PSI Life - Fall 2018 Edition

PECHERSK SCHOOL INTERNATIONAL

FA L L 2 0 1 8

PSI LIFE

Inquiry Please enjoy reading our new PSI Life Fall Edition, with a focus on Inquiry - the leading pedagogical approach of the International Baccalaureate programs.

PSI Life Quarterly Magazine WWW.PSI.KIEV.UA

PECHERSK SCHOOL INTERNATIONAL

FA L L 2 0 1 8

3

EDITOR’S LETTER

4

DIRECTOR’S NEWS

6

FROM THE BOARD

9

FROM THE PRIMARY PRINCIPAL

10

ACTION IN THE PYP

12

INQUIRY THROUGH THE OUTDOORS

14

DOING SMALL BUT SIGNIFICANT THINGS IN GRADE ONE

16

INQUIRY INTO MATHS JOURNALS IN 5TH GRADE

18

TUNE INTO INQUIRY

20

INVITING STUDENTS TO TUNE IN TO THE PROCESS OF THEIR LEARNING IN PRIMARY ART

23

FROM THE SECONDARY PRINCIPAL

24

WEEK WITHOUT WALLS

42

THE EXTENDED ESSAY: ALLOWING FOR PERSONAL INQUIRY

44

THE ART OF INQUIRY

47

PTA NEWS

52

CAS: SERVICE AS AN INQUIRY

56

INQUIRING INTO EMOTIONAL REGULATION

58

PSI JOINS FORCES WITH UNESCO TO BECOME AN ECO SCHOOL

62

PSI PANTHERS ATHLETICS 2018 2019

64

EDUCATION TECHNOLOGY AT PSI

66

INQUIRY IN THE LIBRARY

68

ALUMNI

Inquiry Please enjoy reading our new PSI Life Fall Edition, with a focus on Inquiry - the leading pedagogical approach of the International Baccalaureate programs.

PRIMARY

PSI LIFE

Chief Editor – Emma Zelenina emmaz@psi.kiev.ua

Copy Editor – Patricia Puia

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

2

COMMUNITY

Layout Design – Max Mart

SECONDARY

patriciap@psi.kiev.ua

LEARNING COMMUNITY

Dear PSI Community Welcome to the new PSI school year 2018 - 2019!

By Emma Zelenina, Marketing and Admissions Manager

I am happy to introduce you our new PSI Life Fall Edition which is focusing on Inquiry, one of the teaching approaches of the International Baccalaureate.

What is Inquiry-based Learning?

‘Inquiry-based learning includes teaching methods built on students’ individual knowledge and interests, and emphasises learning how to learn and how to find out, using both traditional and contemporary media. Each teacher has the mandate that the learning within their classroom must be engaging, relevant challenging and significant.’ (www.whatisib.com).

I hope that you enjoy reading these stories that celebrate our students’ projects and achievements and exempliify the atmosphere of our vibrant learning community.

Happy Autumn holiday, PSI!

3

Director’s News Dear Students, Parents, Staff and Community Members: We are delighted to present you with our autumn edition of PSI Life, our school’s quarterly magazine.

We invite you to enjoy the stories, articles and photographs which help to paint a picture of our vibrant, learning-centred community. The theme of this issue is Inquiry - the leading pedagogical approach of the International Baccalaureate (IB) programmes.

I

shall start my brief exploration of inquiry by posing a question which I came across recently whilst reading one of my favourite blogs*...‘What is School For?’ I would be intrigued to hear your initial responses to this question. I know that my own first thought was about preparing our students for the future; for developing human potential. There is no doubt that this is something that schools are, and indeed should be, expected to do.

In addition, the uncertainty about what future careers will look like prevails.

We know from study after study, most recently the Oxford Martin/Nesta 2018 report, that jobs in the future will be very different, even if we don’t know exactly how. The Oxford Martin School estimates that around 50 percent of all US jobs will be automated, for example. The McKinsey Global Institute also explores this theme, and shares fascinating and thought-provoking findings. No doubt, the skills necessary to contribute to the future workforce are shifting and schools must respond. As such, I would suggest, as do many others, that a greater focus on what makes learners uniquely human should be included in our multiple responses to the question, ‘What is School For?’.

My next thought was about the importance of the ‘here and now’. I believe strongly that an appreciation for, and involvement in, the present is of huge importance. Knowing our learners and responding to them as individuals is essential. Making the most of every day, of opportunities that come our way and having a sense of joie de vivre is essential. This led me to

4

LEARNING COMMUNITY

thinking about the kind of learning environment we must create for the ‘here and now’ to help our children feel connected to the present, to experience a sense of appreciation and to simply enjoy being. Warm, joyful, secure, collaborative, authentic, stimulating, responsive - these were some of the words that sprang to my mind in this regard.

So, my response to the question, What is School For? is...to focus on learning; to provide an environment that invites and provokes students to want to learn more... and more, and an environment that insists on deep thinking whilst preparing learners for the exciting and, most likely, demanding and uncertain opportunities that lie ahead. This is where I made my connection to Inquiry and Inquiry- based learning; the focus of this edition of PSI Life.

An inquiry-based school emphasises learning how to learn. It presupposes that learning must be engaging, relevant, challenging and significant.

Inquiry-driven teaching recognises cognitive, social, emotional and physical development as equally significant components in the learning process.

Inquiry learning is characterised by the engagement of students in a sequence of phases rather than in a host of activities or tasks, which is more akin to our ‘out of school’, adult learning experiences. The process begins by building upon a learner’s prior-knowledge and ends in an application of the acquired understandings. In essence, an inquiry approach allows us to reach our goal of creating a successful learning-focused school.

For schools to create learning-focused cultures of thinking for students, they must also develop learning-focused cultures of thinking for teachers.

The development of a learning community in which deep and rich discussions about teaching, learning, and thinking are a fundamental part of teachers ongoing experiences, provides the strong foundation for nurturing students thinking and learning. We are fortunate to be in a school of this kind; PSI is a school that commits to inquiry as its main pedagogy. PSI is a school that commits to ongoing inquiries into how we can provide the best possible learning-focused experience for all of our students.

In summary, we must continue to research, to respond and to act. We must all continue to be inquirers.

Kind regards, Rachel Caldwell PSI Director

Recommended Reading:

Four Inquiry Qualities at the Heart of Student-Centered Teaching

*Modern Learners one of my favourite blogs

The IB Perspective

We must teach the skills that keep the robots working for us

5

Never Stop inquiring and learning

by Alex Munteanu Board Chair

If you inquire what is new about the Board of Governors After the PSI Annual General Meeting held on Thursday, 17 May, the Board of Governors welcomed three new members: Eric Luhman, Marina Petrov and Andrius Nemickas. They joined Vitaly Gorduz, Peter Erben, Tetiana Bugasova, Matthew Werner, Nataliya Fiala, Yuliya Badritdinova, Lina Nemchenko, Robert McNeil and Alex Munteanu. As a result of a very competitive process, a professional, highly dedicated and truly international Board was established reflecting our diverse PSI Community representing 43 nations!

The Board meets on a monthly basis starting in September, usually the first Monday of each month. It also invites to its meetings the director,

6

both principals, a PTA representative, a faculty representative, the business manager, and other key staff as non-voting participants. We keep inquiring and learning about specific teaching activities at PSI. We also try to make our activities as transparent as possible by communicating effectively with the whole PSI community.

(Please inquire and check the summary of our minutes, which is public!) The Board’s activities are facilitated by three committees: Finance and Risk, Governance and Strategy, and Facilities and Building. These committees meet separately, usually the second week of each month.

LEARNING COMMUNITY

New Director and New Faculty The Board successfully concluded the director succession process by welcoming our new director, Rachel Caldwell, in July. Rachel came with an Entry Plan based on ‘hitting the ground learning’ through inquiring into everything at PSI. She is already in full command, and the Board is happy to acknowledge an early and very promising success. Several new faculty members (22) joined as well. Their orientation and initiation process was smooth and easy thanks to great work by principals, senior faculty and other staff.

Strategic Projects Besides its fiduciary responsibility to ensure strategic oversight of operational activities, the Board has been closely inquiring about and monitoring strategic projects. A general review of PSI by-laws and policies, the status of jurisdiction, and the proposed Phase 3 improvement of our infrastructure are the key priorities for this school year. Several other projects are in the pipeline and focused on enhancing the quality of educational process, ensuring a better and safer environment, and bringing innovation, new technologies and igniting curiosity and ‘out of the box’ thinking.

Recent events New Family Orientation, the Back to School Picnic, and the Cheese and Wine for the new families were great events. The Board brought its contribution to all - together with an excellent job

by PTA, faculty and staff.

The Board held its first two meetings in September and October as well as an annual retreat with Adele Hodgson over a weekend in September The entire Board and several invitees kept inquiring and learning from Adele and each other.

Please do not hesitate to inquire/speak to me or other Board members should you have any questions, suggestions or concerns!

Let’s make the 2018/2019 school year an outstanding one!

Kind regards, Alex Munteanu PSI Board Chair

7

8

PRIMARY SCHOOL

INQUIRY

From the Primary Principal

By Sue Williams, Primary Principal

Inquiry: a seeking or request for truth, information, or knowledge; an investigation (www.dictionary.com).

This is a simple but true definition of inquiry. So how does the PSI Primary School teach and learn through Inquiry? Here are a few examples of our day-to-day life of inquiry: Our lines of inquiry (through all of our transdisciplinary units / units of inquiry) are developed by our teachers and students as they investigate a wide variety of concepts.

We investigate communities, from the classroom community to the global community; we look at ways and ask questions about the environment and sustainability; students research past and ancient civilizations and ask themselves how these societies have affected presentday society; students ask questions about changes in themselves and their peers as they grow. Although the list is long, teachers continually challenge students to ask questions, look for answers in a variety of texts, and come to their own conclusions.

Our reading programme, Readers Workshop, also moves students into inquiry. Teachers continually have students inquire into their thinking and how they are reading, as well as the skills and strategies they use to read a particular text or synthesise various pieces of reading into their own opinion. Teachers often ask, ‘Why do you think that?’ when students give their opinion on a question or concept.

But we don’t only inquire into academic issues. While using the Zones of Regulation, Panthers Choices, and our Win / Win guidelines, teachers help students think and inquire into their choices. When children become stressed because a friend doesn’t want to play the same game, are tired / grumpy because they haven’t had enough sleep, are anxious due to a family event, or are nervous because they have to take a test or did not finish their homework, we use inquiry to help them deal with their emotions.

Instead of scolding, we ask, ‘What can you do to help yourself deal with your anxiety, anger, sadness, overexcitement?’

The Zones of Regulation use colours to help students identify how they are feeling (red = angry; blue = sad; green = feeling good and on task; yellow = nervous or a little frustrated). When asked, students are learning to readily identify their feelings so that teachers can ask even more questions and students learn to think about their feelings and how these feelings affect their actions. And once teachers and children have those answers, we then inquire ‘What do you think your consequence should be because of that action?’

A child might say, ‘I lose recess time.’ But most of the time, teachers respond with ‘You can still go to recess, but now, you have to help the duty monitors monitor the playground.

This includes asking the teacher to ask the student and / or asking the student themselves, ‘Are you doing what is right?’ or ‘How can you play in a different way so all are having fun?’

Behaviour and emotions are also tied to inquiry into oneself, something that we believe is essential for children to learn.

Inquiry can be seen and heard throughout the day in Primary School. We want and encourage students to inquire - to think, investigate, ask questions, and seek answers to academic, social and emotional issues. Your child may come home and ask such things as: ‘Why do you think the sun looks yellow sometimes and orange at other times?’ or ‘I want to talk more about how my friend and I can get along better’ or ‘I am feeling nervous; can you help me figure out why?’ Rather than answering them (as sometimes, that is our automatic response) ask / inquire something like: ‘That is a great question; let’s talk / research more and try to find those answers together.’ Inquiry opens everyone’s eyes and minds.

We should all ask children more questions, encourage children to ask more questions and keep the wonder of learning growing in them.

9

I

PRIMARY

by Glen Nicholson Primary Deputy Principal and PYP Coordinator

10

INQUIRY

A long time ago, one of my teachers, whom I respected a great deal, gave me this equation: Knowledge without action = frustration. As we look around ourselves, we may see a need or a problem. We may know how this need may be met or the problem solved, yet do nothing about it, which I am sure would be frustrating. I mention this here because I have found the formula to be true. As educators, as learners, as parents, as people, we are gregarious by nature and we are built for action. It is in our DNA. So when we learn something, naturally we want to act on this or put this learning into action. We also want to share this.

A

s educators, our hope is that as a result of learning, some kind of appropriate, responsible action takes place.

Promoting and encouraging action is a prime consideration in the design of a responsive, child-centred education.

In the IB PYP, we are dedicated to providing learners with voice, choice and ownership of their education while also developing self advocacy.

Action can take many forms. It may be scaffolded and guided by a teacher, or it may be completely selfinitiated and completed by a student. This may look very different between the early years and Grade 5, but the hope is that all learning engagements result in appropriate, realistic, and responsible action.

One of the best, most authentic and meaningful actions that we have taken as a school recently, is to become a ‘green’ school. This means that we acknowledge our shared guardianship of the planet and actively work towards a more sustainable future for one and all.

As we learn, grow and change how we do things, we broaden our experience, our skill set and our view of the world.

As such, our role in this is to encourage and support our children to wonder, to inquire, and to take action.

11

I

PRIMARY

Inquiry Through the Outdoors in KG At PSI in the Early Years, we use the Primary Years Programme to guide our teaching and learning with children. We see children as active participants in their own learning and use their unique needs and interests in order to develop the curriculum together. We believe in inquiry through purposeful and intentional play-based learning. Early learning in the PYP is a holistic learning experience that integrates socio-emotional, physical and cognitive development. In our Early Years programme, children discover, explore and make meaning of concepts throughout all curriculum areas.

by Melissa Hutton and Kendall Jackson KG Teachers

12

INQUIRY

W

e embrace the idea that inquiry should happen both indoors as well as outdoors. With this belief, we choose to work in our Outdoor Learning Area, a space that is constantly developing and changing to meet the needs of our students and curriculum. The Outdoor Learning Area has different spaces to allow for children’s natural interests. The space includes a garden, digging pit, a mud kitchen, a water play area, a construction zone, painting, and two large sand pits. Each area is open-ended to encourage children’s curiosity and natural inquiry.

As children work in the stations, the teachers are there to support and extend their thinking. This can take the form of teachers setting out specific provocations to help students to see and use a material in a new way. The teacher might be there to ask questions and to encourage children to verbalise their ideas. Other times, teachers might help to get new materials to extend a station based on the ideas of the students. In each of these ways, the teacher acts as a supportive guide and allows the children to take control of the learning.

Through thoughtful engagement with materials in the outdoors, we aim to lay the foundation for a lifetime love of learning.

13

PRIMARY

Small

I

Doing But

Signific Things

Grade by Bree Kraft and Laura Lamb Grade 1 Teachers

14

in

one

INQUIRY

*

cant

For our first unit of inquiry this year, first grade focused on who we are and how we can do small but significant things to help others and build a community. We decided that the Panthers’ Choices were the best way for us to do small but significant things at school. Some of the Panthers’ Choices we are using include the following: wait and cool off, tell the person to stop, apologise, ignore it, walk away, choose another game, talk it out, share and take turns, and make a deal. During the Who We Are unit, we focused on Panthers’ Choices because we wanted first graders to show respect and to understand how their actions affect others. The students were able to communicate about these choices through role playing, communicating, drawing, and writing. The students in first grade showed their independence and thinking skills when they were able to use these choices without teacher support. These are choices that the students may have taken and used on the playground, in the cafeteria, in the classrooms, and should now take and use at home.

15

I

PRIMARY

Inquiry into Maths Journals in 5th Grade

This year in the 5th Grade, we decided that the students would keep reflective maths journals. Rather than just explain to the students that this is what we would be doing, we wanted then to find out themselves through inquiry.

by Bryan Reardon and Sarah Browne Grade 5 Teachers

16

After an initial whole class discussion about what they thought a maths journal was, the students were sent off in small groups and given 20 minutes to find the answers to these 3 questions :

What is a maths journal?

2

INQUIRY

What are the benefits of keeping a maths journal?

–– To look back later to remember a skill –– To solidify our understanding of something by writing it down –– To see growth over time

What are the benefits of keeping a journal?

What will we write about... what are some prompts to help us get started with our reflective writing during each journal session?

The students were provided with a template to record their findings. After the given time, students reported back on their findings and this information was collated onto a template. This was printed off and a copy given to each student to place in their maths journals. These were our findings.

3

What are some prompts, (things that we should be writing about) when writing in our maths journal?

1

What is a maths journal?

A place to reflect on our maths learning and thinking

–– –– –– –– –– –– –– –– –– –– ––

Today / This week I learnt that….

I can improve by…

Next time I could...

My brain grew today by...

This week, I helped someone with their maths by…..

What I found challenging / what I found easy...

I think today went well because...

One mistake I made was...

I want to learn about...

One way I helped someone in maths was...

Today / This week, I felt ______ about maths because….

–– The strategy I want to work on is...

–– Something I learnt today and did not know yesterday

From now on, the students will record in their maths journals once or twice a week using the prompts that they have found as well as hopefully creating more prompts of their own.

17

I

PRIMARY

Tune Into Inquiry

Primary Music

by Gretchen Foster Primary Music Teacher

At PSI, we believe that through inquiry, students can develop a variety of skills through exploring specific ideas or concepts. Inquiry looks different for each student, as they are encouraged to ask thoughtful questions and identify their interests within a topic. In Music class, we inquire into music-specific concepts. We also integrate into homeroom units of inquiry at each grade level.

18

T

he music-specific units of inquiry are designed to develop the whole musician. Our ‘Mood Music’ unit focuses on the idea that people express their feelings about music differently and have different musical preferences, as well as examining how thoughts and feelings are expressed through music. Some of the engagements that happen during this unit include listening to a variety of music, sharing individually meaningful music, composing music designed to

INQUIRY

express a specific emotion, and writing a story about a piece of music focusing on form.

The Composition unit focuses on the processes and music of different composers, as well as with improvisation (unplanned composition), informal and formal composition. This unit is a challenge, as students need to make independent decisions about what their music will sound like.

Guided composition, where students are given a set of rules to follow while composing, helps set students up for success in open composition later in their musical studies.

The theme of our Music Notation unit is that music is created from notes of different pitches, scales and rhythm structures. The lines we inquire into in this unit are the elements of music and the connection between musical elements. Students spend time reading and writing rhythms and in upper grades they begin reading pitches of the treble staff. The goal is that by the end of Grade 5, all students are able to read sheet music (rhythm, pitch, expressions and form) through singing and playing instruments.

In the units ‘Performing: Singing’ and ‘Performing: Instruments’, students explore making music in different ways. When singing,

students explore how to create melodies and lyrics and how to create sounds with the voice for specific purposes (sound effects, classical singing, pop music singing). Through instruments, students explore different cultures, apply music theory and perform alone and with others. Instruments that students explore include: unpitched percussion (drums, rhythm sticks, maracas etc.), pitched percussion (boomwhackers, xylophones etc.), and recorders.

Both singers and instrumentalists perform in concerts and ‘informances’ designed to develop musicality and independence.

Concert Dates for the 2018-2019 School Year

Wonders of Winter Performance (Whole School) Friday, 7 December 2018 @ 1:45pm Tunes Through Time Concert (G3-G5) Wednesday, 13 February 2019 @ 3:15pm Panther Players Production (G3-G5) Tuesday, 9 April 2019 @ 3:15pm Notes of Nature Concert (EC-G2) Thursday, 25 April 2019 @ 9:00am

19

I

PRIMARY

Inviting Students to Tune In To the Process of Their Learning in Primary Art

by Anna Belokon Primary Art Teacher

20

INQUIRY

The beginning of the school year is always full of excitement and curiosity for future experiences.

Each new school year brings a new programme, new teachers, new friends, new challenges, and new successes. When students come back after a long summer vacation, they are full of many different impressions and summer adventures to share. The beginning of the school year is a great time and opportunity for students to tune in to the process of learning and to share their summer impressions with their friends. This is what students did in Art class at the beginning of the year. These experiences and activities helped students to find different ways of communicating with their peers, share their adventures, and express themselves through Art.

Some of these projects included Grade 5 students creating their fantastic Summer Adventures Around the World Map, Grade 3 working cooperatively on their ‘Sea Bubbles’ summer project, and Grade 2 creating their delicious slices of summer cake, pizza and pie.

Students also have started to work on the current art units. Early Childhood and Kindergarten classes had fun exploring playdough and modelling clay, whilst Grade 1 explored the techniques necessary to design their 3-D animals. Meanwhile, Grade 2, 4 and 5 have been developing their observational skills and applying their drawing skills during their Drawing unit. A successful beginning leads to a very successful school year!

21

22

SECONDARY SCHOOL

INQUIRY

From the Secondary Principal

by Patricia Puia Secondary Principal

If you’re like me, your time in high school was probably characterised by desks in rows, with teachers at the front sharing their wisdom while you took lots of notes, which you then committed to memory and then gave back to the teacher in the form of quizzes, tests or essays. But step into an inquiry-based classroom, and you’ll see a much more dynamic and engaging approach to teaching and learning.

students in Kyiv and then creating toys and games that meet those needs. Art, Music and Drama classes explore international traditions in the arts, and create original pieces. Our student mathematicians look at multiple ways to solve the same problems and how to apply those mathematical concepts to real-world examples - like mapping the size of their skin using geometric theorems.

Perhaps our most powerful example of inquiry learning is the annual Week without Walls trips. Students in every grade level expand their understanding of language, culture, history, science and the arts through travel and discovery in Ukraine and Europe. These trips are often the most positive and memorable learning experiences for students in every grade level, as you’ll see in the many articles in this magazine.

In short, the International Baccalaureate (IB) and PSI approach to student learning is designed to help students move beyond mere facts and into a world where every experience is an opportunity to ask questions, learn and grow. Enjoy this issue’s many articles on just what that looks like here at PSI.

I

f you’re not yet familiar, we can start with a definition. Inquiry learning ‘prioritises student questions, ideas and analyses…..

From a student point of view, inquiry-based learning focuses on investigating an open question or problem, using evidence-based reasoning and creative problem-solving to reach a conclusion…’ (www.prodigygame.com).

That approach looks different in classrooms throughout PSI Secondary. In Language and Literature, it’s digging into the themes and nuances of world literature, trying to see how different cultures, time periods and authors view the same problems. Our Science and Design students engage in real-world hands on learning, from examining DNA and genetics to exploring the needs of disadvantaged

23

II

S E CO N DA RY

WEEK WITHOUT 24

INQUIRY

25

II

S E CO N DA RY

6

by Julie Constance Homeroom Teacher

Grade 26

CARPATHIANS Author and motivational speaker Brian Tracy says, ‘You can only grow if you are willing to feel awkward and uncomfortable when you try something new.’ During the Grade 6 Week Without Walls trip, the Transcarpathian Region in Ukraine provided many opportunities for growth. The students’ learning experiences included First Aid practice for Physical and Health Education (PHE), and thinking about how the IB learner profile traits could be applied in their experiences outside of the classroom.

On day one, students had a short plane trip to Ivano-Frankivsk where we met our guides from Active Ukraine. We had lunch and practiced our first First Aid scenario for heat stroke. Next, we rode to Prokurava village where we visited the village school to try our hand at the traditional craft of dying Easter eggs decorated with patterns and layers of dye. After this, we went to the home and farm of a local family and helped them harvest apples, pumpkins and squash, corn for the chickens, and beans. When we arrived at the guest house, we had a hot, satisfying meal waiting for us. After dinner, students wrote in journals and had a circle time discussion to reflect on the day.

On the second day, we set out on a short but challenging hike to a lovely meadow near the guest house. There were several ascents that really challenged students to push themselves

INQUIRY

to reach their goal. It gave us all a real sense of accomplishment when we succeeded in reaching our destination. Once we reached the top, students practiced another FIrst Aid scenario for a sprained ankle. Then they divided into 3 groups and worked together to gather wood, cut vegetables, cook spaghetti and corn porridge, and gather herbs for tea for our midday meal. The weather was beautiful and sunny and we were visited by some horses and cows whose bells made a nice relaxing sound as we ate our lunch.

Back at the hotel, we cleaned up with hot showers then had tea and dinner before circle time, where we discussed all the ways we grew in the IB learner profile traits.

On day three, we packed up for our move to Nadiya Hotel in Ivano-Frankivsk after the canoe trip on the Dniester River. We transferred by bus to Luka village, where we took a 2 km hike to the river’s edge for our picnic lunch of buckwheat, meats, cheeses, and fresh salad. The instructors put us in our life vests and gave instruction on how to use the paddles properly, then we set out for the 13 km trip down the river. It was another beautiful warm day, so the students enjoyed some splash fights on the river. We stopped halfway for rest and a snack near a beautiful moss-covered waterfall. The river was calm and peaceful, with herons flying overhead and resting on the banks, and cows looking out from the surrounding farms.

When we arrived at our destination, we changed into dry clothes and headed off to the hotel, where we had dinner and settled into our rooms for the

night.

On our final day, we started with a bus ride to Zalissya village, where we explored the Mlynky Cave with headlamps and coveralls like real spelunkers. There were narrow passages and even a place where the only way through was to crawl.

After the cave, we drove back to Ivano-Frankivsk for dinner at the Urban Cafe before our overnight train trip back to Kyiv.

On this trip, we were challenged to move out of our comfort zone as we did things we don’t usually do. We were challenged physically and mentally to push ourselves to do things we did not think we could do or had never done before. We grew as risk-takers, and communicators.

We displayed open-mindedness as we explored places very different from our homes and learnt to get along with people we did not spend much time with before the trip. Many students took the opportunity to take on leadership roles, encouraging each other and helping their peers overcome challenges. All of this led to a week full of successes as students achieved their goals harvesting, hiking, canoeing and caving. We grew, we led, we succeeded!

27

II

S E CO N DA RY

7

by Shawna Sturk Homeroom Teacher

Grade 28

LVIV Thirty-one Grade 7 inquirers visited Lviv for the Week Without Walls trip this year. The trip was filled with legends and story-telling by our tour guides and a particularly old Guardsman late one evening. The students were given the opportunity to take advantage of this ‘city where dreams come true’ by writing a wish or dream on a balloon and releasing it out to the universe from High Castle Hill, where there isn’t actually a castle, but there are 250 steps that must be climbed to get there. They had the opportunity to try new foods, see the good things that are being done to take care of bears that were in captivity, and visit the home of one of Ukraine’s more famous authors, Ivan Franko.

INQUIRY

It wouldn’t be a visit to Lviv without the opportunity to make chocolates, so we did that, too, and small marzipan bears as well. The students went on quests that challenged them to be risk takers, inquirers, and communicators as they tried to solve the puzzles that would allow them to escape a theme room, find a hidden treasure that was left by the ancestors of Olesko Castle, and unravel the mysteries of the city’s inner square. All these adventures gave them the foundation to write their own folktale set in Lviv or create a travel brochure for their L&L and EAL classes.

29

II

S E CO N DA RY

8

by Annahita Sarty Grade 8 Week Without Walls Trip Co-Leader

Grade 30

ODESSA Bright and early on the morning of Monday, 17 September, the Grade 8 class started a new adventure: a trip to discover the diversity of Odessa, both human and biological. This was the first year for this particular trip, so nobody was quite sure what to expect, but everyone was very excited. As a port city with a vibrant history, Odessa was the perfect place for us to look at diversity and how the relationships between people, animals and places can create a diverse whole out of separate parts.

INQUIRY

We started our inquiry into Odessa’s diversity on Monday, with a walking ‘quest’ of the city, which inquired into founders, famous battles, and important writers and artists who helped shape Odessa. We continued our day of inquiry with a stop at the Museum of Interesting Science, a fascinating museum full of interactive exhibits ranging from a maze of mirrors, to puzzles, to tests of hand-eye coordination. Both students and adults had a great time inquiring into how science works, and many students listed this as one of their favourite activities.

On Tuesday, after an invigorating bike ride by the sea shore, we headed out to Bilhorod Fortress, an 800-year old walled structure overlooking the ocean. Historians believe that the fortress was founded by the Genoese, but at various points throughout its history, it was also controlled

by Moldovans and Ottomans, among others.

In addition to inquiring into the history of the fortress, students also watched a re-enactment of medieval combat, and were even able to try it for themselves!

Wednesday saw us exploring the catacombs, another favorite of many students, and inquiring into its history as a mining centre, a refuge, and a secret base for Soviet soldiers during the Second

World War. The excursion to the catacombs was followed by another walking tour of Odessa, this one focused specifically on its multicultural past. We finished the day with an afternoon at the Bulgarian Cultural Centre of Odessa and an evening at the opera house watching a ballet.

For the final day of our trip, we shifted our focus. As well as inquiring into the human diversity of Odessa, we looked at its biological diversity.

Students first participated in a boat trip through the Dnistrovskyi wetlands and bird sanctuary, and they followed this excursion with one final quest in the Dnistrovskyi Lyman Nature Park. We finished our week in Odessa with a very special trip to the philharmonic, where we watched monks performing rock songs. It was quite a treat!

Based on student feedback, the trip was a great success, and students not only inquired into the diversity of Odessa, they also had fun doing it. In their reflections, students talked about what they had learnt, including elements of ‘Odessa’s history as an important modern city, a past major trade center, and a cultural center.’ My favourite reflection came from a student who has been to Odessa many times before, but who summed our trip up nicely when he said he had learnt that ‘even if you have gone somewhere a million times, you can still learn something new the next time you go there.’

31

II

S E CO N DA RY

9

by James Spencer Grade 9 Week Without Walls Trip Leader

Grade 32

BERLIN Grade 9 students spent their Week Without Walls enhancing their studies in Individuals and Societies and English Language Acquisition by exploring Cold War Berlin. Students turned their classroom knowledge of the Berlin Wall into a week of discovery.

The Reichstag, the present German Parliament, was our introduction to the city of Berlin and its history.

The group attended a ‘sound and light’ performance about the history of the building on our first evening, and the next morning attended a lecture in the gallery of the plenary hall.

The afternoon was devoted to visiting the Berlin Wall Memorial Museum at Bernauerstraße, an area where a large section of the Wall and the ‘Death Strip’ have been preserved. The group was able to walk around and explore this section, giving them a firsthand idea of what Berliners saw during the 28 years that the Wall stood. They were accompanied by two guides who pointed out specific details, and who helped them to imagine exactly how it must have been to be in Berlin when the Wall was up.

Another day took them on a bike ride along the route of the Wall in the city. Expert guides used different techniques to show students how to identify former East or West Berlin while taking them to Checkpoint Charlie, the Peter Fechter Memorial, the East Side Gallery, the Oberbaum Bridge and the Russian War Monument in Treptow Park. The guides also told the students stories of some very daring escapes from East Germany. This day ended with

INQUIRY

a visit to the DDR (East Germany) Museum. This museum has a large exhibit centred on everyday life in former East Germany. The interactive museum was a hit with everyone, and showed how East and West Germany became culturally different countries simply by being divided by the Wall.

The culmination of the trip was a tour of the Lindenstraße Memorial: a Stasi (secret police) prison in Potsdam, near Berlin. Dr. Peter Hampe, a former prisoner, conducted the tour, explaining how the prison worked and how political prisoners were kept in solitary confinement during their time in this prison for interrogation purposes. The students put together their interview questions using a biography they had been given in class before our trip, but were keen to find out more information after seeing the prison and listening to Dr. Hampe’s story. They discovered the experience of talking to a Cold War ‘Zeitzeuge’ (time witness) to be enlightening.

One evening we had a Berlin Trivia Quiz.

Students were put in teams and answered questions about what we had seen and learnt.

There were some added questions about life at PSI. The winning team received a prize.

It was an outstanding visit, made even better by the students’ keen interest in the Berlin Wall and the Cold War. Their ‘real world’ experiences were just one way that the Week Without Walls trip this year supported the school’s mission.

We worked together and grew as a team, which made for a successful Week Without Walls. An outstanding week!

33

II

S E CO N DA RY

10

by Cory Haugen Grade 10 Week Without Walls Trip Leader

Grade

34

KRAKOW As Grade 10 explored the city of Krakow, the ideas of community and preservation continued to swirl around us.

On our first day, we toured the underground museum nestled below the bustling square. There we literally saw the layers of the city; we saw as modern Krakow preserved its ancient self in glass and stone. We heard stories of those who lived and died in the old city and wondered why we, as humans, find it so fascinating to look at old knives, old coins and old slabs of iron. How do these items help us understand those that came before us and ourselves?

INQUIRY

We walked around the Wawel Cathedral and listened as our guide told us about the interesting artifacts and significant people entombed in its soaring gothic expanse. Then we returned to our hostel and enjoyed dinner; our own little community.

The next day took us to the old Jewish Ghetto and the Eagle Pharmacy. Here we were met with the sight of the 70 bronze chairs at the Plac Bohaterow Getta Square (Ghetto Heroes Square) that remind visitors of the 70,000 Krakow Jews who were deported from that exact spot during World War II. This memorial was our first experience with the preservation of this community that was so savagely torn asunder. We walked among the chairs and spoke quietly. We went from the square to the Eagle Pharmacy - now a museum. In the pharmacy, we learnt of the Poles who worked in the Ghetto and attempted to help the Jews. We saw documents and old hair dye.

We learnt about this small group of Jewish people forced to live in an even smaller space and the Polish people who tried to offer support. We left the pharmacy thoughtful and walked to lunch in the Jewish Quarter, where once again we enjoyed our own community.

We started Thursday split into two groups. One visited the Old Synagogue and toured the Jewish Quarter, the other took a sculpture tour of the city. Each group saw and heard about how individuals, communities and even pets (look up Dzok the Dog, it is a heart-warming and heart-breaking story) are memorialised and preserved within the city of Krakow.

We then took the bus out to Auschwitz.

It is truly difficult to express in words the power of this memorial. We shed tears, we consoled one another, and we saw with our own eyes what we had learnt in classes and in books.

In the end, we once again had a meal, this one a bit more solemn, as our own little community.

And that is the beauty of the Grade 10 Week Without Walls trip: in studying other communities and how they are preserved, we strengthen our own community and return better than when we left.

35

II

S E CO N DA RY

11

by Dr. Tito Basu Grade 11 Week Without Walls Trip Leader

Grade

36

ATHENS The entire 11th grade traveled to Greece on a trip whose academic focus was in Theory of Knowledge (TOK) and Art. We spent five days exploring ancient sites and engaging with art and architecture of different periods. TOK encourages us to develop our critical and secondorder thinking; it asks us to question our assumptions and identify the sources and limitations of our knowledge.

Hence, inquiry is a critical part of what we do. Ancient Athens is widely considered the first place in Europe where inquiry triumphed over superstition in a range of disciplines, so the location was ideal. Over the course of the trip, students had the opportunity to experience and practice inquiry in a number of ways and in diverse contexts.

One critical experience was our visit to the Sanctuary of Aesculapius at Epidaurus. Here we saw the specific location where the spirit of inquiry entered Western medicine, and where the reliance on faith and religion was replaced by the exercise of reason and investigation, in diagnosing and treating diseases.

INQUIRY

Standing before the great Lion’s Gate at the Bronze Age ruins in Mycenae, students were faced with new inquiries. Why were lions carved at the top of the gate and why were their heads missing? In the company of our guide, the erudite historian Elias, we examined possible interpretations of the former and explanations for the latter.

Another opportunity for inquiry presented itself on a visit to the theater. In this case, the ancient Roman theater of Herodes Atticus: the Odeon. We watched a production of Aristophanes’ comedy Thesmophoriazusae in Greek with rather dim, and for many of us entirely illegible, English subtitles.

Students had been primed for this possibility and had to find other means than language to glean an understanding of the play, (Mr. Zambrano did provide them with an excellent synopsis beforehand).

During a visit to the Cycladic Art Museum, students were presented with yet another kind of inquiry. How are we to make sense of art from as long as 6000 years ago? At an exhibition of Paul Chan’s work, students were also confronted with a modern allegorical use of the Odysseus story – and were challenged to find an interpretation of the work related to current events.

On our final day, we visited the Ancient Agora of Athens in the company of Effimia, our distinguished guide – a professor of ancient myth and literature.

She led students in a guided inquiry regarding the choices made in what the ancient Athenians built and depicted. She moved our students towards a social and political understanding of the artistic and architectural works before us. In particular, she helped them understand the Greek desire to represent both a nationalistic and democratic world view in their monumental art.

Bidding adieu to the sunshine of Greece, we returned to PSI for one last inquiry project.

Students are working in groups to respond to a few of the many artistic objects and experiences we encountered on our travels. Using a set of objects they select, they have to inquire as to how knowledge is created in art. And of course, the inquiry will continue across two years of the TOK class and across the disciplines.

37

II

S E CO N DA RY

12

by Michael Holland Grade 12 Week Without Walls Trip Leader

Grade

38

SLOVENIA Slovenia is defined by its breathtaking landscapes, small size and hospitable people. Its everchanging geology metaphorically fits well with its dynamic history and was a perfect location for the Grade 12 students to step outside of their comfort zones, take risks and push their boundaries. Students were tasked with applying the concepts they have explored in their IB Diploma Programme Theory of Knowledge (TOK) course as they identified their ‘ways of knowing’ when dealing with real-life situations.

INQUIRY

Our trip commenced bright and early Monday morning. The students arrived at school full of positive energy and were all smiles, setting the stage for the week to come. We first travelled to Ljubljana, the capital city of Slovenia, for a walking tour. Our guide provided us with a variety of interesting facts, such as how educated and small Slovenia is, something that the locals take great pride in. We spent the afternoon, hiking around the pristine waters of Lake Bled, which was reminiscent of a fairy tale with horse-drawn carriages, a castle and the most transparent water any of us had ever seen.

Day two involved the most physically and mentally challenging activities of the trip. Canyoning, which consisted of climbing, jumping, and sliding down a steep mountain gorge was up first. This was followed by rafting some fun yet challenging class 3 rapids. Here is what the students had to say:

There were multiple times when I was unsure of myself, the guides and whether some of the jumps were even safe. But looking back at it, I believe that I learnt a lot about myself and how to push my body when facing that kind of stress. At the very end of the trail, I had to jump off a cliff into the pool. In that moment, I froze and refused to jump because I was afraid I’d hit the rocks below.

There was a moment in which I had to calm myself down and reassure myself that I’d make it. I did this by telling myself that the guides had done it multiple times and they were still alive.

So with that, I shut my eyes and leapt forwards.

When my head broke the water, I felt so relieved and my adrenaline was pumping. By overcoming my fear, I was able to jump off the 6m cliff that we jumped off while rafting. If I hadn’t overcome that tiny hurdle of the smaller cliff, I don’t think I’d have been able to jump off a much bigger obstacle. Zoya S.

The most important aspects of rafting were, in my opinion, cooperation and communication. Without working together and listening to the instructor in the back of the raft, we would not have gotten far. The group I was in managed to complete the activity without turning over, and I think this was because we all trusted each other and helped each other. When looking at this activity from a TOK perspective, I realise that being outside our normal environment and completing an exciting activity can change our perception. I talked with a teammate after rafting, who told me how the 6-meter rock that we jumped off did not seem tall to him from the side until he was on top and looked down. I found this really interesting, as I had the complete opposite impression. When I looked down, about to jump, I did not think I was high up, yet after leaping and looking at the rock from the bottom, I realised what height I jumped off of. This goes to show how differently you can perceive things when you’re outside your normal comfort zone, depending on what kind of person you are. - Sonja R.

39

II

S E CO N DA RY

After our descent, we spent day four ziplining down five steep sections in the mountains surrounding Bovec. Dropping a total of 1000 vertical meters, travelling at speeds over 70 km/h, with the longest span stretching 600 meters, a number of the students were hesitant to give it a go. But as they did all week when faced with uncomfortable obstacles, the class overcame their fears. Andrew L had this to say about the experience:

Day three was technology free. The students worked together to plan a five-course meal, all of the ingredients which they had to carry in their bags as we hiked 11 km to the top of Mangart Mountain. We were blessed with fantastic weather and stunning views. The students’ meals weren’t half bad, either! We stayed overnight in a cosy hut on top of the mountain before making our way back down. Anna W. had this to say about the experience:

As senior high school students, we spend countless hours staring at screens, whether it be for work or social media. The 36 hours without technology was a breath of fresh air where everyone bonded over card games, held interesting discussions and further appreciated the beautiful landscapes. However, it was a hassle for those who didn’t have watches, as they constantly had to rely on others and also couldn’t take any pictures to commemorate the hike. But that created more opportunity for connection and shenanigans, making the 36 hours completely bearable!

40

The activity was the most adrenaline-inducing, in my opinion, and generally offered the scariest premise - hurtling over a canyon 200 meters in the air. I have a fear of heights, so I approached the activity with hesitance and worry. I know that many other people in our class shared the same opinion. It’s a high level of thrill, the emotional boundary which must be passed to accept going on the ride, as well as the trust which goes into the guides for the ride is substantial.

Its extreme nature helps us realise the lesson which can be learnt from such circumstances.

This activity taught me the interdependence we share with each other as individuals as well as the importance of trying something before giving up. For interdependence, I learned how trusting one another or believing in other people helps us make more confident decisions and be safer. If I had not trusted the guides entirely, it would be very likely that I would not have gone on the ride, and if I had gone on the ride, I would have made many mistakes. This is because if I do not receive guidance which I believe is to be entirely accurate, I will most likely hesitate at crucial times and cause larger problems. For trying something before giving up, I learnt how nothing should be assessed without first-hand knowledge. I always assumed ziplining is flimsy and dangerous until I participated in the ziplining activity. This taught me the value of risk-taking in my life, and how nothing must ever be judged by its cover.

INQUIRY

The students spent a part of each evening journaling and reflecting upon their experiences.

In groups, they led discussions to share and further develop their ideas. These sessions were an essential element of the TOK portion of the trip and assisted the students in deconstructing their ways of knowing, as well as helping them bond over shared experiences. The students came away from the trip with a greater appreciation for their abilities to take risks and push boundaries and memories that will last a lifetime. Chrystyna Y. summarised the seniors’ feelings about our WWW trip this way -

From the TOK perspective of it, I was happy (to be) pushed out of my box and was able to experience all these adventures which I never knew I would enjoy. By doing these experiences, I realised how much I wanted to do this again, experiencing the adrenaline and fear of doing something exciting.

41

II

S E CO N DA RY

The Extended Essay: Allowing for Personal Inquiry

by Annahita Sarty Extended Essay Coordinator

As any Grade 12 student will tell you, senior year is a time of high stress and deadlines, one of which is the Extended Essay (EE), a 4,000-word piece of independent research, which allows students to inquire into a topic of special interest.

42

S

ome people (not least of all the seniors themselves!) may wonder why students who are already completing a highly academic programme have to produce yet another research paper. Simply put, besides the fact that the EE is a Diploma Programme (DP) requirement, there is also growing evidence that cultivating the research and time management skills required for the EE helps ensure student success as they continue on to university.

In-depth inquiry into an area of interest can be a powerful thing, and it is certainly a highly valued skill at university.

According to recent research conducted by McGill University in Canada, Warwick University in the United Kingdom, and the University of Virginia in the United States, completing the EE taught students to be ‘critical and independent thinkers’, prepared them for various aspects of the research process, and gave them an increased level of confidence when doing research reports. (IB, 2013) Perhaps even more importantly, ‘IB alumni are overwhelmingly excited about their engagement with research: they are more proud of their research, more likely to intend to conduct more research in the future, and more likely to find their research skills to be important to their future success.’ (Inkelas et al, 2012, p.4) These findings are not just academic; anecdotal evidence from PSI alumni also reinforces the importance of the EE in developing the research skills that make university a lot easier.

INQUIRY

One of the key elements of the EE is that students choose an area of inquiry themselves, from one of the six areas they are studying.

It is vital that students choose their topic carefully, as the research involved in writing the EE can be difficult and time-consuming, and in many cases, the student’s passion for his or her chosen subject is one of the main factors in success. This year, students have chosen topics in a number of areas, ranging from Global Politics to Mathematics to Art. They are looking at questions as varied as Apple’s use of mass media techniques in its original iPod advertising campaign; the pricing of bitcoin; the use of espionage during the Cold War; and the use of wood as a structural replacement for concrete in the building of skyscrapers.

Our seniors have worked hard on their EEs over the past 7 months, and they should be very proud of their achievements. The inquiry and research skills they have learnt throughout this process should serve them well, both in university and beyond. Congratulations to the Class of 2019!

BI BL I O GRAPHY Inkelas, K.K., Swan, A.K., Pretlow, J., Jones, J.N. (2012) Exploring the Benefits of the International Baccalaureate Extended Essay for University Studies at the University of Virginia. Case Study.

University of Virginia, Center for Advanced Study of Teaching and Learning in Higher Education, Curry School of Education, Virginia (Online). Available at: http://www.ibo.org/contentassets/ d74675437b4f4ab38312702599a432f1/finalfulluvaibreport10-18-12. pdf (Accessed: 25 September 2016) International Baccalaureate (2014) ‘Study finds that IB Diploma Programme students are more prepared for university’ The IB Community Blog, 9 July. Available at: http://blogs.ibo.org/ blog/2014/07/09/study-finds-that-ib-diploma-programme-studentsare-more-prepared-for-university/ (Accessed: 25 September 2016)

International Baccalaureate (2013) ‘IB Diploma Programme research shows extended essay improves student approach to learning in higher education’ The IB Community Blog, 20 November. Available at: http:// blogs.ibo.org/blog/2013/11/20/ib-diploma-programme-researchshows-extended-essay-improves-student-approach-to-learning-inhigher-education/ (Accessed: 25 September 2016) International Baccalaureate (2016) Extended Essay Guide First Exams 2018. [Online] Available at: http://xmltwo.ibo.org/publications/DP/ Group0/d_0_eeyyy_gui_1012_1/html/production-app3.ibo.org/ publication/258/part/1/chapter/1.html (Accessed: 25 September 2017)

43

II

S E CO N DA RY

THE ART OF INQUIRY

[WHEN CREATING ARTWORKS] I ALWAYS START WITH ‘WHAT IS IT?’ RATHER THAN WHAT SOMETHING IS. FOR IF WE KNOW WHAT WE ARE DOING, THERE IS NO REASON TO DO IT. Robert Wilson, American theatre artist

by Erik Zambrano HOD Performing and Visual Arts MYP Drama and DP Theatre

W

hat is it?’ This is a question that is fundamental to our humanity and is, ultimately, the question that all art and artists should be asking. Both visual and performing arts creations depend on going through a process of inquiry. Each artwork becomes an investigation where the goal is to discover and uncover truths. These investigations and inquiries are at the forefront in our rehearsals for this year’s winter theatrical performance, ‘our songs are strewn in this JEWEL HOUSE beached on the tidal wound.’

This year’s production is a work of devised theatre, a method of theatre making in which the script and movement score originates from collaborative work by the performing ensemble. It is the students who are the writers, designers, choreographers, directors, and ultimately the creators of the entire piece. The process of creating devised work is collaborative in nature and this production is no different. Our cast is made up of budding actors, writers,

44

INQUIRY

OUR SONGS ARE STREWN IN THIS

JEWEL HOUSE BEACHED ON THE TIDAL WOUND NOVEMBER 29 - DECEMBER 1, 2018 • 19:00 • PSI AUDITORIUM

designers, musicians, and artists of all kinds working together to create a performance that can be classified as a total artwork. Music, Visual Arts, and Drama teachers are all involved in the creation that will eventually become ‘JEWEL HOUSE.’ Our rehearsals began by investigating questions such as, ‘What is the difference between a house and a home?’ and ‘How have the houses I’ve lived in shaped my identity?’ The first phase of the process involved brainstorming different ideas and concepts that questions like these force us to confront. Through the creation of mind maps, drawings, sketches, scenes, poems, soundscapes, videos, essays, and short movement pieces, the structure of the piece has quickly taking shape. Every contribution generated by the students is valued but also questioned so that we can get the most out of each other’s work. It is precisely through these processes of inquiry that students are able not only to create a total work of art, but also to inquire into their own beliefs, values, and ways of thinking.

The ‘JEWEL HOUSE’ is also a work of interactive theatre, where the divide between performer and audience is dissolved and the spectators become part of the performance; the artwork becomes personal to the audience’s lives, dreams, hopes, and aspirations. Spectators may become actors in a scene or be asked to recall memories of their own lives in different houses. Actors and audience members will move seamlessly into each other’s ‘spaces,’ creating a dance of sorts, a feeling that we are all in this investigation together. In a sense, the audience is asked to engage in the methods of inquiry that the students themselves have gone through already.

As we begin our second phase of rehearsal by incorporating music, design, and performance into what students have written, our inquiry into what makes a house a home has deepened. Although it can sometimes be frightening to do something without knowing what the end result will be, our students’ resolve and drive has never faltered. No matter how complex our ideas become, we still begin and end each rehearsal asking ourselves ‘What is it?’

45

46

COMMUNITY

INQUIRY

PTA VISION

We Participate Together to Achieve.

by Inna Zhurzhii, PTA President and Renke Dirkse, PTA Communication Coordinator

What does the Parent Teacher Association (PTA) in PSI stand for? How closely do the PTA and teachers work together? How can the PTA help other parents? How can parents get more involved? What events does the PTA organise? What else does the PTA do for school? How can I share my ideas with the PTA? At first, these questions look like the ones the families joining the school ask themselves, but the PTA has also been questioning itself a lot on its role and place in the school recently. Together with parents, the school director, principals and Primary and Secondary teachers, the PTA has been engaged in a series of roundtable discussions and brainstorming sessions to develop the PTA mission and vision statements and introduce them to the PSI community.

47

III

COMMUNITY

PTA MISSION The Parent Teacher Association at Pechersk School International Kyiv is a diverse community of parents and teachers that supports an academically challenging programme in a student centred environment. The PTA is committed to modeling wellrounded, global citizenship and promoting school spirit and community engagement.

How does the PTA address a diverse community of parents and teachers?

We celebrate diversity by recognising individual differences, by accepting and respecting all members of our community and our host country. We welcome all nationalities, ethnicities, genders, orientations, physical abilities, religious and political beliefs, and socioeconomic status.

Our ethnicities, customs and traditions are an integral part of who we are and where we’ve come from, helping us pass on to the next generation our values and beliefs. We are truly blessed here at PSI to have so many nationalities from around the globe. Through different events and experiences, we are able to get to know them as individuals and as a culture and to form lasting friendships that flourish in Ukraine and far beyond.

How does the PTA support academically challenging programme in PSI? Parents provide emotional support for their children as they move through the IB programmes and partner with teachers to understand their children’s academic needs and goals. We offer support by promoting and attending parent meetings, parentteacher and student-led conferences and student events, and by reinforcing academic and behavioral expectations for students.

This year, the PTA introduced a newly revised concept of classroom parenting, allowing parents to serve as guest speakers, presenters, and readers in the classroom, as well as helping teachers find new resources. Currently, the PTA is working on creating a database of parents’ areas of expertise to help the Primary and Secondary School to bring more action and inquiry into classrooms. PSI is really lucky to have a lot of top-tier professionals among PSI parents in all areas - from Economics to Children’s Rights, from Medicine to Photography. It is the role of the PTA to help the school use parent professional resources fully.

What is a student-centred environment in PSI? Parents and teachers work together on modeling the IB learner profile, promoting involvement in school events, assisting the Student Council, and encouraging students’ actions.

Together with some long-term parents, the PTA has started investigating and gathering information on possible field trips and venues in and around Kyiv in order to offer a complete overview for teachers to choose from. PTA classroom parents 48

will be closely in touch with the homeroom teachers, to find out about their needs and seek help from other parents in order to help organise fun learning activities inside and outside the classrooms.

How does the PTA help model well-rounded global citizenship?

The PTA and its members are actively engaged in the wider world beyond school and demonstrate the learner profile both on and off campus.

We offer open dialogue among diverse members of the PSI community and engage in decision-making that includes a variety of viewpoints. It is parents’ actions that reflect positively on student attitudes.

This month, the PSI will again open its doors to celebrate the diversity of 45+ nations that are part of our PSI community.

What appears so difficult on the global stage is achieved so easily in our community, and we hope this example will spread far beyond our school.

How does the PTA promote school spirit?

The PTA encourages the school community to engage in fun and creative community events throughout the school year as well as to communicate a supportive attitude that enhances a sense of belonging and acceptance.

These events include Fun Run, Back to School Picnic, Newcomers Wine and Cheese, International Night, PTA Annual fundraiser, supporting sports events (CEESA, etc), Sports / Fun Day, and the Teacher and Staff Appreciation party.

How do we promote community engagement?

Parents and teachers work together to create an involved and caring school community through networking and organising events that benefit our students and school.

A few years ago, the PTA started to dedicate its fundraising efforts to the Community Involvement and Social Responsibility Initiative (CISRI). CISRI projects are to be selected, implemented and monitored by PSI students. Our students focus on different community needs related to children, the elderly, orphanages, animal shelters, the environment, or school projects. A significant number of completed CISRI projects allowed PSI students to take action and make a positive impact in the local community.

The PTA is fortunate to step into the new school year with the support of an outstanding team of school leaders, teachers, parents and students. We look forward to strengthening those bonds and forming new ones in the months to come.

PTA International Night 2018 27

PSI Gym

The PTA warmly invites the whole PSI community to the annual International Night

STARTS @6:00 PM

6:00 - 6:30PM - PARADE OF NATIONS

OCTOBER SATURDAY

6:30 - 8:30PM - KIDS ART SPACE IN CAFETERIA 6:30 - 8:45PM - SILENT AUCTION

We Participate Together to Achieve

III

COMMUNITY

New Family Orientation Day 2018

50

INQUIRY

PTA Back to School Picnic 2018

51

III

COMMUNITY

CAS

by Matthew Jason, Service Learning Coordinator, MYP and Tatiana Isakova, CAS Coordinator, DP

SERVICE AS AN INQUIRY One of the definitions of inquiry is ‘a seeking or request for truth, information, or knowledge’ (dictionary.com, 2018). This description can be perfectly linked to the IB approach to education* which ‘prepares a community of learners to engage with complex global challenges through a dynamic educational experience framed by inquiry, action and reflection’ (IB, 2014). In the secondary school Service and Action in MYP and Creativity, Activity, Service (CAS) in DP may be considered as one of the most important contributors to experiential learning.

This school year, Service and Action in the Middle Years Programme will expand in two broad areas: incorporating more action opportunities within subject area units in Grades 6 - 10, and providing more service opportunities for students outside of the classroom. Currently, each grade level has at least one unit of study incorporating student action in their school community. Following last February’s accreditation visit, service learning became a focus area for growth in the MYP, as a way to strengthen an already strong academic programme.

52

INQUIRY

Beyond the classroom, more opportunities for community service are being developed. Two areas emphasised are in the current work of our Green Team, as well as the CAS projects directed by our Diploma Programme students. In both these areas there will be more opportunities throughout the year for MYP students to engage: to move PSI toward its goal of becoming a UNESCO Green Flag school, and to get involved earlier in existing CAS projects, gaining valuable experience. An implementation of this approach has started already. After completion of the personal project, Grade 10 students are invited to the CAS awareness meeting run by the leaders of the CAS projects and the CAS coordinator. In cooperation with DP students, MYP students make their choices and plan actions. Students often bring fresh ideas in and initiate new projects. Last year, the students started a Writing Lab Project, and this year, a group of students decided to start a Homeless Support Project. In the near future, we plan a further vertical alignment of service

actions of all three Programmes - PYP, MYP and DP - into age- appropriate level actions. One of the common projects will be supporting the Down Syndrome Centre.

An important part of learning through service projects is cooperation with PTA on CIRSI grants.

Students inquire about community needs, justify particular choices, learn how to submit proposals, and report on grant implementation. We also plan a deeper cooperation between DP CAS teams and MYP students in this area. Above all, there is an intent to grow the opportunities for student action in each grade level in ways that connect content to real world action, help make our corner of the world a better place, and give opportunities for students to make meanings of their lives.

53

“WE GROW, WE LEAD, WE SUCCEED”

10 REA TO JOI CAS TEACHES YOU HOW TO OVERCOME UNIQUE CHALLENGES

CAS LETS YOU TRY NEW THINGS

CAS HELPS YOU STAY ACTIVE AND BALANCED CAS TEACHES YOU TO WORK HARD AND COMMUNICATE WITH YOUR PEERS

CAS HELPS YOU SET GOALS AND ACHIEVE THEM THROUGH TEAMWORK

VISIT: PSI CAS WEBSITE FOR MORE!

A SONS N CAS

by Andrew Luhmann,, Grade 12 Media Project CAS Leader

CAS TAKES YOU OUT OF YOUR USUAL COMFORT ZONE AND INTO NEW AND INTERESTING CIRCUMSTANCES

CAS TEACHES YOU HOW TO BE A LEADER

CAS HELPS YOU WITH THE ACQUISITION OF USEFUL LIFE SKILLS

CAS GIVES YOU A TASTE OF WHAT CHANGING THE WORLD FEELS LIKE

CAS TEACHES YOU HOW TO ORGANIZE YOURSELF IN A BRAND NEW ENVIRONMENT

III

COMMUNITY

Inquiring Into Emotional Regulation

by Felina Heart Primary School Counsellor

‘Feelings are like waves. We can’t stop them from coming, but we can choose which one to surf.’ These words by actor Jonatan Mårtensson ring true for most individuals but especially for children. Children are learning to recognise their emotions and what they can do when very strong emotions arise.

U

nderstanding this, the Primary School has started focusing on emotional regulation with ‘The Zones of Regulation’ by Leah M. Kuypers, MA Ed. The programme focuses on the range of emotions a person experiences, and categorises them into four colour zones. The blue zone deals with a decreased state of alertness and encompasses such feelings as sad, sick, tired, hurt or shy. The green zone is a regulated state of alertness. This is when an individuals are at their prime, when they feel proud, appreciated, happy, focused, calm or confident. The yellow zone is a heightened state of alertness and is when an individual is upset, scared, silly, frustrated, overwhelmed, worried or excited. Finally, the red zone deals with an extremely heightened state of alertness. This is when an individual is angry, terrified, aggressive, super-excited, or yelling.

56

INQUIRY

The concept of the different zones has been introduced in school-wide assemblies and also in individual classrooms. Further, students learnt a variety of strategies that they can use to move from the blue, yellow or red zone back into the green. Some of these techniques include a variety of breathing strategies, moving your body in different ways, listening to music, getting fresh air, helping others, using fidgets, learning movements that help them keep their focus, calming sequences, and finally, using positive thoughts instead of negative thoughts.

Soon, students will learn about triggers, which are irritants that affect the person’s emotions and lead them to enter the yellow or red zone.

These could be statements by others, changing situations without prior knowledge, being tired, losing something, feeling as if they have no control, and many other things.

At home, you can help your child to inquire into his / her emotional state and use strategies to help regulate those emotions. When you see that your child is not in a regulated state ask, ‘What are you feeling?’ and ‘What zone does that put you in?’ Then you can ask them what strategy or tool might be helpful for them to use to help them get back to the green zone. Once they are back in the green zone, parents and caregivers

may inquire further into what was the trigger for the uncomfortable feeling.

This will take time and patience. Giving your child a voice to express and regulate his / her emotional state takes time, energy and most of all, patience and practice. For further information, please review the pamphlets outside the Primary counsellor’s office (B202). A Parent Education Tuesday (PET) is planned for the future. You may also email Felina Heart, the Primary counsellor, at felinah@psi.kiev.ua, to arrange a time to discuss these ideas

57

III

COMMUNITY

PSI JOINS FORCES WITH UNESCO TO BECOME AN ECO SCHOOL

by Kendall Jackson Sustainability Coordinator

In February 2018, PSI, with the support of the Green Committee, signed a contract with UNESCO EcoSchools to work to become the very first Eco School in Ukraine. This program encourages students to take an active role in protecting the environment by developing sustainability initiatives at school and in the wider community. There are 7 steps towards becoming an Eco School and being awarded a Green Flag:

58

INQUIRY

1 2 3

UNDER WAY Form an Eco Committee: The Eco-Schools Committee is the driving force behind the Eco-Schools process and will represent the ideas of the whole school.

–– Check! We have the main Green Committee. This is divided into three smaller groups: Primary Green Team, Secondary Green Team, and Adult Green Team.

Carry out an Environmental Review: Carrying out an environmental review helps the school to identify its current environmental impact and highlights the good, the bad and the ugly.

–– Check! We finished this at the end of last year. Both the Primary and Secondary students worked together to go around and investigate the current environmental issues at our school. We analysed the data and decided to research the following themes: Biodiversity, Waste Management, and Energy Create an action plan: The Action Plan is the core of your Eco-Schools work and should be developed using the results of your Environmental Review.

–– Primary Green Team: check! We have a multi-step plan to develop a Butterfly Garden in our Outdoor Learning Area that is located behind the cafeteria. This action plan will take many months to complete as we research different plants and butterflies, design and build the best butterfly houses, and examine the life cycle of butterflies that we hatch from eggs.

–– Secondary Green Team: The Secondary Green team has some big goals this year. They would like PSI to be a straw-free and plastic water bottle - free campus. Please bring your own water bottles/cups while on PSI’s campus. Another goal is to encourage students to eat meatless Monday lunches. The Secondary Green Team is also applying for a CISRI grant so that every windowsill in the Secondary school has at least one plant living there. They are also displaying “green” messages around the school via our bulletin boards.

–– Adult Green Team: We have recently established the goals of looking at more ‘green’ products that are used in school, establishing more curricular connections to sustainability, and discussing how we can make the many events that are held at school more sustainable.

59

III

COMMUNITY

4 5

6 7

60

Monitor and Evaluate: To find out whether or not you are successfully achieving the targets set out in your Action Plan, you must monitor and measure your progress.

–– As we work on implementing our many action plans we will continue to reflect on our progress.

Curriculum Work: Besides increasing the status of the programme, linking Eco-Schools activities to the curriculum ensures that Eco-Schools is truly integrated within the school community.

–– We have already begun this work! 7th grade students are responsible for the recycling programme in the Secondary School through their science class. The 8th grade Design class has a sustainability unit. They have built the planter boxes in our garden and will continue to find ways to design and build different items for our school to become even more sustainable. The kindergarten class has been busy composting and taking care of the garden out back. We have recently begun to harvest food that was planted in spring and are composting the rest that we can’t eat!

STILL ON THE ‘TO DO’ LIST Inform and Involve: Getting everyone on board! Actions should not just be confined to the school: for example, students should take home ideas to put into practice.

–– Although this is technically after we have implemented our action plan, it is never too early to have our community join us in our efforts. It can be small changes such as bringing recycling to school, packing sustainable snacks, bringing your own flatware to school events like International Night, or using reusable items like shopping bags, reusable straws, or bringing your own tupperware to a restaurant for your leftovers. Small changes in habit can make a big difference overall!

Produce an Eco Code: A statement that represents the school’s commitment to the environment.

INQUIRY

Throughout the seven steps, we will be checking in with our representative at Eco Schools. Once we have worked through all seven steps, we will apply and hopefully be awarded a Green Flag!

We are so lucky to have such a committed group of students, teachers, administration, and parents who are working together to make our school more sustainable and ultimately create a better world for all of us!

61

III

COMMUNITY

PSI PANTHERS ATHLETICS 2018 - 2019

by Ric Floyd Athletic Director

This year will be a big year as we host two very large tournaments (High School Boys Football and Middle / High School Boys and Girls Swimming CEESA Tournaments).

We’re also pleased to be making good use of the completed PSI Litsey Track and Field project, which allows more of our sporting teams to be able to train on campus.

We started Season 1 with a good number of students signing up and preparing for the upcoming Kyiv School Sports League (KSSL) and Central and Eastern European Schools Association (CEESA) tournaments in football and cross country.

This year, students will also have some new developments in our athletics gear to look forward to, including the following: • New designs for our two training shirts • A new CEESA tracksuit pant with a lighter material • New away team uniforms for football and basketball - sky / ice blue colour KSSL also has the possibility of new programmes this year, as sports in Kyiv international schools grow. We are looking at two High School Cross Country races, and two Middle / High School Swimming tournaments to help prepare students for the CEESA events.

The league also wants to further develop the Invitational Futsal Soccer Tournaments with the possibility of making it mixed gender and inviting teams from other countries.

The Track and Field team will have the opportunity to travel to an international tournament in Bratislava and also host a practice meet at our new PSI Litsey Track facility.

Our swimming tournaments will be enhanced with the purchase of a new touch pad timing system and electronic scoreboard.

62

LEARNING COMMUNITY

In 2018 / 2019 we will be hosting the following CEESA Tournaments:

Season 1

Season 2

High School Boys Football

Middle / High School Boys and Girls Swimming

7th to 11th Nov 2018

28th Feb to 3rd Mar 2019

The programmes we offer in athletics for the fall season are listed below, with the dates and venues for each CEESA Tournament and the list of coaches involved with each team: FALL SEASON

Team

Coach

Assistant Coach

CEESA Dates

CEESA Venue

MSB Football

Alex Semeniouk

Dan Whalley

8-11 Nov

Vienna IS Austria

MSG Football

Gretchen Foster

Anna Sarty

1-4 Nov

Riga Latvia

HSB Football

Ric Floyd

Gene Sturk

7-11 Nov

Kyiv Ukraine

HSG Football

James Spencer

Katy Hourston

7-10 Nov

Helsinki Finland

MS HS BG Cross Country

Michael Holland Cory Haugen

Molly Unterseher Pam York

15-18 Nov Sofia Bulgaria

We look forward to a great year ahead for the PSI Panthers!

63

III

COMMUNITY

Education Technology at PSI

As we begin our new year, educational technology at PSI is witnessing a change in personnel and a renewed vigour as we meet the upcoming challenges that lie before us.

by Mr. Brent Zeise and Mr. Nicholas De Dios

64

We are welcoming aboard two new faces to the team: Mr. Brent Zeise and Mr. Nicholas De Dios. Mr. Zeise brings 11 years of international educational experience with him, including the last eight as the head of technology at his respective overseas institutions. Mr. De Dios brings a wealth of experience from the United States in technology integration in the classroom and the makerspace movement.

The technology department is launching an approach to technology that incorporates the Triple E Framework, recently developed by Dr. Liz Kolb at the University of Michigan. This simplified and easy to understand framework allows self-assessment of an educator’s strengths in integrating and utilising educational technology in the classroom. This Triple E framework is understood in the words ENGAGE, ENHANCE and EXTEND.

INQUIRY

Engage (Level 1) ‘Engagement is one component of technology integration. Often by putting a piece of technology in front of the students or in their hands, they become interested or “engaged” in the activity.’

One way we at PSI plan on implementing this process of engagement is by simply asking the question, ‘Does the technology motivate students to start the learning process?’ Furthermore, we plan on digging deeper by asking, ‘Does the technology cause a shift in the behaviour of the students, where they move from passive to active social learners (co-use or co-engagement)?’

By finding out the answers to these questions, we will get a better pulse on the educational technology usage in our PSI classrooms and work at developing systems to improve overall performance so students are truly being engaged!

Enhance (Level 2) ‘Technology can create opportunities for students to move beyond engagement in content, where the technology may simply be replacing a traditional method of instruction, but it is not actually doing anything different than the traditional method was doing.’ At PSI, we plan on motivating educators to enhance student learning by asking questions such as, ‘Does the technology tool aid students in developing or demonstrating a more sophisticated understanding of the content?

‘The goal we strive for here at PSI is to promote the usage of technology to create paths for students to demonstrate their understanding of the learning goals in a way that they could not do with traditional tools.

Extend (Level 3) ‘Educators are always looking for ways to connect student learning to the authentic world. If technology can somehow aid or enhance the ability to create these real-world connections, then learning is being extended outside of the classroom walls and into students’ everyday lives.’ The ultimate goal for our educators is to extend student learning in ways that inspire students to continue to ‘learn outside of their typical school day.’

Aside from framing our self-assessment in these terms, technology at PSI is also focusing on establishing and maintaining a firm foundation for the overall community. Starting with an emphasis on reviewing and improving the technological systems and structures that we use on a daily basis, we are committed to strengthening our overall technological usage for all stakeholders.

We are also examining how we can enhance opportunities for personal growth in technology amongst all our staff. We recognise that one of the methods to attract, develop and retain great people means giving them the appropriate tools to develop their professional acumen. We are eagerly looking forward to working with staff to advance these opportunities.

In addition, we are tremendously excited to continue the amazing work of our predecessors in working in conjunction with the PSI library team to strengthen and build our Science, Technology, Engineering, Arts and Mathematics (STEAM) curriculum across the whole school. Being involved in an institution-wide STEAM initiative is both stimulating and professionally stirring for all of us. We are already collaborating together on innovative efforts and a spring Job-a-Like for CEESA member schools in April.

Finally, we are most looking forward to how all of the above processes, initiatives, goals and collaborations will strengthen the educational offerings for our students at PSI. Our goal is to engage our students with the most effective use of educational technology; to enhance their understanding and appreciation of their subjects, and finally, to extend their learning journey in life beyond the walls of PSI.

65

III

COMMUNITY

Inquiry in the Library

by Pam York and Polina Spencer, PSI Librarians

Is there any place in a school more suitable to facilitate inquiry than the library? It has everything needed to conduct purposeful, constructive research: A variety of high quality print resources, access to a range of online databases and websites, a space for discussion and collaboration, and, of course, access to the support of the librarian.

66

INQUIRY

T

o construct an inquiry, students follow a certain pattern, which begins with a question. In earlier years, these questions may be provided by the teacher or librarian to support guided inquiry. As students develop their questioning and research skills, they are able to conduct more independent inquiry by asking their own questions based on the area of discussion.

Students ask questions to learn more about the world. By engaging in group discussion, they listen to the questions of others, which helps them to think of their own. Asking meaningful questions that can lead to inquiry is a very specific skill that needs to be developed throughout a child’s schooling. Some questions can be answered with a simple ‘yes’ or ‘no’, and some questions can be answered with a fact, but some questions demand deeper research.

Not only do students ask questions for research, they also need to ask questions about the sources of their information. They must question the authenticity and reliability of sources, asking, Is it true?’ The library aids students in finding reliable sources by providing access to high quality resources that make research easier and safer.

No research can be complete without an answer to the original question, even if that means a new question!

One important function of the library is to support students’ curiosity in their inquiry and to allow them to experiment with doing things a different way to see what happens. Librarians can support students in the learning of new skills and information.

67

III

COMMUNITY

ALUMNI An exclusive interview with Valeriya Voloshyna, Class of 2014, and a current student at the University of Minnesota in the USA.

How long were you a PSI student and when did you graduate?

I was in PSI from 2008-2014 and graduated in May 2014.

What did you like the most about PSI? Fall Trips and CEESA trips. Both allowed me to experience different cultures, make new friends, and travel the world.

68

What were your favourite subjects or activities?

I was a part of PSI’s football, basketball, volleyball and track & field teams, all of which were an amazing experience. I learnt the fundamentals of teamwork, communication and leadership through many practices, games and competitions.

My favorite subjects were Physics and Economics. Economics fit in with my interests and career aspirations, but Physics was about understanding how the world works. I think all the labs and experiments that we did helped me to fully grasp the concepts of the physical sciences and showed me that what we were learning in school is happening outside the classroom every day.

INQUIRY

The biggest success at PSI? Finding a balance between academics, sports, volunteering and social life. I was able to participate in a lot of activities, while maintaining good grades and spending time with friends. It was a great skill to develop before university and certainly helped me show my responsible and persistent side during interviews.

Where are you studying now, what is your major and why did you choose this major and this particular University?

I am double majoring in Finance and Management Information Systems (MIS) at the University of Minnesota, Carlson School of Management. I initially wanted to major in International Business and University of Minnesota happened to be one of the few universities in the United States that offered this programme as a major. However, you could only take it as a co-major so I chose Finance as my second major. I always liked working with numbers, finding patterns and solving challenging problems, so Finance seemed like an obvious choice.

In the U.S., it is common for business schools to cover all areas of business during the first two years and then spend the last two years on subjects specific to your degree, and my university is no exception. I think this really helps students see their strengths and weaknesses and allows them to try something they wouldn’t necessarily try on their own. I have many friends who switched from accounting or finance to human resources or marketing. It was during that time that I realised that I want to be pursuing something more specific than International Business. After taking a class about trends in business technology, I decided to switch to Management Information Systems.

I think technology is an innovative field and I’ve always wanted to learn more without getting too much into the technical side of coding and programming. I later found out that my university is in the top 5 universities in the United States for that programme, which inspired me to explore this major further.

Even though I started here for a different reason, I’m glad I chose the Carlson School of Management. I like finance, because it isn’t as

specific as accounting and it is personality-driven.

MIS is similar to finance because analytics is a big part of it and you need to be able to communicate your findings so that even people with limited understand of the subject know what you mean.

Both have many opportunities and provide stability and security for your future.

What is the key feature that make this university different from others?

I think the two things that make my university stand out are academic advising and networking opportunities. Each college (liberal arts, science and engineering, business, etc.) has its own advising office and students are set up from day one with an advisor, who helps them throughout their college career. You can go to them with literally anything questions about registration, career path, roommate problems, study abroad, and so on. They can help you with any issue, or at least direct you to someone who knows the answer.

The Carlson School of Management is also known for its networking opportunities. There is a career fair in the beginning of every semester, where over 100 companies attend and recruit undergraduate students. Moreover, there are many information sessions and workshops hosted by various companies throughout the academic year. The career center can help you brush up on your interview skills, look over your resume, or get in touch with any alumnae. Professors are always excited to give some career advice or connect you with a company they’ve worked at. There is even a required Career Skills class that prepares students for job search and future careers.

69

III

COMMUNITY

What is your life today: any special projects and initiatives?

An important part of my life is balancing classes, work, hobbies and exercise. Time management and knowing your priorities is necessary to succeed in life.

I currently have a part-time job as an office assistant in the Office of Undergraduate Education.

I’m responsible for conducting research regarding innovative practices of other leading universities and maintaining the university’s competitive and successful image. I also manage confidential student records, create spreadsheet reports for university executives, and facilitate the work of many university councils. I started working there the summer after my freshman year, which was a great experience, as I was able to learn a lot about how this university works.

I am also the president of the Russian Speaking Student Association. We have a variety of members, and whether its native speakers, students who are majoring in Russian, students who want to get to know the culture, or those whose parents immigrated to the States a long time ago, everyone feels like a part of our oncampus community. Our group organises weekly conversational hours, trips to Russian grocery stores, and events to celebrate big holidays. I enjoy spreading the Slavic culture and creating a sense of home and something familiar for those who are studying abroad.

Do you keep contacts with any PSI friends? What do you miss the most about PSI? I stayed close with a couple of my PSI friends and we still meet up whenever we’re in Kyiv, but I’m also in contact with many others through social media. It’s amazing that you can be aware of what’s going on in each other’s life without physically having to get together.

Being in a university with about 31,000 undergraduate students makes me miss PSI’s small classes and feeling of community and belongingness. I miss knowing most of the students and where everything is.

70

How did PSI help you in your path to where you are now?

I was involved in many different activities, such as sports teams, student council, and volunteering projects. I enjoyed having that variety and it really made me feel like a part of PSI’s community. At the same time, I learnt the important skills of time management, communication, and team-work. In my business school, every class I’ve taken had at least one group project if not more. After having so much experience in PSI, I already knew how to deal with difficult teammates, time conflicts and opposing opinions.

In addition, since PSI is such a diverse community, I was more adaptable and culturally aware when it came to working with people from different countries and backgrounds. Back in 10th grade, we did a Group 4 Science Project, where we had to work with students from Sevenoaks School in England and Armijo High School in the United States. Since all of us were in different time zones, we had to coordinate to find time to communicate and plan our experiments. This is an experience I brought up a lot during interviews, since it showed that I am comfortable working on a global team.

Finally, CAS allowed me to stand out in many interviews because volunteering has a high value in the United States. Many firms are aiming to be socially responsible and being able to relate to that and show that it is one of your values is very meaningful. I gained many skills through CAS projects, some of which I have mentioned already.

I remember I wrote a lot of reflections, which was tedious, especially given the amount of activities I was involved in. However, as a result, I became more reflective and am now able to easily identify areas where I could improve.

INQUIRY

What advice would you give to the students in Grades 11 and 12?

I received an outstanding academic foundation at PSI and my readiness for university level classes was above most of my first-year classmates. So I would advise students to take your last two years seriously and choose your Diploma Programme courses, keeping in mind the career path you want to pursue. With that said, don’t focus solely on studying and grades. Be a part of a team, find a new hobby, spend time with friends, or do whatever makes you happy.

In terms of choosing a university, I suggest reaching out to current students or alumni. Official rankings and university websites won’t give you an accurate picture and shouldn’t be the only criteria.

Look at the location and campus size; sometimes the university is the entire city and sometimes it’s a small part of the city. Find out if there is a club that you are passionate about or a team you would want to join. Look up the companies where alumni work after graduation and see if that’s where you want to be. Do your research thoroughly, because this is where you will spend the next few years and where your career will begin. So make sure you will be comfortable living there and working toward your goals.

What are your plans for the future?

I am currently in my last semester of college with a job lined up after graduation, which has definitely made this year less stressful. I will be starting as a consultant in the Deloitte Risk and Financial Advisory group in summer 2018.

I plan on getting my master’s degree in the next few years and possibly relocating back to Europe.

71

WHY PSI?

PSI opens doors to top tier universities: Harvard, Yale, Oxford, London, Stanford, Virginia Tech, McGill ...

An IB World School Since 2000

Apply Now

+38 044 377 52 92 registrar@psi.kiev.ua