The Fort Issue 15 Winter Spring 2024

The Fort Fostering a community of curious learners and self-reliant thinkers, motivated to achieve their highest potential, empowered to create a positive impact.

Issue No. 015

Student Voice 08 The Chronicles of IBDP by HS students

Winter/Spring 2024

AI & Academic Integrity 10 Interview with HS Principal

Verdala International School

Wellbeing 22 Anti-Bullying at VIS Corinne Borg Interview

Early Years 30 Learning Through Creative Play with Francesca Theuma

head of school

VIS continues to wend its way through exciting ventures, building on our foundations and learning from each other along the way.

Our New Building has had its roof poured and we are starting to look at samples for furniture and fittings. We are very much looking forward to seeing our performance studio, new admin block and two innovative Kindergarten spaces take their forms over the next year. Our aim is to stagger the move to the new block over the first term of the next academic year. The substation remains a journey with twists and turns, however we are hopeful for a 2024 switch-on, so we can at last have our much-needed air-cons and improved wifi.

message The complex world we live in continues to be a challenge for us all to navigate within the context of education. We strive to educate our young people to be changemakers, contribute to a peaceful world and care for their planet. Yet they see wars breaking out, the impact of climate change on their social media and the complexities of differing points of view. VIS remains a strong-hold that values international mindedness and understanding. Our students will discuss and debate, however we are always mindful that there are different perspectives. Alongside ChatGPT and AI now intrenched in our lives, we will continue to help our children to manage these complexities. The plethora of material and communications on the internet remain another challenge for schools and families, as we need to be consistently encouraging our children to be principled in their use of this powerful tool and critique what they see and read on social media with an educated approach.

That being said, there is much to celebrate, as our students enjoy their learning journey at VIS, this new publication of The Fort is an opportunity to share the many activities that contribute to the holistic experience we offer.

Totty Aris Head of School

table of

contents

This issue

04 08 10

School Highlights First term student and staff triumphs.

Student Voice The Chronicles of IBDP.

AI & Academic Integrity LaTosha ParkerJackson answers three burning questions.

22

Anti-Bullying at VIS

by Corinne Borg

30 33

Learning Through Play

by Francesca Theuma Diversity, Inclusion, and Wellbeing

by Michael Neumann

More 15 17 26 29 36 38

Eco Committee: Incentives New Build: Lisa Carson Interview MYP: Commonly Asked Questions Elementary School: Reflection VIS Community: The BRIDGE Effect Alumni Spotlight 03

school

highlights

First term

School Highlights VIS's first term of the academic year has already been nothing short of extraordinary. From inspiring academic achievements to fun extracurricular endeavours, our students and staff have embraced a term filled with growth, innovation, and collaboration.

Prek2 at Vivian Care Residence Prek2 students brought joy by serenading the elderly with Christmas carols and engaging in crafts. Acting as teachers, they guided seniors through activities, fostering heartwarming interactions and creating a serene atmosphere, enhancing the beauty of the experience.

Visit to Presidential Palace HS student Jumana Alosta and HS Principal LaTosha Parker-Jackson visited the Presidential Palace to engage in roundtable discussions involving an interfaith dialogue, exchange of thoughts of a multicultural society, role of education in creating and maintaining tolerance and inclusion, and preservation of identity.

Coast is Clear 26 VIS students, two parents, and a surprise guest teamed up with high school teacher, Stephen Crichton, for an epic cleanup mission with Coast Is Clear at Seagull Island. They battled the blazing sun, conquered rocky terrain, and even braved the wild bushes to tackle all kinds of rubbish.

school

highlights

ReMind 19 teams showcased their hard work with impactful 1-minute pitches at the JA Malta Foundation Company Programme product launch. VIS JA Team, ReMind, claimed the spotlight, winning the Product Launch Competition. They will now represent Malta in Latvia at the International Student Company Festival in February.

Grade 6 at Imperial Care Home As part of their Spreading Joy in Our Community project, Grade 6 students brought smiles to the Imperial Care Home. Crafting pop-up cards and performing ukulele-accompanied songs, they combated senior isolation, experiencing the true meaning of service in action.

Linguistic Olympiad Grade 11 hosted Linguistics Professors from the University of Malta to tackle linguistic puzzles, delving into the fascinating world of linguistics. For those eager to explore linguistic prowess further, interested students can gear up for the Linguistic Olympiad of Malta at the University of Malta in February.

Duke Of Edinburgh Awards VIS's inaugural Duke Of Edinburgh students proudly received their bronze awards. Out of the four participating schools this year, VIS was honoured to be one of them. This programme is a fantastic way for VIS students to engage, develop resilience, and thrive.

05

school

New pitch!

Our hardworking team has completed the stunning renovation of our pitch.

Now, our budding athletes have a fantastic 30 x 40 metre high-quality astro turf to practice and play on. We're getting ready for a new era of sports excellence at VIS! Our students will now have the perfect canvas to paint their athletic dreams.

highlights

High Commissioner of India Visit Her Excellency, the High Commissioner of India, Gloria Gangte visited VIS to engage with our Grade 5 students, shedding light on the significance of constitutions, in alignment with India's Constitution Day. From the origin of the Constitution to its crucial role in shaping society, the High Commissioner captivated our young minds with a fascinating discussion.

Pink Movember VIS rallied together to show their support for men's mental health awareness during Pink Movember. Decked out in various shades of pink, our spirited students turned the campus into a sea of compassion, proving that a small act can make a huge impact. Some even went the extra mile, sporting moustaches to symbolise the commitment to breaking down the stigma surrounding men's mental health.

school

highlights

ISTA Theatre Festival Oliver Wigg VIS hosted the ISTA Oliver Wigg, a talented Theatre Festival, bringing grade 5 student, had his together HS students from artwork featured with various countries for a pieces from 50 artists in creative journey. As the IB's Malta. Displayed at the exclusive global provider Collective Exhibition of of teacher training Ceramics Art from the for Diploma Theatre, Maltese Islands, these ISTA festivals celebrate artworks graced the walls individual stories and and were later showcased perspectives, promoting at the esteemed Cittadella collaboration.

Cultural Centre in Victoria, Gozo.

Young author Eric from Grade 3 has emerged as a literary star by authoring a captivating children's book, and his creation has clinched a well-deserved finalist certificate at the prestigious event organised by the National Book Council.

IB Global Conference Our High School Principal LaTosha ParkerJackson, and Elementary Assistant Principal Michael Neumann showcased VIS's Friday Focus initiative at the IB Global and Heads World Conference in Dublin. VIS was showcased as a role-model of how we carve out special time for these DEJI issues. The goal was to give attendees hands-on strategies for infusing DIW into their school culture, all while amplifying student engagement.

07

student voice

IBDP

The Chronicles of IBDP

The Procrastinator, the Laptop, and the Complaining from the perspective of a VIS DP student Words Jumana Alosta and Vera Szephalmi

student voice

As IBDP students in our last year, we have been through the ups and downs that come along with doing this rigorous but satisfying programme. Looking back on our previous year there’s a lot of things we would have done differently, but for the most part we can only reflect on the highlights of pursuing this programme at VIS. It is with no surprise to say that we have all certainly felt that overwhelming feeling when realising that the IBDP alumni did not exaggerate on how tedious the programme actually is.

That being said, we felt challenged by the massive shift from IGCSE to IBDP in terms of the workload and the style of exam questions. Fortunately, VIS has now shifted to a new programme, the MYP programme, which helps to better prepare students for this challenging curriculum. If all current grade 12 students can agree to give one major tip, that would be to try to avoid procrastination of deadlines such as IA’s, and put pressure on being as balanced as possible. Nonetheless, to shine a positive light on the IBDP programme at

IBDP

VIS, we have embraced the library study space more than ever and office hours, whilst building a supportive studentteacher relationship, where students are never afraid to ask for help through their engagement in learning.

Looking back on our IBDP journey so far, we take with us memories from ‘The Big Three’: EE, TOK, & CAS: 1. TOK Exhibition 2. EE Showcase 3. Talent Show (CAS) Despite the intrinsic strengths and weaknesses we faced for nearly two years, we all have come so far and cherish the opportunities of growth through our supportive teachers and welcoming school environment.

Lastly, we want to encourage the future and first year IBDP students of VIS to not be afraid of the IB, and remember, "no great wisdom can be reached without sacrifice" (Uncle Andrew, The Chronicles of Narnia).

09

AI

academic integrity

Navigating the Frontier: The fusion of AI & AI In a rapidly evolving educational landscape, the integration of AI (Artificial Intelligence) has emerged as a powerful force, transforming the way we teach, learn, and assess academic achievements. As schools embrace AI-driven solutions to enhance educational experiences, a crucial conversation is unfolding at the crossroads of innovation and ethics - academic integrity. High School Principal LaTosha ParkerJackson addresses three probing questions, exploring the commitments, obstacles, and ethical aspects associated with the interconnected dynamic between AI and academic integrity.

What are some common challenges or ethical dilemmas that students may face when it comes to academic integrity in the age of Gen AI? I would say that some of the biggest dilemmas regarding academic integrity were around before Gen AI tools came about.

We encourage students to research information and that information has to come from books, the internet, movies, film, images, and some students will say - and I've had this debate with students over the years - that it's almost impossible to be original anymore because can you really still have an original idea when so much has already been created? I

personally would say yes, but what we teach students is that we're not expecting them to be original. We are expecting them to give tribute to other's ideas, and if the idea did not come from them originally, then they need to cite where it came from.

In my perspective as High School Principal, we have conversations with students about this starting in grade nine. So this is about learning how to cite properly, what a reference page is, and what an in-text citation is. We use the APA Style Reference Guide, modified by our Librarian for students, and we start introducing this to them in Middle School. In High School, it gets more specific, and breaks

AI

academic integrity

“... in terms of Genitive AI tools, like chat GPT, to me it's no different than Google really.” down every resource or source the student might use for research. When we are submitting work to external boards, we are saying as the School that this is the students’ work. So it is our duty as educators to teach students how to cite properly and have a reference.

Now when we talk about what it means in terms of Genitive AI tools, like chat GPT, to me it's no different than Google really. Google has been out for a very long time, and it gives students access

to clever information. It’s just that Chat GPT gives it more instantly, and is more like a conversation. I myself use Chat GPT. It’s an excellent tool for generating ideas and brainstorming. We now need to educate students on how to use it as a tool, just like in the 1980s students were learning how to use calculators as a tool.

Many thought that it would completely ruin the subject of math, but of course it didn’t - it just taught them differently.

Then in the same way, my generation was exposed to Google when we were

011

AI

academic integrity

in High School. So I don't see this as the end of education and research. It’s just another tool.

What we're telling students is to use Gen AI like a source for anything else. If you find something on the internet, you don't assume it’s true, you fact check it. You check with at least two other sources to see if it's correct, and they should treat ChatGPT the same way.

Pre-Gen AI, I would have the same conversation with my students about Wikipedia. Wikipedia is an excellent starting point for research because it's a one-stop shop, but there are errors, and so we encourage students to access the sources that the Wikipedia pages cite at the bottom of the page.

As an administrator, what is your perspective on whether Gen AI has a positive or negative impact?

Just today actually one of my students had a very specific question she was researching, but she couldn’t find an answer from Google. I asked her why she didn’t just ask ChatGPT. So I pulled up the question for her, and then told her to go and research the answer herself to see if it was true or not. So again, it’s all about teaching students how they can and should be using this platform.

There are a variety of ways we can teach this as educators, but also as an administrator, I see this as an exciting time, and I feel like an agent of change.

I value change, and I see it as an opportunity to be innovative, so I'm not fearing the unknown.

I’ve been speaking mostly about how this is healthy for students, but it’s also the case for educators. For those who like to change activities around and implement new units, Chat GPT is very helpful.

Teachers can type into Chat GPT that they want something so specific, such as a language acquisition unit for their French class students that focuses on their communication with food, giving the criteria. Chat GPT will generate an entire unit plan within seconds. So something that used to take teachers a very long time - days and days, hours and hours - can provide them with something within a split second. They can then critique and tweak accordingly.

So it’s an opportunity to generate ideas and to come up with things that might have taken a very long time before these Gen AI tools were out there.

How does the School handle instances of academic disintegrity?

At VIS, we place a strong emphasis on addressing academic integrity issues with the utmost seriousness. We want to make sure that all of our students lay a foundation of academically honest behaviour. There’s a learning curve involved, but it’s important to highlight that academic integrity is a significant matter, and can have an impact on external examination results, and ultimately shape the trajectory of students' futures. The policies and consequences we have in place are designed to guide students in valuing and embodying academically honest practices.

AI

academic integrity

“There are a variety of ways we can teach this as educators, but also as an administrator, I see this as an exciting time, and I feel like an agent of change.

I value change, and I see it as an opportunity to be innovative, so I'm not fearing the unknown.”

Academic disintegrity at the School is treated as a disciplinary issue, taking into account the student's age and the learning process. In the event of a first instance within a school year, irrespective of the subject area, the consequences include informing the parent or guardian about the incident. The student is then required to re-submit the work to meet acceptable standards, with feedback and assessment provided as usual.

Additionally, the student is tasked with writing a reflective essay on their actions and how to avoid such issues in the future. This essay is shared with parents/

guardians, the High School Principal, and the respective programme coordinator, and is documented in the student's file.

For second and subsequent instances, the gravity of the situation intensifies.

The parent/guardian(s) are informed, and a Disciplinary Review Committee is convened with the student. Appropriate consequences are discussed, and the student's history at the School, especially regarding previous incidents of academic disintegrity, is taken into consideration when determining the appropriate sanction.

013

VIS Eco Charter Rationale As a community, we have a common understanding that environmental education needs to become a core part of our school’s programme and ethos. We recognise the need to find a balance between our personal interests and protecting our health, our lifestyle, and our environment. This document serves to outline the principles, practices, and commitments we expect all members of our community to be guided by when engaged in any activity related to the school.

Guiding Principles • • •

VIS values our global ownership of the planet on which we live and we are committed to educating our community to be active & responsible eco-citizens.

We will make principled decisions that are sustainable and minimise any negative impact on the environment.

We will foster activities and initiatives that have a positive impact on the environment.

Practices The school will actively: • • • •

integrate environmental learning into the curriculum at all levels of the school in connection with the UN’s Sustainable Development Goals; implement operational systems and policies that support sustainability and protection of the environment; foster habits of reduce, reuse, recycle throughout our community; communicate and promote our shared environmental responsibilities to all our stakeholders.

Commitments • • • • •

We will actively demonstrate our engagement with these principles & practices through sustainable actions & initiatives that benefit the environment.

We will consider and, where possible, prioritise environmental sustainability as part of financial decision-making.

We will encourage and educate our community to integrate this environmental responsibility into their daily & home life.

We will unpack and interpret our Principles and Practices at age & context-appropriate levels across all stakeholders.

We will explicitly identify short-term and long-term goals and report regularly on progress towards achieving these goals.

eco committee

eco initiatives

Eco Committee's Green Initiatives: Reducing Our Waste, One Step at a Time It's been an exciting and transformative trimester for our school's Eco Committee. Comprising nearly 20 passionate student members, including two dedicated STUCCO eco reps and our Grade 12 co-chairs, the committee has agreed on a theme that resonates with the urgency of the times: "Reducing Our Waste."

In line with this vision, the committee initiated a comprehensive audit of our School's waste management system and has since embarked on a journey to overhaul and simplify it for the entire school community.

In addition to the waste management overhaul, the committee has plans for engaging the school community in awareness campaigns, workshops, and educational initiatives focused on sustainable living and environmental conservation.

In November our Grade 12 co-chairs of the committee attended a workshop entitled 'How to become an effective Eco Influencer'. They learned helpful hints and tips on how to best promote sustainable actions, both by the Eco Community and across the school. >>

015

eco committee

eco initiatives

N Creating Greener spaces in our Community

Charting a Greener Course: Future Plans for the Eco Committee

An enthusiastic group of Grade 11 students are revamping the Secondary School community garden as part of their CAS project. They have cleared and cleaned and are now ready to plant.

With the help of our Bridge Eco Rep, work has just begun on constructing a further garden on the Elementary campus. The vision is to create more green spaces that not only enhance the aesthetic appeal of the school, but also provide valuable learning opportunities for young students while sowing the seeds for a more sustainable school environment. Thanks to BRIDGE for their ongoing support and donations for this and other school eco projects.

The future is bright for the Eco Committee as we chart a course for sustainable practices and eco-conscious living. With Earth Month activities set to engage and inspire, the committee invites the entire School Community to actively participate in these initiatives. By joining hands in clean-ups, unleashing creativity in eco art projects, embracing a Meat-Free Week, and showcasing fashion flair at The Great VIS Thrift Off, we can collectively contribute to a greener, healthier future. Stay tuned for more information on these events.

lisa carson

new build

New Build Interview with Project Designer Lisa Carson

The progress on VIS's new build is being made and now we're seeing results of one of the most eco-foward, innovative projects on the island. Lisa Carson talks to us about finding balance, sustainable design, managing costs, staying current, efficiency, and what excites her the most about VIS's new project.

In a nutshell, how did you balance environmental, economic, and social aspects in your design of the VIS new build?

Prior to the design of this building, these discussions took place for many months among the staff, students and wider school community to fully realise the direction VIS would take for the future. Leadership created a roadmap that determined how the campus and curriculum would develop over a 5-10 year period, deliverables were established and we used this to create this modern new space and a plan for the change of use of many other areas on the Pembroke Site. >>

017

lisa carson How did you incorporate flexibility and adaptability into your design to accommodate changing educational practices?

Once the difficult decision was made to establish what the new building would house, we set about creating three distinct spaces: Kindergarten, Administration, and Performance. The new building is a compact, ground level building of approximately 600m2.

It needs to nestle into an awkwardly shaped plot which needs to perform many roles. The building has a distinct welcoming centre entrance and walkway.

The Performance space is based on an open black box theatre concept, which is not a traditional staged space. The entire area can be adapted for performance, events, and differing audiences.

The administration area is divided into light filled offices using partitions which can be relocated, and the majority of the furniture is freestanding to better accommodate changes in the future.

The Kindergarten is a more protected space, it is one large light space that can be closed into

new build

two classrooms or remain open and connected from the front foyer to the play area to the rear. Lighting and services operate universally where possible so as not to confine spaces to a permanent single use.

How did you incorporate safety features and security measures into your designs while maintaining an ecofriendly focus?

Safety and security are non negotiables. Many of our design features were dictated by the schools need for privacy and safety. The Kindergarten was designed with a fully closed front facade and a single entrance/exit to ensure it is completely secure and separate from other spaces.

We are also using a smart KNX system throughout the building which will control access, cameras, and security lighting along with all other services.

This relies on less wiring and hardware, and can be tailored in the future to grow with the School's needs.

Our School community values sustainability education. How did you incorporate educational elements

related to sustainability and environmental responsibility into the design of this wing?

The sustainability of the building materials and processes has been considered from the outset. We have designed using smart efficient technologies that we can monitor and use as educational tools in the future. Part of the finished design will allow the students to see what energy we use, collect and save. We also doubled our usable outdoor space by incorporating an upper level with a green roof area for both teaching and recreation.

How do you manage costs while still meeting sustainability goals and maintaining high-quality design standards?

This has been our biggest challenge over the past couple of years. Increased costs across the board have made this project challenging. We want to deliver the design and sustainability targets set early on, so we are constantly looking at new materials and methods to cost engineer this project and achieve the results we promised.

We are also working

lisa carson

closely with companies who understand the design and share our vision to produce a truly progressive space here in Malta.

Collaboration with various stakeholders is crucial in school projects.

How did you facilitate communication and incorporate feedback from these groups into your designs?

Throughout the project I have acted as a direct line between the School's teaching staff and

new build

leadership, as well asa the design architects and engineers. We have asked the teaching staff what they require and incorporated their responses into the interior design and layout. The School is minimal and modern, yet ultimately functions as an educational motivating space.

How do you choose environmentally friendly materials, and ensure that the materials used align with our sustainability goals?

Sustainable building is not a new concept. However, we are playing catch up a little here in Malta. Luckily over the last couple of years there are a number of progressive >> local contractors and suppliers who offer the materials and production ethics we value. We produced an eco code for the new build for our suppliers so that they are aware of our expectations.

We have them sourcing paint, fabrics, insulation, timber, etc. which will all comply with our code. >>

019

lisa carson

new build

"School buildings need to work really hard.

They take quite the bashing over time, and we therefore have to create an incredibly strong, beautiful, practical design using appropriate materials and equipment to ensure we are future-proofing our investment."

Long-term maintenance and operational efficiency are essential aspects of sustainability. How do you design with these factors in mind to ensure the longevity and effectiveness of the building's eco-friendly features?

Operations, ease of use and maintenance are at the heart of our design and build. School buildings need to work really hard. They take quite the bashing over time, and we therefore have to create an incredibly strong, beautiful, practical design using appropriate materials and equipment to ensure we are future-proofing our investment. We need reliable systems that staff understand. These factors have been a huge consideration for us throughout.

What do you consider to be the most exciting or innovative aspect of sustainable design in this project?

Personally, I am most excited to see how this new contemporary building transforms the campus and gives the School a much needed new heart/hub, a focal point, and a presence. This building will act as a bridge connecting the old existing barracks, creating a new modern gateway.

It inhabits a space that was unused and felt tired. The design is a reflection of the progressive teaching and talent within its walls. From the roadside you will see the clean lines, contemporary natural materials and more importantly know where to go to enter the School campus.

The roof garden space will be visible, adding a much needed injection of nature and greenery to the campus.

I'm very excited to see how this space is used by students and teachers, how it is embraced, and how it develops.

021

wellbeing

anti-bullying

Anti-Bullying at VIS VIS Director of Wellbeing Corinne Borg explores the prevalence and evolving nature of bullying in international schools, with a particular focus on the rising trend of cyberbullying. Here she sheds light on VIS's comprehensive approach to addressing and preventing bullying, emphasising the importance of collaboration among students, teachers, and parents, as well as showcasing successful initiatives such as the "bros and sis" project.

How prevalent is bullying in international schools, and what types of bullying are most commonly reported by students?

Over the past two years, we are seeing an increase in cyberbullying. Common types reported include verbal, social, cyber, and sometimes racial. While international schools often emphasise diversity, challenges may arise due to cultural differences.

Many schools implement anti-bullying measures and at VIS we have an Anti-Bullying Policy backed up by Malta’s Addressing Bullying In Schools Policy. It's important to make onself familiar with the school

policy, communicate with administrators, and foster open dialogue to address and prevent bullying.

Can you describe VIS's approach to addressing bullying and promoting a safe and inclusive environment for students?

Our School is committed to addressing bullying through a multifaceted approach that includes clear anti-bullying procedures, proactive education on respectful behaviour, and fostering an inclusive environment.

We prioritise open communication, encourage reporting, and promptly address incidents.

Our goal is to create a safe and welcoming space for all students, promoting diversity and mutual respect. However, to do this we also need the support of the parents to help us become aware of any incidents, and to work with us hand in hand on educating our students with kind and respectful behaviour.

Are there any unique challenges or considerationsinaddressing bullying within the international school community, which often consists of students from diverse cultural backgrounds?

In addressing bullying within our >>

wellbeing

anti-bullying

023

wellbeing international school community, we recognise the unique challenges posed by diverse cultural backgrounds.

Cultural differences may influence perceptions and behaviours. Our approach involves fostering cultural understanding, promoting inclusivity, and tailoring anti-bullying efforts to respect and accommodate the diverse perspectives within our student body.

How does the School educate students, teachers, and parents about the importance of recognising and preventing bullying behaviours?

We conduct awareness programmes, workshops, and provide resources emphasising the importance of recognising and preventing bullying behaviours. Open communication channels are encouraged and maintained to ensure a collaborative effort in promoting a safe and respectful school environment. We emphasise with students the importance of being Upstanders and not Bystanders in order to protect their peers.

This terminology is also something which we are

anti-bullying

encouraging to be used by our teachers.

Can you share examples of successful antibullying initiatives or programmes that have been implemented at VIS? In High School we have recently embarked on a pilot project which we are calling “bros and sis”. This is leaving a positive impact on our student cohort. The aim behind this initiative is for older students to support younger peers in a protective manner, fostering kindness and mentorship amongst our students. We aim to roll this into our younger Middle School years.

"Bullying can have severe psychological and emotional impact on students."

With our Middle School years, we have collaborated closely with the Anti-Bullying Team from the National Support Services and Kellimni in educating our students with preventive measures.

In Elementary School, we encourage students to participate in acts of kindness and demonstrate examples which are being posted on the ES bulletin.

Of course our wellbeing and PSHE programme support these initiatives.

What role do students play in shaping the school's approach to bullying prevention?

Are there studentled initiatives or peer support programmes?

Students actively contribute to our antibullying approach. We encourage student involvement and leadership through initiatives and peer support programs. As mentioned earlier, the bros and sis project is a peer support project we have recently embarked on however we also educate our students to be upstanders when they witness unkind behaviour towards their peers.

How does the School handle cyberbullying?

Once the School receives a report of cyberbullying, the investigation process kicks off. Any evidence of cyberbullying is required for the School to be able to take further actions.

wellbeing

Most often we consult with the anti-bullying services. With some cases, a Disciplinary Committee Review is needed for certain actions to be determined.

The details of this process are outlined in the Student Handbooks in our VIS cyberbullying response protocol.

What resources are available for students who have experienced bullying, including counseling services or support groups?

We offer resources for students who have experienced bullying and also for the student responsible. This includes counselling services and

anti-bullying

support groups such as restorative circles and mediation sessions. Our School provides a range of supportive measures to address the emotional well-being of students affected by bullying, fostering a safe and inclusive environment for their recovery.

How do you ensure that all members of the School community are actively involved in bullying prevention efforts?

By fostering open communication with all School community members, especially with parents and guardians.

We also try to include regular updates when needed and workshops or

PIMS to engage everyone in creating a safe and respectful environment for our students.

Can you provide insights into the psychological and emotional impact of bullying on students?

Bullying can have severe psychological and emotional impact on students. It may lead to increased stress, anxiety, and a negative impact on mental well-being. The most common sign from the student of concern is when they refuse to come to School or start spending more alone time when at home. Addressing these effects is crucial for promoting a healthy and supportive School environment.

025

myp

commonly asked questions

MYP commonly asked questions

…hopefully answered!

Words Sarah Boylin, Middle School Principal It has been an exciting first term in Middle School with students and staff hitting the ground running in September!

This is now the second year of our new MYP programme in Middle School and it has been great to see the students truly embrace the learning opportunities that this programme provides them. Students have all now got to grips with the MYP, and it has been wonderful to see them empowered as critical thinkers, global citizens and to see them be able to make connections between their learning.

The MYP can often be described as having its own language almost and many parents will ask what some of the key terms mean within this programme.

Therefore, I thought it would be useful to share some definitions of some of the areas you may hear students talk about: Q. What is a statement of inquiry?

A. Statements of inquiry set conceptual understanding in a global context in order to frame classroom inquiry and direct purposeful learning. Teachers and students use statements of inquiry to help them identify factual, conceptual and debatable inquiry questions. Inquiry questions give direction to teaching and

learning, and they help to organise and sequence learning experiences.

Q. What are key concepts?

A: Key Concepts are big ideas that support a broad curriculum and give ‘breadth’ of understanding. They are enduring, abstract and complex; through inquiry they help students to facilitate connections and transfer understanding both within and between disciplines.

Q. What are related concepts?

A: Related concepts promote deep learning. They are grounded in specific disciplines and are useful for exploring key concepts in greater detail. Inquiry into related concepts helps students develop more complex and sophisticated conceptual understanding. Related concepts may arise from the subject matter of a unit or the craft of a subject its features and processes.

Q. What are global contexts?

A: Global contexts provide authentic and real world settings that direct independent and shared inquiry into our common humanity and shared guardianship of the planet. When combined with the concepts they help

myp

commonly asked questions

ATL Skill Categories

MYP ATL Skill Clusters

Communication

i. Communication

Social

ii. Collaboration

Self-management

iii. Organisation iv. Affective v. Reflection

Research

vi. Information Literacy vii. Media Literacy

Thinking

viii. Critical Thinking ix. Creative Thinking x. Transfer

us understand how the world works and why the unit is worthy of study…why does the ‘learning’ matter?

Q. What are command terms?

A: Command terms are embedded in the objectives and assessment criteria of each subject group in the MYP. The outcome of using command terms is that students understand and know what to do when asked to “describe” as opposed to “discuss”, or to “infer” as opposed to “explain” and each command term refers to specific thinking skills.

Q. What are ATL skills?

A: All MYP units of work offer opportunities for students to develop and practise approaches to learning (ATL) skills. These skills provide valuable support for students working to meet the subject group’s aims and objectives.

Through approaches to learning (ATL) students develop skills that have relevance across the curriculum that help them “learn how to learn”. ATL skills can be learned and taught, improved with

practice and developed incrementally.

They provide a solid foundation for learning independently and with others.

ATL skills help students prepare for, and demonstrate learning through, meaningful assessment. They provide a common language that students and teachers can use to reflect on, and articulate on, the process of learning.

IB programmes identify five ATL skill categories, expanded into developmentally appropriate skill clusters. This can be seen in the table above.

In January, we will be publishing an MYP curriculum guide for each grade in the MYP programme that will share with both students and parents much more information about student learning in each of their subject areas.

Moving forward, we are excited for our IB authorisation visit in April 2024 when we hope to achieve full authorisation of the MYP.

027

elementary school principal 1st term reflection

T

here are so many things happening in the Elementary School it is getting pretty hard to keep track of them all!

To kick it off, we have continued to put all of the books that were ordered to good use by moving forward with our new reading and writing curriculum. This has meant more time during which students receive targeted reading instruction as well as dedicated blocks for the students to explore all of those new books. In Math, teachers have been piloting a core resource that is based on best practice in mathematics and connected to the National Council of Teachers of Mathematics (NCTM). The staff will select a core resource in April and the new resource will be implemented during the 2024-25 school year. Finally, our Reach Out to Help Out Month was a resounding success as our students found ways, based on relationships and service, to give back to the community. Intrinsic motivation and action have been key concepts that have helped students connect their work at school to our Student Profile and the idea of being a contributor in our community. Finally, we are thrilled to announce that the recommendation to transition to the Primary Years Programme (PYP) in the Elementary school was approved by the Board of Directors. This will be a multi-year journey that will result in Verdala becoming a IB Continuum School. This will also improve teaching and learning for our students by shifting to a focus on conceptual understanding and the application of those concepts in the real world. As an educational organization, we strive to be and support learners. All of this is evidence that VIS continues to be the school of choice through a consistent commitment to self improvement and inspiration, while maintaining an eye on preparing students for the future.

Damon Rickett, Elementary School Principal

029

Learning through

play

Unlocking the potential of education, Assistant Principal and IT Teacher Francesca Theuma delves into the transformative power of learning through play in Early Childhood settings. Centred on innovative approaches like the Story Workshop and hands-on experiences, this educational philosophy not only nurtures essential skills but also kindles a lifelong love for learning.

elementary school

learning through play

"Following exposure to a diverse array of stories, the students are encouraged to embark on their unique storytelling ventures."

In the realm of Early Childhood education, the significance of learning through play cannot be overstated. It forms the cornerstone of pedagogy, fostering a dynamic environment where young learners engage in hands-on activities and exploratory experiences.

In our Early Years setting, the essence of learning through play is deeply embedded within the philosophy, incorporating a vibrant and exploratory journey for our young learners.

At the heart of our literacy curriculum lies the Story Workshop approach, an innovative methodology that ignites the imagination and creativity of our young learners. Following exposure to a diverse array of stories, the students are encouraged to embark on their unique storytelling ventures. Exposed to an assortment of resources, including paint, loose parts, drawing materials, various types of paper, and recycled materials, students venture into a realm of creativity and expression.

The Story Workshop approach offers a holistic learning experience, integrating aspects of literacy, creativity, and critical thinking. Through the creation of their narratives, students exercise their linguistic abilities, developing vocabulary, sentence structure, and narrative coherence. Moreover, tactile engagement with materials nurtures fine motor skills and hones sensory perception.

This approach not only cultivates a love for storytelling, but also nurtures the essential skills of communication and collaboration. Students share their stories with peers and their teachers, fostering an atmosphere of constructive feedback and peer appreciation. As they become both storytellers and listeners, a community of learners evolves, enhancing their social and emotional development.

In the PreK1 classroom, the hands-on experience takes center stage as the children immerse themselves in >>

031

elementary school

learning through play

“Our little learners are viewed as explorers, not robots, eager to comprehend the world through active engagement with their environment." the International Early Years Curriculum (IEYC). As part of the unit, "This is Me," students have the opportunity to explore the art of caregiving through the lens of baby care. The children actively participate in caring for baby dolls, offering a practical understanding of responsibilities and empathy.

This hands-on approach embodies our Early Years philosophy, emphasising experiential learning over rote instruction. The idea is to nurture inquisitive minds, allowing them to explore and construct knowledge through firsthand experiences. Our little learners are viewed as explorers, not robots, eager to comprehend the world through active engagement with their environment.

Learning through play instills a sense of wonder and excitement, making education an enjoyable journey for our young learners. It encourages curiosity, independence, and problem-solving skills, essential traits for lifelong learning.

Our Early Years setting is a nurturing ground where the fundamental philosophy revolves around learning through play and hands-on activities.

The Story Workshop approach in literacy and the immersive experiences in the IEYC unit "This is Me" are two examples that exemplify this philosophy in action. Through playful exploration, our young learners embark on a voyage of discovery and growth, shaping their unique understanding of the world around them and laying the foundation for a lifelong love of learning.

elementary school diversity, inclusion, and well-being

Embracing Diversity Inclusion WellBeing

VIS's Friday Focus Programme Words Michael Neumann, Assistant Principal (Juniors)

At VIS, the Friday Focus programme is a testament to our unwavering commitment to diversity, inclusion, and well-being. In its third year, this school-wide initiative seamlessly integrates these core values with Student Voice and Choice, fostering a dynamic and inclusive learning environment across both elementary and secondary levels.

This year marks a significant milestone, as it's the first year where our entire school delves into the Diversity, Inclusion, and Well-Being calendar through the Friday Focus programme.

Each month, we focus on a specific theme that serves not merely as a topic of discussion but as a gateway to understanding and appreciating the rich diversity of our School community. >>

033

September: Community and Identity Exploration In September, our theme, 'Community', guided students in exploring the various communities they are part of and in creating personal identity and community maps. This initiative brought to light the diverse backgrounds and experiences that constitute our vibrant school environment.

October: Advocating Mental Health and Well-Being October's theme of 'Mental Health and Well-Being' inspired students to explore ways to promote positive mental health. From crafting first aid toolboxes in elementary classes to developing in-depth presentations, students were encouraged to express their understanding in creative and empathetic ways.

November: Service Learning and Making a Difference The November theme, 'Reach Out to Help Out', focused on service learning.

Students of all grades engaged in projects for a positive impact, creating messages on playgrounds, partnering with local organizations, and committing to reduce waste, showcasing their dedication to positive change.

December: A Journey through World Religions As December approaches, our focus shifts to 'World Religions'. During this month, students will embark on a journey to learn about the diverse religious beliefs represented within our community, promoting an atmosphere of respect and inclusivity.

elementary school diversity, inclusion, and well-being

"VIS is committed to these principles, and we are excited to witness the ongoing evolution of the Friday Focus programme..."

The Friday Focus programme, particularly in this inaugural year of whole school involvement, has been a journey of discovery, learning, and celebration. It underscores our dedication to diversity and inclusion while empowering student voice and choice. As we continue to explore these themes monthly, we eagerly anticipate nurturing a community where every member is valued and understood.

VIS is committed to these principles, and we are excited to witness the ongoing evolution of the Friday Focus programme, as it continues to strengthen the bonds of our diverse and vibrant community.

Coming Up

Exciting Themes Ahead As we navigate through the calendar year, here's a glimpse of the captivating themes that will shape our Friday Focus journey in the coming months.

January - Neurodiversity Month February - Race & Racism Month March - Gender Equity Month April - Earth Month May - Host Country / International Languages Month June - Pride Month

035

VIS community BRIDGE

The BRIDGE Effect

The Parent & Staff organisation BRIDGE is back for its second year, and they are already bigger and better than last year, organising more events, and raising more money.

Words Richard Price In October we celebrated Halloween back in the fort for the first time since 2019, and it was our most successful event to date raising a profit of €6,000!

Special shout-outs go to the drama students for creating a live action experience to shock your senses, and to the students running a stand for migrant women and raising €500 for their very worthy charity.

November brought back the Verdala Car Boot Sale. An event full of community spirit, with plenty of sellers and customers, it was a really enjoyable morning as one person's rubbish became another person's joy! The event was a success and raised €300, and a thank you to those vendors who donated books, clothes, and lots more to be distributed to our local VIS charities at the end of the day.

Artisanal market stalls and food trucks descended on the fort once again in December for our annual Winterfest. A magical night enjoyed by all, whether it be decorating cookies in the Elf workshop, sipping on mulled wine whilst walking around the Christmas market,

or letting your hair down and singing on the karaoke!

The best part of BRIDGE events and fundraising is that we are giving back to our VIS community! From our BRIDGE funds we’ve already given €3,000 (€1,000 to each campus) to the students to spend on things that will improve their experience and €1,000 each to the Elementary and Secondary staff. We have also allocated €5,000 to the BRIDGE eco committee to work with the student-led school Eco Committee to provide seed finance for a range of what we hope will be challenging and fun activities and projects.

All of these events would not be possible without the contributions, attendance, and volunteering of time from the parents, students and staff within our community. Moving into the new year, we still have lots planned for you. We will be beginning preparations for our final large event of the year; International Night, as well as introducing some smaller scale events beginning with monthly coffee mornings. Watch this space!

037

alumni

spotlight

Spotlight

Alumni We rounded up a few alumni, all the way from class of 2003 to class of 2023. Here's what they're up to now. >>

Joshua van der Groen Class of 2009 (Started in Pre-K in 1995) After leaving VIS post-graduation, Josh faced a challenging transition, unsure of his life path. In the early 20s, he explored various jobs, travelled, and obtained a science bachelor's degree in 2015.

Emma Soetens Class of 2023 After a challenging two years in the IB programme, Emma decided this summer was all about finding balance.

While she's never one to just sit still, she took time to recharge, explore, and prepare for her next big adventure.

Time with family took centre stage last summer, and she cherished every moment before her big move. From the sun-soaked beaches of Malta and Crete, the vibrant streets of Barcelona, to the serene Belgian coast, Emma embraced wanderlust with her loved ones.

Now, Emma has embarked on a new journey in Rotterdam. She's diving into a dual degree in Fashion Design and Liberal Arts & Science with a major in Business.

Josh currently works as an Assistant Expedition Leader for a company specialising in small ship cruises to remote regions, especially the Arctic and Antarctica. Joining as a trainee in 2018, he developed a deep passion for the role. Collaborating with a diverse team of specialists, his responsibilities include giving lectures and guiding guests on excursions in stunning locations.

On a typical morning, Josh may lead zodiac cruises in Arctic fjords, experiencing glaciers, wildlife, and, if fortunate, polar bears. With a rotational work schedule of six weeks on and six weeks off, his permanent home is in Malta, where he unwinds and focuses on his house project in Gozo during his time off.

alumni

spotlight

Visit from Class of 2006 Some students from the class of 2006 popped over to VIS at the beginning of the year for a nostalgic visit. Journeying from various corners of the world, they reunited to relive cherished memories, exploring Malta and reconnecting with VIS.

Moe Krimat Class of 2003 Following University in London, Moe now directs creativity and strategy at a cutting-edge Londonbased design agency. There he leads a team of 3D designers, and orchestrates creativity and research.

When not immersed in design, Moe revels in globetrotting adventures and quality time with his partner and their four-legged companion, Halle. He has revisited Malta regularly since 2003, with the most recent visit in 2018.

Reflecting on VIS, Moe values the diversity shaping his school days. Despite varied memories, experiencing different cultures at a young age forged lasting connections with friends. Moe says, "In London, a city of 8 million, I still haven't met people with friendships that replicate the camaraderie I share with VIS friends. Some experiences are irreplaceable, and friendships formed in the crucible of diversity endure a lifetime."

039