Embedded Files
Dear Parents and Guardians,
As we return from the October break, I wanted to take a moment to reflect on the first half term for our students in Years 7-9 at West Island School. As my first half term at the school it has been wonderful to get to know some of the students, staff and wider community at WIS and see how the MYP is brought to life every day in the classroom. Students have engaged in various classroom activities that promote a sense of inquiry and connect them to the world we live in. From hands-on experiments in science to thought-provoking discussions in I&S, our curriculum is designed to spark curiosity and encourage deeper understanding of global issues. It is inspiring to see our students actively exploring key concepts through topics that matter to them.
As the new Vice Principal, I am delighted to introduce myself and share my enthusiasm for fostering an environment where every student's growth is celebrated. A core focus for me, and indeed for all of us at West Island School, is the profound importance of effort. We firmly believe that consistent, dedicated effort is the true engine of learning and progress, far more than innate ability alone.
Building on this, you may recall our recent communications regarding the inclusion of an 'Effort Level' alongside our Overall Levels of Achievement (OLA). This initiative, which we have carefully discussed with students in assemblies, is designed to provide clear, actionable feedback on their commitment and perseverance in their studies. This isn't just a word on a report; it's a reflection of their engagement, resilience, and willingness to embrace challenges – qualities that are invaluable in the MYP and beyond.
We encourage you to discuss these effort grades with your child, celebrating their diligence and working together to identify areas where even greater commitment can lead to even more significant achievements. Your continued partnership in reinforcing the value of effort at home is crucial to their success at school.
Thank you for your ongoing support as we work together to nurture our young learners and empower them to reach their full potential.
Warm regards,
Mr Rob Bradshaw, Vice Principal, West Island School
This term, we have welcomed our new Year 7 students to our community. They have made a great start getting know each other and making new connections. I have been very impressed how quickly our new students have also launched themselves into trying new activities and getting involved in dynasty and school events.
Congratulations to our new students in Years 8 and 9 who have also navigated the transition so well to West Island. This can be a huge challenge and during the new student welcome lunch we held before half term, they spoke positively about the welcome that they have received.
I feel privileged to teach the MYP I&S course to year 8 this year. This has been a fantastic introduction to students about the history of the Qin Dynasty and finding out about the Great Wall and Terracotta Army. I have learnt a lot myself and will definitely be booking a trip to see these amazing sights. Many of the class are visiting these locations during Horizons Week and it was enjoyable to see the excitement building for this trip with so much more knowledge and understanding of this period of Chinese history.
Year 9 are in their final MYP year and we are busy preparing to launch the options process which will being after half term. This year provides a great foundation to begin GCSE and BTEC courses with the Learner Profile and ATL skills being a key ingredient to manage the rigour and workload that these course require.
Overall, a great start to the year and looking forward to a very busy second half of term 1.
Mr Guy Hewson, Director of the Lower School
YEAR 7
YEAR 7
This has been an incredibly busy first few months for Year 7, who have faced the challenge of transitioning from primary school to WIS. I never underestimate the enormity of this transition for young people, and I have been extremely impressed with the resilience and determination they have shown. They have been true risk takers; stepping confidently out of their comfort zones to get to know new people and routines.
One of the highlights has been seeing Year 7 come together as a year group, building a strong sense of community. During tutor time, students have spent valuable moments getting to know each other and their tutors, laying the foundation for long-lasting friendships. They have also been exploring the Middle Years Programme (MYP), learning about the different learner profiles they are encouraged to develop. This understanding is helping them grow not only academically but personally, as they focus on becoming principled, caring, reflective and open-minded young people. We are also prioritising positive mental health by discussing how to cultivate lasting friendships and supportive relationships during tutor sessions.
In addition, our Year 7 students have enthusiastically embraced the Creativity, Activity, Service (CAS) component of the curriculum. They are participating in a wide variety of activities that highlight their diverse interests and talents, enriching their school experience beyond the classroom.
Looking ahead, I am especially excited about the upcoming Year 7 Camp during Horizons Week. This week-long outdoor experience will be a fantastic opportunity for students to bond further while enjoying nature and engaging in new challenges together.
Thank you for your continued support. It has been a pleasure to watch our Year 7 students grow and thrive in their first term. I look forward to the exciting experiences ahead!
Ms Sue Woosey, Head of Year 7
CHINESE LANGUAGE
This term, students in the Year 7 Language and Literature Mastery class are immersing themselves in the appreciation of poetry and its inherent beauty through a creative lens. In the unit titled ‘Poetic Charm and Artistic Conception,’ they explored how poetry expresses complex emotions, particularly love, by engaging with various poetic forms and styles. Through guided discussions and hands-on activities, students investigate the nuances of language, imagery, and rhythm, discovering how these elements work together to express deep feelings.
Furthermore, in the 'Cultural Exploration' teaching module, students utilized classic painting elements to create their own unique artworks that reflect their personal interpretations of the themes explored in the unit. Each student is encouraged to infuse their creations with their own experiences and emotions, making the artwork a true reflection of their identity.
To complement their artistic endeavours, students articulate their creative concepts in writing, crafting artist statements that explain their inspirations and the emotional undertones of their pieces. This process not only showcases their understanding of the ATL skill ‘Use existing works and ideas in new ways’ but also fosters a deeper connection between their artistic expressions and the literature they study.
CREATIVE ARTS - MYP THEATRE
This term, the Year 7 students are exploring the Concept of Identity through the lens of Theatre traditions and storytelling. They are engaging with the Learner Profile attribute of Risk Taking as they step outside their comfort zones, exploring a wide range of new skills and unfamiliar techniques like Japanese Rakugo comic storytelling.
DT - DIGITAL DESIGN - COMPUTER SCIENCE
This term, Year 7 students have been diving into the world of coding and robotics using BBC Micro:bits! From creating animated heartbeats to building nightlights that respond to darkness, they’ve explored how systems work through hands-on programming. They've shown off their Thinker and Inquirer skills while mastering ATL skills like critical thinking, research, and technical literacy. Bonus: they’re learning empathy by designing robotic pets to support Hong Kong Dog Rescue.
Get ready for our Robot Pet Showcase! At the end of the unit our students will present their microbit-powered creations to the board as part of a fundraising initiative. It’s a paws-itively exciting opportunity to see tech meet compassion. Stay tuned for dates and come support our young innovators!
EUROPEAN LANGUAGES
In Years 7 & 8 French and Spanish, students have been working collaboratively to understand their Unit Objectives and to understand the Learner Profile attributes in the target language and look at how they embody them when they are learning these languages.
EUROPEAN LANGUAGES - FRENCH
As part of the Projet de Francophonie, Year 7 students researched an assigned French-speaking country, demonstrating their inquirer skills by actively exploring and gathering information. They were required to write down three fun facts about their country, showing open-mindedness by appreciating diverse cultural aspects such as history, food, famous people, or unique traditions.
Next, they created a poster featuring cultural elements from their country, including typical food, a map, the flag, the national flower, traditional costumes, and significant geographical features like mountains, rivers, or landmarks. This activity allowed them to express their creativity and develop their skills as communicators.
Finally, students shared their posters with classmates through oral presentations, which helped them build confidence and enhance their communication skills, embodying the risk-taker profile by presenting their knowledge to an audience.
EUROPEAN LANGUAGES - SPANISH
We are excited to give you a first look at the creative work your child is doing in our Spanish class! This is an example of the digital portfolio they are building—a living record of their progress that they will be proud to share with you at the end of the term.
Your involvement is key to their success! When your child shares their portfolio with you, they will:
-Showcase their work: They'll walk you through the projects they've created.
-Ask for your feedback: They value your thoughts and encouragement!
-Invite you to practice: You might be invited to join them in fun, short activities to help them revise their new language skills together.
-We can't wait for you to see all that they will accomplish!"
MATHEMATICS
Year 7 Tackle Algebra with a Side of Fries! 🍟
This term, our enthusiastic Year 7 students have taken their first steps into the exciting world of algebra – and what a journey it has been!
Their unit, titled “Keep it Simple”, has shown our students that algebra isn't just about letters and numbers – it's a powerful way to communicate ideas clearly and solve real-world problems. In fact, students were surprised to discover how algebra can be used in everyday situations – even at McDonald's!
By representing real-life orders using algebraic expressions (for example, letting b represent a burger and f represent fries), students learned how to write and simplify expressions such as b+b+f+2f. This allowed them to “keep it simple” when handling complicated orders or calculating totals. Suddenly, algebra wasn’t so scary – it was useful!
Throughout the unit, our learners have been developing their Approaches to Learning (ATL) skills, especially in the areas of communication and problem solving. They’ve practised explaining their thinking clearly to others, interpreting algebraic expressions, and working together to tackle more complex challenges.
We’re incredibly proud of how Year 7 have embraced this new mathematical language with curiosity and confidence. With the foundations of algebra now in place, they’re ready to take on even greater mathematical adventures in the terms ahead.
YEAR 8
YEAR 8
The first few weeks of the new school year have flown by, and I’m delighted to share some highlights from Year 8’s vibrant start to the term.
We were thrilled to welcome nine new students into our Year 8 community. To help them settle in and feel part of the year group, we hosted a New Student Pizza Party—an informal, fun way to break the ice and build friendships. Alongside this, our New Parents Event gave families the chance to meet staff, ask questions, and connect with other parents. These events are designed to foster a sense of belonging and ensure that both students and families feel supported from day one.
This term, we’ve introduced a refreshed registration structure, with each day focusing on a different theme—from wellbeing and current affairs to academic check-ins and team-building activities. This variety keeps mornings purposeful and engaging, setting a positive tone for the day ahead.
Our overarching theme this term is “Improving Engagement.” We’ve seen tutors actively visiting different tutor groups each week, strengthening relationships and sharing best practices. It’s been wonderful to see students respond with enthusiasm and openness.
We’ve also launched our new Connections Team initiative, where Year 12 students join Year 8 registration sessions to mentor, support, and inspire. These cross-year interactions are already proving valuable, helping younger students feel more connected to the wider school community and offering older students a chance to lead and give back.
It’s been a heartening start, full of energy, collaboration, and care. Thank you for your continued support—we’re excited for what’s ahead.
Warm regards,
Ms Jonna Besisira-Williams, Head of Year 8
PHISICAL EDUCATION
In Physical and Health Education, Year 8 students have continued to build on maintaining balance in their busy schedules, and have been inquiring into how changes can lead to adaptations in health and wellbeing. In order to do this, students explore and experience different methods of training and develop their ability to perform exercises safely and correctly, whilst considering what changes they can make to their current routines in order to improve their fitness. Students demonstrate the ATL skill of creative thinking as they plan a fitness session that focuses on improving both cardiovascular and muscular endurance. Students reflect throughout the unit to make improvements to their session to ensure it is beneficial for their selected component of fitness, and that it is of an appropriate level.
EUROPEAN LANGUAGES - FRENCH
Students in Year 8 French have been building their own language portfolios through the medium of Google Sites. This unit's work concentrates around the inquiry question of: "Is what we do for fun a choice, or is it shaped by culture?" Students have been reflecting on how they demonstrate the IB learner attributes through their learning of French, and considering how they will construct their own, personalised language journey to reach their desired goals.
SPANISH
In this unit, Year 8 students explore how cultural contexts influence social interactions and communication. They discuss leisure activities and practice expressing personal preferences in Spanish, understanding cultural impacts on expression.
Atl: Communication and Critical Thinking.
Concept : Culture .
CHINESE LANGUAGE
In the first unit of the Year 8 MYP second language class, focusing on Chinese food culture, students participated in a variety of activities, including group oral presentations, poster design and exhibitions, and voting for their favorite posters. Students also recorded a video of themselves cooking a Chinese dish at home and brought the finished dish back to school to share with their classmates. Through these activities, students improved their research, thinking, and communication skills, demonstrating a spirit of IB learner profile such as risk-takers, knowledgeable, caring, reflective and inquirers. They also gained a wealth of Chinese culture and improved their language skills.
CHINESE LANGUAGE
Year 8 MYP Unit 1: Celebrity (伟人事迹)
This term, Year 8 students engaged in a comprehensive exploration of "Celebrity", delving into how individuals become influential figures and the impact they have on others. The unit focused on the Key & Related Concepts of Connection, Character, and Purpose, framed within the Global Context of Identities and Relationships – specifically looking at identity formation, self-esteem, status, roles, and role models.
Students investigated the Statement of Inquiry: “People build connections with different characters based on their identity formation.” through various inquiry questions, from factual questions about introducing celebrities and their cultural backgrounds, to conceptual questions about their impact and motivations, and finally, a debatable question on replicating success.
The primary learning activities included:
1. "我的偶像" (My Idol) Oral Report: Students researched a personal idol, articulating why this figure inspires them, their achievements, life story, and the qualities that make them admirable. They concluded by reflecting on what they learned from their idol and how this figure motivates them to become a better person.
2. "X大师X" (X Master X) Written Composition: Students selected a revered master from a specific field (e.g., Beijing Opera Master Mei Lanfang, Painting Master Qi Baishi, Martial Arts Master Bruce Lee) and composed a detailed 400-word essay. This task required them to trace the master's growth, struggles, significant achievements, and lasting influence, culminating in a reflection on their personal inspiration.
Learner Profile Attributes and ATL Skills Demonstrated/Developed:
1. Inquirers: Students initiated their own research to understand their chosen celebrity/master's life, achievements, and impact, driving their own learning process.
2. Communicators: The "My Idol" Oral report significantly honed their communication skills, specifically oral presentation skills, requiring them to clearly and coherently articulate their findings and perspectives. The "X Master X" essay further developed their written communication skills, focusing on structured argumentation, persuasive language, and expressive storytelling in Chinese.
3. Reflective: Both tasks encouraged self-reflection, as students contemplated the personal impact of their chosen role models and how these figures inspire their own development.
Specific ATL Skills:
1. Communication Skills: (Oral communication) - Presenting information clearly and confidently, using appropriate language and expression. (Written communication) - Structuring arguments, using varied vocabulary, and maintaining logical flow in essays.
2. Thinking Skills: (Critical thinking) - Analyzing the significance of their chosen figure's contributions and qualities. Crafting engaging introductions and conclusions for their written work. (Transfer) - Connecting the qualities of their idols/masters to their own aspirations.
YEAR 9
YEAR 9
Year 9 is off to a brilliant start the new academic year! Along with experiencing option classes for the first time, they've been getting used to more independence and adapting incredibly well to a significant change: being mixed up from their dynasties for most lessons. This new structure has allowed them to meet and collaborate with new people across the year group, building new connections. Our pastoral programme is underway, starting with digital citizenship and screen time and now focusing on mental health and emotional literacy. We've also welcomed ten new Year 9 students who are settling in really well. Academically, the year 9s are continuing with their MYP curriculum for the final year and are preparing for their various local and overseas Horizons Week trips. Outside of class, several Year 9s are involved in the school musical, Into the Woods Jr, many participate in a range of sports teams activities, and we congratulate those who recently went to Bangkok for the World Scholars Cup. We're very proud of how they've embraced these new challenges and opportunities!
Ms Susan Salter, Head of Year 9
ENGLISH LANGUAGE
In English this term, Year 9 have been inquiring into the question "How might writers create stories that provoke readers?". They have been exploring how the genre of dystopian fiction might be used to warn readers about potential societal dangers such as misuse of technology, climate change and loss of independent thought. They've read and analysed stories from writers such as Ray Bradbury and Kurt Vonnegut, developed media literacy skills by analysing Wall-E, written their own creative fiction and even become Risk-Takers to pitch a new dystopian movie idea to a Hollywood studio.
THE ARTS - MUSIC
Year 9 music students are exploring popular music from the 1950s onward, examining how it reflects and influences social and cultural changes. Their journey includes understanding how rock and pop music has evolved over the decades.
Key questions include:
What makes music popular?
What are the main genres of popular music since the 1950s in Western culture?
Is popular music the same in western and non-western cultures?
How does popular music express identity?
Is popular culture a true representation of identity?
So far this year, students have focused on 1950s rock 'n' roll and music of The Beatles from the 1960s. Through listening, composing, and performing, they are enhancing their collaboration, creativity and critical thinking while reflecting on how music expresses identity.
They've delivered some fantastic performances, which are recorded and available in Google Classroom. We encourage you to play and discuss popular music at home for enriching conversations!
Here are some images from class performances this year.
© WEST ISLAND SCHOOL
Edited by Ivo Lipanovic, ESF West Island School Office Assistant
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