PECHERSK SCHOOL INTERNATIONAL
WINTER 2017
PSI LIFE
A Place Where We Belong This Winter 2017 edition focuses on our school motto ‘A place where we belong’. We do feel that this statement is now felt more deeply by every community member and becoming even more valuable for all of us - with a beautiful new space that gives us more opportunities and moments to experience, that we all can share and witness.
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EDITOR’S LETTER
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DIRECTOR’S NEWS
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ACCREDITATION NEWS
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FROM THE PRIMARY PRINCIPAL
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A PLACE WHERE WE BELONG
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GRADE 2: HOW WE ORGANISE OURSELVES
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GRADE 4: CARING AND SHARING
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A PLACE WHERE WE CAN GROW
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A PLACE TO CALL OUR OWN
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SWIMMING IN PYP
SECONDARY
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FROM THE SECONDARY PRINCIPAL
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NEW CURRICULUM, NEW FACILITIES: LIFE IN THE DIPLOMA PROGRAMME
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ARTS OPENINGS
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A PLACE WHERE WE BELONG... THROUGH THE PRISM OF LANGUAGE ACQUISITION
COMMUNITY
PSI Life Quarterly Magazine
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PTA NEWS
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PROACTIVE PROTECTION
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BELONGING REQUIRES BALANCE
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PSI PANTHERS ATHLETICS 2017 — 2018 FALL SEASON
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HEALTHY BODY, HEALTHY MIND
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CAS: SHARING A PLACE THAT WE BELON
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CAS: ENCHANTING VISIT TO KYIV
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PSI ECA PROGRAMME
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ALUMNI
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LIBRARY: THE SPACE WHERE WE BELONG
PRIMARY
WWW.PSI.KIEV.UA
Chief Editor – Emma Zelenina emmaz@psi.kiev.ua
Copy Editor – Patricia Puia patriciap@psi.kiev.ua
Layout Design – Max Mart Printed by: “Ukrdruk” Publishing company
PSI Life is published quarterly by Marketing and Communications Department of Pechersk School International, Kyiv for students, alumni, parents, and friends of the school.
Founder Pechersk School International, 7a Victora Zabily Kyiv, Ukraine, 03039 Phone: (380 44) 377 5292 Fax: (380 44) 377 5242 communication@psi.kiev.ua www.psi.kiev.ua
facebook.com/PSIKiev
twitter.com/PSIKiev
PSI LINKEDIN PAGE
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A PLACE WHERE WE BELONG
Dear PSI Community By Emma Zelenina, Marketing and Admissions Manager
What a wonderful winter season at the renovated PSI campus and new building! Swimming in the new pool for students and community, PTA International Night, CEESA tournaments in the new gym, Primary concerts, Secondary productions in the new auditorium, every day classes and snowflakes - all this that we have enjoyed so far makes it one of my favourite seasons of our school life. This Winter 2017 edition focuses on our school motto ‘A place where we belong’. I do feel that this statement is now felt more deeply by every community member and becoming even more valuable for all of us - with a beautiful new space that gives us more opportunities and moments to experience, that we all can share and witness. Please enjoy reading this issue, where you will see some great examples of students enjoying new facilities and their life in the place where we all belong. With so many best wishes for the winter holidays and New Year 2018 happy winter break, and warm holiday greetings to all of us !
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Dear Parents, Students and Community Members: John Burns Director, Pechersk School International, Kyiv.
The ‘Place Where We Belong’ just got larger, as this winter we opened the new Phase 2 building and an additional 7,500 square meters of learning and specialty facilities.
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uestions related to the school motto (A Place Where We Belong) receive some of the highest positive responses on our annual Community Opinion Survey from students, staff and parents (and have done so over a number of years). I am also quite amazed at how often PSI community members refer to our motto when developing programmes, reflecting on their time at the school or several times when speeches were being made to opening the new building. At PSI, the motto really is much more than a phrase and is valued by so many.
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A PLACE WHERE WE BELONG
PSI is now larger and more modern and has facilities that will bring the students exciting new opportunities and experiences. The school grounds and playgrounds have all been upgraded, creating a safer and more engaging campus. Already a range of new sports ECA are running in the gym and in the beautiful swimming pool. The PTA International Night was a huge success in the new gym as well. The auditorium is busy and being booked on a daily basis to include new events like the successful Futures Forum, the Arts Opening, and the Secondary School production being held here on campus for the first time. Feedback is positive about the new cafeteria menu and food quality and we all look forward to the ‘We Belong Café’ opening shortly. The Cafe’s name recognises the school motto and the type of place it will be for us all. A huge thank you to the PSI Board for completing the building project on time. Thank you also to the many PSI staff who have worked so hard on this project over the past two years. The new building and facilities are already adding great value to PSI and the Place Where We All Belong!
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PSI to Welcome Visiting Team in February By Patricia Puia Secondary Principal/ Accreditation Chair
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A PLACE WHERE WE BELONG
For the past eighteen months, PSI teachers, administrators, and support staff have been diligently working on a massive self study to compare our performance against standards from the Council for International School (CIS) in Europe, the New England Association of Schools and Colleges (NEASC) in the United States, and all three of the International Baccalaureate (IB) programmes - Primary Years Programme (PYP), Middle Years Programme (MYP) and Diploma Programme (DP).
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he finished report, covering more than 400 pages, describes every aspect of our school’s performance, including teaching and learning, governance and leadership, mission and vision, staffing, operations, support systems and school climate. Dozens of links to school documents will provide the accrediting agencies with a comprehensive look at how PSI works. The final section of the report is our Strategic Plan for 2018 - 2022, the next period of our accreditation. Based on the self study work, board ‘blue sky thinking’ and our Futures Forum, the plan ties our Mission Statement pillars to the sections of the accreditation report and will guide the school in moving from strength to strength. The final phase of this process is a visiting team from all three organisations. PSI will host this synchronised visit 26th February - 2nd March 2018. Approximately fifteen educators from
around the region and the world will spend the week on campus verifying what we’ve put in our report, confirming our strategic plan, and providing us with additional feedback on what we do well and what we need to improve. All segments of the PSI community will be involved in the visit - teachers, administrators, support staff, board, parents, and students. Members of the team will speak to representatives of all of those groups, as well as reviewing our documentation and our plans. In April or May, we hope to receive confirmation of a five year accreditation - the longest period that any of the organisations provides. We encourage all members of our community to become involved in that process - by attending parent meetings, engaging in strategic planning, or attending Futures Forum meetings. We look forward to working with you as we look ahead to 2022!
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PRIMARY SCHOOL
A PLACE WHERE WE BELONG
From the Primary Principal
By Sue Williams, Primary Principal
It has been 4 months since I arrived in Kyiv and at PSI. The time has gone quickly by as I have learnt each day from our staff, students and parents in a place where we all belong. As a new member of the PSI community, I am impressed by how well received I have been.
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y family’s move to Kyiv was very smooth, as my colleagues helped me find housing, showed me where to shop, gave me tips on dog sitters and more. Because I felt so warmly welcomed and at ease on a personal level, it made it easier for me to feel a sense of belonging on a professional level as well. I have relied on my colleagues to answer my questions, show me where to find answers and explain the ‘whys and hows’ of all the things we do in the Primary School. They have helped me feel that sense of belonging each day, as we in the Primary School strive to make all of our students and parents feel that they belong here at PSI as well. Our PSI Primary School students, through their units of inquiry such as ‘How We Express Ourselves’ and ‘How We Organise Ourselves’ have been busy working and playing and learning together. With the new building now opened, changes to our classrooms made, and the reorganisation of our schedule completed, students have learnt how to make changes and help each other in the use of our new space. They know this space is theirs to learn and play in, that they belong here and are welcome here. Our Grade 2 students just recently hosted our monthly assembly. After wishing Happy Birthday to all of our students, staff and parents November birthdays, and playing ‘Guess That National Anthem’, Grade 2 shared a song about the learner profile. Students clapped to the song and cheered as they heard about caring, responsibility, respect and the other learner profile attributes.
Our International Night brought our entire community together as students showed their pride in their nationality and parents shared their traditions and customs. While a Ukrainian band played songs from Ukraine and around the world, parents, students and staff listened, danced and laughed together. Everyone needs to have a sense of belonging; it is a human need, much like our need for shelter and food. Belonging gives us a sense of acceptance among our peers, friends, and families. It allows us to seek each other out when we are happy or sad or feeling pain. The community of PSI cares about each other and our Primary School students show this every day as they help each other, learn together, and resolve conflicts amongst themselves. PSI is indeed a place where we belong. 9
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A place where we belong
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The theme for this edition of the PSI Life magazine is ‘A place where we belong.’ This is part of the defining statements of our school; it is our school motto. So what does it mean?
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he dictionary defines ‘place’ as a noun, a particular portion of space. ‘We’ is a plural pronoun, the nominative plural of I. ‘Belong’ is a verb that means ‘to be a member of a group, to be properly or appropriately placed.’ If we take this tack, it would lead us to a relatively unemotional definition of ‘A place where we belong’, much like the character in Dickens Hard Times (1854) who defined a horse as a ‘ruminant quadruped’ when there is so much more to it. When discussing conditions conducive to a value-added education, adequate attention needs to be given to workload, work conditions, and personal factors. When a person feels they belong, especially that they belong to something and are part of something bigger than themselves, that
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is when they open themselves up to making meaningful connections and learning. A sense of belonging is a very important piece of the puzzle that makes learning real and develops enduring understandings. Here at PSI, we endeavour to build connections and foster a sense of belonging because we know that having ‘A place where we belong’ is so important to our positive growth and development.
To get a real life definition, I asked some of our students and teachers,’What makes PSI a place where we belong?’ These are some of the responses: ‘PSI is a place where I feel appreciated, supported, encouraged and motivated.’ ‘Everyone is nice and I feel part of a community.’ ‘I feel that I belong because most of the kids are very nice and kind. We do very fun projects and for the summative assessment, some kids even asked me to join their group! The new building was fun and everything there is fun, too! I feel very much that I belong here.’ ‘I think this motto is true for PSI because everything feels welcoming and everyone I meet
A PLACE WHERE WE BELONG
is very kind. I also feel like I belong because I have made friends with people and I know who everyone is.’ ‘It is a place where I feel special, where I can create, it is a place where I can achieve, where I can succeed and where I can lead.’ ‘PSI is the most caring place that I have been in my life (except my home) and when I come here I feel like I am in a special house where everyone cares about me. It is a place I feel happy and it is a place where my friends are and where I belong.’ ‘It is a great place to develop my professional skills, it is a place where I have an opportunity to grow, to develop my interpersonal skills. It is a place where I feel valued and where I am encouraged to be the best I can be.’ Part of what makes PSI ‘A place where we belong’ is not only who we are but also what we do. We have a very supportive school community and always do our best to provide enriching learning engagements for our students. A place where we belong is emotional, it is a feeling, it’s friends, it’s care and love, it’s a sense of worth, it’s like home, it’s shared experience, it’s fun, it’s learning. As an IB World School, we focus on developing the whole child, touching hearts and minds. This is reflected in all that we do, from our mission and vision, to our five mission pillars, the school motto and our school song. In the words of one of our school chants, ‘We are proud of you, say we are proud of you!’
by Glen Nicholson Primary Deputy Principal and PYP Coordinator
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How We Organise Ourselves
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By Jane Lueders and Lisa Monkus, Grade 2 Teachers
The classroom furniture was stacked at the back of the room and books were piled haphazardly on the floor and on shelves. Supplies were thrown in boxes and there were no established routines. The walls were blank. For three days, the students worked around the stacked up tables, scavenging for pencils and erasers to complete their tasks, occasionally taking down chairs or sitting on the floor.
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ventually someone asked, ‘When are we going to put the tables down?’ This led to a discussion about where the tables should go and how we could create a working space for all 21 of us. We tried several different configurations and reflected each time on how it was working. In an effort to make our classrooms a place where we belonged, we had to organise our classroom. We sorted the supplies and put them in boxes. We found places where everything should live. We categorised the books into Fiction and Nonfiction and put them in labeled library baskets. Thus, Grade 2 began the year with an inquiry into How We Organise Ourselves. During the first day of school, the students were unsure of how to move around the school and deal with lunch cards, lunch boxes, indoor and outdoor shoes, homework, checking out books from the class library, and where to put things in the classroom. We brainstormed several different ideas, trying out different routines. We would reflect at the end of the day and the weeks to see if they were working, and when they didn’t, we would try another way. Students assigned
themselves jobs to make the routines work better in the classrooms and around the schools. Just as we got comfortable with our spaces and routines, the new playground opened, requiring yet more reflection and brainstorming and changing of the established routines. A month later, the new building with brand new Additional Language, Music and Art classrooms and a cafeteria opened and we moved to new classrooms on a different floor and in a different location. The same questions came up all over again: How can we best organise ourselves? It is a testament to the flexibility and creativity of the students, as well as the prior learning from the beginning of the year, that the discussion of designing the classroom spaces and setting new routines, went fairly easily. Putting the decisions in the hands of the learners not only gave the students a sense of ownership that they may not have had if the teachers had organised everything at the beginning of the year, but taught them skills they can use whenever they face change. In this way, they have truly made Grade 2 a place where they belong.
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Caring and Sharing By Jane Harrison G4 Class Teacher
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A happy, healthy community helps us all to be part of ‘A Place Where We Belong’. This year, Grade 4 started with a Unit of Inquiry concerning peace and conflict resolution. It came under the theme ‘Sharing the Planet’. Not only did we look at the wider, global issues of peace and conflict, but we also considered our community within PSI and looked at how we could foster peace and harmony amongst Grade 4 students. We knew that this would be a challenge, but one we hoped we could rise to and carry forward during the school year.
A PLACE WHERE WE BELONG
Win’ guidelines. Having an open-mind and communicating our thoughts with our peers helped us to see how we could find solutions that were acceptable to all the people involved in the conflict. Often having our peers give their perspectives on the cause and responsibilities helped the group to come to a consensus, and then develop a compromise, to make the solution acceptable to all. We also took part in an ‘Escape Room’ simulation, where we had to work as a team in order to find the combination to a lock that was keeping a cupboard closed. Behind the closed door was a prize, which we were all keen to access. We learnt how, when cooperating with our peers, we could achieve more than if we worked alone.
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e took issues that we felt we had had in Grade 3 and organised these according to what we believed was the cause. We found that many of the conflicts had arisen because students had different perspectives on the issues. How were we to solve these? Using our learner profile attributes, we chose communicator, open-minded and principled to be the three profiles that we wanted to concentrate on. We also realised that we needed to show caring towards our classmates. Over a week or so, we identified and recorded conflicts that we became involved in or had been involved in. We worked as groups to pose possible solutions to some of these using the PSI ‘Win-
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Grade 1 Children change and grow in all kinds of ways. PSI’s aim for them is to grow into contented, joyful and confident young people. The IB Primary Years Programme (PYP) recognises that all students should have opportunities to develop their native language. PSI believes that supporting the development of student’s language and literacy skills in their home language also supports the development of English language skills. We believe that by doing so, we will help develop well rounded, happy and successful children.
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By Nataliia Grishyna Russian for Native Speakers
International Programmes present the annual International Night celebration. It represents the hope that everyone can unite together as one and sense that this is ‘a place where they belong!’ International Night promotes cross-cultural understanding and celebrates cultural diversity at PSI. Students shared their country through creating a poster representing the countries of their origin.
A PLACE WHERE WE BELONG
Grade 3 As PSI is a PYP school, the learner profile is a longterm, holistic vision of education that puts the student at the centre of everything we do. They are encouraged to think independently and drive their own learning as well as become more culturally aware, through the development of a second language. Grade 3 students decided to find out more in Russian about the learner profile and what it means. Students translated the profile attributes, wrote down the explanation in their own words, and created a poster to show their understanding.
---‑‑‑‑---‑‑‑‑---‑‑‑‑---‑‑‑‑---‑‑‑‑‑‑‑‑‑‑ Grade 4 One of PSI’s priorities is to serve the community. We enhance this good quality in learning and nurture a sense of community spirit in the children we teach. That’s why Grade 4 was studying about peace and conflict resolution during the integrated unit of inquiry (UOI). Students discussed a situation of conflict (recognised the cause of a conflict), told what kind of conflict it was (ideological, needs, desires) and how the understanding of the type gave them more empathy for the individuals involved. Learners took a conflict situation that they had learnt about and decided which side they would naturally fall on. Then, students took the perspective of the other side and discussed their feelings and reactions.
- --‑‑‑‑---‑‑‑‑---‑‑‑‑---‑‑‑‑---‑‑‑‑‑‑‑‑‑‑ Grade 5 As part of a Reading Workshop, Grade 5 students learnt that when we write about our reading, there are certain elements we need to include. Learners came up with what a poor retell would look like. Afterward, students came up with the features of a good Grade 5 retell (beginning, middle part, ending, linking words, essential elements, etc.). Students read sections of Gulliver aloud and charted some of the features to later include in their written response. 17
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A Place to Call Our Own A dream for us, a vision of a place to call our own. In all our wanders we remember where we’ve grown. We come from different places, from near and far away. Our languages are many, but we all know how to say, We are proud, we are thankful, to be part of something true. Care for all, be inquiring and find new points of view. We’ve learning and growing, and we want to sing out strong. Here we have a place, where all of us belong.
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The lyrics on the page 18 are to the new version of the PSI school song, now called ‘A Place to Call Our Own’. It was originally written almost twenty years ago. With the new building project and all the changes PSI has seen, we decided to update the song to reflect our current school mission and values. We included important aspects of the Primary Years Programme in the lyrics and included one of our most special traits, diversity. All the students in the Primary School are learning the song and are exploring the lyrics.
In Kindergarten and Grade 1, students create body percussion and rhythmic ostinatos with a partner. They work together to create music and sounds to accompany a story. They take turns sharing instruments and play music games that allow them to share their interests with their classmates. In Grade 2 and Grade 3, students begin composing simple pieces on xylophones. They often work in pairs or small groups, in order to develop confidence in their abilities. They play group games designed to enhance their musical knowledge and create and learn folk dances together. In Grade 4 and Grade 5, students are composing on their own but have peer reviews to give feedback and ideas. Learning to play the recorder can be a challenge and we often have groups working on different pieces and concepts. They are responsible for improving their own skills as well as the skills of their group. One of the best ways to ensure a strong musical understanding is to teach others what you know. In music class, all students are encouraged to do their best and have fun with their classmates. While they may not remember all the notes and songs they sing in twenty years, they will remember the joy they experienced making music with their friends.
In Music class, we try to live by our school motto, ‘A Place Where We Belong’. All students are encouraged to work collaboratively with their classmates and to create positive relationships. When working in groups or pairs, students are encouraged to work with different partners. Through exploring different perspectives and ideas, the students create music and projects that are outside of the box. Whether they are sharing instruments, composing together, performing together, or learning together, the value of multiple voices cannot be denied. Creating music is not an individual activity. Some of the most popular music in the world comes from the combining of genres, musicians and ideas.
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NEW SWIMMING POOL, NEW SWIM PROGRAMME! By Val Yermolenko and Annie Desjardins , PHE Teachers
Royal LIfe Saving Australia - Aqua Pak Swim and Survive This programme has been conducted and used all over Australia for 30+ years, as Australia is a massive island continent where water is a way of life. The programme was developed and used to help educate and save children / adults when using / enjoying aquatic activities.
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Active Award Levels for 5 - 14 year olds Grade 2 - Grade 5 Swim and Survive Active is a swimming and personal aquatic survival program that is aligned to the National Swimming and Water Safety Framework and develops skills across the following areas: Entry and Exit Skills,Floating and Sculling Skills, Movement and Swimming Strokes, Underwater Skills, Water Safety Knowledge and Survival Skills, including the teaching of survival techniques and strategies for a range of emergency situations, including the use of personal flotation devices (PFD). Rescue Skills equip children with the required skills to perform a range of rescues depending on the emergency situation, the environment and prevailing conditions. Come during community swimming with your child to enjoy our new facility and practice their skills and confidence in the water.
Courage Award Levels 3 to 5 yrs - EC, KG, Gr 1 Courage is a child-focused programme that seeks to build water confidence and develop skills across the following strands: Entry and Exit Skills, Breathing and Underwater Skills, Floating and Sculling Skills, Movement and Swimming Strokes,Water Safety Education. And also Survival Skills, including initial experiences using flotation aids for support in deep water whilst demonstrating personal survival and self preservation skills required for an emergency situation.
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SECONDARY SCHOOL
A PLACE WHERE WE BELONG
From the Secondary Principal by Patricia Puia Secondary Principal
It’s hard to be the new kid in a school, especially in Secondary School. It isn’t just about adjusting to a new curriculum, new teachers and new facilities. Coming to a new school means having to make new friends and develop new social networks. For so many new students joining PSI every year, it can be a bit daunting to think of PSI as ‘a place where they belong.’
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nd that’s what the Secondary School Student Ambassador Programme is all about. Current students in Grades 6 - 12 volunteer to serve as ‘buddies’ for new students. Each spring, they attend an all day training and planning session to learn to be more empathetic and responsive to the needs of new students.
On New Family Orientation Day each August, the Ambassadors are on campus to greet new students, introduce them to teachers, and help them get their IT set up. By the time our ‘newbies’ arrive for the first day of school, they’ve already made at least one friend. Throughout the year, as new students arrive, homeroom Ambassadors take responsibility for ensuring that their ‘buddies’ meet fellow classmates, find their way around the campus, learn about CEESA and ECAs, have someone to sit with at lunch, and in general find their ‘footing’ at PSI. Sometimes the buddies really do bond and form lasting friendships. Sometimes the ambassador is really just a ‘launching pad’ for the new student to find his / her own set of friends. Either way, the Student Ambassador Programme is just one more way that PSI helps students feel that important sense of belonging that is so much a part of the culture of PSI.
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New Curriculum, New Facilities: Life in the Diploma Programme Grade 11 students have faced a brand new school year with all its challenges, adjustments, and potential and they are bringing attitudes of enthusiasm and optimism. The start of the year introduced a new set of curriculum and coursework in the form of the IB Diploma Programme. Additionally, many Grade 11 Arts and Science courses have recently relocated to the newly constructed purpose-built facility. It has been an exciting start to the year, and some Grade 11 students have shared their thoughts with us.
How has the new building made PSI a place where you belong? Nikita T. – The new building suits all of my academic requirements. I no longer have to improvise for organisation of different events, such as Battle of the Bands. Better facilities means a better place where my classes and extracurricular activities belong. Alexey M. – The new student area is nice at collecting both Grade 11 and 12 students together in one space. It is big, open, and brings people together. Sonja R. – The new facilities and especially the laboratories make Science classes feel a lot more professional. They allow us to perform many experiments that we could not do before.
by Audra Santos MYP/DP Biology Teacher
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Lyuba B. – The new facilities are made in consideration of the students’ needs, which is why I feel like I can reach beyond the limits and learn even more when studying at PSI.
A PLACE WHERE WE BELONG
As a Grade 11 student, how has the start of the Diploma Programme (DP) made you feel about your studies at PSI? Elena – I think the DP is a programme that puts great emphasis on analysis and reflection. This has allowed me to look into the reasons behind things. The DP has also enabled me to stop and look back on what I’ve done to see if I need to improve certain aspects or just continue going the way I am. CAS has allowed me to really find fulfilment in helping the community. Alex C. – [The DP] both challenges and scares me. The standards are very high, and a lot is expected when the stakes are very high. Lyuba – I believe that the DP has made me aware of my strengths and weaknesses. Anna W. - It feels great to be able to focus and devote all your energy to the subjects you are passionate about. Even though we are constantly being tested, I enjoy the depth at which we explore each topic. One of my favourite things about the DP is the greater independence and autonomy that we have around our learning. With our study periods and different scheduling, we are free to approach our learning as we wish. Nikita T. – Being in Grade 11 means you have to assess opportunity costs before you make a decision about an extracurricular activity or sport you want to participate in. If you choose all of them, you will be overwhelmed.
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Arts Openings With the new building project complete, we now have a place on campus for visual and performance shows! The fourth-floor auditorium with gallery space outside allows us more flexibility in putting on plays and concerts, creating exhibitions, and holding special arts activities.
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The fact that we don’t have a set-stage means we can be creative when it comes to staging ideas
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n the opening ceremony day for the new building, we got to break in the space by having all Secondary School students come for arts-specific activities. These included a fight-demo by students Anna W and Sonja R, as well as collective drama improvisation tableaus created by all students. But really, that day was just the beginning for us. We’re already planning how the winter show will work in the space. The fact that we don’t have a set-stage means we can be creative when it comes to staging ideas, so for Cuchulain, the audience will sit around a triangular space. Excitingly, the auditorium also has an additional three back rooms, which gives us new space for creating costumes, applying makeup, and prepping for shows. But before that, we held an official arts auditorium opening exhibition with the theme ‘Process of Discovery’. On Wednesday, 29th November, all tenth graders presented work they had polished over the quarter, work that focuses on finding objective and meaning. We see this as fitting, because the students themselves are on a journey, as they will soon close the MYP and find their own objectives as learners leading into the DP. Please join us for some great art throughout the year in this new environment - a place where we belong.
By Mica Gaard HoD Arts
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‘ A place where we belong... through the prism of language acquisition’
By Olga Berezhna Language Acquisition Head of Department
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eaching and studying in an international school makes the concept of learning new languages very important. PSI provides an opportunity for its Secondary School students to learn four languages: Russian, English, Spanish and French, widening student’s perspectives about the language’s origin and capturing a mark of the distinctive identity of each language, developing students’ intercultural understanding and providing them with a particular world view. In the PSI language programme, students are not only introduced to new vocabulary terms and grammar structures, but they are also introduced to culture, learning about the country and the people in it. Learning a modern language in PSI helps develop students’ intercultural understanding and increases their appreciation of their own as well as other cultures.
How does learning a foreign language change a place where we belong? We asked this question to PSI high school students and these were their answers.
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Sam S, Grade12
Liuba B and Nikita K, Grade 11
Learning a foreign language is one of the integral aspects of the Diploma Programme. It is one of the core courses that we are required to take in order to graduate with a full diploma. However, through the perspective of foreign languages, the school’s motto can be furthered. The knowledge of a language additional to one’s mother tongue increases one’s integration with others. Learning a foreign language increases the ways in which people can connect and communicate, thus breaking down barriers held up by the lack of knowing a language. By breaking down these barriers, we become more connected, furthering a sense of belonging. Therefore, one can say that the learning of foreign languages makes the school “A place where we belong”.
PSI has always been a place where we have been accepted, encouraged and cared for - it has always been a place where we belong. PSI has offered us an endless amount of life-changing opportunities. Throughout our years in MYP and DP, we were given a choice to acquire knowledge of a second language and we have chosen to study French. Learning French for the whole duration of our Secondary education, we have been able to gather a general understanding of not only the language but also the French culture. Having this understanding, we are able to resonate with more than just the Ukrainian or American societies and cultures, but also with the French culture. This gives us the gift of having more places where we belong.
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Lara A, Grade 10
Nadia L, Grade 10
PSI: A Place Where We Belong. But how does this translate into our foreign language courses? In Language Acquisition, we use our knowledge of the language to both progress in fluency and also to understand the world, through the countries in which the language is spoken. Through Language Acquisition, we learn more about the world around us, and how to communicate with others. This prepares us for later, as when we go out into the adult world, when we must use our skills to carve out a place for ourselves in the ever-changing, evolving global community. Essentially, to carve out a place where we will belong, be it as part of a small local community where everyone shares our values and language and culture, or, as Language Acquisition would have us learn and do, as part of a larger international community which is vibrant, different and interesting.
Languages shape the way we think about space and time, influencing how we perceive reality and interact with other people and cultures. When learning a new language, we see the world according to the framework that it imposes on us, and we open a new window to see the world differently, helping us find the place where we truly belong.
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A PLACE WHERE WE BELONG
PTA NEWS
By Beth Parkinson PTA Communication / Newcomers Coordinator
‘A place where we belong’ really is an excellent motto! It is easily remembered and one that can potentially be owned and felt by every school community member.
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wonderful physical place has already been provided for us, which has recently been enhanced with our new building facilities. I’m sure we all agree this has given even more opportunities for us to belong in terms of the space, sports, cafeteria and so on. Yet we know that ‘belonging’ goes beyond the physical space and extends to our bonds and relationships, something heightened for those expats who find themselves outside of their normal surroundings. The PTA members have the privilege of really getting behind the success of this motto every year! Every community member has a part to play! The International Night was a huge success in so many ways and was a great example of how we all belong. It was the perfect event to kick off the community use of the new gym! We are hugely grateful for all the efforts of the parents, students and staff who supported and participated in this great evening. The amount of people who
attended was unprecedented. The whole PSI community can be proud to have been a part of the stunning display of flags,, costumes, food and music representing our multinational and multicultural school family. The PTA enjoys opportunities to put the funds that are raised from our events to good use. One of the biggest ways is our support of student social action projects through offering Community Involvement and Social Responsibility Initiative (CISRI) grants. What better way to encourage our students in leadership and broadening themselves whilst having a positive impact on the community around them? This is another tangible way that we can belong- by providing opportunities open to every student to impact local lives and see beyond their own circumstances. This is how we become true global citizens and help others to feel a sense of value and belonging, too. The PTA is passionate about supporting PSI in the process towards gaining a Green Flag status! We are doing everything we can to support and encourage the awareness of sustainability and recycling issues from the Green Committee at PSI and No Waste Ukraine. The PTA purchased recycling bins that will be used at school in the near future. We have also funded the educational programme from No Waste Ukraine that has already been provided to all Primary students and will be available for parents and staff in the new year. This is yet another great endeavour to bring the community together in belonging by participation in a wider common goal, as well as improving our ‘place’ in the local environment. We look forward to the Winter Art Bazaar, Secondary Student Council Bake Sale, and Primary Music Concert, all on the same day, 13th December! As the PTA, we enjoy helping to prepare and support these events that really help to bring the community together once again. We encourage parents and students to take advantage of these wonderful opportunities to participate and get involved in school life. PSI really is a place where we can all belong! 33
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International Night Photos
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Proactive Protection American politician Jodi Rell said, ‘At the end of the day, the goals are simple: safety and security.’ Pechersk School International is committed to the safety and well being of all children and young people in our care. By ensuring our students’ safety, we make our community a secure place where they feel like they belong. As part of our commitment to the safety of our students, we have been focusing on issues around child protection, especially how we protect our students and community with regard to abuse, harassment, bullying, self-injury, suicidal ideation, and neglect. The process is comprehensive and includes policies and protocols, education of staff and community and a well developed curriculum for our students.
By Felina Heart Primary Counselor
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A PLACE WHERE WE BELONG
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irst, we developed policies and protocols we can follow if there is a child protection concern. Our team of administrators, counselors, teachers and medical staff looked at policies from around the world and developed the Pechersk School International Child Protection Handbook, which has guidelines for reporting and handling situations related to child protection. Furthermore, the team developed specific forms to use in the reporting process and in the documentation of the management of each case. Second, we focused on educating our staff and community, which is vital to ensure that the policies and protocols are understood and followed. Each year, all staff members are trained on all child protection issues and the proper reporting procedures for concerns they may have. Last year, a Parent Education Tuesday (PET) was conducted regarding child protection issues and what PSI has done. This year, on 23rd January, the counsellors will be conducting another PET session on child protection. Further, we are developing signs and statements for display around the campus to inform visitors and the community of our dedication to child protection. Third, we looked at how we educate our students to recognise signs that they may be a victim and how they empower themselves to seek help. We researched many child protection curriculums. The Child Protection Team decided to adopt the Keeping Safe: Child Protection Curriculum from Australia. This is a comprehensive and vertically aligned EC-12 curriculum that covers four focus areas: The Right
to Be Safe, Relationships, Recognising and Reporting Abuse, and Protective Strategies. The lessons are age appropriate and include a range of tools, including videos, books, activities and discussions. Further, the Keeping Safe: Child Protection Curriculum has recently been reviewed and updated. Our counsellors received training in the programme in October and went on to train homeroom teachers in November and December 2017. Counsellors will also present a PET about the curriculum on 6th February. Teachers are already implementing lessons in the Secondary homeroom programme (PEx) and within UOIs in the Primary. In the spring, more lessons from the curriculum will be conducted throughout the school. We expect a complete roll out with connections to the UOI’s and lessons through PEx in the 2018 - 2019 school year. Finally, it’s important to note that the work we have done is not the end of child protection work. The handbook is a living document that will be reviewed and updated annually. The child protection committee meets at least quarterly to analyse how the programme is functioning. Part of this analysis looks at the new standards from the Council of International Schools and how PSI meets those standards and the work PSI needs to accomplish to exceed those standards. With a strong policy and community support in place, we continue to keep our children safe and help ensure that they lead a happy and healthy life.
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Belonging Requires Bala American Psychologist William Glasser pioneered Choice Theory. He says people are, ‘driven by our genes to satisfy five basic needs: survival, love and belonging, power, freedom and fun.’ (Glasser) The most important need is love and belonging, as human connection enables all of the other needs to be met (Glasser). Children and young adults need help and guidance to reach these needs. Balancing home, school and personal lives helps develop a secure sense self.
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oday’s world is fast paced. We are driven to do more, see more, and be more. This leads to elevated stress levels, less time with family and friends, and work overshadowing everything else. This fast pace slowly chips away at health and wellbeing. Basic needs of love and belonging, freedom and fun seem unattainable. People need to prioritize family and the quality of what we do versus the quantity of tasks we do
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each day. Children need to learn how to prioritise so that they can become adults who can achieve their daily tasks and goals. First, make time weekly, if not daily, for family activities. Eat a meal together at the table. Talk about what happened during the day and about any plans and projects ahead. Make family plans for the weekends. Play a game, watch a movie, practice your child’s dance routine with them and read together. When parents travel, it is even more important to preserve family time. Make a Skype appointment, and send instant messages asking about school and sporting events. Mail a letter. Show appreciation and concern for your child even when away. Doing these seemingly small acts teaches children that they are important and that family, relationships and human connection are more important than work. Even teenagers who avoid family interaction will appreciate them later.
By Michele Basu, Secondary School Counselor and Felina Heart, Secondary School Counselor / M.Ed
A PLACE WHERE WE BELONG
‘Choice Theory.’ William Glasser Institute. 2017. Web. 21 November 2017. http://wglasser.com/our-approach/choice-theory/ ‘Are You Getting Enough Sleep?’ WebMD. 2017. Web. 21 November 2017. https://www.webmd.com/sleep-disorders/guide/sleep-requirements
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Belonging to a well bonded family matters. Second, limit and monitor the time your child spends on extra-curricular activities and electronics. Students need energy for school and homework. They feel overwhelmed by too many activities after school. They do need to participate in activities and clubs for university admissions and for life experience, but two or three activities may be optimal. Children and young adults need to be active every day, but unless they are in competition, it need not be several hours a day. School extracurricular activities allow your children to be involved and active without exhausting their bodies and time. Lead by example, and balance your activities as well. Promote active family time. Third, remember that the keystone habit for a productive life is adequate sleep. Children aged 3-5 need 10-13 hours of sleep, children 6-13 need 9-11 hours, and young people between 14-17 need
8-10 hours each night. (WebMD) Try to schedule 10 hours a night for your children. Assist your students in organising themselves and their time. Model appropriate balance of time yourself. Like many educators, I believe that children learn more from observation and practice than by instruction. Use an electronic or paper calendar, and help your children organise their time for homework, family and personal engagements. To improve our relationships, we must focus on how we think and act in the present, a habit which leads to success. (Glasser). We all live together in the world and need connections with supportive people. While we cannot change people, we can help them grow into emotionally, physically and socially well balanced adults. Lead by example. Give suggestions. Promote time together. Ask about someone’s day. Sleep well. Smile. Balance will bring a sense of belonging for all.
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PSI PANTHERS ATHLETICS 2017 - 2018 FALL SEASON By Ric Floyd Athletics Director / Head of PHE Department
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Season 1 was completed in early November with our teams having some success as listed below. We also hosted the CEESA Middle School Boys Football Tournament with our amazing PSI families hosting over 60 students who visited our lovely city and country. Results were:
Middle School Girls Football
Middle School Boys Football
High School Girls Football
High School Boys Football
Middle/High School Boys and Girls Cross Country
CEESA TOURNAMENTS
4th Place
4th Place
Champions Undefeated CEESA All Stars Ollie S Kai F Emily C Liza L
3rd Place CEESA All Stars Sebastian J Anuar B Leo B
High School Girls Team 3rd Place Middle School Boys Team - 2nd Place Emil M - 2 Silver Medals Katerina S - 1 Bronze Medal
KSSL TOURNAMENTS Champions
6th Place
Champions
2nd Place 4th Place
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Season 2 has started and we have had good sign ups for both basketball and swimming. We hope to be sending teams to all CEESA tournaments in early March 2018 and our students are excited about the upcoming Kyiv School Sports League (KSSL) basketball season, where we will compete against other international schools and local high schools in Kyiv. KSSL Cross Country conducted two races this season and our school cross country team competed with some very good results in all divisions, as listed below:
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Event
Middle School Boys
Middle School Girls
High School Girls
High School Boys
Race One
Emil M - 1st Igor T - 3rd
Finola Q - 1st
Sofie D - 1st Maia L - 2nd Jessica C - 3rd
Sebastian J - 2nd Oliver H - 3rd
Race Two
Igor T - 1st Alec AP - 2nd
Finola Q - 2nd Indy B- 3rd
Katerina S - 1st Sophie D - 2nd Lara AP - 3rd
Sebastian J - 1st Oliver H - 3rd
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KSSL will also have a swimming tournament this year. Our school will have a chance to host the event in our new pool as we compete against Kyiv schools here in the city before going to a CEESA tournament. The programmes we offer in athletics for the winter season are listed below, with the dates and venues for each CEESA Tournament and the list of coaches involved with each team.
Team
Coach Co Coaches
Assistant Coach
CEESA Dates
CEESA Venue
MSB Basketball
Rex Santos
Cory Haugen
Mar 1-4
Sofia Bulgaria
MSG Basketball
Peter Hausz Audra Santos
Mar 1-4
Baku Azerbaijan
HSB Basketball
Chip Faircloth John Burns
Mar 8 - 11
Kyiv Ukraine
HSG Basketball
Rex Santos
Felina Heart
Mar 8 - 11
Tbilisi Georgia
MS HS BG Swimming
Michael Holland Annie Desjardins
Aquatic TA’s
Mar 1-4
Warsaw Poland
Finally, we are pleased to announce that in Season 3, we will host our second Extracurricular Activities CEESA tournament. Our PSI community will welcome 6 Middle School Knowledge Bowl teams from our CEESA organisation on 26th 29th April 2018. We look forward to this exciting competition!
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HEALTHY BODY, HEALTHY MIND It is no secret that physical activity is necessary to a person’s well-being. But let’s have a closer look why we value PHE so much at PSI.
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A PLACE WHERE WE BELONG
Physical Health Physical and Health Education programme in PSI directly benefit students’ physical health. Getting the recommended amount of exercise during our lessons combats obesity, asthma, sleep disorders and other illnesses. Regular exercise also contributes to cardiovascular health and promotes muscle and bone development. In addition to participating in physical activity, students in PHE learn the fundamentals of a healthful lifestyle, the building blocks upon which they can develop into healthy, knowledgeable adults.
Academic Performance Regular activity during the school day is strongly associated with higher concentration levels as well as more directed, composed behavior. Studies show that physical activity contributes to improved academic performance.
Social Interactions Activities in PHE help students develop good social interactions. From a young age, students learn cooperation through group activities and form a positive sense of identity as part of a team. Such group activities are continually important as we grow older.
Mental Health The benefits of PHE to a child’s mental health are both complex and comprehensive. Improved physical health, academics and social interactions all contribute to good mental health. Physical activity sets the stage for a good night’s sleep. Regular physical activity, in addition to adequate sleep, provide more energy to participate in hobbies and interact with others. We don’t have to become an exercise fanatic to enjoy the positive benefits of physical activity. As little as participating actively in our PHE programme can make a big difference in overall well-being.
By Peter Hausz MYP PHE Teacher / Assistant Athletics Director
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CAS:
By Nikita Taratorin Leader of Student Store CAS Project
SHARING A PLACE THAT WE BELON ‘It was an invaluable experience. Nothing can describe what you feel when you see pure joy on a kid’s face from something simple like making castles with them or playing with play dough.’ – Olesia Sheremeta
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E
very person needs a place where he or she belongs. One of the biggest problems of our society is that for people who are different, it is very hard or nearly impossible to have any human interaction, friends, or family. This issue mostly touches people with learning disabilities, which made every member of our team including me understand how many advantages we have compared to many others. We then realised that one of our major moral responsibilities as PSI students, is to help people who are less advantaged than we are.
A PLACE WHERE WE BELONG
According to John Pope, a medical reviewer at WebMD- ‘Down Syndrome is a lifelong condition. But with care and support, children who have Down Syndrome can grow up to have healthy, happy, productive lives.’ In Western European and North American countries, there are many state-run programmes and institutions that help children with Down Syndrome adapt to our world. Unfortunately, in Ukraine there is no efficient programme yet in place that would help people with learning disabilities, leaving most of the burden on their parents. This is why we have organised an event for children with Down Syndrome and their parents. While parents had a chance to share their experiences, we spent time with their wonderful children. The experience I got is indescribable.
‘It was truly a heartwarming experience to see the kids enjoy the wide variety of activities we prepared, thanks to our team’s excellent teamwork.’ Andrew Luhmann Children were shy at first, but then quickly became happy, open, and active, especially when it came to dinosaur toys or playdough. What truly impressed me is that when my peers and I get depressed because we don’t have the latest IPhone, or don’t have enough time to go out with our friends, these children light up and jump in
‘I had a very fun time. It’s always good to put things in perspective when it comes to how advantaged we are in our lives. Seeing these kids be happy about the smallest things makes me understand how we must value what we have and try to help those in need.’ Daniel Josefson
place when we gave them bags full of fruits and candy, or when they accomplished building a house out of the toy blocks. I remember a few kids in particular like Ostap, who completely fell in love with building rails for the toy trains, or Masha, who didn’t want to leave our gym because she wanted to play more with us. Kids like these truly warmed my heart, and inspired me to help the cause even more. All of our team loved organising this event. Although it was incredibly stressful and hard to coordinate, we all took this responsibility very seriously. Our reward was countless thanks from children, parents, and social activists for helping these children find a place where they belong.
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CAS:
By Olesia Sheremeta Grade 12, Project Leader
ENCHANTING VISIT TO KYIV Children of the World to the Children of Ukraine is a community and service project that creates events for children who have either been displaced by the war in Ukraine, or lost their fathers in the war. These events include clothing drives, visits to Kyiv, and the donation of necessities that help the children
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On Saturday, 15th October, the Children of the World to the Children of Ukraine held our first visit of this school year! A group of 12 children from Cherkassy arrived in Kyiv, most of them between the ages of 4 and 11. We created an exciting and engaging itinerary for them: a scavenger hunt around Kyiv, lunch, and a chocolate making masterclass. The day started off with the CAS team dividing the children into three groups and setting off on our historical scavenger hunt around Kyiv, starting at Zoloti Vorota. After a little history overview of the place, the kids filled out a worksheet in their teams. Then they dispersed with the goal of finding an
A PLACE WHERE WE BELONG
envelope with the hint of our next destination. We moved on to Saint Sofia’s Church, and then Saint Michael’s. At each stop we repeated this, and the kids found the next hint. After this little guide through the landmarks of Kyiv, we went to Ostanya Barikada, where everyone had lunch, followed by a session of writing letters for the pen pal initiative. These letters are later going to be translated into Arabic, and will be sent of to the children in refugee camps in Jordan. Afterwards, we went to the Lviv Handmade Chocolate Cafe, where the kids had a masterclass in making chocolate. While the children indulged themselves in copious amounts of chocolate, we were able to take out the moms for a small tour of Maidan and Khreshchatyk. By 5pm, we were back on the bus, where we presented the kids with gifts that included back to school supplies, books and pencil cases. We also said our bittersweet goodbyes.
As always, this was an amazing event, something that cannot be retold in an article. Seeing the determination in the children’s eyes, and their eagerness to learn and explore despite the incredibly rough times they had to go through has given the CAS team an invaluable experience. A major thank you to all the people involved! Currently the CAS team is planning more winter activities and two more visits later on in the school year, so keep an eye out for updates!
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PSI ECA Programme By Alina Berezhna ECA Coordinator
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A PLACE WHERE WE BELONG
The PSI Extracurricular Activities (ECA) Programme is dedicated to providing our students with exciting new opportunities and high quality experiences. The main benefit of the programme is giving students a possibility to try something new in six different categories: Academics, Sports, Art, Media & Technology, Social & Leadership, and Languages. This wide range of activities is designed to help students discover their hidden talents and proclivities for certain areas of learning. It is especially relevant to Primary Students whose talents and interests are developing and who need to try various activities to find something that interests them. We are continuously expanding our ECA programme to meet the demands of PSI students. If you compare ECA Season 2 this year to last year, the difference is impressive; we are now offering 41 ECA classes a week more than last year at this time. We have 609 student registrations for 107 ECA classes that are offered at the moment, compared to 342 sign ups for 67 ECA classes from last year. This school year, we have added plenty of new activities to our programme: Ballroom Dance, Swimming, Zumba, Ballet, 3D Printing, Maker Space, Romanian Mother Tongue, PSI Drone Filming, Earthtrek, Movie Making Club, Felting, Programming (Coding), PSI Green Team, PSI News TV Show, Cheerleading Club and Filmmaking Studio – all from different categories to support PSI students as they become wellrounded personalities. The ECA Programme aims to let students try something new, to expand their interests and to broaden their horizons, to help students understand what they want in life and where they would like to belong in the future. In addition to the ECAs that take place from 3:00 to 4:00 p.m. every weekday, we also offer the Super Saturday Sports (SSS) activities that have been expanded this season due to the Phase 2 building opening. We now offer Football with Dynamo Kyiv Coaches, Basketball, Gymnastics and the long-anticipated Swimming in the new swimming pool.
The SSS Swimming sessions times a re as follows: 8:45 - 9:00
First group changing time
9:00 - 9:45
First group swimming time
9:45 - 10:00
First group changing time
10:00 - 10:15
Second group changing time
The Super Saturday Sports schedule for Season 2 is the following:
10:15 - 11:00
Second group swimming time
9:00 - 10:00
11:00 - 11:15
Second group changing time
10:00 -11:00 Dynamo Kyiv Football Training (G4 - 5), Basketball (G6 - 9) , Gymnastics (KG - G9);
11:15 - 11:30
Third group changing time
11:30 - 12:15
Third group swimming time
11:00 - 12:00
12:15 - 12:30
Third group changing time
Dynamo Kyiv Football Training (KG - G3);
Basketball (KG-9) and Gymnastics (KG-9)
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ALUMNI An exclusive interview with Chloe Thimonier, the PSI Graduate of 2011.
What were your favourite subjects or activities? Russian and Math. As for activities, basketball The biggest success at PSI? Managing a balance between social life, extracurricular activities and studying, which was a very good preparation for university.
How long were you a PSI student and when did you graduate? I first came to PSI in September 2008 and graduated in May 2011. What did you like the most about PSI? Sports events, definitely. Whether we were hosting them or going to a different country, it was always a blast!
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Where are you studying now, what is your major and why did you choose this major and this particular University? I first did a Bachelor in Physiology at McGill University in Montreal, and I am currently doing a Master in Biomedical Engineering in France at Ecole des Mines de Paris and UniversitĂŠ Paris Descartes. I first picked physiology because I wanted to work in the medical field. During my third year, I took a biomedical engineering course that focused on artificial organs and tissue engineering for cardiovascular diseases. I loved it and decided to pursue a masters degree in that field. I picked this programme because while most science and engineering masters programmes orient students towards academic research, this one is more focused on industry and we get a lot of hands on experience through internships and conferences. Additionally, I was excited to go back to my home country and live in Paris.
A PLACE WHERE WE BELONG
How did PSI help you in your path to where you are now? I remember that we had to do a lot of reflections and self-evaluation of our work, which seemed boring at the time, but in retrospect, it was very useful. Learning to accurately evaluate the quality of your own work early on is an important skill to have, and PSI helped me with that. Also, a lot of importance was given to extracurricular activities, which was good because there is a balance to be had with life outside of school and home.
What is the key feature that make this university different from others? I’m currently attending two universities because in France, engineering schools are separate from regular universities, so the engineering classes and biomedical classes are taught in separate schools. It’s interesting to be taught by professors coming from various fields but who all work on the same project because they have different ways to approach the same questions. Also, the masters programme is international, so there are people coming from different countries with a wide range of academic backgrounds, as biomedical engineering is very interdisciplinary.
What advice would you give to the students in Grades 11 and 12? Easier said than done but: do not procrastinate. You will have to do your work eventually, so you might as well do it now. As for university applications, try to contact alumni of the schools you’re applying to so you can have an idea of what your life will be once you study there. Your lifestyle can differ tremendously from one school to another, so pick the one that is right for you, because you will be there for at least 3 years. Your plans for the future? After my PhD, I want to be a researcher in the industry for a few years then move onto pharmaceutical consulting. I am also considering creating a start up further down the road.
What is your life today? Any special projects and initiatives? I am currently applying for PhDs in Biomedical Engineering in France, Switzerland and in the UK to work on organ-on-chips, which is an emerging field that consists of mimicking organ functions on microchips. Do you keep contact with any PSI friends? What do you miss the most about PSI? I do keep in touch with some of my PSI friends and occasionally see some of them. What I miss most is definitely the mix of nationalities and backgrounds; you can somewhat get that in university but not to the same extent.
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Library: The Space Where we Belong by Pam York and Polina Spencer, PSI Librarians
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ere at PSI, we are proud that the library plays a central role in our motto ‘A Place Where we Belong’. We strive to make our libraries vibrant, inviting, engaging and stimulating in order to attract as many community groups as possible. Our communal space is used to support student centred initiatives and offer opportunities for student learning as well as provide a relaxing atmosphere for recreation. Students can often be found reading, playing chess and other games, conversing, rehearsing, and creating – both during and outside of formal study periods. Parents are invited to hold their language
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lessons and other meetings in the library and staff often use the facilities to have formal and informal meetings. To foster community involvement, we welcome parent volunteers in the library, especially as we begin some new and exciting projects. A range of cross-grade ECAs have started, taking place in all library areas and these include bumblebee robotics, minecraft and 3-D printing. Our collection of resources represents the entire PSI community and caters for the various interests and academic needs of students from EC to Grade 12 as well as staff and parents. We also host regular book fairs throughout the year. We aim to support mother tongue learning through a range of resources and we always welcome donations and community contributions to our collection. The PSI library truly is a place where we belong!
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Happy Festive Season PSI!
Dear PSI Community! Thank you for a positive, inspiring, and very successful first half of the school year. Enjoy your holiday break, festive season and new year. See you all in 2018! PSI Administration.
An IB World School Since 2000