IB Learner Profile Awards of the Month

The International Baccalaureate® (IB) learner profile describes a broad range of human capacities and responsibilities that go beyond academic success.

They imply a commitment to help all members of the school community learn to respect themselves, others and the world around them.

Each of the IB’s programmes is committed to the development of students according to the IB learner profile. The profile aims to develop learners who are:

  • Inquirers
  • Knowledgeable
  • Thinkers
  • Communicators
  • Principled
  • Open-minded
  • Caring
  • Risk-takers
  • Balanced
  • Reflective 

The High School would like to introduce the IB Learner Profile Awards… a new monthly initiative which aims to highlight students who show excellence in demonstrating one aspect of the IB Learner Profile. This month’s winners have been nominated by UNIS Teachers and by Students in the Senate. The winners were recognized at the HS assembly Friday.

The first award was given to a student who is highly Principled. She is deeply consistent and gives her utmost best to everything that she does. She is respected by her Service Learning group as a hard working leader. Her environmental principles are highly visible. She is quiet, focused, and works hard to make things happen. The recipient was Mina Mok.

The next award was given to a student who is Caring. He has always demonstrated kindness and respect towards his peers and teachers in the UNIS community. Despite being someone who is very busy, he still finds the time to help other students with school work and even with problems that don’t involve him at all. The recipient was Kevin Bae.

The next award is given to a successful Risk-taker. She frequently chooses to demonstrate her learning in a manner that moves outside of the box.  As a learner, she revels in exploration. She takes risks both in the topics that she chooses to explore, and in how she communicates her understanding.The recipient was Phuong Dang.

The final award was given to a student who is very Balanced. He is passionate about his involvement in a range of extracurricular activities, including cross country running, the science debate, Model United Nations, the HS Senate, and acting in the play. Yet he is able to efficiently manage all his activities and retain a sense of calm. The recipient was Harrison Wallace.

More IB Learner Profile Awards will follow in January 2019!

Have a great holiday!

Scott Schaffner
High School Principal

Human Rights Day #StandUp4Rights #RightsOutLoud

December 10 was Human Rights Day around the world. It is a celebration of the signing of the Universal Declaration of Human Rights 70 years ago. This year the United Nations sent out a call for everyone to stand up for equity, justice and human dignity. The UDHR is the most translated document in the world according to the UN. “The Declaration sets out universal values and a common standard of achievement for all peoples and all nations. It establishes the equal dignity and worth of every person.”

This year as part of the programme, the United Nations invited people all over the world to speak out the rights in a language of their choice. Some G12 homebase classrooms took up the challenge during our connections time. Students were challenged to find the article that spoke the most to them and then record it to be sent to the United Nations for their web site. Here is a compilation of some of the videos that were made on that day.

If you would like to join us in the  #StandUp4Rights campaign and create your own video please check out this web site. https://www.un.org/en/udhr-video/index.shtml

Homebases – 12.01 Frose and 12.06 Chagas

Extended Essay and Senior Project: A Celebration for Grade 12 and a Launch for Grade 11

The Grade 12 students have reached a milestone in completing all the requirements of the Extended Essay or Senior Project. This is a graduation requirement for all UNIS Hanoi students. This sustained piece of academic research saw the students write on a broad range of topics. Drop by the library or DP lounge to see some of the questions that the students spent nearly a year researching and writing.

The Grade 11 students had an opportunity to learn from the Grade 12 students. Armed with a series of questions, the students went on the hunt to find out about the research process and what the next year of research and writing will look like for them as a student. After hearing from the Grade 12 students Grade 11 participated in a series of workshops on the EE/SP process, reflection in the EE/SP as well as an exciting opportunity to address some of the global problems in the world through the World Studies Essay.

Enjoy the photo special from the event!

Supporting the SDGs in Language Acquisition

During the grade 10 1st unit of Advanced French under the theme of “Media and Society”, we explored how “Social & Individual bias can be changed through the creative use of media”.

To do so, we learned how advertising campaigns are made, investigated persuasion and other language features that help us convey messages and convince people. The final product of this unit was a publicity campaign for a SDG of student’s choice.

The results were of excellent quality and deserve being shown.

Here are some of the students’ thoughts and works about the importance of doing this kind of project:

“…these type of projects are important to do in french class because while it helps us expand our french vocabulary it also informs us about real life current events that is happening in our generation. It helps us because these are real life problems and we will be able to discuss it in french”

“this is an important project because it is a fun way for us to learn about the SDGs, and raise awareness about them. We are able to apply our French skills to something that matters in the world around us so that we can make a difference”


And what they’ve learned:

“I was able to develop my skills and practice using language to persuade an audience. I carried out methods that we learned to create an advertisement and also describe one afterwards.”

“I learned new vocabulary words and sentence structures. I also learned about the general attitude toward my topic in the francophone world.”

“I learned about the SDG quality education. I inquired into how this SDG is relevant in francophone countries in Africa. I learned that many children around the world do not have access to a quality education, and I learned many factors as to why, especially in Africa. This project educated me a lot about education related issues, and it also helped me see how I can spread the word and make a difference.”