G11 Economics Students Present Posters

Hello, my fellow economists in UNIS!

This week, our young economists presented their poster about the relationship between Inflation and Unemployment!

The concept started with the statement of A.W. Phillips. Then, students slowly developed the idea with Short-run Phillips curve and long-run Phillips curve which could divide into Keynesian view and Monetarist view. 

During the presentation, students are allowed to ask questions and have a small discussion about the concept of “Phillips Curve”.

After students finished their presentation, we wrote feedback on other teams’ posters – strength, weakness, efficiency as a revision tool, and so on.

Would you like to have a look at our WONDERFUL presentations?

GPS Student Shares the Week’s Learning

This week in GPS the students have started a new unit – Peace and Conflict. Content wise, the new unit has proven to be the largest by far, tying together everything else we’ve done this year. The students have also developed a strong understanding of what peace is and its forms, those being negative peace, positive peace and sustainable peace as well as learning about violence in more depth and detail. Eventually learning that violence runs deeper than just physical but can be deeply rooted within systems and cultures. Along with this, the students have also begun to make great strides in finishing the preliminary steps for their engagement activity, an activity where the students will focus on one pertinent issue happening in the world. All the while tying together multiple GPS concepts from all the units in order to make a potent and compelling analysis of the situation. 

The students have just finished their stakeholder profiles and have begun to fill out the EA board, which helps to track each student’s progress in a simplified manner. The students will spend their last four GPS classes of the year building a ground work for peace and conflict which will be further developed throughout the next year of global politics, as well as planning out the goals each student will have for the summer, weather that be fleshing out their action plans or meeting with high ranking government officials in a rousing interview. However whatever the case, the fruits of each GPSers labour will surely show in time as they get step by step closer to completing their monumental engagement activity.

IB Diploma Economics Class Learns about the Phillips Curve

This week in Mr. Anagnost’s DP1 Economics class, we learned about the Phillips curve. The Phillips curve is a concept that states that there is an inverse relationship between the rate of inflation and the rate of unemployment. We evaluated the concept of the Phillips curve and whether there was indeed a relationship between inflation and unemployment. Students looked through the different lenses of Neo-classical and Keynesian, and assessed different concepts such as demand-pull and cost-push while drawing some real life examples of stagflation to further evaluate the concept.

Erica and Yuki evaluating the relationship between the rate of inflation and rate of unemployment.

Students split into three different groups to discuss ideas, analysis, and evaluation of the Phillips curve and whether the relationship was coincidental, correlational, or causal. The majority of our class agreed that there was a correlational relationship that is also conditional.

Rosan and Navya drawing the long-run Phillips curve and using a Keynesian approach to evaluate the relationship between the rate of inflation and rate of unemployment.

Students used a variety of graphs to help explain their reasoning behind their decisions and delved deeper into the issue by looking at real life situations supporting and going against the Phillips curve.

Jinha, Thao and Thu An researching on Phillips Curve

Before work on the poster began, the groups planned which graphs they would include in order to tell their story. Some looked from the monetarist perspective, others looked through the Neo-Keynesian lens.

Suhyun, Minju, and Stella designing the layout of their poster.

This project enabled students to consider the short-run, medium-run, and long-run effects on the stakeholders involved: the government, suppliers, and consumers. They were also able to look at the relationship between inflation and unemployment through multiple economic schools of thought. A lot of the stories they were telling involved other fundamental concepts from our unit, such as economic growth, income inequality, and the business cycle.

Outside of class time, we also had individual meetings to discuss our Microeconomics IA, as well as our recent policy paper. These meetings allowed us as students to have more insight into our progress in class, and be able to recognize fundamental takeaways that we can use to improve. These meetings will still be continuing throughout the next few weeks giving enough time for students to really evaluate their skills and hopefully apply them in future projects. 

UEF Economists Back on Board

After a long journey of distance learning, the UEF members have finally reunited! Today, the members of the UEF gathered around to discuss how countries are responding to COVID-19. Members were to read an article called “Coronavirus weekly: where are countries finding the money to mitigate economic catastrophe?” published by The Conversation. This article happened to tie into the unit the UEF members are currently learning about. 

During distance learning, each wrote a policy paper to address the issues of economic growth, unemployment, and income distribution. These are core topics of Macroeconomics and options to explore further in the upcoming Internal Assessment write-up. By discussing the article with each other, members expanded their understanding off of each other and applied it to an ongoing issue. With their economic hats on, they evaluated the implications of mentioned policies as well as suggested alternative policies to promote economic recovery. 

From this discussion, members extracted similar takeaways that exposed weak spots in the economic system. Trends show that remote working is more feasible for jobs in the higher income bracket. This means that social distancing puts most pressure on the lower-income individuals who cannot continue working effectively in the labour force as their work requires more physical interactions. Hence, they may be unable to sustain a stable means of pay.

Since consumption is believed to be what drives an economy, economic recovery may depend on consumer confidence disproportionally to other determinants of aggregate demand. Consequently, many demand-side economies are choosing to adopt expansionary fiscal policies to directly encourage expenditure this way. In other words, governments are funding for consumers to increase aggregate demand. However, this comes at costs which differ in the short, medium, and long-term.

Ultimately, members identified with the responsibility of policy-makers to address each affected stakeholder in the economy. Now we invite you to take on the role of a policy maker too. 

What would you do? Which policy should be implemented to uplift an economy from recession and to what extent? 

By Phuong Thao Do and Seung-won (Rosan) Kim

Grade 11 Students Complete Group 4 Project

On Monday and Tuesday of this week, all of our Grade 11 students participated in the Group 4 Project.  This is a compulsory component of the IB DP, and its aim is to give students the opportunity to collaborate in teams with members representing the different Group 4 science disciplines – Biology, Chemistry, Environmental Systems and Societies, and Physics.

The Grade 11 teams had to research and present to groups of Grade 6 students on a topic that Grade 6 students had previously nominated in a survey that was of interest to them.  The ideas and questions that the Grade 6 students came up with were aligned to the SDGs:

For the first time ever, we also had 2 Grade 11 teams participating from afar! 8 Grade 11 students from Australia, USA, Taiwan, Singapore, UK, Italy, South Korea and Japan managed very different time zones to create presentations which were then shard with G6 students via Zoom.

Grade 11 students commented that they enjoyed working with the G6 students and their curiosity about the topics they were presenting.  G11s also remarked how much they enjoyed being able to choose the topic they presented as it allowed them to work with their friends to research an area of science they were interested in but had not had time to investigate in more depth.

The Grade 6 students enjoyed the interactive presentations and the chance to learn in more depth about some of the bigger questions in science, and the moral issues that went alongside many of the questions.

Thanks to the HS Science Team who organised and facilitated the smooth running of the Group 4 Project, and congratulations to all of the Grade 11 Students who put in a lot of effort to provide interesting and engaging presentations for our Grade 6 students.­­

 

DP Film Exhibition 2020 to Premiere Online

The graduating DP Film students of the Class of 2020 are excited to premiere their films with the official launch of the DP Film Exhibition. This year, all of the films will be available online via a virtual film exhibition screening. The films will be premiered on Monday, 4 May and a link to the playlist will be sent to high school students, faculty, staff and parents.

The DP Film students have worked incredibly hard on completing their final film project assessments, and have preserved through the challenge of distance learning to produce a wide variety of films that encompass different genres and storytelling modes. Each student undertook a specific production role, from screenwriting and directing to cinematography, editing and sound mixing, for these final film projects. We hope that you will enjoy the films when they premiere online.

G12 Music Performance Website Goes Live Tonight

As part of the IB Diploma Music course, students are tasked to perform a final piece in front of a live audience. However, as a result of campus closures and social distancing, this year’s Grade 12 class took their performances online via a dedicated website. This evening their website went live. 

From classical to contemporary, the performances are the culmination of more than two years of hard work for these six talented musicians. 

Their teacher, Ms Colette A’Bear said, “I would like to take this opportunity to commend and congratulate this wonderful and eclectic group of young creatives for sharing their passion and enthusiasm of music both in the classroom and beyond. You will discover their musical output is varied in style and instrumentation. From a classical violinist to an R&B style producer, you will certainly find something in their work that will please your musical tastes.”

View their performances and creative folios online here.

About the Performers

My Anh:

My Anh aspires to be a self produced artist in the future. Recognizing the distinct lack of female producers, she’s keen to achieve her dream. The IB music course has pushed her to produce some of her first few originals. 

Menglin: 

Lin has played the violin and is in the school orchestra. She loves listening to classical music, especially music from the Baroque and romantic era. Special thanks to her violin teacher Mr Thang Do for helping her with her violin techniques and concept of musicality. 

Shay:

In middle school, Shay used to spend hours by himself tinkering around in Garageband. Nearly everything he made was terrible, but despite these failures, he enjoyed making music. That has never changed. The only difference between middle school and now is that he’s upgraded from Garageband to Ableton and now has a wonderful class to help him out. Shay predominately makes hip hop with a lot of electronic instruments.

Minh:

Minh likes music that he thinks is unique above all else. His main inspirations come from artists that don’t necessarily sound good but set themselves apart from everything else. He does tend to push a lot of noise into those pieces which some might think detract from the appeal but he hopes that through listening to them you understand that this is intentional and part of the statement he’s trying to convey.

Hai:

Hai is a singer who joined the School’s APAC Choir in 2016. His debut cover, Let Her Go, was voted among the top 3 best performances in 2018’s School Talent Show. Over the past five years at UNIS Hanoi, Thanh Hai has performed in countless events and shows. 

Joshua:

Joshua is a percussionist with a passion for music technology and everything related to music production. Throughout the IBDP Music course he has focused on developing his skills as a drummer as well as his knowledge in music production. His favourite genres to work with are a fusion of  Rock, Funk and Trap.

Grade 12 Final DP Music Solo Performance Folios

This will be the first in our series of upcoming Grade 12 DP Student Arts Events. We hope you will join us in celebrating their work!

DP Music provides an opportunity for young musicians to develop a deeper understanding and mastery of knowledge, theory and skills as performers, creators and listeners. Students roll up their sleeves and dig into 500+ years of Western Art Music as well as music from around the world, leading to greater understanding, more thoughtful performing and more creative composing.

The grade 12 DP Music students have worked extremely hard over the last two years and will be sharing their final folios through an online programme platform. We will be sharing the Google Site on April 24th to the UNIS community!
Please be sure to book the date, take time to watch our students performance, and share your appreciate of their efforts via our school’s social media communities.

FAQ: How DP Grades will be awarded

Earlier this week UNIS Hanoi’s DP Coordinator, Elliott Cannell wrote to Grade 12 families to share more information on how Grade 12 students will receive their DP grades following recent updates from the International Baccalaureate Organisation (IB). Here are answers to the most frequently asked questions.

Will students be awarded an IB Diploma?

Students who fulfil the requirements will receive an IB Diploma. A total points score will be awarded out of 45, as normal. All students will receive an IB Transcript with their grade (1-7) for each subject. Results are expected to be published to students on 6 July, like any other year.

How will students be awarded their DP subject grades? 

The IB will award each student with a grade (1-7) for each of their DP subjects using a calculation that takes into account their coursework marks (IAs, Orals, WT, WAs, etc.) and their predicted grades from their teachers at UNIS Hanoi. Teachers will use evidence of learning accumulated since the start of Grade 11 to predict the final grade that each student would have achieved had the DP exams taken place. The DP predicted grades that UNIS sends to the IBO will not be distributed to Grade 12 students in keeping with previous practise at UNIS Hanoi.

What about students who perform better in exams than coursework? 

The IB has said they will use a calculation ‘based on the relationship between coursework marks, predicted grades and subject grades to estimate the subject grades candidates would have received if the exams had gone ahead. If the relationship between these elements shows that in previous years candidates globally tended to achieve higher outcomes on their exams than their coursework, the calculation used this session will reflect that.’

How will coursework (IAs, Orals, WT, WAs, etc.) be marked?

The IB is taking a more individualized approach to marking Internal Assessments (IA) this year in Chinese B, French B, Spanish B, Spanish Ab Initio, Business Management, Economics, History, Psychology, Biology, Chemistry, ESS, Physics, Math HL, Math SL, and Math Studies. The IB will mark the IAs of all students in these subjects, instead of requiring UNIS teachers to mark these IAs and then applying moderation. This process will give students a more individualized grade.

Can students make last minute improvements to their coursework (IAs, Orals, WT, WAs, etc.)? 

The IB has asked all schools to ‘ensure that students do not receive any additional feedback or support beyond what they would normally receive’. Many items of coursework by UNIS students have already been submitted to the IB. It is essential that UNIS submits all remaining coursework to the IBO as soon as possible so that students can receive their results on time.

If you have any further questions, please contact Elliott Cannell by email. 

Elliott Cannell

G11 Exams Postponed until Next Academic Year

In light of resumed campus closure, families with Grade 11 students were informed earlier in the week that examinations that were scheduled to take place this month have been cancelled. In its place, teachers will be conducting a range of online assessments to ensure recent learning has been grasped by every student. Additionally, students will be introduced to new units and new material. The reshuffle of the schedule is within guidelines set by the International Baccalaureate Organisation (IBO).

Elliott Cannell, the School’s IB DP Coordinator explained, “The IB Diploma is a programme that must be completed over two academic years. The IBO provides us with a curriculum framework, assessments and policies, but as a School, they give us the flexibility to decide how we structure the learning over the two year duration.”

He added, “Through online assessments, teachers are collecting evidence of learning on topics that have been taught in the last month. Formal exams in Grade 11 are not an IB requirement, but have long been considered a good opportunity for students to practice the habit of taking tests. We still believe it’s good practice, but one that can be postponed.”

Same learning, different modality

Brian Chanen, an IB Exam Author for the past 16 years, and a parent of a Grade 11 student agreed with the School’s tough decision. He said that, although there’s clearly a place for exam practice, the most important element for students is learning by engaging with the material. He continued, “The kind of exams students were set to take this month serve a different purpose to the final exams they will take at the end of Grade 12. These assessments would have helped teachers and students determine what students know and are able to do, so that teachers can plan for growth. Summative assessments can be used to achieve this goal.

With knowledge of the rigorous learning that’s taking place at UNIS Hanoi, he is confident that the School’s IB Diploma students are resilient and in the ‘best place possible’ for dealing with changes to their schedule as a result of COVID-19.

His best expert advice? “The single biggest piece of advice I can give to students is to engage with learning, not assessment and preparation.”