The Fort Issue 20_Online

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Elementary School

IB Learner Profile

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CELEBRATING STUDENT ACHIEVEMENTS! Congratulations to our Grade 5 students Eric Turner and Gabriel Chen, who took part in the very first RoboSprint, a robotics challenge for young innovators held at Playcon In October!

Competing in a field of participants aged 10–16, Eric and Gabriel used their teamwork, coding skills, and innovative thinking to create a project for this year’s theme, Nature and Technology, that them thee Second Runner-Up position!

Congratulations to our Grade 5 student, Liliana Albinskaya, who represented Malta at the Children’s fitness IFBB World Championships, this summer in Serbia, where she was a finalist in the 10-11 dance fitness category and earned a bronze medal!

Liliana will be receiving her MOC Sports Awards at the ceremony held by the Maltese Olympic Committee this December.

Congratulations to our G7 students Jane Lunina, Addison Brown , and Amy Elliott, who were sel selected to be part of Team Malta Girls U13 at t World Schools the Fo Football Cup 2025 in S Spain this October!

Congratulations to our Grade 7 studenT, Ariana Logacheva, who performed in sold out pefrormances of a production of the Musical “Annie” at the Mediterranean Conference Center in Valletta!

Ariana successfully got through the three-stage audition process,, where over 200children from alll over Malta tried out.

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un u ntttiiill yo n you ou fi fin ini nis ish sh yo you our ur ia i Who are The Plastics?

They’re IB Royalty. They got all their research questions approved on the first try, know APA citation by heart, and finished their IA drafts over the summer.

But, what happened over the summer doesn't matter anymore. Now, it's all about who you sit with, aka which IA you’re going to be struggling to finish at lunch. Be careful. Whatever group you choose now is going to define you for the rest of the year.

"Oh my God, William Blake! I love your work!"

The wannabe public speakers and poets: all they do is recite, recite, recite. Group 1: Studies in Language and Literature. Although literally everything in the subject is about writing, the IA is not.

It’s an individual oral where you’ll have to choose extracts, and provide a deep analysis that fulfils the criteria of a global issue. All you need to do is: break down every line word by word, ensure that every technique conveys the central argument, and practice your presentation over and over again. Oh yeah, and speak within the time limit. If a point is useless, just cut it out! if you're not cut throat, you might not be cut out for the IB. "I'm not like a regular bilingual, I'm a cool bilingual."

There's really no hope for the Group 2’s: Language Acquisition. They’re the type of people to correct someone by saying “it's BarTHalona not BarCelona”.

So what if you can speak a different language? If you don’t know a bunch of subject specific vocab, how to keep a flow of discussion, or when it's time to shut up, then you don't qualify to be considered one of the plastics. Since this IA is an Individual Oral again, make sure to have flash cards of key words and common phrases for each unit. You should always remember to link your analysis to a link to your culture and personal opinion. And remember, practice makes perfect.

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"The limit does not exist." really not as ir papers in Group 5, are the d an , rds ne th ma Surprisingly, the anything they course, no one understands Of m. see y the as le ab insuffer THAT hard. talk about, but it's not t the essay is stand can be difficult, bu der un U YO t tha ic top Sure, finding a ndatory pages quickly and diagrams so the ma ons ati equ re mo d an rds less wo equations can nt to write about, the wa you at wh ow kn fill up. Once you e consuming of it's definitely the least tim so , oon ern aft gle sin a be done in ti-social, and don’t really , mathematicians are an ow kn all we as t Bu . ion, you're the IAs time to include a reflect it's en wh So s. ling fee ir like expressing the down what you recommend just writing ’d We it. h wit gle ug str bound to topic, and then describe ote and conceptualised the wr you as h wit d gle ug str tions. how you found the solu

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IB cafeteria. u ionally us a d delus an sed and r ssed re stre een stres So where does that leave us? Somewhere between adding a grrra the one gradin be the ay a be er may acher ac teac optimistic. But not hopeless. Remember, your teach us u e their s,, use afts, ra raf dra ur u draft your it your ubmit ub Sub your IA, but they are NOT your enemy. Subm t. it. feedback, and ask for advice or guidance if you need Get in loser, we’re going to work on our IAs.

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<Creating personalized AI agents> <by Aurora Mario> Imagine never forgetting about an assignment ent because a digital assistant reminds you, helps you plan your time, and solve those impossible math questions. stions.

Artificial intelligence (AI) is becoming an increasingly important tool which we use in our daily lives, including at school. AI’s power extends tends much beyond what we use it for, so understanding how we can use its potential effectively could be the key to our academic and personal success. One way AI could be used in an innovative manner is through “AI agents”. <AI agents vs AI chatbots> AI agents differ from regular chatbots as they can act autonomously and adapt to the user’s specific needs.

While a regular AI model or chatbot responds to questions, an AI agent can send reminders, and even interact with external resources to perform tasks on it’s own, that range from organising and managing daily life, to solving complex problems with multiple steps.

Both families and students can benefit from creating customised AI agents to help with their learning, productivity, and organisation. <Getting Started> The first step in creating an AI agent is choosing your preferred tool. There are two main ways in which you can create an AI agent. The one that will be best for you depends on your goals, expertise, and how much time you have available. The first option are “No-code tools”, such as ChatGPT Custom GPTs, Zapier AI, Flowise, and more. These allow users to create agents by simply describing their goals in standard written language. Another option is using “Open-source frameworks”, such as LangChain or AutoGPT, which allow experienced users to have total control over manipulation and development of their AI assistant.

Others may also opt for using Python to code their agent; however, that requires knowledge on coding.

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<No code Software Options> ChatGPT is the most used AI tool by VIS students, however there are thousands of other options available, such as Grok, Perplexity AI, Gemini, or Claude. <Steps to create a student AI agent (On ChatGPT)> students can use the “Explore GPTs” feature On ChatGPT, Cha describe how the agent should behave, and and simply si they would like it to perform. This can what functions f include writing notes, creating quizzes, scheduling includ study sessions, or explaining difficult topics in a personalized manner. Uploading extra materials, like person notes or useful texts will lead to an even more personalised bot. Moreover, this AI agent could easily be connected to external applications such as google calendar, allowing it to automatically send notifications or set up tasks. <Steps to create a parent AI agent (On ChatGPT)> Users can start building a “Custom GPT” by describing their household’s needs. For example, they could ask it to be their household assistant, who helps create weekly family overviews including appointments, activities, and meal plans, grocery lists, reminders for school events, and even educational materials. For the agent to provide results better suited to the family’s needs, the user could also give it nonsensitive details about their family, such as children’s ages, to better tailor its recommendations.

Finally, the agent could be programmed to have a set routine, for example, to send next week’s overview every Sunday. Combining all this with tools such as Zapier or IFTTT will allow the agent to connect with calendars, shopping apps, or smart home devices. <Tips and Data Safety> It’s a good idea to start small, beginning with one or two features and expanding on them as you get used to your agent. Especially when using the free version of ChatGPT version, it is important to use clear, and very detailed instructions help the AI perform more accurately. When providing details on your needs and preferences, avoid entering sensitive personal information, especially on unsecured sites.

<Conclusion> AI agents could be a significant step toward oward personalized digital assistance. For students, udents, these technologies can transform the learning process by offering individualized and personalized d support. For parents, they can simplify daily organization zation and planning. With accessible tools like ChatGPT, atGPT, anyone, no matter how experienced, can begin designing signing an AI agent tailored to their unique needs. <References> Córdova-Esparza, D.-M. (2025). AI-Powered Educational Agents: Opportunities, Innovations, and Ethical Challenges.

Information, 16(6), 469. https://doi.org/10.3390/info16060469 Escoredo, M. C., Mostovoy, K., Schickler, R., Bechtel, A., Shagan, J., & Bunge, E. L. (2025). Enhancing parental skills through artificial intelligence‐based conversational agents: The PAT Initiative. Family Relations. https://doi.org/10.1111/fare.13158 Flowise - Low code LLM Apps Builder. (2023). Flowiseai.com. https://flowiseai.com/ Foster, W., Helmig, B., & Knoop, M. (2022). AI gives you automation superpowers | Zapier. Zapier.com. https://zapier.com/ai How AI Agents Are Transforming Education. (2025).

Salesforce. https://www.salesforce.com/education/artificialintelligence/ai-agents-in-education LangChain. (2022). LangChain. Www.langchain.com. https://www.langchain.com/ Natasha. (2025, September 16). Exploring AI agents in education: Enhancing learning experiences. Discovaz. https://www.discovaz.com/en-us/article/science/exploring-aiagents-in-education-enhancing-learning-experiences2374412646 OpenAI. (2025). ChatGPT. ChatGPT; OpenAI. https://chatgpt.com/ Sarıdaş, G. (2025). The Use of Artificial Intelligence Agents in Education. International Society That Learn Journal, 2(1). https://doi.org/10.64782/istlj22286172

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Photo by Beijia Xu

THE FORT

by Liyu Lin The fort Below the sky; The bridge, Beneath ladened are greens unseen.

Dews untouched, roosters unheard.

Bowed heads on pacing heels, Beneath the azure we know so well.

Frolic steps, ivory incisors, Bite that smile. An undimmed glow.

Hibiscus bush left unpruned.

Sun burnt. Bougainvilleas.

Photos by Yiyi Hang

Beatus sapiens, Never guaranteed - to find a job.

Walk, skip, run, The warmth of limestones encloses its eroding ashes deposes.

Bounded by the laws of causality.

Speckles of dust wafted the school grounds.

Eyes caught eyes, Between the crevice of time.

“You know the sea” They, them, he, she, it.

The distance sea rolls, as you tell me “If something goes wrong” I just know.

I would run.

Towards the – ” Gyrating clocks 8 to 3 , the flowers pruned; the people withdrawn, scuttled Away and Invisible.

Heavy bags and weightless bags.

Leaving the hexagonal fortress: above trees, below clouds, near the waters.

And closer to the wild hearts.

It’s the silent, unspeaking articles of nature; their devoted muteness here without any known reason.

They simply exist.

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Pride Mural - Diversity, Inclusion, and Well-being Gillian Ji Four 11th graders collaborated on something extraordinary - ride celebration of creativity and inclusion of the LGBT+ community.

ural - a

At VIS, our mission is to create an inclusive space where all members of the community feel seen and safe. ver the years, the community has consistently supported the T + community through events such as the Parade in Valletta, Pride Month, and students created stickers to indicate a safe space for the T+ community. This year, we took a step forward by bringing creativity and inclusiveness to the campus.

The Pride Mural, initiated by Mr affe, was created to remind the T+ community that they are always in a safe and welcoming space at VIS. He explained, “ It’s like a physical reminder of why it's important and how we can support our T A plus community.” For him, it is also a reminder of the students who are part of the Pride community that “they know they are always in a safe space at VIS”.

Following his initiative, four th-grade students brought their creativity and imagination together to design and paint this wonderful Pride Mural that highlights diversity, inclusion, and well-being.

The meaning behind the colours Now, please allow me to invite you into the world of the Pride Mural by listening to the insight of this project shared by the teachers and students who were involved, to gain a better understanding of how impactful it is for the VIS community.

The mural is divided into six distinct sections, inspired by the colours of the Pride flag - red, orange, yellow, green, blue, and purple. While all the artists worked together on the overall concept, each section reflects different messages and an individual’s style and personality.

The first section, red, represents life and passion. “We used students surrounded by a heart to bring their joy to life” The heart was inspired by eith Haring’s people holding a heart up, but we added children sitting on it instead to incorporate other people’s ideas.”, the artist of this section shared.

The orange section, or the second section, depicts a figure from reek mythology, named Hermathoditi, who represents masculine and feminine &ualities, emphasising the unity and balance between genders.

By including this historical figure, “we wanted to show that the concept of gender fluidity has existed since ancient times,” one of the artists concluded, “so that being yourself is something to be celebrated and not hidden.”

Then, we move our eyes to the yellow part, which is all about imagination. It presents a light bulb with wings, symbolising imagination flies beyond the limit.

Going to the green part, there is an upside-down tree with the “Pride apples”, representing different traits of people, “Every person is different, every person is special,” the artist concluded.

For the blue part, an eye is surrounded by different shades of blue, symbolising awareness, empathy, and perception. The artist shared, “I wanted the eye to say that we see you and we accept you for who you are. “ It represents the idea of truly seeing and understanding others beyond surface differences.

Finally, but not least, the purple part. It depicts a person holding the Pride flag, with the spiritual ." flames in the background, representing the intersex community, showing diversity and inclusion.

“It’s to encourage people to be themselves.”

The story behind the project Behind this beautiful mural, there are also challenges, but they were all overcome through the dedication and the passion of the teachers and the artists.

For Mr Jaffe, the biggest challenge when initiating the project was finding both the students and the time. For the artists, the challenges they are facing were mostly energy and time management. Balancing academic life and creating artwork can be very exhausting - especially for our new IB students. “It’s actually a very tiring project, we stayed after school on Monday, Tuesday and Wednesday for an hour and a half. So the main challenge, I would say, was burnout. But together we managed to finish very proud and relieved that the project is finally over.”

Thankfully, the final result doesn’t live up to the hard work of everyone. s Mr Jaffe proudly praised, “There is a lot of effort put into it, and it really shows their artistic talents.” The art teacher also commented, “With different sections, you can really reflect the person’s style, personality, and interests. They really did a wonderful job.”

Inclusivity at VIS When asking one of the members, who is also a member of the LGBT+ community. he shared that the project has a deeper meaning for him. “When I was looking for a school in Malta, VIS stood out to me because of its inclusivity and diversity statements,” he said, explaining that it was something that he really needed at the time – to flourish in an inclusive environment.

“Therefore, when Mr Jaffe asked if I wanted to help make a mural that would show what I was looking for as well, I didn’t hesitate to join and contribute”.

Now, the project means more than just a board on the wall - it has transformed into a symbol of community, love and inclusivity at VIS.

A splash of colour at the campus The pride mural has now been finally placed on the campus, completing its mission of reminding everyone that VIS is a place where diversity and love are truly encouraged.

Thanks to the teacher’s initiative and the students’ collaboration. Through art, teamwork, and support, they have used this uni"ue and meaningful project to bring VIS one step further in inclusivity and understanding of the LGBT+ community!

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Artificial Intelligence User Guide Artifi Student Actions

Teacher Actions

I must complete my work entirely without AI assistance.

I provide a controlled environment, ensuring students rely solely on their existing knowledge, skills and understanding, without using AI.

I can use AI for planning (such as: idea generation, outlining, and initial research.)

I allow students to use AI for planning. Students must independently develop their planning beyond this stage.

I can use AI to support me with my work (such as: drafting, developing and evaluating). I think carefully about the suggestions provided by the AI and develop this independently to demonstrate my understanding.

I allow students to use AI to support them with tasks such as drafting, developing, and evaluating their work.

They must critically evaluate, modify and develop any AI-generated content they use to demonstrate authenticity.

I can use AI to create elements of my work. I must validate and verify the AI-generated content.

I allow students to use AI to create their work as directed by me.

Remember! Reference AI using the conventions set out in appropriate Referencing Guide on the Library site. the appr 031

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Bridge

Verdala Parent & Staff Organisation

Autumn Update Early Years Meet & Greet Families enjoyed sharing platters and chatting with teachers, while the children tucked into snacks and had fun playing after school at the Elementary campus. This was a great way to welcome our youngest students.

Elementary & Secondary Parent & Staff Meet & Greet BBQs Parents, teachers, and staff gathered for the Elementary and Secondary Meet & Greet BBQs, enjoying good food, conversation, and community to start the school year.

Don't Miss!

Winterfest 2025 Don’t miss Verdala’s magical Winterfest 2025 on Friday, December 5th from 6–9pm! Enjoy festive food, live music, Santa’s Grotto, crafts, markets, karaoke, and family fun for all.

Tickets available now on SchoolsBuddy for €10 per person! Guests of the community also welcome to join in the fun.

Upcoming!

Springfest 26' Saturday, March 21st 2-5pm

International Night 26' Friday, June 13th, 6-9pm

Join us!

No matter how much time you can spare, we’d love you to join Bridge, the parent and staff organisation. Whether you can share your expertise or simply help out with the planning of individual events, your involvement makes a difference. All you have to do is send us an email at bridge.events@verdala.org.

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