ISS Magazine, 2015

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YEAR 10

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secondary languages

Movies based on the texts learnt in our English classes as well as supplementary movies provide a visual for a student which helps a lot. Firstly, a film can substantiate some parts of the text which might not have been well comprehended by all students. And secondly, many movies provide the students with a fresher perspective. They give color and motion to all characters in say, a novel. And movies give students a common experience, as opposed to a book from which individual students can glean different things depending on their perspec-tives. The downside to this, however, is that there is limited or no room for imagination. Even so, movies make learning a better and more enjoyable experience for the students. Aurora Sami, Year 11

It is great to have movies to watch in English along with the text we are studying as it provides us with a visu-ally engaging and enjoyable way to understand the text in more depth. We had read The Kite Runner in the first semester and by watching the movie after reading the text we were able to see a clear visual represen-tation of the settings and the environment at that time in Afghanistan. This is very helpful for those who do not know about the weather and environment in Afghanistan. Rhea Dass, Year 11

Its interesting to see slight plot differences between a text and the movie; this can sometimes change ones perspective of the whole story! Hee-Jun Jang, Year 11

I love watching movies. In fact I prefer movies over books, so being able to watch the movies in class made me more excited to read the books, because the idea of comparing the movie to the book was an exciting thing to do. Talei Semaan, Year 9

I thought watching movies in class was a really good idea, especially before the book because it gave me a fair idea of what to picture when reading the book. It gave me a better understanding of what the storyline of the book would look like in a movie form and showed me an image of the different characters and their personalities. It helped me understand the book version of these movies better. Raylin Mario, Year 9

In English this year we watch Life of Pi and I enjoyed this topic on the book. Watching the movie gave use more imagery to see the book as it is. It was interesting to read the book and see how it contrasted with the movie. Reading this book also introduced me to new words that helped me not in just English but in other sub-jects to. Jade Matthews, Year 9

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secondary mathematics

For many of us, Mathematics can be regarded as a well defined body of knowledge, as an abstract system of ideas or as a useful tool, or a combination of both. It goes without saying that mathematical knowledge provides an important key to understand the world we live in; with all it interdisciplinary connections it lends itself as being a subject fundamental to all studies.

This year we have had students sitting for IGCSE Extended Math in May; congratulations to this bunch of students who took on the challenge. We have also had some great moderation reports on ACT Tasks; where teachers work samples have been added to the ACT website. To add to that, our year 12 IB students have we have some unique topics of study for their Internal Assessment Explo-ration, namely; the Mathematics of Tessellations, Modeling Volcano Eruptions and Geodesic Dome.

Finally, we wish all the students the very best in their external examinations, and happy holidays.

Math is the ONLY subject that COUNTS

Geodesic Dome made with tires was Shayans Mathematics Internal Assessment for IB

MATHS MAKES MINDS MATURE

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secondary science

The important thing is to not stop questioning. Curiosity has its own reason for existence. One cannot help but be in awe when he contemplates the mysteries of eternity, of life, of the marvelous structure of reality. It is enough if one tries merely to comprehend a little of this mystery each day. Albert Einstein

Nothing in life is to be feared, it is only to be understood. Now is the time to understand more, so that we may fear less. Marie Curie

The essence of science involves social, cultural, critical and aesthetic perspectives. An appreciation of the aesthetic qualities and understanding of the universe strengthens students curiosity and sense of wonder. The study of science equips students to be inde-pendent thinkers and life-long learners.

2015 has been a very exciting year in the ISS Science Department. We are so proud of our students. The level of student work has been very high. Exceptional practical experiments have been designed and conducted by our students. There have also been several examples of thorough research, effective presentations and challenging debates. One particular highlight was the op-portunity to host Mr. Nicolas Beriot, the likely Chair of COP 21 in Paris, 2015. This may prove to be a milestone conference on the global issue of climate change. Our students engaged the speaker with intriguing questions and thoughtful responses, ultimately being invited to participate in university roundtable discussions on climate change. Mr. Beriot was extremely complimentary of our students and the caliber of their insight.

We look forward to great external results in Science this year as we continue to feed human curiosity and shape the leaders of tomorrow.

Science at ISS

Science Department Staff for 2015

Head of Department: Kris Stice Environmental Systems/BiologyTeachers: Ashniel Bijay - Physics Megan Navunisaravi - Biology Apisalome Damuyawa - Chemistry Technician: Zeba Kausar

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model united nations

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secondary humanities

Humanities Department 2015The Humanities department began the year with adjusting to the separation of Middle School from High School. Teachers and students worked on subjects aligned to the High School qualifications for the IGCSE in Y9 and 10, and the ACT and IB for Y11 and 12. The subjects on offer in Y9 and Y10 were Accounting in Y10 only, Business Studies and History. We offered Economics, Business and Management and History for Y11 and 12 and welcomed Mr Nemani Dianimoto to teach Economics in Y11.

Dr Belinda Karge from California State University ran a workshop for teachers on Co-teaching and intro-duced us to a range of strategies for student engagement. This has particularly helped our department that with the exception of Business Studies / Management, all other subjects have single teachers. Co-teaching has encouraged us to co-plan and to design lessons and assessments that meet the course objectives. In Y9 History, students used the Give One and Get One strategy to learn the arguments for and against the British and French foreign policy of Appeasement. This required students to read and summarize their position. They then had to explain one argument and to receive or get an opposing argument from one of their peers, within a time span of about 3 minutes before moving to the next student. The lesson helped students to get a bet-ter understanding of international relations leading to the outbreak of World War II. In the Y9 ICT lesson on computer networks, Ms Khatri used Think-Write-Pair-Share and quadrant partner activity. This strategy was more engaging as it gave students time to think on the term discussed in the previous lesson before writing them down. It also gave an opportunity for quieter students to participate in class discussions and has helped to identify any gaps in their understanding of key terms.

The Y11 Business students are currently undertaking market research in preparation for their Business Week, where they will market and sell their products. The Y12 Business students will be hearing from the CEO of the Suva Stock Exchange, and former ISS student, Ms Latileta Qoro, on Shares as part of their unit on Sources of Finance.

Staff and students are also planning and preparing for external examinations. The teachers have helped students to familiarize themselves with the requirements for each paper they will be sitting. For most students there are 3 papers for each subject. Both external examinations in Y10 and Y12 respectively are quite inten-sive and we wish all our students the very best in their preparations.

Milika WaqainabeteHOD Humanities / Technology

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WHOLESCHOOL

duke of edinborough

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student heads

BACKJade Cave, Ashleigh Singh

MIDDLETheodore Strobel

FRONTAbbas Jiwanji

Primary SchoolLeaders

Secondary SchoolLeaders

BACKDebanjan Dhar (Head Student)

MIDDLELitia Baleilevuka (Head Student), Minsoo Kim (Deputy Head Student Sports)

FRONTTanya Patel (Deputy Head Student), EmilyDrak-eford (Deputy Head Student Sports), Ernest Gibson (Deputy Head Student)

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