Highlights from the Grade 12 Pre-university Course Reflections

Pre-university courses aimed to provide authentic distance learning opportunities for Grade 12 students in the six weeks leading up to graduation. The courses provided continued academic engagement and helped prepare them to transition to University. Each course was led by a G12 teacher, or two collaborating G12 teachers. In many cases, courses were built on DP subjects, but were not limited by them. Each course consisted of six weekly assignments that students completed including weekly live tutorials. The level of challenge was intended to be equivalent to first year university in terms of skills and content. This was an exciting opportunity for our Grade 12 faculty to share passion for their subjects with our Grade 12s.

This week students completed self reflections about the programme. The following are a selection of feedback from students.

Courses: International Human Rights, Personal Investment

The pre-university courses have really helped narrow the scope and focus of what I want to study at university. As the courses are more refined and focused upon possible majors, courses and areas of studies offered in university, it acts as a great stepping stone for students. Furthermore, it may simulate the independence I will have to take on as I approach university. – Richard Dang

Course: International Human Rights Protection Regime

In my International Human Rights Course, I developed my critical thinking skills by looking at different views of Human Rights violations all throughout the world. I think my participation has supported my preparation for university because I have been able to work more on my critical and creative thinking skills and because of how small the classes were (this gave me the ability to understand what some smaller college courses might look like). – Bailey Shelley

Course: Personal Investment

Throughout the Personal Finance course, there were a lot of terms and expressions that I was unfamiliar with since I had never been in any economy or business class. Due to this, I had to research many things independently in order to fully understand the course and be able to apply it in real life. – Emma Héloïse Dufour-Nogueira

Courses: Positive Psychology, International Human Rights, Evolutionary Biology

Through these classes I learn more about what I like and what other learning style I can do to help myself. Online classes can be difficult and we’re doing pre-uni courses as well. I believe this helps me to be more engaged in discussing and finding out what works for me. – Thu Giang Pham

Courses: Investigative Economics, Astrophysics, Personal Investment, Future Cinema

They helped my social skills since online it can get quite awkward when people are just silent waiting for some kind of response without any physical contact or communication. I learned many ways to prevent and break the awkwardness..some courses will definitely carry on into my adult life instead with their more practical application and knowledge. – Alexander Getschmann

Courses: Art and History, Personal Investment, Virtual Art Exhibition

It has given me a taste of how university courses function and what will be expected from me. Most enjoyable was the personal investment course. It taught me the importance of starting an investment portfolio, which I intend to do in the near future. – Minh Quan Neefjes

Band, Choir, Orchestra Students Asked to Share Recordings

In preparation for our online celebration next week, the Grade 6-10 band, choir and orchestra students have been busily sharing their video recordings through the google form that was emailed last week.

Please check with your student to make sure they have done this so that they can join in the celebration of all their hard work this quarter. Keep an eye out in your emails for the final link on Wednesday June 3. We are so excited to unveil the creative work of our students! 

New Site Designed to Help Students with French Acquisition

The French department has launched a brand new site that’s designed to help students consolidate their learning over the summer months.

On Le Français à UNIS Hanoi, students of all abilities will find opportunities to:

  • review and practice grammar
  • practice reading comprehension
  • practice listening comprehension
  • discover culture through quizzes, music videos and movie trailers.
Additionally, a suggested selection of books give advanced learners a great opportunity to further develop their language skills.
A google doc, available on the home page of the site, allows students to self assess the areas in which they feel they would benefit from practice. Students are encouraged to share the document with their teachers so that it can be reviewed after the summer.
This site will also be a great tool for next academic year, as students will be able to review certain points that are individual challenges for them. Therefore everyone’s learning will be more personalized.
Students should contact their French teacher if they have questions.
The  MSHS MFL team
Valdir Chagas, Christophe Denizot and Cynthia Frey

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.

From the High School Principals

Dear High School Community,

Scott hosted another HS Let’s Chat on Tuesday via Zoom with High School parents. It was great to see familiar faces again, and to have the opportunity to discuss issues and ideas that will support our community as we prepare for the summer and start thinking about the next school year. 

A New President Elect

As we mentioned last week, the High School held annual elections last week. Congratulations goes to Long Tran who has been elected by the student body as the next HS Senate President after some strong debating during our Zoom Assembly. Thanks also goes to Jeremy Smith and Harrison Wallace for sharing their ideas and responding to questions and answers during the debate. 

Long will guide the Senate into the new school year with a priority of building, fostering and continuing to grow relationships between the HS Senate and HS students, administration and teachers. In particular, as UNIS Hanoi shifts towards a combined secondary school division model next year, it will be important to work closely with our new Secondary School Principal, deputy principals and the Middle School Student Council. 

High School Awards

Each year the faculty nominates students at each grade level to be recognised for two types of awards–the UNIS Award and Grade Level Service Award. Congratulations for all who were recognised today during our Friday assembly.

The UNIS Award 

Is given to two students (at each grade level) who embody the ideas contained in the UNIS Hanoi Mission statement and the UN principles.

“Our mission is to encourage students to be independent, lifelong learners who strive for excellence and become responsible stewards of our global society and natural environment, achieved within a supportive community that values diversity and through a program reflecting the ideals and principles of the United Nations.”

The United Nations principles as applied to the school are to:

  • Promote peaceful solutions to problems.
  • Develop friendly relations among children and adults of different nationalities.
  • Promote cooperation in problem solving in economic, social, cultural, and humanitarian matters.
  • Encourage respect for fundamental freedoms and equality for all, without distinction as to race, sex, language or religion.

The UNIS Service Award

Awarded to students that have excelled in Service Learning by going above and beyond minimum expectations and shown a consistently high level of commitment and leadership towards their service group. The student also took the lead with a specific event or project and showed persistence in making it happen.

The full list of all the award recipients can be viewed here.

 

Virtual Spring Celebration Announcement

On behalf of the MYP musicians from our G6-10 Band, Choir and Orchestra programmes, we are excited to share with you the creative work they have been busy producing this quarter. Throughout the distance learning journey and beyond, the students have been busy both creating and interpreting  expressive compositions that we cannot wait to share via a Virtual Spring Celebration! Your music student will receive a google form over the next 24 hours that they will use to add their final video recordings to the playlist.

Our Virtual Spring Celebration will go live on June 3rd.

Stay tuned for more information in next week’s Tin Tuc announcement! 

Personal Project – The Journey Begins for Grade 9 Students

At this time of year the Grade 9 students begin their introduction to the Grade 10 Personal Project. In the final weeks of school a series of workshops and a special Bootcamp help launch students into this year long journey that is the culmination of their learning in the Middle Years Programme. 

Last week Grade 9 students had their first workshop which included a special panel discussion from current Grade 10s talking about the highs and lows, the lesson learned along with some very practical advice about how to get started with a personal project. A second panel of current Grade 11s provided further advice and some important messages about how their experience in the Personal Project have prepared them for various aspects of their IB courses. Some highlights from them included “make sure you choose something you are really interested in”; “you will learn to be more self organized and to manage long term projects”; and “it’s great if you can connect your goal to something you are also involved in like your service learning interests”. 

The PP Coordinator, Mr Loynes, has been planning a number of informative workshops with special guests coming up in the final weeks of school which will include a Bootcamp on June 8 to give Grade 9s time to meet with their Supervisors.  

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. 

Message from the High School Principals

Hello High School Community,

On Tuesday we had a parent meeting with High School parents. A few questions came up and you can find the questions and answers on this document. There will be a HS Parent meeting each Tuesday, please join at 13:00. You can join the meeting on Zoom by clicking on this link

Highlights this week include our second student-led virtual assembly–this week those running for Senate broadcasted their speeches out to Homebase groups and took Q&A via Zoom.

On Thursday the Grade 12 Theatre students proudly launched their special showcase of their work for our community. Be sure to read the article about that event and take a look at their performance.

We had a fabulous turn out of the Class of 2020 for their in-person Post High School Transition Course held on Wednesday and Friday. Led by our counseling team and the Grade 12 mentors, students have been exploring big ideas including what makes a happy life, and how to take the necessary steps to be ready for the next chapter of their lives.

Finally, please take some time as a family to look over the Summer Programme which has been posted in Tin Tuc this week. There are some great offerings to explore as your family begins making your summer plans. 

 Glenda & Scott