1. BISbuzz Issue 31 | 1
BRITISH INTERNATIONAL SCHOOL - HO CHI MINH CITY| SECONDARY CAMPUS
MAY 8 | ISSUE 31
IN THIS ISSUE
May
11th Ac vi es start
11th — 13th Year 9 INSIGHT Assessments
16th Admission Tests
18th—19th Year 10 Drama Showcase
25th—29th Year 10 & 12 Exam Week
25th—29th KS3 Assessment Week
UPCOMING EVENTS
From the Head Teacher 02
From the Deputy Head, Curriculum and Learning 05
Ac vi es 06
PTG 07
Summer Camp 2015 ‐ College Champi et Switzerland 10
From The BIStro & Underground 11
2. BISbuzz Issue 31 | 2
From The Head TeacherFrom The Head Teacher
Welcome back to term 3 of 2014‐15 and to new families joining BIS, a very warm welcome to our school
community. I do hope that you and your children quickly se le into life at BIS. If at any me you have
ques ons or concerns, please get in touch.
Exams and Reports
The focus this term for many of our students is on examina ons, with IGCSE and IB Diploma Programme
exams in full swing. For parents, this can be a me of anxiety. Your children are well prepared and have
considerable support from their teachers, however, so they are in a very good posi on. As parents, we
simply need to be suppor ve and provide the space for our children to manage this me as they see best.
Some humorous advice for parents appeared on the BBC website this week and I have reproduced this in
full on the following pages. I have also added an extract from a more serious ar cle from the IBO Blog,
which contains useful advice on stress management for students taking exams.
Exams will take place for other year groups later this term. Ben Turner, Deputy Head who leads our assess‐
ment, has wri en a piece explaining the ra onale and structure of our summer term exams and assess‐
ments. Do take me to read this, and don’t hesitate to get in touch if you have any ques ons.
In the mean me, I am pleased to confirm the repor ng dates for this term:
Year 7‐ Full report 19th
June (This is a change from the stated date of 26th
June)
Year 8‐ Na onal Curriculum Level Report 10th
June
Year 9‐ Na onal Curriculum Level Report 26th
June
Year 10‐ Full Report 26th
June
Year 12‐ Full Report 26th
June
Identi ication Cards and Campus Access ‐ AP2
As men oned in BISBuzz last term, and by le er earlier this week, we are making some small improve‐
ments to enhance the security of the BIS campuses and the safety of our children. We are now ready to
implement these changes fully.
From Monday 11th
May, any parent without a valid school parent card and all visitors will need to follow
the procedure outlined below:
A form of photo iden fica on card (e.g. driver’s license or ID card) will be requested from you by the
guard.
The ID will be exchanged for a visitor badge with a red lanyard.
Each visitor will be required to sign in and complete all sec ons in the visitors book.
On leaving the campus, each visitor must sign out and exchange the visitor badge for their photo ID.
In addi on all parents and visitors on campus will be expected to wear their parent card or visitor badge
around their necks using the lanyards provided. This will give enhanced visibility of all adults on site at any
given me.
Thank you for your coopera on and support.
Richard Dyer
Head Teacher, Secondary
3. BISbuzz Issue 31 | 3
The worst things parents can say to teenagers taking exams
By Sean Coughlan BBC Education correspondent
6 May 2015
From the section Education & Family: http://www.bbc.com/news/education-32598711
The exam season is here. For families living in the exam zone, it's a
tricky me. Emo ons are running high. Nerves are frayed. Parents
try to be encouraging and suppor ve ‐ and that's usually a sure‐fire
way of star ng an argument. There is nothing that says it's the exam
season be er than the sound of a teenager's door being slammed.
So what are the worst things you can say?
1.There are only two things that parents can ever say to teenagers taking their exams. The wrong thing.
And the wrong thing. Whatever you say is going to irritate them. Accept it. Even accep ng it, that's irri‐
ta ng too.
2. "Don't worry, it's not a big deal, it's only a bit of paper, and whatever happens we s ll..." Wherever
you're going with that, it's not working. Think hole, stop digging. If you say, "Don't worry," this is inter‐
preted as really meaning, "Relax, you're in a ship heading at full speed towards a colossal iceberg." But if
you say it "really ma ers", that translates as: "Why are you piling all this pressure on me now, like I really
need any more?" Wrong and wrong. Again.
3. "Remember how well your sister did." Few things could be as provoca ve. It sets off a series of explo‐
sions all over the house like in a Sunday a ernoon war film. Never men on siblings, dubiously‐gi ed cous‐
ins, unbearable child‐prodigy neighbours.
4. "How can you do any work with all those screens running at once?" The genera on gap is now meas‐
ured by the number of screens being used simultaneously. It's safe to write this because no teenager will
ever read this far down an ar cle. They are too busy playing with YouTube, WhatsApp, Tumblr, Instagram,
Snapchat and something really retro like Facebook.
5. "At least the exams are much easier now." This li le gem could dig you into a corner ghter than a
Ha on Garden deposit box. Allude vaguely to "proper" exams like O‐levels and then say: "It's great that
these days they more or less give out the answers as well as the ques on papers."
6. "It's lucky you've only chosen easy subjects." Whooosh! So inflammatory that en re postcodes are
laid waste.
7. "You can only do your best." Patronising, with subtle shades of disappointment. It sounds like: "You
can only do your best… for someone who would lose an argument with an earthworm. But well done
you."
8. Stupid 'brain food' ideas. Like it's going to make a difference, ea ng fish pie the night before an exam.
Or a bunch of bananas or gallons of water to rehydrate the brain. Advice on sleep can also be annoying,
oscilla ng between "Make sure you keep revising" and "Don't stay up all night revising." Maybe the last
two years of not reading anything longer than a party invita on might have a bigger impact. And anyway
what's the connec on with fishes and intelligence? A lot of them are no be er than sea grade.
9. "Do you want me to test you on a few things?" This begins with good inten ons, in the same the way
that wars and major humanitarian disasters probably begin with good inten ons. But you've stepped in‐
side the dragon's cave. You've offered to help. What could go wrong? Apart from everything? You're go‐
ing to ask the wrong ques ons, or give the wrong answers. And you'll ask them in the wrong way. Then
you'll get annoyed and say: "Can we turn off the music so I can hear myself think?" or "Why are you
watching Game of Thrones on the laptop?" or "Are you having another break?" Hope the door frame is
more robust than their speaking‐and‐listening skills. Bang.
10. "You'll kick yourself if you've only missed out by one mark." Really, really irrita ng. Guaranteed to
leave them angry un l August. Infuriated teenagers will add it to the bulging file marked "I've tried my
hardest but nothing is ever good enough for you."
Best of luck everyone. Sorry, was that the wrong thing to say?
4. BISbuzz Issue 31 | 4
Exam time … take a breath!
Effective affective skills in action
May 6, 2015 in Featured articles, IB programmes, Programme-related news and topics
“I feel there is nothing better we could offer them than to learn how to take a breath, step back, centre themselves and engage
more fully with whatever comes next.”
Mindfulness educator and IB parent, Kevin Hawkins, explains the benefits of mindful
techniques during this stressful exam season.
My third (and final) child is about to sit the IB Diploma exams so, as a parent, I understand a fair bit about
the stresses and strains of high stakes tes ng. As an educator, I have spent most of my career in middle
schools and have therefore been shielded from too much direct exposure to the sharper edges of learn‐
ing. But in recent years, I have taught mindfulness courses to 11th graders and heard all about their expe‐
riences of pre‐exam stress and how they cope with it. One exercise that many said they found useful was
the 7/11 breathing technique.
7/11 breathing: This is a very simple way of gently extending the out‐breath to help calm yourself in
stressful situa ons – such as opening up an exam paper. Students are shown how to count internally to 7
on the inhale and to 11 on the exhale. We get the teenagers to focus a en on on the coun ng because
this can help unplug a li le from the narra ve circuitry – the storytelling that some mes embellishes,
heightens or prolongs stressful experiences. Some find that even doing the coun ng is a challenge when
stressed, in this case we suggest using the syllables—“sev‐en” and “e‐lev‐en”—instead, so it becomes a
slow count of two on the inhale and three on the exhale. We also tell them to “fit the coun ng to the
breathing” and not the other way round, so it’s fine to speed up the count to fit the breath. This has a
more subtle effect on extending the out‐breath which is a known way of engaging the parasympathe c
nervous system, which can help counter some of our anxious moments.
Mindful breathing in the exam room
Taking even one single conscious breath and allowing a longer exhale before jumping into that first exam
ques on, especially in a hyped–up adrenalin driven state, may feel counter‐intui ve. But it can prove
highly valuable. Star ng off an exam can bring stresses to invigilators too. Giving students their best shot
at success by providing a calm environment could be a good place to start.
5. BISbuzz Issue 31 | 5
From the Deputy Head, Curriculum and Learning
Assessment: Learning and Progress
As we approach the end of the school year, all students will enter a period of assessment in the form of examina‐
ons. Years 11 and 13 students are currently si ng their IGCSE and IB final examina ons. For the rest of the school
a period of internal examina ons will take place during the week of the 25th
‐29th
May. Years 10 and 12 will be as‐
sessed in the subjects they study. For students in years 7 8 and 9 who enjoy a broader range of subjects, the formal
end of year examina ons are restricted to those subjects which represent the largest components of their weekly
metable and hence involve the largest volume of material. These examina ons form part of our broad range of on
‐going assessment represen ng a robust, rigorous system ensuring that all students are challenged and supported
appropriately in their learning.
At the core of learning, assessment serves two key purposes. Firstly, assessment provides a tool to direct future
learning. Secondly, it provides a means to ascertain if learners are making appropriate progress. In prac ce, most
assessment serves both purposes to a greater or lesser extent but it is useful to consider these purposes separately.
Direc ng future learning
Assessment to direct learning takes place throughout the school year. This occurs during lessons, through home‐
work, topic tests and submi ed wri en assignments. These offer students the opportunity to demonstrate their
understanding. This on‐going assessment allows teachers to ascertain where to go next on an individual student
level, as a class or year group. It allows teachers to ensure all students are supported and challenged to make the
most effec ve progress at an appropriate pace.
Addi onally, as students mature they are encouraged to become increasingly independent. One way to secure this
is through the use of these assessments to direct their own learning. Students can iden fy areas of strength and
seek to capitalise on these through making connec ons to other topics or exploring alterna ve perspec ves. Equal‐
ly, they can iden fy areas requiring further a en on or consolida on and act on these accordingly.
Measuring progress ‐ jumps, plateaus and dips
Over the course of a year students do not progress evenly from a star ng point (for example, from English Na onal
Curriculum Level 4a or IGCSE grade C, or IB Diploma Programme 5) through to their final grade in a neat, linear
fashion. Learning is a complex process and two per nent factors leading to poten ally uneven progress are worthy
of considera on.
Firstly, as students piece together or make sense of a new idea they will enjoy ‘breakthroughs’ leading to jumps in
understanding. In contrast, all appropriately challenged learners will endure periods of struggle where it may take
me to fully grasp new learning. Secondly, across topics within subjects students may have varying degrees of flu‐
ency or understanding. They may be be er at crea ve wri ng than literary analysis, be er at algebra than geome‐
try or be er at football than swimming. For these two reasons, students’ progress through levels may not be
smooth and could involve jumps, plateaus and dips.
Overreac ng to changes in summary measurement of progress such as an English Na onal Curriculum level, IGCSE
grade or IB points score over short mescales can be misleading and counterproduc ve. It can result in disaffec on
within learners and a misunderstanding of the level of challenge and support individuals require. Assessment which
provides richer diagnos c informa on such as those used to direct learning is far more useful.
However, over the course of longer mescales such as a year or so, these plateaus, dips and jumps are ironed out
and a learner’s levels of understanding will increase, they will make progress. Student a ainment data is scru nised
by Heads of Year, Heads of Department and class teachers to carefully monitor progress, iden fy students and in‐
troduce appropriate interven ons as well as celebrate success. End of year examina ons provide assessments
which cover of large amounts of subject content experienced over a long period of me providing a robust and rig‐
orous assessment of a student’s level of understanding across a subject.
Through long term assessments examining students across all the knowledge and skills within subjects and the
tracking of data over longer mescales we are able to ensure all students are appropriately supported and chal‐
lenged leading to all students making progress.
Ben Turner
Deputy Head Teacher‐ Curriculum and Learning
End of Year Exams
When:25th
- 29th
May
Subjects Examined:
Years 7-9: Maths, English, Science, Modern Foreign Languages and Vietnamese.
Years 10/12: All IGCSE and IB subjects studied.
6. BISbuzz Issue 31 | 6
Activities
A reminder to parents and students that Term 3 Ac vi es begin this Monday 11th
May. All students
should have received an email detailing which ac vi es they have been selected for. If you have any
issues please feel free to contact our Ac vi es coordinator Phil Drake philipdrake@bisvietnam.com
Ac vity dates Term 3:
Start: Monday 11th
May 2015
End: Sunday 21st
June 2015
Phil Drake
Director of Sport/Ac vi es & Trip Coordinator
11. BISbuzz Issue 31 | 11
From the Underground & BIStro
Menu 3 (11 May)
From the Underground & BIStro
DAY MONDAY TUESDAY WEDNESDAY THURSDAY
MAIN
COURSE
CHOOSE 1
Cottage Pie-Beef
OR
Chicken & Vegeta-
ble Curry, Rice
Pasta with Pork Meat
Balls
OR
Fish Teriyaki, Rice
Roast Pork, Roast
Potato/Rice
OR
Chicken Noodle
Soup (Pho)
Fish Goujon &
Potato Wedges
OR
Beef & Vegetable
Stew, Rice
VEGETA-
BLES
Morning Glory &
Carrot
Salad
Beansprouts & Carrot
Salad
Choy sum & Carrot
Salad
Chinese Cabbage
& Carrot
Salad
SOUP Watercress Cabbage & Carrot Tomato & Tofu Spinach & Melon
DESSERT Mixed Fruit Mixed Fruit Mixed Fruit Mixed Fruit
VEGETARIAN
Vegetarian Cottage
Pie
Chickpea Salad
Mixed Fruit
Pasta Napolitana
Mixed Beans Salad
Mixed Fruit
Vegetarian Noodle
Soup
Tofu in Soya Sauce
Mixed Fruit
Tofu & Vegetable
Stew, Rice
Spinach & Melon
Mixed Fruit
DELI BAR
OPTION
Baguette / Wrap
Fill it with a variety of choices including ham, chicken, cheese, tuna mayonnaise, beef, baked bean,
mixed bean, bolognese sauce
SNACK MENU
Curry Puff
Samosa
Fruit Cup
Chocolate Mud Cake
Swiss Roll
Fruit Cup
Curry Puff
Samosa
Fruit Cup
Banana/Carrot
Muffin
Sponge Cake
Fruit Cup
FRIDAY
Roast Chicken, York-
shire Pudding
OR
Pork in Dark Soya
Sauce, Rice
Broccoli & Carrot
Salad
Mixed Vegetable
Mixed Fruit
Chickpea & Vegetable
Curry, Rice
Mixed Vegetable
Soup
Mixed Fruit
Donut
Cream Puff
Fruit Cup
