stage 4 and 5 Category. This year’s title theme title was ‘The Impostor’, which opened up a wealth of possibilities for secondary school fiction writers. Entrants had to come up with an original short story or opening chapter of a novel based on this theme. Maria emerged triumphant against students from several countries around the coast of the Black Sea, including Turkey, Romania, Bulgaria, and Georgia.

You can read Maria’s entry on the next page and our Key Stage 3 entries in the Creative Corner of this issue of the The International Voice!

The Impostor,

by Maria Sticlea I don’t belong here.

She looked around at the faces of the other women as she passed, looking to find even a shred of humanity in their eyes as they parted, almost hesitantly, to let her and the guards through; none of them met her gaze, none of them allowed her to see into their souls and figure out what they were thinking, what thoughts were running through their minds, as they watched her get dragged to the cell. All the life, all the livelihood, seemed to have drained out of their faces, leaving them looking pale and sallow, a shadow of who they were previously, a ghost of who they had been before being thrown in here to rot. Oh God, what were they doing to these poor souls?

And what are they going to do to me?

She entered the cell, and the barred door was immediately clanged shut behind her, almost as if they thought she’d try to escape. Why would she? She hadn’t committed the crime they were accusing her of, she had done it all in self defence; it was kill or be killed, and she was way too young to die. Was she too young to spend the rest of her life in prison? Maybe, but between that and death, what other choice did she have? She sat on the crisp bench, trying to make herself as comfortable as she could on the stiff seat, and laid her head against the cold hard wall, closing her eyes, letting her thoughts flow freely through her mind, letting them whisper and ripple at ease, giving them the freedom to explore every hidden corner of her mind.

I didn’t mean to hurt her.

And then it struck her. It wasn’t her arms that killed that girl, in an instinctive attempt to protect their owner from harm, it wasn’t the knife that just so happened to situate itself perfectly on the counter; it was her mind.

Her unconscious, her little puppet master, that pulled the strings on her limbs so expertly to coordinate the attack, as if he’d been doing it for years. Heck, maybe he had been. How many things had she done before, that she didn’t know she was doing? How many people had she hurt in the process? She wasn’t in control anymore, he was. He was the one that manipulated her life in ways she didn’t even realise, in ways she couldn’t understand until this one moment, when suddenly it all became so clear. Because she didn’t mean to hurt her, but he did; he had all along, like some evil force hiding under the radar, waiting for the right moment to strike, waiting for a moment of weakness so he could break through the barriers she had put up, and ruin her life - for good.

I’m an impostor in my own body.

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13 House Competitions Completed, with Transilvania Maintaining a Slim Lead

by Peter Ennion

Many students have been in the competitive spirit this term, having participated in any number of the thirteen house competitions that have taken place. These competitions have been based upon a variety of themes; including designing face masks, making rangoli patterns to celebrate Diwali, and even a virtual bake-off. The quality of entries has been outstanding and so a massive congratulations should be extended to win house in each of these competitions.

At the time of writing this article, Transilvania has be able to maintain a slim lead of less than 200 house points over Muntenia, with Dobrogea trailing 700 points behind in third place. Looking forard to the en do fhte school year, we have a host of competitions lined up; including competitions to celebrate the International Day of Education, a meme-making competition, a Valentine’s Day Competition and many more! House Captains will also be setting their own challenges, which will be a great opportunity for Muntenia and Dobrogea to close the gap!

If you have any good competition ideas that you would like to see happen, please email all suggestions to your House Captain, who would be most grateful!

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Andrei Urjan, Year 7 1.AC/DC- Thunderstruck 2.Metallica- Enter Sandman 3.Airbourne- Runnin’ Wild 4.Ozzy Osbourne- Crazy Train 5.Disturbed- Down with the Sickness 6.Led Zeppelin- Immigrant Song

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7.The Proclaimers- I’m gonna be (500 miles) 8.B.R.M.C- Beat The Devil’s Tattoo 9.Black Sabbath- Paranoid 10.Bon Jovi- It’s My Life

Augadh Arora, Year 9 Can’t touch this -- A song by Hammer Sunday best -- A song by Surfaces Moog City 2 -- A song by C418 Summer lovin’ -- A song by John Travolta Never gonna give you up -- A song by Rick Astley Best Summer Ever -- A song from Teen Summer 2 Macarena -- A song by Los del Rio Here comes the sun -- A song by The Beatles Watermelon Sugar -- A song by Harry Styles Old Town Road -- A song by Lil Nas X

Anushka Laha, Year 8

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Patrick Tansley, Year 11

Felix Daianu, Year 7

Schools Out (For Summer) - Alice Cooper Another Brick in the Wall - Pink Floyd I did these separately but there is a great cover of both of these songs in one track by Hollywood Vampires (A group of Alice Cooper, Joe Perry and Johnny Depp) The Cult of Dionysius - The Orion Experience Mr Blue Sky - Electric Light Orchestra Last Train to London - Electric Light Orchestra Koka Kola - The Clash Rock the Casbah - The Clash The Boys are Back in Town - Thin Lizzy Back in Black - AC/DC Thunderstruck - AC/DC Bonus one: Smells like Teen Spirit - Nirvana

Hazal Savas, Year 8

Rucsandra Curtis, Year 8

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Sandra Constantinescu, Year 12

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A Level Spanish Theatre: ‘El perro del hortelano’

by Aurora Stroescu-Nitu Educational trips are an important part of the rich curriculum we offer here at IBSB. These educational visits represent a part of our commitment to widen pupils’ understanding of the world around them and to add value to the curriculum being studied.

Having studied Spanish and Hispanic Literature, including a dramatic production of an important Spanish author, Federico García Lorca, the Advanced Level Spanish Class students, accompanied by Ms Aurora Stroescu-Nitu, had the pleasure of enjoying an evening out at Elisabeta Theatre watching the famous author’s masterpiece El perro del hortelano (The Dog in the Manger).

It was the perfect way to discover and understand concepts and literary techniques on a Thursday evening after a busy, but fruitful week of midyear mock exams!

by Alexia Verdes, Year 11H Hello! My name is Alexia. A couple of weeks ago, I participated in an enjoyable activity called ‘La Lectura Continuada del Quijote’ and I would like to tell you a bit about it.

‘La Lectura Continuada del Quijote’ is one of the most traditional activities that took place on the 23rd of April to celebrate World Book Day. It is organized yearly by The reason I went back to school was so that I could become ‘El Círculo de Bellas Artes’ in Madrid, but unfortunately, a teacher. I studied all of the things you need to know to due to the pandemic, this year it couldn’t be celebrated become one, and of course, became one! as usual. However, they were able to organize it virtually, by asking the participants to send their recordings. Any What does an average workday look like for you? group of students that study the Spanish language and Busy, very busy! From the moment I come in, there’s always can read fluently can take part. Fragments were sent something going on. No matter how well I plan my day, from India, Mexico, Brazil, Japan, the Philippines, Chile, things always change, so every day is different, which is fun Panama, Romania, Honduras, China, Belgium, the Czech because it would be boring if every day was the same.

Republic, France, Italy, and Germany, among many others.

What are your goals in your career?

World domination. Just kidding! My career goals are basically I took part in it together with my colleague Ioana, a year to continue learning, developing, to be the best teacher I can 13 student, Orel, and Ms Aurora Stroescu-Nitu. Our be, and to give the kids the best chance to do what they want group was given Chapter 36: we each recorded reading with their life. Also to enjoy myself. a section of the novel. We then sent the video recording to ‘El Círculo de Bellas Artes’ for them to play it on the What advice would you have for someone who wants radio on the 23rd of April. The CBA wanted this edition to have the same job as you? to be a tribute to all those who are on the front line in this Well, first of all, you need to try different things and find out difficult situation and for this reason they included the what you love. If you find out that you want to become a participation of health workers, including Dr. Juan Jorge Primary School teacher, then you will need to be flexible, González Armengo. creative, and good with kids. But the most important advice I can give you is to enjoy yourself.

It clearly was a positive experience, and I was able to listen to the recording on the radio on World Book Day!

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La Lectura Continuada del Quijote

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Celebrating International Francophonie Week

by Aurora Stroescu-Nitu As a part of the Semaine de la langue française et de la Francophonie, an international event celebrated around the world, the students of IBSB, as passionate language learners, were on a mission to find their favourite word in Frencha mission they successfully accomplished overcoming seemingly insurmountable obstacles along the way.

The students also shared kind messages in French to support those within our community after a year of social distancing. Finally, our creative KS3 and KS4 students explored poetry writing in French, including verses about spring, haikus, and Dadaist poems, fully immersed in the excitement of discovering new poetic genres, as aspiring poets writing in a way to reflect both their personality and style.

by Matthew Tansley

The reason I went back to school was so that I could become It was both an honour and privilege to be able to return a teacher. I studied all of the things you need to know to to the Carol I Biblioteca this year to celebrate and pay become one, and of course, became one! tribute to the End of Year Secondary School Awards recipients for 2021, having been prevented from doing What does an average workday look like for you? so last year due to the COVID19 restrictions in place. The Busy, very busy! From the moment I come in, there’s always graduates and award recipients alike all looked fantastic something going on. No matter how well I plan my day, in their suits and evening dresses, as we gathered to pay things always change, so every day is different, which is fun tribute to their achievements across the curriculum. because it would be boring if every day was the same.

I would like to congratulate the following award winners What are your goals in your career? for their achievements, and thank our guest speakers, World domination. Just kidding! My career goals are basically Shahhad Rizvi MBE and Professor Dragos Iliescu for to continue learning, developing, to be the best teacher I can taking time out of their busy schedules to join us in be, and to give the kids the best chance to do what they want presenting the awards this year. with their life. Also to enjoy myself.

What advice would you have for someone who wants to have the same job as you?

Well, first of all, you need to try different things and find out what you love. If you find out that you want to become a Primary School teacher, then you will need to be flexible, creative, and good with kids. But the most important advice I can give you is to enjoy yourself.

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Secondary School Award Recipients List 2020-21 High Achiever Awards

HPL Awards

Sonia Marta (Y8)

Tomasso Bianchi (Y8)

Ana Nanau (Y9) [COBIS Award]

Ana Naanu (Y9)

Vlad Nedelcu (Y10)

Efstathios Koutseris (Y10)

Maria Sticlea (Y11) [COBIS Award]

Patrick Tansley (Y11)

Daria Raducu (Y12)

Daria Raducu (Y12)

Given to the top academic achiever in each year group

Christie Vernon (Y13)

Lucian Popa (Y7)

Dux Award

Irina Chemencedji (Y13) Tamara Minea (Y13) Christie Vernon (Y13) Given to the top academic achiever in Year 13

Lucian Popa (Y7)

Given to the student in each year group who is an exemplary role model of HPL Values, Attitudes, and Attributes

IBSB Core Values Award Jaime Baker (Y13)

Given to the student who has consistently been an ambassador of the IBSB Core Values

Milena Vergara (Y13) Given in recognition of contributions made to Global Citizenship and International Mindedness.

IBSB KS3 Award Nina Culea (Y9)

IBSB KS4 Award Elian Tetruashvili (Y11)

IBSB KS5 Award Irina Chemencedji (Y13)

Sporting Excellence Award David Cernea (Y8) Alina Barbu (Y10)

Head Girl Award Tamara Minea (Y13)

Deputy Head Girl Award Christie Vernon (Y13)

Head Boy Award Max Mihailovici (Y13)

Deputy Head Boy Award Matei Bitu (Y13)

Senior Prefect Awards

Jaime Baker (Y13), Hyeonsoo So (Y13), Ioan Cazacu (Y13), Ana Cristescu (Y12), Melissa Aydogan (Y12), Daria Raducu (Y12), Ronny Ben Yehuda (Y12), Kathleen Hughes (Y12)

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A Night of Celebration

by Kendall Peet

On June 18, we gathered as a school community at the Carol I Biblioteca to celebrate the achievements of our Year 13 graduating students.

Head Girl, Timara Minea, offered the official welcome to all in attendance, providing and entertaining and at times emotional review of her time at IBSB. Head of Secondary, Matt Tansley, then paid tribute to the mutual achievement of the students, before Professor Dragos Iliescu spoke about the value and importance of education in leading humanity forward toward a more sustainable future.

The formalities over, it was on to the highlight of the evening, and as has traditionally been the case, is was once again a night full of emotion as Jayne Baker, the Y13 Form Tutor and University Applications Officer, invited each student in turn to the stage to receive their graduation diploma, before standing at the podium to pay tribute to those who supported them on their learning journey and thank their friends for the many good times shared. Photos were taken in abundance, many tears shed, and the sound of regular applause and laughter heard throughout an evening eventually brought to a close with the group photo on stage, the cap toss, and finally the champagne toast by Mr Tansley to the graduating class of 2021.

Congratulations to all our graduates, joining the growing community of IBSB Alumni around the world.

We wish you much success as you move on to face new challenges in pursuit of your dreams!

Luca Dobronauteanu

Mario Ghenea

Athlete turning professional Tennis

King’s College London Economics and Management

Ioan Cazacu

Orel Tetruashvili

Bishop Grosseteste University Psychology and Counselling

La Salle Barcelona, Universidad Ramon Lull Business Management

Anusha Demta Brunel University London Aerospace Engineering

Valeria Laruccia Libera Università di Lingue e Comunicazione Corporate Comunication & Public Relations

Hyeonsoo So

Vlad Marinescu

King’s College London Economics and Management

Loughborough University Product Design Engineering

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Irina Chemencedji

Matei Bitu

Savannah College of Art & Design Animation (Scholarship)

University of Bath Computer Science

Milena Vergara

Theodor Prajisteanu

The Hague University of Applied Sciences European Studies (Scholarship)

University of Essex International Business and Entrepreneurship

Max Mihailovici

Maria Lin

University College London (UCL) History

University of Groningen International Business

Tamara Minea

Andrei Minculete

University College London (UCL) Philosophy, Politics and Economics

University of Groningen International Business

Rares Nicolaescu

Isabelle Vrinceanu

University of Groningen Genetics

University of Las Vegas Biological Sciences Pre Med (Scholarship)

Diana Raducu

Christie Vernon

University of Groningen Psychology

University of Oxford – Magdalen College Human Sciences

Leo Ye

Jaime Baker

University of Hong Kong Economics and Finance

UWE Bristol Wildlife

Minoru Kishinami University of Leeds Computer Science with Artificial Intelligence

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Is a trip to Jordan worth it?

by Ana Cristescu, Year 12S Due to the Coronavirus pandemic, vacations have become an even greater luxury than before. Last year, I kept my traveling quite local; this year, however, with the February half-term break and the pandemic situation improving in Romania, my family and I decided to go abroad on holiday.

Since the overall situation in Europe was worsening and most countries were considered ‘yellow’ zones requiring self-isolation upon our return, our options were quite limited.

My dad suggested Jordan, which took me by surprise, but sounded quite adventurous so we all agreed to go.

The first question one might have is, “Is Jordan safe?”, and I am here to say, “Yes it is!”. Due to instability of some of their neighbouring countries, the level of security in Jordan is quite high. At first, the constant presence of police officers carrying guns (at all times) may be a little hard to get used to, but at least you do not feel threatened that something may happen to you. There are metal scanners at the entrance of every building that one quickly gets used to and the police usually let you enjoy Jordan as soon as they realise you are a tourist, so there really are no worries regarding safety.

On our one week vacation, we decided to rent a car and spend 3 days in the capital city Amman, taking a day-trip to the ancient city of Petra, devoting 1 day to the Red Sea, and 2 days to the Dead Sea. The main attraction in Amman is the Citadel, which along with impressive archaeological sites also provides breathtaking views of the city. The capital of Jordan is still yet to develop and so there are few skyscrapers towering over the old city.

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Undoubtedly, the highlight of the trip was Petra. The weather

Regardless, the sea is only 15km wide so you can easily see

was ideal and, because of the pandemic, there was a low

the Israeli coast from Jordan. The weather was perfect for

number of tourists, so we felt like we had rented the whole

sun-bathing: 26 and an occasional gentle breeze. There are

place for ourselves - which was perfect for pictures. It was

also mud treatments available which are great for the skin

simply outstanding to see buildings literally carved into the

and joints.

immensely sacred mountains. Of course, everyone knows the Treasury of Petra, but we decided to take a 30-minute hike to

The people are very welcoming, the weather is pleasant, the

visit the even more imposing Monastery of Petra. Overall, this

landscapes are magnificent; what is there not to love? Not to

experience was wonderful and while I was walking through

mention the food, which is the cherry on top. From hummus

the ancient city, I found it unbelievable that I was walking

and falafel to the salads and meats, everything is cooked to

through the same places as the people of Petra did 2000

perfection and Jordanian food is definitely a delight. Overall,

years ago.

I would 100% recommend a trip to Jordan, at least once in a lifetime if only just to tick it off your bucket list.

I would also recommend going to the Dead Sea in Jordan.

Although I had seen pictures of people floating in it due to the high salt content, I never thought people actually floated - but they do! And I did too! I think going to the Dead Sea in Jordan is a great alternative when Israel is, perhaps, too crowded.

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The Future of Aviation

Hydrogen might seem too good to be true at first glance, because it doesn’t damage the climate as the only byproduct is clean water. And one of the biggest selling points is that it is 3 times more efficient than conventional jet fuel and 100 times more efficient than lithium batteries. But like all things, Hydrogen has a downfall. The energy density of liquid hydrogen is only around a quarter of that of jet fuel. So this would mean that you would need a storage tank 4 times the size. At this point in time, Hydrogen is also more than 4 times more expensive than usual jet fuel. But the price will no doubt

by Ana Cristescu, Year 12S

drop with more infrastructure in place and increased use.

The UK government and many investors have invested

When I think of planes, I think of the smell of rubber and fuel. But this might not be the case in a few years. Before the pandemic it is estimated that around 2.5% of the world’s Co2 emissions were generated by the aviation industry. Thankfully though, a record number of Hydrogen planes have taken off on the UK this year and most of them have been successful.

Since the first flight of Wright Brothers, planes have changed dramatically, in both design and fuel consumption. Yu will be happy to know, for example, that since 1990, CO2 emissions per passenger have been reduced by 50%. But with an estimated 10 billion passengers in 2050, this is still not enough.

heavily in Hydrogen startups, including one of the biggest names in the aviation industry, Airbus, who has proposed 3 different models of hydrogen planes that could be up and running by 2035. These planes, due to problems caused by hydrogen, would either carry less passengers or be significantly larger due to the storage tanks for the hydrogen.

So Hydrogen could very well be the next BIG thing to soon change the aviation industry for the better.

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Solid State Batteries Solid state batteries, also known as SSBs, are batteries that are made out of multiple materials and electrolytes (different

Lithium batteries are most commonly used nowadays, in your phone, your laptop, and most of the electronic devices in your house; maybe even your alarm clock will have one! Solid state batteries, however, may well become more prevalent in the future as they are much more dense than lithium ion batteries, and therefore can carry retain a lot more energy.

Lithium batteries Lithium batteries, also more commonly known as lithium-ion batteries, are batteries that are lightweight, durable, and have a relatively long life. They are made out of lithium, which is very common in the earth’s crust, so it is easier and faster to extract than other metals. They also have a high energy density, which makes it suitable for its size. Electronics that commonly use lithium ion batteries are called PEDs (Portable Electronic Devices), being used in most personal and home electronics today.

Pros: Lightweight High energy density Can be carried anywhere Lithium is easy to find Longlife, durable Cons: Can explode (Average is 2-3 packs/million) Explosions are very dangerous and can cause huge fires Can leak OVERALL RATING: 3 out of 5

conductors in a battery). The main difference in lithium ion batteries and this type of battery is that this is made out of a solid, while lithium batteries are made out of liquids. This makes SSBs more efficient, but heavier too. SSBs are able to carry a higher amount of energy in a lower area, and as such are more likely to be used sometime in the future, with many electric car companies, such as Toyota, planning to use them due to them not exploding, which si great as they are a cleaner, greener battery.

Pros: Higher energy density Cannot flow or explode Can be used in heavy load electronics More efficient than lithium ion batteries More green, cleaner for the environment Cons: Heavier Require a lot of time and materials; more expensive OVERALL RATING: 4 out of 5 In conclusion, SSBs are cleaner and more efficient than lithium ion batteries. Lithium ion batteries should be used in small devices, with SSBs looking like they are the future of heavy load electric vehicles, set to change the world, as many car brands have already signed contracts with SSB companies.

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Creating Music is Simple and Easy

by Augadh Arora, Year 9D Recently, I discovered a new passion: creating music using different platforms and software. I spent a lot of time on it after we were asked in music to create a song for ‘Night at the Movies’.

How to create a short video Are you all set with your song? Do you think it is perfect and want to do more with it? Well, there’s a next (optional) step as well! You can create some scenes that match with your song.

But first, you need to know what genre your song is. Once you have that in mind, you can find animations or videos from Youtube that match your genre. For example, if I were making a romantic song, I would use a love story for my video.

Once you have completed your video, you need to download both your song and the video itself You then need to use editing software to combine them. One that I found fairly easy to use is Kinemaster.

Finally, you can choose the clips you like and delete the rest.

Now it’s all up to you! You can also use sound effects from both the video and combine them with the song itself, or add some more from the internet. Just make sure that you export your final piece so that people can see how talented you are!

It’s easy, yet complex as well. This hobby takes a lot of time and focus, with a dash of determination. In this article, I am going to cover how I got to use to different music software, and how to make it a hobby that you will enjoy every day.

How do you create music?

Making music involves a lot of creativity. People often create music without even noticing. I recently discovered thsi when completing my chores, singing my own original songs with random lyrics added. Now as soon as I hear myself, I take a piece of paper and note it down. It’s that simple!

Using software to make music Many types of software are available on the internet for creating music. Many of them are professional, and not free.

One that I found the most suitable for my needs is called Soundtrap. It contains hundreds of instruments, and only takes 2 minutes to understand. All you need to do is create an account, open a new project, and complete the tutorial. You can get started as quickly as that!

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Ioana Ivașcu PwC România cyber team member during a class

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The future of school textbooks

by Augadh Arora and Ethan Ben Yehuda, Year 9O As schools slowly make the transition to electronics in the teaching process, the question to be asked is whether there is still a place for paper in education?

Drawbacks of using electronic devices Electronics may seem like the perfect match for education around the world, but it isn’t all sunshine and rainbows. For a start, children in school could go waste time on irrelevant websites during learning time and may as a result be distracted and miss out on important information. Not only that, but laptop screens can damage your eyesight if viewing for prolonged periods, and often take up a lot of space in backpacks, not to mention that they also cost a fortune- not everyone can afford the cost of new technology, which is especially true in underdeveloped and developing countries. They can also lose power quite often, due to the quality of their batteries as they age over time.

The benefits of using paper and textbooks Textbooks are still used in most of schools around the world at this point in time, and I think we should continue to use them.

Textbooks contain useful information, which you can access at any point of time regardless of whether you have electricity of devices that work. They also do not contribute to problems with eyesight. There is also the fact that paper textbooks are

The benefits of using electronic devices

currently much more cost effective as electronic textbooks

Electronics make it easier for us to communicate with each

passed on from one calss to the next and be used for three

other. Whether you are online or in a classroom environment, you can talk using applications such as Google Hangouts.

Working on electronics is much easier, due to people usually being able to type faster than they can write. You can also select any fonts you want, colour anything instantly, making your work much more attractive and presentable. Formatting is harder on paper than on electronic documents, making electronic presentations much more popular than paper. You can also be unique in style, and select from thousands of different formats, which you can find in a flash. Presentations and teamwork is also easier on electronics than on paper, thanks to the ability to share projects instantly. Drawing an image on paper also takes much more time, as you can add pictures from google quickly and easily, which is great if you are not the best artist (like me).

need to be updated every year, whilst paper textbooks can be or more years, as long as they are up to date with the current curriculum content.

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Drawbacks of using paper and textbooks

Conclusion

Although paper based textbooks are a staple of most

In conclusion, paper and electronic textbooks have both

classrooms, they do cost a lot more than information that is

advantages and disadvantages, but for us, electronics come

readily available and free on the internet, and can become

out on top due to them not containing outdated information

inaccurate and outdated quickly in a world where the only

and being more portable, and ultimately cheaper in the long

constant is change. Textbooks are also often thick and heavy

term.

to carry around, being the cause of considerable back pain for many students. With electronic textbooks, it’s a lot easier as information can be updated regularly with quick and easy access form anywhere.

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Mental Health Awareness

Mental illnesses are on the increase Over the past few years, the amount of people with mental health difficulties increased by 20% between 1993 and 2014, in both men and women. The number of people experiencing serious issues of mental well-being increased from 7% in 1993 to more than 9% in 2014. Adolescent and young adult mental health issues in particular are on the rise, and social media may be a key contributory factor. At the same time, suicidal thoughts

by Antonia Mocanu & Anastasia Tarnovetchi, Year 9O

and attempts have increased more among younger adults

Mental Health Awareness is the understanding that our

During the 2020 global lockdown, approximately 4 in 10 adults

physiological state of mind is important to our overall health, day to day activities, and even the well-being of the communities we inhabit. Unfortunately, mental illnesses affect 19% of adults, 46% of teenagers, and 13% of young children every year.

What is mental illness and what can cause it?

Mental illness, also referred to in the medical sector as mental health conditions, cover a large variety of disorders - disorders that affect your mood, behaviour, and thinking. Mental health is critical for daily life, relationships, and physical health. Circumstances such as childhood abuse, trauma or neglect, stress, social isolation or loneliness, experiencing discrimination, and losses such as unemployment or a loved one could lead to severe mental health conditions. All, regardless of sex, age, income, or

than older adults. The Covid-19 pandemic most recently has negatively affected many people’s mental health and created new obstacles for people already suffering from a mental illness. in the U.S. reported symptoms of anxiety and other emotional disorders. Since July 2020, a large number of adults started reporting aspects of their mental status, such as difficulty sleeping (36%), problems with eating (32%), and increases in alcohol consumption or substance use (12%) due to worry and stress over the coronavirus pandemic.

Types of mental illnesses There are a variety of different types of mental illnesses, each of them affecting you in a different way. They are usually characterized by a combination of abnormal thoughts, feelings, behaviour, perceptions, and interpersonal relationships. Some of the most common disorders include depression, anxiety disorders, schizophrenia, bipolar disorder, eating disorders, trauma-related disorders such as PTSD (post-traumatic stress disorder), obsessive compulsive disorder (OCD), personality

ethnicity, are at risk of developing an emotional disorder.

disorders, and so on.

In the United States, it has been estimated by the National

As of today, depression is the most common. Globally, 264

Alliance of Illness that 1 in 5 adults suffer from a mental health disorder every year, with an estimated 11.5 million adults experiencing a severe psychological condition according to the NIMH (National Institute of Mental Health) in 2017.

There is also evidence to support the fact that a genetic family history can raise the risk of some mental health problems, since certain specific genes can place people at higher risk. Having a gene linked to a mental health disorder such as depression or schizophrenia does not, however, mean that you will inherit it. Likewise, people without associated genes or a family history of mental illness can also suffer from mental illness. In this way, mental health conditions do not discriminate.

million people are affected by this illness. Depression is characterized by sadness, loss of interest or enjoyment, feelings of guilt or low self-worth, disrupted sleep or appetite, and poor concentration. This can be chronic or persistent, limiting people’s ability to function at work or school and cope with day-to-day life. In its most extreme form, depression can lead to suicide. It is especially common in teenagers, with 20% of high schoolers reportedly suffering from it.

Also common are eating disorders. Eating disorders are a range of problems that lead to the development of unhealthy eating habits. They can begin with food, body weight, or shape obsession.

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www.antisuicid.ro This issue is most common in young women; in fact, it is

Educate yourself about mental illnesses: Mental illnesses are

estimated that up to 13% of adolescents may experience

often misunderstood by the general public. Learn more about

at least one eating disorder. Anorexia nervosa is the most

them and share what you learn with others.

well-known eating disorder: even if when dangerously underweight; people with anorexia usually perceive

Talk to people around you: Ask your friends and family

themselves as overweight, closely monitoring their weight,

members how they are feeling and listen carefully to their

avoiding certain foods, and severely limiting their calorie

answers. If they give any signs of depression or other mental

intake. Another common form is bulimia nervosa - like

illnesses, encourage them to see a professional.

anorexia, bulimia tends to develop during adolescence, with the person afflicted consuming large quantities of food in a

Encourage kind words: Anything, even the smallest

short period of time, followed by self-induced vomiting or

compliment or remark could impact upon someone, make

purging, strict dieting, or extreme exercise, associated with

them happier, and make them feel worthwhile, included.

persistent and excessive concern with body weight.

What can we do to help and raise awareness?

Mental health affects each of us in some way, either

Open up about your experience: If you’ve struggled/are struggling with any mental illness, feel comfortable sharing your experience, since it may help someone else.

directly or indirectly. It is imperative therefore that we begin discussions about what mental illness is, how to better

Volunteer: Get involved. There are many organizations who

understand it, and the fact that it’s a treatable illness, in the

could benefit from your help.

same way we inform communities about physical health conditions, such as heart disease. Here are some simple

Hotlines in Romania

things you could do to raise awareness where you live:

Romania Alliance for Suicide Prevention: 0800 801 200 (9am-7pm)

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MOVIE Review: A Series of Unfortunate Events

because everything links up eventually. The series was written

by Liya Wechsler, Year 9O

Mr Poe, a man from the Bank who takes care of orphans, came

A Series of Unfortunate Events is a very mysterious, unknown and puzzling show. It has three seasons on Netflix and is also a movie. I recommend watching the series. It goes into more details of secret organisations and seemingly coincidental occurrences. You have to pay attention to every little detail

in September 1999 and published in December 2004. It was made by Daniel Handler and Brett Helquist and it is not based on a real story.

The show starts with the narrator, Lemony Snicket, telling the viewer to look away, that this story has no happy beginning or end. It is like a rollercoaster of emotions, and the series does not even have one single happy memory.

It is the story of the Baudelaire family, which consists of Violet (14 years old), Klaus (12 years old) and Sunny (1-2 years old). They each have their own talent: Violet loves to create inventions, Klaus loves to read all sorts of books and help Violet with her inventions, and Sunny loves to bite on hard things such as ice! They used to look on the bright side before it happened. Before their lives turned upside down.

to break the terrible news to them, that their parents perished in a fire. This led to more terrible news: they were not left with an official guardian, so they had to go to their closest living relative, Count Olaf, the most terrible person you can possibly think of. He lives in an old, rusty, and broken house.

He refers to the children as “The Orphans” and cannot bother to remember their names. They soon come to realise that he is after their fortune, but he cannot get to it until Violet comes of age. He treats them terribly, makes them clean his house 24/7, and forces them make dinner for him and his drama troupe.

They are provided with one single bed in a cold, dark locked room.

Count Olaf tries many ways to get a hold of the Baudelaires’ money, but he fails over and over again. As the episodes pass, the Baudelaires are moved around to different guardians, who they have never heard of or seen before. Each character provides a new adventure and challenge for the children to overcome, before they have to keep moving to escape the clutches of Count Olaf.

This is a rollercoaster of a story, which I highly recommend for students in from years 5 to 9. There are any funny moments which balance out the sinister actions of Count Olaf and his cronies. You will enjoy the drama, humour and strong bond shared by the Baudelaire siblings!

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Movie Review: The Impossible

by Tamara Boaca and Ilinca Dutu, Year 9O

The Impossible (2013) is a film based on a true story about the Boxing Day Tsunami that hit Southern Asia in 2004. A British family living in Japan went on holiday to Thailand and were at the beach when it was hit by a tsunami. The film is about the struggles they faced with injuries and losing loved ones.

The Impossible, directed by J.A. Bayona, has everything you would expect from a story about tsunamis: thrills, drama, danger, and the emotions of the family. To be honest, I didn’t expect it to be PG-13 from all the horrifying scenes. It is rated 7.6 on IMDB and 81% on Rotten Tomatoes. The cast is quite famous; it stars Naomi Watts as the mother, Ewan McGregor as the father, and our friendly neighbourhood Spiderman, Tom Holland, as the older brother.

During our Geography lessons, we have been talking about natural disasters and how they occur and that is how we discovered this movie. We watched most of it in class and discussed it with our colleagues and teacher.

The movie itself was good. It displayed the shock, injuries, and trauma the family felt, as well as the actual occurrence of events in order. Based on the real-life story of the Belon family, it is an accurate portrayal of the events as they happened. The actors were exceptionally good in what they did to express the emotions of the characters. The tsunami scenes are visceral and perfectly paced, leaving audiences feeling bruised. Maria Belon has praised the movie for its immense accuracy.

Everyone knows that the movie is about the Boxing Day tsunami, but the movie itself focused on the wrong thing; on a white family on vacation that had their holiday ruined. They showed how the parents got hurt and white people on the verge of death on the side of the road, and how the locals were all fine while helping them. There weren’t any scenes with locals badly injured; even in the hospital scene, most of the people in critical condition were white. Thailand is an LIC country and during that tsunami there was so much damage: many houses and buildings were destroyed, with high fatalities and families left decimated. The movie doesn’t show how the local community was devastated.

Another thing that they changed was the nationality of the family. The original family was Spanish, but the director chose to make them British. As for the real family, they weren’t affected by the nationality change in the movie: Maria Belon, the mother, said: “This is not about an English family, Swedish family, German family, Thailand family ... This is about human beings living a painful situation.”

Overall, The Impossible is an accomplished and effective movie - accurate in the story it chooses to tell, but ungenerous in portraying a disaster which mainly affected south and south-east Asians from a totally European perspective.

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It doesn’t even matter: my first German novel

By Nina Culea, Year 9O

It doesn’t even matter is an 8-chapter novel that reflects on the life of a lonely teenager. It all starts with a normal day in the life of an online student.

How would you have felt, how would you have reacted, if one of your colleagues had called you everything you don’t want to be.

The meaning This book tells a simple story that shows us that sometimes the best thing you can give a person is hope.

However, this short novel reflects on a lot more than just hope. It’s a story about how we take things for granted, showing us how selfish a person can become to keep something that they’ve lost before from getting lost again.

And all that about hope, about things that we take for granted and about egoism. All of this adds up to form the main idea of this novel: people often don’t know the value of what they have until they’ve lost it.

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The story

The final word

The story follows a friendship between a nameless girl who

Lastly, I wanted to say that no person is born selfish, weird,

loves music so much that it’s the only thing that gives her

or rude, but somehow people become that way because of

hope, and a strange creature called ‘Music’ who helps her

difficult experiences or the way they have been treated by

succeed.

others. Please remember this before saying something that

The making of This is the first novel I’ve ever written, but I think I’ve really done my best to write an interesting and somehow unique story. If I’d had the time, I’m sure I would’ve written more. I was a bit disappointed because I had a lot more ideas, but no place for them. I think the story went in a different direction than the one I had planned at the beginning, but by the end of the book, it came back on track.

could harm another person forever.

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Secondary School Student Council Views

‘Returning to school after learning online’

by James Hudson

Year 7 We faced a few challenges to get back on track, but managed to do that. Our form was excited to see each other again, whilst still adjusting to the COVID regulations. We had a couple of tests to take in school upon our return, and soon adapted to the COVID restrictions in place in school. We learned to have fun even with the regulations, which honestly is my favourite part of this. - Serban

We were all very excited to return to school to see our friends and teachers in real life again. COVID was a challenge for all of us, but we managed to get back on track and adjusted to the new safety rules. For sure, COVID was not what we expected for this year, but this has certainly helped us grow as a community and build new friendships. We are glad that after all this time in online school, everything will hopefully come back to normal until next year! - May

Coming back to school, I realised how fun it was to hang out with my friends and participate in real lessons. Everyone in the class was feeling better in school because we didn’t have to face the trouble of bad wifi :). We could all learn more and also enjoy school more. - Stefan

Year 8

Year 9 We had a difficult year, with half of the year spent online. At first the online lessons were hard as we weren’t used to online learning, many teachers adapted quickly but others did not, when we got back to school in person it felt amazing to see and talk to our friends and learn. The masks were a bit annoying at first but we all got used to it. Ethan

Year 11 We were all delighted to come back to school; socialising with one another and with our teachers was definitely something we all missed. I personally don’t think my colleagues found it challenging to come back to schoolmost of us were really excited. We just needed to re-adapt to the school timings and COVID-19 protocols. It’s great to be back! - Elian

Year 13

Year 10 One challenge some of us faced was catching up with all the work and lessons so we’re sure we covered everything for the end of year assessments and the IGCSEs next year. One thing our form enjoyed was that we could now see our friends and classmates but also having a social life. We can now talk to each other directly and also have fun which is the best

part. - Andreea

Year 12 This year was certainly different. I think, weirdly enough, the pandemic has helped us all grow and learn things about ourselves, as well as the people around us: how we react to stressful situations, and how we adjust to trying times. We faced challenges more from within ourselves, as we had to figure out how to study and learn by ourselves-perhaps for the first time- in Year 12.

I’m sure my classmates will agree, when I say, we are all happy to have gotten over mocks, but the bittersweet feeling of our final year is somewhere hidden beneath the surface. - Ioana Museteanu

I’m so happy we were able to come back to school for the last three months of our finishing year. We got to reconnect and spend time with each other for one last term, whilst being able to focus more on our studies for the final stretch before exams.

Being taught by the teachers in class again has also been refreshing after online school, and I’m very glad we got the opportunity.

Everyone is processing this time differently; for me, the excitement of starting university is only marred by the sadness of saying goodbye to my friends, and the classmates I’ve known since Year 6. Spending lunchtimes together, catching up during studies, grabbing coffee at the 5 To Go… these last 3 months have meant a lot to me. - Christie Vernon

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School Assessed Grades (SAG) 2021

by Matthew Tansley

On many occasions last year, we talked about it being a particularly strange year in education, especially when it came to assessing students, however, we all felt that 2020-21 the exam boards would be better prepared. This has certainly proven to be the case this year, however, I am sure that all of the students taking examinations, and the teachers preparing them, would agree that it has been a much harder process.

In January, when the midterm mock exams were being taken, our teaching staff were working on the assumption that examinations would take place as normal, though followed the scouting motto “be prepared”, scanning and saving assessments for use “just in case”, and it was a good job that they did, as it was announced that all examinations with CAIE and Edexcel were cancelled in Romania.

For many of our pupils, this has been an extremely difficult time for them, as it has been for many school leaders around the world, but what has been put in place by the examining bodies

was an elegant solution, and much better than the “grading by algorithm” in place last year. In this article, I hope to summarise the measures we have put in place as a school and how this will fit in with the expectations of Cambridge Assessment (CAIE) and EDEXCEL. Firstly, each subject teacher will determine the final grade for each student in their class based on three pieces of evidence gathered as an indication of student performance, taken from the January mid-term assessments, and end of year internal assessments put in place as soon as we realised that external exams would be cancelled.

In each case, students took exams using past papers, and exam papers put together from past papers, which were taken in person under exam conditions, marked and graded using the mark schemes provided by CAIE and Edexcel, along with the grade boundaries for these papers, using the results as evidence to assign an overall school assessed grade. It has been a long and exhausting process for both teaching staff and students, and I applaud them for their effort.

It has been made clear by CAIE that they would require us to send the evidence collated for several subjects, to audit our grades, which we were fully prepared for, anticipating no issues, which was the case as there were no causes or concern raised after we submitted the evidence.

The final thing to mention is that teachers were not able to share the grades submitted to CAIE or EDEXCEL on behalf of any student, for any subject.

This is in line with advice given to us by the exam boards, as the grades could change due to the quality assurance process carried out; though I am confident that the stringent processes in place mean this will not happen. What I can assure you is that there will be no formulae or algorithms involved this year!

Students who do not get the grades that they desire will also have the opportunity to appeal their grades, first to the school, and finally to the exam board, if they are not happy with the final decision.

They will also have the option to re-sit examinations in the autumn session, but we are hopeful that this will not be required.

All of the changes above have been enforced upon us by the current pandemic circumstances, but we have been lucky at IBSB in regards to the direction in which we have been moving. For the past few years, we have started to move towards a model of continuous assessment with pupils completing assessment activities every few weeks, rather than larger end of term assessments, which only happen once or twice a year.

This has provided a better body of evidence, meaning we can be far more confident predicting overall grades. I believe that the situation that we have experienced over the past few years vindicates that decision, and moving forward, maybe we will also be looking to “save” the evidence we have even more rigorously, to be able to accurately predict the grades that students are likely to achieve should the need arise again.

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The final stage of the process involved the teaching staff and their respective heads of department completing rationale documents. In these documents, staff explained how they came to the decisions they did regarding the grades, what evidence was used, how they marked and moderated the work, and how they avoided bias.

As many of our staff are CAIE examiners in their subject, at both IGCSE and A Level, this aspect has been an extremely professional process, with the guidelines being clearly followed at all times.

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Further Maths @IBSB Dr. Darren Laffar “Remember you must first use a substitution to reduce the equation to a more manageable form.” Leo and Hyeonsoo, looked at the problem and realised what was needed and continued to battle on, concentration apparent on their faces…

In the last three years, it has been an honor to teach the gifted mathematicians in Year 13 A-level Further Mathematics. This is, without a doubt, the most challenging course that Cambridge have to offer (and it is one of the most difficult courses in the world).

To make things even more difficult, is the fact that they are doing a full A-level within one year instead of two and as a consequence have to complete much of it in their own time. The way that the pupils of IBSB have risen to this challenge has been very inspiring. Last year, Andreea Stanescu managed to achieve an A* in the subject and this year Leo Ye and Hyeonsoo So have been excelling.

They have all thoroughly enjoyed the course and the challenges it brings, exploring areas of maths that tests them to their limit.

Moreover, watching an IBSB pupil rise to the challenge and take something on against the odds has also inspired me as a teacher. It is wonderful when something like this happens, and so I am glad to be working at a school that gives pupils the opportunity to do this.

Given the great success of this programme, in the future we are looking at the possibility of offering this course as a “normal” 2-year A-level that will be available as an option to all pupils with an A/A* at iGCSE maths, not just the gifted pupils to do in Year 13. The reason for this is that universities world-wide recognise that the Further Maths A-level is the single most difficult A Level course available, and a high grade in this will hugely enhance any university application. For some universities courses, it is almost a prerequisite, With, for example, more than 60% of course offers for Economics at LSE, going to students with an A-A* grade in Further Mathematics.

Year 8 was very fun! – Anastasia Iortoman At home or at school, we still managed to make the most out of this pandemic. – Danny Chen School was good and helpful – Andrei Peli

It was nice how we met our friends. – George Boronea It was good to come back. – Alis Aydogan School was cool. – Stefan Capra Year 8 was a new and interesting experience. – Anushka Laha Coming back to school is the best way to learn more, better than staying at home. – Arman Norazman This year was pretty hard but it was also fun. – Hazal Savas I forgot to remember, but I still did well enough in the tests. #staypositive. – Mara Mestecaneanu It was a difficult year but we managed to do well.

– May Abramovici Our brains developed and we were successful.

We love love school. – Rares Saizu

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What did the students in 8D think of their year?

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8E year review

by Rucsandra Curtis , Year 8E This school year has been a very hectic year, with many things going on. Having to spend half of the year online was a challenge, but with grit, determination, and the miracle of technology, I managed to get through all of the challenges.

Ever since I was young, I wondered what homeschooling was like. The thought of learning science in pajamas, nibbling on strawberry pocky during history lessons and getting to wake up later every day seemed like a dream.

Multiple times, I had gotten frustrated and wished that I could be homeschooled. My parents had just laughed when I asked them about homeschooling and said that I needed to socialize and have friends.

Eventually, the thought of homeschooling seemed impossible, and I didn’t think of it anymore.

Little did I know what was in store for me…

The sudden outbreak of Covid-19 left everyone isolated, trapped inside of their homes for nearly a year. That dream of homeschooling suddenly became true, and it was exactly what I had imagined.

I was yet again disappointed when we had to go back online after only staying one term at the start of Year 8. It felt like this mess was never going to be over. But now here I am, writing this article during the week of the end of year exams.

The only thing that is inconvenient right now is the fact that no classroom has lockers. Many of my peers complained about having backaches and shoulder pains from having to carry all of their textbooks to and from school, which I used to have earlier this year. I hope that we can be given the lockers back, as not having them is rather annoying.

I find it quite strange that I was supposed to have been in Secondary school for 2 years now but technically have only been in the actual Secondary School for only 6 months. But I guess that’s just the way things are now.

Mr Vincent, my maths teacher, has said that my class has coped well with the changes of the course of the year. He has said that we have studied well and have learned new things. He also said that we have shown resilience and demonstrated flexible thinking, which I quite agree with. But this does not just apply to my class; it applies to every other class as well, not to forget the teachers.

Although things are still slightly uncertain, they are more stable than at any other time in the last However, all of this started to get lonely. It was quite two years. Things are slowly getting back to the sad not being able to see my friends or be in a room way they were before, and although this pandemic full of my classmates, even though they can be cannot be erased from history, it will only be seriously annoying. I wished that the pandemic would something of the past that future generations will cease so that everything could feel normal again. learn about in school.

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9E yearbook

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Year 10C A Year In Review As we finish yet another year of IBSB, there are innumerable things to say about our personal experiences as a class. There is no doubt that Year 10 would say we were lucky to start this year physically in school, making it easier to meet both our returning and new classmates.

We were happy to begin the new school year as we did, but because of the ongoing dreadful situation around the world, were unfortunately forced to return to online learning once again.

This went on for about a couple months until the level of the infected coronavirus patients lowered, allowing us back into school physically for the second time. Adjusting to school once again in person was burdensome at the beginning, but eventually, each of us adjusted to life back in school and continued to pursue our previous aims, achievingoutstanding results in the final end of year exams.

The last few months of school have been a very interesting and cathartic time for most of us. We made new friends, enjoyed many new experiences, learned a lot about ourselves and how every second counts in shaping our future selves.

One of the highlights for Year 10 is having the possibility to pick 3 subjects that we would like to study in addition to the core subjects (English, Mathematics, Science, Computing, PE, and PSHE/ Life Skills).

Having a choice of subjects helps a lot in selecting possible future careers, by providing a chance to see if we actually like what we believed we would, and offers us a chance to meet and make some new friends as we work and study together toward passing our IGCSE exams.

We would like to express our gratitude towards our teachers for their many efforts provided in supporting us along the way, preparing us for our final exams. We thank you for your wonderful work in shaping our future! - Maia Hagai & Andrei Stere

Year 10 has been a different experience because of the pandemic and the need to adapt to it. I would also like to advise the current Year 9’s to not sacrifice sleep for study time before exams” - Vlad Nedelcu Y10C

IIn my opinion, our class is one of the most hardworking and generous groups achieving good grades in exams. We are especially sociable and love to work in teams on various projects. - Alina Barbu 10C

by Priya Vijaykumar, Year 7V A prefect helps students to learn about new things and to help teachers. Jaime was our prefect this year and she did an amazing job. We always looked forward to her visits on Fridays. We played a few games and she also told us about her helping turtles. She was also really kind. She is leaving soon and we will miss her very much.

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The Role of the Prefect

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The Council of British International Schools ran this year’s poetry competition in conjunction with Pobble, a website supporting students’ creative writing. The theme of the competition was ‘Connections’, which was quite apt considering how we spent the first part of the year in and out of isolation.

We used Pobble lessons to help students generate ideas around the theme by holding discussions in class and allowing students to talk about what the theme meant to them.

IBSB’s Key Stage 3 entered three poems in the competition.

In total, COBIS received more than 360 entries from students in 88 schools worldwide, so it was a very competitive field!

Our representatives were: Nina (9O), Sandra (8E) and Mara (8D). Unfortunately, we could only enter three of the excellent poems that our students came up with, but there will be another chance next year! We hope you enjoy reading the three entries below.

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COBIS Poetry Competition 2021: Connections

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Creative Corner We never thought his power anything other than self-

Isolation Has An Ugly Face

by Mara Mestecaneanu, Year 8D

sustaining He is not selfless, nor crude He just tries to keep more memories to himself than he should And the lack of communication between us is increasing by the day ‘A therapist only bends the truth,’ he once said And even if we try to convince him otherwise We ourselves know that his words had never been wrong For the rare sentences that he utters are always well thought out To think that a person like him

The past of his rotten childhood It dawns upon his every sentence Needless to say, not many words escape that mouth As he prefers to continuously leave us in the distant dark The time he spends in his isolated room is unthinkable The tears he tries to hold back are unbearable And whether he decides to disclose his problems or not It is irrational to think we might be able to help with his situation We’ve only seen the insides of the place he calls home once And only the thought of asking about the dusty family portrait pains him Whose faces are unrecognizable beneath the chipped paint And the forced smiles seem so fake beneath those tortured eyes The man he calls ‘Father’ bent our friend up till his breaking point And no matter how much we try to comfort him He still lacks understanding even to this day For he can’t recognize the help we offer anymore He’s not one to talk about his problems But they can be easily read by the look on his face And whenever we offer him a hand His pride refuses it before he can take a moment to think

Would have a past that grazed his skin with the deepest wounds And that a person like him Would refuse to let others tend to those same wounds We’ve seen him bend down on his knees every night Facing the window right next to his bedside table Praying to God for mercy For emotional strength and happiness And as well as we know that those things are too much to ask for We also know that those things are something he’s never experienced For whenever he walks out of that room A smile of his face might even be impossible to catch And when he is pressured by even the smallest things He tends to break down completely And the places he goes when we doubt his mental health Are places where not even the greatest god can be of assistance So while some of us will be by his side Others will give up on him Because once the time has come The very past he wanted to forget Will be the same one which will shadow upon him forever And not even he will doubt one phrase, five words Not even he will argue against it Because we all know that Isolation has an ugly face

Connections

by Rucsandra Curtis, Year 8E

by Nina Culea, Year 9O

He sees him in his thoughts and dreams

Imagine it like this

But he hopes he will be

Let’s say you’ve had the bliss To have had a friendship as great as the sun And when you thought it was perfect, discovered the troubles had begun It felt as if your friendship would last forever You both felt connected to one another, however Your friendship could as a string be seen What I’m about to say next will not make you keen As a friend moves forward and the other gets stuck The one left behind’s happy for their friend’s luck But soon enough, the string can no longer resist The constant pulling and pulling of one of the friend’s wrist And as a twig breaks in half when too much pressure’s applied And as thin ice shatters, if on it you try to glide The string one day soon, will no longer extend

When he’s awake, nothings as real as it seems He isn’t here to comfort him

No one truly understands, Why he still keeps his heart in his hands Why he claims a dead man’s love as his own Why he won’t accept that he’s never coming home Inside his large, old house he cries Wondering why he had to go Pain in his chest as he tries to accept he’s gone Everyday inside, a bit of him dies Yet he can still feel connected to the dead boy’s soul He can see him, walking down the hall Playing tricks on the living man Trying to patch up the deep hole He sees him in every corner and nook Fluffing up his messy dark hair shocking people whenever they’re there

So like most of our connections, it will tear up, in the end

Those moments leave the grieving man shook

So the both of the friends chose a different road

As he looks in the mirror, he touches the glass

As their friendship was now really starting to erode One of them was living a happy lie While the other, about this friendship, had no tears left to cry It’s funny, cause the happy one will realize one day That their so called best friend has ‘gone away’ And they’ll run and they’ll run following the string Only to reach the end, and to find nothing At that moment, the friend living a beautiful lie Will realize they didn’t even get to say goodbye To their so called ‘dearest friend’ they left behind That they shall never, again in their life ever find.

Shaking as he can feel the touch Of the dead boy’s soft, pale skinned hands He will keep a bit of him Inside his head, it’s all he can do As the next ten decades pass by Until the moment his soul leaves his skin He has to wait, and wait all day Missing the boy he used to hold But somehow, the boy’s still with him Ghost laughing, not going away Maybe death didn’t rip them so far apart after all.

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The Impostor

by Nina Culea, Year 9O LIE: How far would you be willing to go to be anybody else, but yourself?

A mask. Just like a performer, hiding in the comfort of their made-up character, I hide in the comfort of my own mask.

Layers. Layers over layers of detailed personality traits and reasoning behind actions. Lies. While a performer stays true to themselves, adding their own values to their made-up character, I lie. I lie about it all. It’s not real, it’s not real! But how do I know it’s not real? How can I tell the real me and the masked me apart? How do I know which one is which?

I don’t. And as long as I don’t find out, nobody does. Mirrors.

Deceptive pieces of glass, nothing more. An illusion that lets us see what we want, or... what others want us to see.

I look into the mirror, desperately trying to find myself, desperately hoping, that I’ll find anything that is the real me.

But I’ve been fake for so long, that fake has become real, real has become fake, and both are none. All I can see when I look in the mirror, even though I search and I search, is an imposter.

But what’s it to me? What’s it to them? What’s it to anybody, that fake is the new real? It’s nothing.

Regrets, over regrets, piling up every day. Mistakes, unrealistic desires, disappointments, and no hope of achieving something, now that is the real me.

But is it? Is it though? How should I know? I’ve built up so many walls, too many to count, and after getting rid of one, I move on, only to find another one and another one. My mask is slowly chipping away, painfully slow, and at this point, there’s no going back.

I can’t go back to what I was when I knew myself, yet I can’t go back to building walls, I just can’t, I know I can’t, but I just don’t know what else to do!

I’m haunted. I’m cursed. I’m destined to live my life in misery forever, right? As a fraud. As a fake. As a deceiver. I just want to be happy, I just want to smile, I... I just want to be liked by others, for being myself, for being my real and fake self, for being human, for being imperfect, but that’s not possible, is it?

Ha, ha...ha, ha. It’s not even funny, but I’m laughing. I’m laughing through my tears, I’m laughing through my pain, I’m smiling it away, but not matter how much I try, it isn’t working, why isn’t it working, why can I still feel this huge empty void inside of me, eating me up, destroying me, making me lose my sanity, bit by bit, until there’s nothing left.

One last time, I looked into the mirror hoping for a miracle. I’m me, nothing more, and nothing less, right? Wrong, because I’m not me, I’m somebody else, and even though I search and I search, all I can see, is an impostor.

by Alessia Grozea, Year 9O Trust no one. Nothing. If you are going to win, trust none but yourself. This is no petal-soft competition, this is your life being decided by a pair of dice. Dice which are unfair. Dice which want the worst for you. A multitude of authoritarian moves in a world in which you are but a pawn. A deadly cocktail of mind games and turbulent thoughts caused by the nauseating feeling that no one can truly win. This game of deceit involved one principle, one rule. You can’t see. The objective was simple, the player must survive on a desolate island, with no one to help. An island full of slithering bestialities and ferocious creatures that are only seen in your worst nightmares. But that’s just the problem: you can’t see.

Five scared human frames, with each step being pushed closer to an edge, their glass covering slowly slipping, revealing their true picture. An ugly, mortified painting with nothing to it but terror caused by the truly Machiavellian, abominable people and their rules. A battle between all ages, but only the worst of humankind. No matter race or belief: the rottener the apple, the better the entertainment. The program was a reality show, but then again was anything good real?

It was a plot against human kindness set up by the devil himself.

The contestants were picked from a highly-protected incarceration centre in Mexico, by their record, their relationships, their every move across the never-ending chess game of life outside the law. But none prevailed as a winner, since the prize of the game was one that was no use to either side: Living. Some people even offered to go.

Some were dragged by the hair to the arena, face flat scratching against the gritty sand. You’d figure no one would want to go, but the horrible truth was they did. They were brought up to do so. Cold-blooded, venomous people who would break down the lockhouse brick by brick to get a chance of escaping their hard mattress to a beachy land of arisen opportunity. Barbaric people taught by others to believe in change. But this wasn’t a change they were expecting.

Even the mastermind of a drug lord or the cunning of a thief couldn’t save them from the impending doom they were to endure. These fugitives of society were incompetent in the hands of loneliness and isolation. The island itself was infested with mechanical paparazzi ready to capture any footage for the curious public, who demanded action. Many thought it was a movie or an awfully realistic scenario of a well-written Shakespearian drama, but no one thought it was real, or, alas, perhaps they didn’t know. You see, the complicated web spun by the producers wouldn’t allow you to empathize with the souls of the poor tortured men and women brought there. The personalities they shaped around the prisoners caused them to be stuck in their own bodies, each becoming their own imposter.

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The Impostor

by David Kiiovschi, 10V “Yes mother, I know four months is lengthy, but I’ll be king soon; I need to get used to such trips.” said Ferdinand to his mother with a chuckle.

“You will make a remarkable king one day. Fortunately, your aunt has invited me to stay at her palace in Bucharest for the duration of your trip, so I can be the first to greet you when you return.”

“Marvellous!” affirmed Ferdinand, brushing his beard. And so, Prince Ferdinand I of Romania started his one-month journey to Moscow, where he would attempt to make the

Soon, you would notice the embellished door leading onto the small balcony. Still feeling as proud as a peacock, Ferdinand stepped onto the balcony, watching the crowd

acquaintance of Tsar Nicholas II of Russia.

leave the square. Shortly, the sound of a woman talking

The entirety of Bucharest was preparing to enter the 20th

was being said, leaving the balcony door open.

century. A young man - about the same age as our prince - with an overgrown beard resembling the prince’s, lush eyebrows and hazel eyes just like the prince, was ending a

caught his attention; he went near the front door to hear what

Darkness had now engulfed the city so much that our other friend, the prince’s doppelganger, could leave his hiding spot

meeting with three men and a woman.

in the attic and cross the rooftop of the hotel. Meanwhile, the

“Does everyone know what they need to do?” asked a tall

food trolley down the corridor leading to the prince’s room.

gentleman, assertively.

lady we have previously met at the gathering was pushing a

“Is this his dinner?” asked the guard while lifting the dome off

Everyone nodded.

the cloche.

“I’ll get us the knives.” added the man.

“Yes, I also brought fresh bedsheets!” replied the ‘maid’. After

A week later, the two ebony horses leading Ferdinand’s

Meanwhile, the prince’s twin had silently descended onto

carriage reached Kiev, Russia. Saluting the crowd in the square, the prince entered his hotel with a slightly arrogant gait. Who could blame him? When standing in front of an ornate five-star hotel with the crowd cheering your name,

a subtle sign from the guard, the woman entered the room. the banister of the balcony and entered the suite. He quickly pulled out his knife and lacerated the prince’s neck, leaving a surprised expression on his visage.

being arrogant is as natural as a dog wagging his tail!

When the maid entered, the prince’s body had already been

Ferdinand was shown to his suite. As you entered, a blanket

attire. Along with the maid, carrying Ferdinand’s body in the

of mahogany, wrapping the room’s floor, would catch your eyes which were then driven to the embroidered curtains that veiled the four-poster bed.

wrapped in bedsheets, the assassin wearing the prince’s laundry basket, the imposter left the room and said: “Tell the Tsar there was a storm near Gomel and I could not make it. I wish to return to Bucharest!”

by Vlad Sebe, Year 10C The Oscar Academy awards 2015, April 21, Dolby Theatre, Hollywood.

The crowd was really excited to find out who would be the actor of the year. There were some huge names as nominees, like George Clooney, Denzel Washington, Tom Hanks and Johnny Depp. Unfortunately, because of a common cold, none of them could make an appearance. So, the hosts decided they should each make a short video, to be presented in case they win.

All the other categories were announced already, but none pleased more than the excitement of knowing the actor of the year. Fortunately for him, Johnny Depp was announced as the winner. The crowd cheered for him and his short video was presented. The crowd was really hyped.

In the meantime, a tall looking youngster, about 17 years old, stood up and went to the organizers’ booth. He presented himself as Johnny Depp’s child.

No one knew what he was talking about because Johnny didn’t have children. The boy told the organisers that his biological mom and Johnny had him while they were dating in high school. He also said that he had made contact with his father recently, they lived together now and his father entrusted him to get his award. The organisers wouldn’t have believed him but he looked really similar to Johnny Depp.

After a short debate and because of the tight schedule, the organizers gave him the trophy. The ceremony continued as planned and the day ended well.

A couple of days later, Johnny Depp called the organizers asking when he would receive his trophy. The organizers, surprised, told him about the boy stating he was his son.

Johnny replied that this was a lie. The organizers reported this incident to the police and they immediately started tracking him down.

The IT Fraud Dept. discovered very quickly that the imposter had already shared his “accomplishment” on social media.

They located his IP address and from his ISP got his real name and address. When they reached his home, they saw he had other stolen trophies on his shelves. He was arrested for fraud. The trophies were all eventually returned to their rightful owners.

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The Impostor

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Making the ordinary extraordinary: descriptive writing from 10C

In the sunlight, the apple skin becomes the safest of the flames, gently blending with that colour as vibrant as love’s blush. In reds that honour the rising sun, that have soaked in each maroon sunset, comes the promise that rises above. The fingers hug the apple giving a calming coolness - incandescent enough to stay there, solid enough to be noticed. It’s a party of colours, of chaos and order, of a beauty that springs from simple seeds blessed with mud and rain.

by Year 10C students As part of their IGCSE English Language course, the students in 10C explored creative and sophisticated ways to write descriptively. The class was tasked with taking photographs of everyday items that would be the stimulus for some descriptive writing paragraphs. By combining advanced sentence structures with lower frequency vocabulary, they were challenged to ‘make the ordinary extraordinary’ through the words they used.

On a blank, white ceiling, cloaking the entirety of the sky above, hangs a flower of flames, an emitter of ‘hope’: my light.

The metallic vines intertwining as if they were dancing as one, in a silver ballroom of eternal daylight. Endlessly. The four dancers close in together and share secrets with one another that no one will know. A symphony of silence for you to only observe forever and ever, like you were never there.

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A light and simple delicate hand tool being used for hundreds of years and made of natural materials that

It’s a beautiful shining hair plier waiting to hold a woman’s

remains serving billions of people around the globe with

hair up. It’s fully made out of a gold glowing metal to gain

expressing and noting anything they desire or have to.

attention, shining bright in the light but also in the dark. It has

The graphite tip allows the user to write or draw

black sparkling stones, a globular one in the middle, and 3 on

whatever they fancy, the eraser allows them to erase

each side. They look like tiny rain drops hanging from a golden

any immoderate signs of error, which shows opaquely

cloud. It has small details on it made from holes, giving it a

the process the creator had to go through in order to

special design

reach the final outcome. Finally, the wooden stick joins together both the tip and the eraser and allows wielding the pencil easily in any way preferable.

These three simple components make up a tool which when combined with one or multiple pieces of paper, has the capability of writing books which would touch people emotionally and allow them to draw art pieces of real and fictitious sceneries and situations, which inspire human beings come up and bring into reality revolutionary ideas which help shape the future of the human race.

The peachy orange on the outside of container is comfortably holding the redolent piece of wax waiting to be lit. Once The creme-coloured material embraces the crepuscular bulb, letting only a few soft rays of light escape it at the bottom. It’s angelic colour gives you a sense of hope and peace, as the shiny rod delicately grasps onto the fragile light source situated in the middle of this elegant structure. Behind it, a wave of shadows slowly creeps towards it as if it’s about to engulf the whole of this exquisite figure.

opened, the lid lets out a powerful smell, almost humming a peaceful lullaby to the people inside the room. The scent rises throughout the room to warmly hug each tiny corner and object. As a flame hits the wick of the candle, a hypnotizing smoke escapes, attracting everyone’s attention.

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A Night at the Movies

Movies on a toilet roll 1st-Ecaterina 2nd- Anushka 3rd-Aya Still image storyboards 1st-Mia 2nd-Rares 3rd- Lucian, Sandra, Matei & Thomas

On Friday the 23rd of April, the Creative Arts Department revealed a virtual show called “A Night at the Movies”.

Students in Key Stage 3 (Y7-9) produced a variety of musical and dramatical performances, artwork, and photography, all based on the movies. We also saw had some performances added by students in KS4/5.

Entries were judged by the Creative Arts Department and each category presented a 1st, 2nd, and 3rd, with the winners receiving an Oscar like trophy, and the runners-up a certificate each. To end the show, we also had a surprise from the teachers, who quoted lines from their favourite movies.

Performing music from films 1st- Andrei G 2nd-Nina 3rd-Raissa Alternate movie endings 1st- Alex & Alina 2nd- Ane & Alex 3rd- Ethan & Alexandra Contributions to the Creative Arts -Jaime Baker Clip art movie posters 1st- Felix 2nd-Anastasia C 3rd- Andrei S Mini movies with original soundtracks 1st- Sonia 2nd-Augahd 3rd-Ana N Photographing famous scenes 1st-George 2nd-Radu Nica 3rd-Sofia Teacher movie quotes 1st-Mrs Baker 2nd-Mr Tansley 3rd-Mr Vincent

the show, to the teachers for their contributions, and all the students for working so hard to showcase their talent. Last, but not least, I would like to thank Mr Orme and Mr Lever for all of their hard work in putting the show together.

Next year the creative arts are hoping to put together the long-awaited High School Musical, so watch this space!

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Special thanks to Maria and Vlad in Year 11, who hosted

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Virtual Visit School of Visual Arts NY

by Laura Hawkins On March the 24th our art students in Years 10, 11 and 12 were fortunate to be able to attend an online presentation by the School of Visual Arts in New York (www.sva.edu). The creative presentation was an hour long and focused on studying Art and Design in the USA.

The presentation was led by Daniela Novaes, who has been with SVA for almost 8 years and is an alumni of their Masters in Branding program, as well as being a practising designer herself.

SVA has been a leader in the education of artists, designers, and creative professionals for more than seven decades. With a faculty of distinguished working professionals, dynamic curriculum, and an emphasis on critical thinking.

SVA’s location in New York City and its extensive facilities, state-of-the-art equipment, and unique program philosophies all offer students exceptional opportunities for advanced study in the arts. Their 11 undergraduate majors offer 3,600 undergraduate students the opportunity to collaborate across the spectrum of the visual arts. The undergraduate program is a four-year, full-time Bachelor of Fine Arts degree program focused on improving students’ skills and preparing them for a profession in the visual arts.

Students who choose SVA are often attracted by the breadth and professional standing of our faculty, the passion of our student body, the rigors of our curriculum, the industry standards within our studio facilities, and the energy and excitement that is New York City.

We heard about the summer pre-college programs, looking at particular majors, as well as how to prepare a portfolio for interview. The presentation demonstrated a range of visuals from students at SVA and their alumni.

Students were especially impressed with their extensive famous alumni, including Keith Haring, Kaws,

The undergraduate BFA majors offered at SVA include: •

Advertising

•

Animation

•

Cartooning

•

Computer Art, Computer Animation, and Visual Effects

Bryan Singer, and many more. SVA has over 37,000

•

Design

professional Alumni in around 90 countries worldwide.

•

Film

•

Fine Arts

•

Illustration

•

Interior Design: Built Environments

•

Photography and Video

•

Visual and Critical Studies

Some of our students are especially interested in taking animation, photography, and illustration courses.

Learning about the requirements of the course, and seeing the work produced by students, allowed them to really consider their future studies and career goals.

Students were surprised to see the vast amount of courses in the visual arts and the job opportunities available within the creative industries.

We do hope that Daniela will visit us again next year to talk more about a future in the arts and inspire our creative students

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What did we learn?

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Year 10 Reduced Shakespeare Challenge!

by Michelle Gourley

The Reduced Shakespeare Company is a comedy troupe consisting of just three actors who play all the roles in a Shakespeare play and tell the story in double-quick time. You can easily find them on YouTube. Based on their work, our challenge was simple: write and perform a condensed version of Othello to tell the story and make us laugh. At least one of these objectives was achieved by every group.

And so it was, on a bright Wednesday afternoon in February, that the year 10 students took over the lunch hall to deliver their final performances. Donning an array of ridiculous costumes and indulging in dramatic scenes of love and death, they moved their teachers to tears of shame and or pride.

Brimming with confidence, the students captured Othello’s descent into madness, thanks to the malevolence of Iago and purity of Desdemona. There was even an electric guitar involved at some point!

Here’s to next year’s challenge!

If you thought studying Shakespeare was tricky, then spare a thought for our Year 10 students, who completed their reading of Othello almost entirely online! Fortunately, getting back to the classroom after Christmas did allow us to liven things up a bit when we pitted the Year 10 classes against each other in our traditional (well, for the last two years at least) Reduced Shakespeare Challenge!

by Anushka Laha, Year 8D

The classroom is tense, everyone is looking at each other, not knowing who to trust. I keep my eyes ahead, looking at the investigator. She’s a woman in her forties, with short-cropped brown hair and muddy brown eyes. She catches my eye and gives me a reassuring smile which is so fake I don’t think she’s even trying. The bell rings and we leave the classroom. The school itself is on edge. I’m waiting for someone to slip and for everything to just blow up.

I didn’t do it, in case you were wondering. Actually, that’s something someone who did it would say. So, I guess you don’t have to believe me if you don’t want to. Marley and I

Reporter: Good morning, this is Mark, from Channel 5 News.

were never close. He was always one of the people I never

I’m here with two girls from South Quarry High.

paid attention to. The investigators are paying close attention

As you know last night’s incidents devastated the school.

door.

Everyone is on edge. We would all love to get some inside

to our class because we saw him last, exiting the classroom

knowledge from the school’s students.

I think the school needs to look into the people who don’t have

So, were any of you close to Bob Marley?

remember my entry card from now on.

Girl 1: (sobbing) No, I mean, I’m just a freshman, but his death

The school day is finally over now. I can’t wait to get home.

was so horrible … I just can’t bring myself to stop crying... I just

their school entry card and they might find the killer. I need to

It’s a sunny day and the trees are rustling gently, weather that

don’t know who to trust anymore.

should make you feel good but, it only makes me feel like we’re

Reporter: And what about you?

walk.

Girl 2: (Expressionless) I don’t think we’re supposed to be

My phone starts ringing. I take it out of my pocket and see

under a bomb timer. I live close to school, only a 5-minute

talking to you about this.

that it’s an unknown number. I usually don’t answer unknown

ANDREA

important.

“Does anyone know where Marley was after school?” an

“Hello?” I pick up.

investigator asks. Her voice is calm, too calm. In a situation like

calls, but for some reason, my gut is telling me this might be

this, I would expect everyone to be freaking out.

Two words answer me. It sends a chill down my spine.

Bob Marley, a classmate of ours, was found murdered in the

“Your card.” the call ends.

back alleyway of school last night. It was brutal; I wish I had never heard about it. At the crime scene, the police had found a school entry card, meaning that someone from our school must have got him.

I frantically open my bag and rummage around to find my entry card. I can’t find it. It’s gone.

Someone took it.

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The Alleyway

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TIV 2 2020-21 List of contributors Student Editor: Melissa Aydogan

IBSB Staff

IBSB Students

Kendall Peet

Tamara Minea

Matthew Tansley Alan Cornish Madalina Soare Angharad Morgan Alina Radu Alison Tansley Aliviana Sanders Lee Hawkins Thomas Wilson Robin Morrison Orla O’Dwyer Ana Boiangiu Daniela Momirleanu Alexamdra Ivascu Elena Stefan Lucretia Gabroveanu Maria Orban Peter Ennion Aurora Stroescu-Nitu James Hudson Darren Laffar

Max Mihailovici Altay Aramaz Patrick Tansley Vlad Sandu Rucsandra Curtis Alexia Verdes Ana Cristescu Augadh Arora Ethan Ben Yehuda Antonia Mocanu Anastasia Tarnovetchi Liya Wechsler Tamara Boaca Ilinca Dutu Nina Culea Priya Vijaykumar Mara Mestecaneanu Alessia Grozea David Kiiovschi Vlad Sebe Anushka Laha

Laura Hawkins Michelle Gourley

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