Grade 10 Individuals and Societies classes are #StandUp4HumanRights

Grade 10 students have spent the past two months studying human rights and trying to gain a better understanding of each of the rights that are guaranteed in the Universal Declaration of Human Rights.

This week in class they had a mini Human Rights museum. Student groups researched a group that was vulnerable to human rights abuses, explored how we all could stand up for human rights. The presentations were in conjunction with the United Nations Human Rights Day on December 10. Topics included looking at child brides, the war in Syria, LGBTQ+ issues, gun violence, capital punishment and many more.  

Forms of Government Intervention: Maximum Price and Subsidies

For approximately two weeks, members in the UNIS Economic Forum (UEF) had an opportunity to create an exposé to investigate different forms of government intervention in the market. There are 5 different types of government intervention that could take place: taxes, subsidies, minimum price, and maximum price. Two groups were assigned to investigate the effect of taxes and one group each for other forms of government intervention.  

As the members of the UEF were able to do further research to have a concrete understanding of their own form of government intervention, they were able to explain the effect of government intervention through the use of visual diagrams and also apply their economic concepts to real life situations.

Here are the videos from each group: 



Maximum price

Minimum price

As a result, members of the UEF were able to raise TOK questions related to their chosen form of government intervention and consider both strengths and weaknesses of the government intervening the market. However, there still is a question that remains: To what extent should the government intervene in a market? 

Written by Rosan (Seung-Won) Kim

AOK of Focus Presentation: A Snapshot of the Work in Process!

To what extent do we subconsciously apply Theory of Knowledge in other subjects and how does it align with the elements of the Knowledge Framework? The lastest assessment Grade 11 students are working on allows them to explore their chosen Area of Knowledge in-depth. They are expected to look at the elements of Knowledge Framework explained in the Laagemat textbook and the IB TOK guide, which are categorised into the scope, specific concepts and language, methodology, historical development, and the relationship between the shared knowledge of the AOK. With the freedom they are given, students are finding interesting real-life case studies that reflect the elements of their AOK. 

This assessment further requires the students to look at those who are considered experts and answer the question: ‘ What is the role of disagreement between experts in the production of knowledge in your subject of focus?’. In order to answer such questions, students have been conducting interviews with their subject area teacher to better understand the application of the theories as well as what makes one an expert. 

Gaby Chanen, a student who has chosen to focus on the Arts explains, “I chose to explore theatre as I genuinely enjoy taking the class. Through my interview with my subject area teacher, Ms. TP, I was able to learn the production of knowledge and theories specific to theatre, as well as to what extent these theories are accepted and utilised within the community.”

This research is to continue through winter break and will be shared within each class once we come back. If interested, please stop by to look at the different case studies and interpretations of each student!

GIFA Presentations Round II

In this past week, our second round of GIFA Rapporteur presentations began. In this presentation, we had to select a specific article from the Universal Declaration of Human Rights to talk about. Once these articles were selected, each student had to formulate a fact sheet that would essentially encompass what is being covered in their presentations, including the case study that they had chosen.

The first round of rapporteurs had a challenge ahead of them as they had to be setting the bar for the following presentations to come. This was no easy task, however, the three rapporteurs managed to complete their presentations, and to a high standard. 

Throughout the week, we had a lot of time to work on our fact sheets and presentations as a whole. This allowed the following rounds of presenters to refine the information that they collected and ensured that their case studies were compelling and able to encapsulate the essence of the right that they were talking about. 

Because of the time and effort put in by the rapporteurs, the next two rounds of presentations were extremely successful, not only for the rapporteurs but also for the rest of the class. Due to the presentations being so informative, everyone was able to learn at least one new thing in each presentation that they listened to. 

Overall, this week was a major success for the class as a whole, because of all the effort put in by the students in order to make good use of our time during the class, and create many fruitful discussions during the presentations. 

Please feel free to pop into one of our lessons anytime at B5-G29 to experience one of our GIFA rounds in person!

CAS Spotlight – A Passion for Fashion with Matias Belete

Engagement in CAS and the end result of these experiences can often lead to a sense of achievement, a deeper understanding of collaboration, a lasting impact on the community and for some a potential career path!

That might be the case with G12 student, Matias Belete, who has been using CAS as a catalyst to start his own fashion brand. 

I am very excited to see how far I can go with this and wanted to use CAS to document my progress.

Matias started this experience first and foremost as a creator and designer stating, “I truly enjoy designing no matter what kind of design it is. The reason I enjoy it so much is because it allows for me to clear my head and just try new things out consistently with no one telling me what to do. I also feel that I enjoy it so much because I enjoy art and the new ideas or styles that can be made up.

His brand is called Foreign Resource and he is using everyday life as inspiration for his designs.

The latest design I have made I feel is one of the stronger ones due to its relation to the point of the brand. Using a photograph of a plant in my house, I was able to create this design on illustrator. This relates to the brands first collection of clothing encompassing natural resources such as plants or mountains.”

Matias is now realizing there is more to this game than just a good looking tee – namely business strategy and a sustainable approach.

Although the design process and creative aspect is a major part of making a clothing brand, the business side and perspective equally as crucial. Over the past 3 months beginning this brand, I have begun to realize that it is more than making designs. Getting funding and backing from others is difficult, and when considering loans it is important to weigh the possible success against the higher probability of failure.” 

His experience with this creative project makes him a great person to take a leadership role within the school’s newest service learning group, Fashion Revolution! This service group addresses ethical decisions in the fashion industry and advocates for fair, clean, safe and transparent trade practices. 

This is a great example of passion, creativity and service meeting as one!

To learn more about the CAS programme at UNIS Hanoi check out our Website!

To be featured in future spotlights, contact Mr. Jarman at

Double-edged nature of government intervention and market “failure”

Since the 15th of November, year 1 Economy students have begun their finalizing UNIS Economy Forum: Investigative Journalism Project

Each team should choose one of the government interventions – taxes, subsidies, maximum price, minimum price – and explore, analyse, evaluate and weigh the strengths/weaknesses/opportunities/implication.

Team must have the following criteria:

  1. Participation: all members of the group must be in the expose, either as a reporter, news presenter or an extra
  2. Real life example: at least two real-life example
  3. Economic terms and explanation: Explanation of term and graphs are essential in this project
  4. Economic evaluation: two positives and two negatives of government intervention
  5. Style and creativity: Handout/poster, interesting resources, connection with ToK…

Each video would be follow the structure of News. The video must have to include the interview of three people.


  1. DP Econ Year 1 student
  2. DP Econ Year 2 student
  3. DP teacher


Each team discovered different knowledge through this project!

Jinha and Stella
” We discovered in our research related to subsidy that sometimes firms take advantage of subsidy even when they are expected to provide more merit goods “

Navya and Thu Anh
” We discovered the importance of minimum price and what does government do for citizens related to minimum price “

Rosan and Thao
” We discovered the double-edged nature of taxes on the one hand taxes are designed to redistribute wealth to compensate for market failure on the other hand taxes are resisted because some firms believe they are entitled to all that they earned “

Minju and Yuki
” We discovered that maximum price controls set by the government go a long way to helping people afford fundamental goods like housing, food, and education “

At the last lesson of economy, students were focused on film and edit the video! Sounds from the clips were funny!! 😁

As the 28th of November is the deadline, everyone is on fire!! Go Go Year 1 Economics students!

Invitation to join us! November 29th 2019 at B5 G29 from 10:00 to 11:05!

From WoK’s to AoK’s: Put Your ToK Hats On!

How do we know what we know? This is a fundamental question discussed in the IB course Theory of Knowledge (ToK). Recently, we transitioned from the eight Ways of Knowing to the eight Areas of Knowledge. This includes: Human Sciences, Natural Sciences, The Arts, Mathematics, History, Ethics, Religious Knowledge and Indigenous Knowledge.

Felix Shum, an 11th grade student explains, “I chose to focus on Human Sciences because it is theory-based, and the applications and examples used are cool! The human sciences were built around the analysis, understanding, and interpretations of the social, cultural and economic aspects of human society, which in my opinion is very interesting, ergo I was magnetized to choose it, to pick this topic not as a student or speaker, but fundamentally as a human being.

In order to explore these Areas of Knowledge, we used the knowledge framework. Essentially, it defines the key characteristics of the Areas of Knowledge, allowing students to compare, contrast and delve deeper into the relationship between each Area of Knowledge and Way of Knowing.

Minh Kieu, an 11th grade student clarifies, “I chose the Arts because there are many different ways to interpret and express it; there is no right or wrong, therefore there are no limits”.

Feel free to stop by rooms B5 G20, G21 & G29 for more discussions about knowledge!

Global Political Thinkers

Last week, we began to wrap up the topic of Understanding Liberal Democracy focusing mainly on human rights. We will begin our second set of GIFA rounds in the week of Dec 1, 2019, this time on Human Rights. To begin our process, each one of us has chosen an article in the Universal Declaration of Human Rights that we will individually cover in our presentations.

This week we began the day off discussing about THIMUN, which took place last week, and the participants shared their experiences as well how the issues in their committees connected to the concepts that we learn in class such as sovereignty, power and legitimacy. 

The next topic of discussion was the introduction of a field trip which will take place on January 15, 2020 to the US Embassy at Rose Garden. There we will learn about global, international and domestic relations of a nation state on a global stage, how they handle their relations with the rest of the world and how they handle different issues.

To prepare for the next set of GIFA rounds. We looked over examples of fact sheets and discussed what the content for it should be as well as how we should make an outline for it. Later, we did a 5 for 5 where we checked in on each other on how well we understand our articles as well as how well we did our research. The 5 for 5 contains questions we ask each other on these topics and while one student is speaking, the other scribes constructive feedback to help improve and understand where they are at. 

Our global political thinkers doing research on their human rights article and case study

IB Learner Profile Awards

IB Learner Profile Awards were presented during HS Assembly on Friday 15 November. The awards recognize students who show excellence in demonstrating one attribute of the IB Learner Profile. The recipients were nominated by High School Students and UNIS Hanoi Faculty.

  • Mia Weiss for being caring (Grade 10)
  • Frances Phan for being an inquirer (Grade 11)
  • Sarah Anthony for being balanced (Grade 9)
  • Huy Pham for being caring (Grade 11)
  • Holly Seo for being a communicator (Grade 12)

Congratulations to our award winners!

Embracing the Process

Grade 11 students have started a series of workshops to support them as they work through the Extended Essay or Senior Project process. The current workshops have students examining with Ms. Hodgson the MS and HS Librarian, the various databases that are available to use. JStor allows the students access to over 12 million academic articles, books and primary sources to use in their research. Gale Resources in Context gives access to even more sources with the added benefit of being able to listen to many of the articles. The Grade 11 students are exploring these databases as they start to develop their ideas of what they would like to spend the next year researching and writing about. 

Miss Frose, the Extended Essay and Senior Project Coordinator was working with the students during this workshop in learning Noodletools. It is a powerful online tool for not only creating and storing references for a research project, but also a powerful organisation tool for the research. As the students start the process, paying attention to Academic Honesty is important. Knowing how to cite and reference are tools that they will use extensively.

If you have a child in Grade 11 please ask them about the area of research that they are interested in pursuing. The students already have some very interesting ideas they are wanting to pursue.