The Tiger, May 26 2023
Head of School Message
Greetings! This is the last edition of The Tiger for this academic year. It has been a wonderful year!
On the 20th of May, Stonehill hosted a beautiful graduation ceremony for the graduating Class of 2023. It was a wonderful evening filled with nostalgia and promise.
We are immensely proud of our young graduates and I have no doubt that they will make a positive impact to themselves and to the world in the future. Congratulations to the Class of 2023! We wish them the very best!
I’d like to wish those families leaving Stonehill and transitioning to new schools all the very best. It is my hope that your children will always remember our close-knit Stonehill community. For our returning families, we look forward to the next academic year.
For those teachers leaving us, I wish you the best. I thank you for your dedication and commitment during your time at Stonehill. The passion and dedication that our teachers bring create a loving and caring learning environment for our students.
The last day of school for all students is on the 8th of June and school reopens on the 7th of August 2023.
Wishing you all a wonderful break!
Dr.Brian Brumsickle
Head of School
Whole School News
Stonehill Celebrates the Graduating Class of 2023 at a Beautiful Graduation Ceremony
Stonehill hosted a glittering graduation ceremony to honour the Graduating Class of 2023. The ceremony took place on May 20th, bringing together the Stonehill community to celebrate the accomplishments of the graduates. The evening was filled with mixed emotions as students, parents, faculty, alumni and friends gathered to reflect on the wonderful years spent at Stonehill.
Mr. Alfonso Tagliaferri, Consul General of Italy in Bangalore, was the Guest of Honour at the ceremony and addressed the graduating class. Mr. Jitu Virwani, Founder, Stonehill International School and Chairman & MD of Embassy Group also delivered an inspiring address to the graduates.
This year’s Valedictorian, Wonjun Lee, and Stonehill Citizenship Awardee, Trusha Walia, delivered heartfelt speeches, reminiscing about their wonderful memories at Stonehill, forming lasting relationships with their teachers and peers.
Primary School
As we close out the school year, it is time to reflect - for me, not just on the year that was but the last five years which has been my tenure here at Stonehill.
A complete review of the Programme of Inquiry
This instilled conceptual understanding and inquiry as the clear focus of units. Annual reviews have continued to ensure each unit meets the expectations of the IB and aligns both vertically and horizontally across the Primary School.
How we express ourselves
The Council of International Schools (CIS) and the IB are committed to inclusivity. CIS identifies it as I-DEA (Inclusivity - Diversity, Equality, and Anti-racism). The IB identifies it as DEIJ (Diversity Equity Inclusivity and Justice). As a school, we have written statements about these themes. The Primary School has chosen to implement these commitments through a single unit of inquiry. This unit has the same central idea with differing lines of inquiry for each grade. We have connected our special weeks (Artsfest and Litfest) to ensure there is depth of understanding and coverage.
Assessment Capable Students
Our Programme Development Plan (IB - PDP) this year has been focussed on assessment. Our focus has been on SOLO taxonomy (Structure for Observed Learning Outcomes), personal goal setting and encouraging our learners to take part in the evidencing of their learning, building assessment capable learning as expected by the IB.
Toddle
The introduction and implementation of Toddle as an operating system that allows students, parents and teachers access to one platform for learning - from planning through to reporting. It also maps the curriculum so teachers and administrators can evaluate curriculum coverage and student levels of achievement.
A complete review of the Language curriculum
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The entire Primary School was involved in the revision and curation of the written curriculum. Once reviewed, resources were attached ensuring they are easily accessible to teachers.
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6+1 Writing Traits were introduced as a Primary-wide commitment to the learning and teaching of writing and how to do it - ideas, word choice, sentence fluency, conventions, organisation and voice. Intensive training took place and resources were purchased to support the instruction of writing. Writing genres are balanced both vertically and horizontally, and taught and assessed through clear assessment tools.
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Handwriting and keyboarding expectations were revised and implemented.
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Phonemic Awareness, Grapho-phonics and Word Study were revised and implemented along with assessment tools that record student growth over time.
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Literably was introduced - a reading assessment programme - which saw expectations rise. It is an online tool which removes the subjectivity of teachers and provides individual goals for students.
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The strands of Speaking and Listening were identified, continuums of growth written and used as assessment tools. Aka, there are now expectations for each grade on oral presentation.
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The Viewing scope and sequence was re-written to accommodate updated tools, resources and expectations.
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The concept of a balanced Language programme was shared with teams - clear expectations of language learning that teachers are expected to follow.
A complete review of the Mathematics curriculum
A team of teachers and the PYP Coordinator took on this role. This curation and editing exercise led to the decision to adopt the Singapore Mathematics curriculum, commonly known as Singapore Maths. This implementation will take place in the new year along with training and resource development.
Visible Thinking from Harvard University
Teachers and Teaching Assistants have been taking this course online from Harvard University in the USA. This three month course introduces and develops an understanding of the why of thinking skills , how to teach them and gives 21st century tools of thinking to use in the classrooms. These tools are expected classroom learning and teaching strategies.
Master Teachers
Utilising current thinking on learning and teaching, a document has been developed identifying the skills and behaviours of a master inquiry teacher. Teachers are expected to develop these skills through ongoing growth and development. This document is a baseline for teacher performance management. My daily learning walks use this document as a “yardstick” for learning and teaching.
Finally, our ability to transition back to school whilst preserving some of the key elements of Remote and Distance Learning, and our commitment to building a sense of belonging through collaborative dialogue and community have stood us in good stead.
On that note, I wish you well and hand over to Peter who will continue our journey…
With best wishes,
Karen Crooke
Primary School Principal
PYP Coordinator
In every educational institution, there are individuals who go above and beyond their call of duty, leaving a lasting mark on the lives they touch. Karen is one such remarkable leader, who has transformed our Primary school into a vibrant and collaborative learning community. With her unwavering dedication, innovative approach, and genuine care for every learner, she has become the heart and soul of our Primary school.
Celebrating Karen
An inspirational leader who has built a thriving community of learners
One of Karen's greatest strengths lies in her ability to build a strong and inclusive community of learners, which extends not only to the students but also to the teachers and staff. She leads by example, embodying the values of collaboration, life-long learning, and open-mindedness. Karen has created a culture of trust and support, empowering educators to explore innovative teaching methods and continuously refine their pedagogical approaches.
Karen's visionary leadership has been a guiding light, shaping our Primary school into a place where learners are at the very heart of everything we do. She firmly believes that learning should be personalised, catering to the unique needs and interests of every learner, and fostering a love for learning. By embodying this philosophy, Karen encourages learners to explore their passions, embrace challenges, and strive for personal growth. Karen's open-door policy invites learners to approach her with their ideas, dreams, and challenges, knowing they will be met with empathy and guidance.
On behalf of the entire school community, I would like to extend my deepest gratitude to Karen for her commitment, support, and outstanding leadership. Karen, you are an inspiration to us all!
PYP Counsellor
Helpful Hints for Supporting Children Through Transition
Check-in with them
Have real conversations. Ask them how they are feeling about the move. Validate how they are feeling even if you feel differently about the same situation.
Encourage curiosity
Allow kids to ask you any questions they have about the new country/new school. They might have a lot of “What if?” questions, so try to be patient with them in your responses. There are going to be questions you don’t have an answer to. Get curious together. Find out more about what your child needs/wants to know about their new school.
Model coping strategies
Does your child prefer playing a sport or practising mindfulness (or both)? Does taking deep breaths help calm their nerves? Or would a “safe place” visualisation activity help them feel better? Helping children put together their own toolbox of coping strategies, and encouraging them to use these strategies even before the transition begins, will help them settle in better.
Reach out for support
Keeping in touch with your child’s homeroom teacher and the counsellor will help both you and your children ensure the settling in process is far less stressful. Encourage your child to build connections and also have a safety network in the new place.
Stay the course!
Transitions are never easy. Children feed off of your energy. They know if you’re not adapting well to the change. They can sense when you are dysregulated. However, when they see you accepting change and demonstrating a growth mindset, they are more likely to work towards building that resilience too.
Neeti Sarkar
PYP Counsellor
Primary News
P8 - Understanding Migrations
Migration demonstrates a response to challenges, risks and opportunities
During this unit of inquiry we have done many things. I think Migration Memoir writing challenges you and makes you step into other people's shoes. Since I am writing about my dad, I can understand what he felt during his migration. I think there are many risks people take when they migrate, you can't just teleport! You need transportation and there are times where there can be accidents, problems on the way, or they can be denied.
For one of the provocations, we did a migration simulation where we went through the migration process. It was a very long line and we waited a lot! They gave us a paper to fill and some people didn’t speak the language. I also learned that some can get discriminated against based on the countries where they come from, their race or their religions. It can be harder or easier for some people to migrate depending on these things.
You can have opportunities when you migrate to somewhere else because it's a different place, culture, language… People go through a rough situation when they migrate but they come out and have a better life.
Jihwan Kim, P8E
This migration unit has been filled with so many things we have done. From having so many provocations to writing diaries and talking about a character that has only been made from our imagination and research. How we have made our diary entry very realistic could also be someone’s life who had faced this somewhere in the world.
We had many provocations that all got us feeling different emotions. We had a provocation where the teachers were immigration officers and we were the migrants. We had forms to fill and they were in different languages! Some of us got in, others did not. Some of us were worried, others were scared. It all depended on getting a sticker on the back of the form or not. Some people thought it was very unfair and thought it was luck because if you didn’t get a sticker on the back then you weren’t allowed through the borders.
For my diary about an imaginary person, I wrote about a girl named Navya from southern Tamil Nadu and her migration journey due to the Pakistan and Indian partition in 1947. I love writing diaries and stories so this was fun for me. But it is the end of the year so this was a little stressful for all of us! It brings back so many memories of PYPx.
Hazel Abraham, P8M
It’s been a pleasure seeing the learners gaining confidence in writing throughout this unit as they researched and created their realistic migration story. Throughout many different provocations, the learners experienced what it would be like to migrate. They chose the resources they would bring, were provoked to consider different ways of travelling and the consequences that were involved. They are currently planning their Migration Museum, where they will showcase their research and new understandings of the central idea. They have planned, prepared and organised their materials, artefacts and spaces on their own this time, which was quite simple compared to their experience with PYPx. We have seen them progress and grow in so many ways and we look forward to seeing everyone on the 30th of May at our museum.
Monica Dhawan
P8 Homeroom Teacher
Hindi
In Hindi, language is developed in collaboration with the Homeroom units of Inquiry and Transdisciplinary themes.
The learners set goals for themselves at the beginning of the academic year. It was great of them to take ownership of their learning - reflecting and strategising, they worked towards achieving this goal. The learners were excited and this encouraged them to use Hindi extensively to respond, express and communicate. They learnt to write the Hindi script, form sentences on their own, and even learnt a few Hindi songs.
Learning Support
What makes a family?
In recent times, there have been important changes in the family structure. We learned that when people think of the definition of a family, the image of a mother, father, and children comes into our minds. This is what we call a nuclear family, which is parents, and one or more children.
But there are more definitions that can be used to define a family. We now understand the differences between a single-parent family, which is one parent and a child or children, and an extended family, which includes grandparents, uncles, aunts, and cousins. We all decided that whatever family we have, we love to live in a house full of love and happiness.
For our last task in this unit of inquiry, we learned how to make vlogs. Video blogging (that is, vlogging) is similar to Internet TV. Bloggers can film themselves on video, upload the clip to a host site like YouTube, and then embed a link on their blog to share with the world. We also studied the structure of a blog entry. Blog entries are like journal or diary entries, but instead of them being private, we can share them online for the world to see and comment. We decided that we liked this idea so all of us make our own vlogs and blog entries on spending time with our families on the weekend.
A Blog
Kian’s fun weekend with his family
I believe that my family is the best family in the world. My family is so important to me. Because they are kind they are loving and they are entertaining. I love spending time with my family on the weekend.
Saturday day 1
I walked my dog with my sister for about 10 minutes. Then I played on my trampoline with my brother and sister. My dog was watching. Later I swam in the pool with my brother Kaden. Then we got tired and hungry so we ate some noodles together. Then we went to sleep for about 7-6 hours.
Sunday day 2
I rode my bike almost as fast as a car for about five seconds. Then me and my sister did magic tricks with 1 Canadian dollar. Then I played golf next to my neighborhood for about one hour and thirty minutes. And I played roblox with my brother and sister. Finally to finish off the weekend I did a little bit of homework.
I love spending time with my family because they are kind and welcoming and I love them. The benefit is lots of fun because I get to play games with them. I get to play on my trampoline with them and I get to play in the pool with them. And I get to learn with them, I get to live with them and I get to play video games with them. So, tell me about your family. How do you spend your weekends with your family?
THE END
How can we find our way?Â
For our last unit of inquiry in LS for this academic year, we examined the skills we need to help us survive if we get lost in the wilderness. There is nothing more exciting than being in a new place. Meeting new people, discovering new foods, perhaps even having to communicate in a new language. But it can be scary too… especially if you lose your way.
But we shouldn’t let the possibility of losing our way put us off exploring new places. These new places bring us opportunities to make connections with others and this can be an incredibly enriching experience. Instead, we need to know exactly what to do if we do get lost, and maps help us become safer and better informed travellers.
Using our mathematical skills, we measured the size of a map of India and drew a grid double the size to reproduce it. Using the ratio of 1:2, we started to learn the way around India so that we never get lost again! Hopefully, we will finish our masterpieces before the end of the year!
P7 & P8 Learning Support students
Kassandra Rieck
Learning Support Teacher
Secondary School
With a week and a half left of the 2022-2023 academic year here at Stonehill, it’s time to take stock of what’s happened in the Secondary School over the past ten months.
This was the first academic year since 2018-2019 that we have managed to enjoy every week on campus.
This was the year that the BAASC sports events came back to life with a full schedule of tournaments and an increased number of friendly league matches throughout the year.
This was the first year since 2019 that our students could travel overseas to the BISP football tournament in Phuket.
This was the first time since early 2020 that we were able to send all of our M1-D1 students on class trips around India.
This was the first year since 2018 that we have been able to put on a full-scale Drama Production and Art Exhibition in the city.
This year saw the biggest D1 cohort in Stonehill history (65 students) and waiting lists for M4 and M5.
This year, the boarding houses filled up forcing the school to accelerate plans to build a fourth boarding house in the coming year.
This year saw the reintroduction of the ever-popular house system with various sports events occurring throughout the second semester.
This year saw the revival of music concerts both from the Secondary School music students and the Extended Music Programme, as well as regular Stonehill Sessions in the courtyard during break-times and lunch-times.
This year, we seem to have had countless opportunities for our Design and Technology students to get involved in competitions and events, and the school hosted both a Makeathon and a Hackathon.
And this was a year in which every department in the Secondary School organised various events to help students see how learning in the classroom can connect to real-world issues, and to hopefully inspire our students to consider delving deeper into the concepts and topics that they study at school.
Interestingly, covid and other illnesses have still been lingering in the background, and this has required all of our teachers to step up and support colleagues from time to time to ensure that our students still benefit from all of the opportunities on offer in our curriculum. As a Principal, I feel extremely fortunate to have worked with such a dedicated, supportive team over the past four years, and I am grateful for everything that our faculty members have done to support our students throughout one of the most difficult times in recent years.
So what’s next for the Secondary School? Due to the growth in enrollment, we are starting the construction of new facilities (boarding house, new academic block, cafeteria expansion), our new Arts studio should be open by the beginning of August (where the old library used to be), the ISACI sports competitions are being revived for Middle School, new courses are opening up for our DP students with an expected D1 enrollment of 75 next year, there are plans for a big musical in February next year, the Student Council is being reorganised so that our students can play a more constructive role in decision-making at the school, and the school will be hosting various professional development opportunities to upskill our teachers throughout the course of next year.
Busy? Of course. But there is clearly enough positive energy around the school to continue to build on the solid foundations that we already have in place. I look forward to engaging as many parents as possible in our continued growth over the coming years and wish you all a restful break.
Joe Lumsden
Deputy Head of School & Secondary School Principal
Secondary News
PHE
Since mid-February, the MYP students have been participating in a wide range of activities like Striking and Fielding and Net and Wall games
Striking and Fielding activities
Striking and Fielding consists of activities where one team is striking a ball with an implement whilst the other team works as a fielding group.
Activities such as Softball, Cricket, Danish Longball and Kickball are examples. Physical skills such as batting, bowling, catching, pitching, throwing and running have been learnt by the students as well as an understanding of the rules allowing the students to experience ‘officiating’ a game independently.
House Softball
The Striking and Fielding unit culminated with a house Softball competition for each year group. The tournaments were played as a semi-final and final format with a two-inning shootout. All five tournaments were played competitively at a high skill level but in excellent spirits. Below are the winning houses from each year group:
M1 - Gandhi
M2 - Gandhi
M3 - Chawla
M4 - Chawla
M5 - Gandhi
Net and Wall Games
We have recently begun our Net and Wall unit. This consists of activities such as Table Tennis, Badminton, Volleyball, and Tennis. These activities focus on skills such as serving, returning, and smashing. The students will also develop strategies such as positioning and movement around a court and working as an individual or in a doubles partnership (in Badminton and Table Tennis specifically). These activities allow students to experience a range of different competition styles such as knockout, groupings, ladder, and round robins.
Swimming
The M1, M4 and M5 students are in their last rotation of classes. We want to thank Mr. Chaitanya who has taught Swimming to every student in the MYP section across this academic year.
The picture shows a water polo game which is an example of the alternative water based activities the students have been participating in.
House Swimming
House Swimming will take place for the M1-M4 students between the 30th of May and the 1st of June. Each grade level will compete individually in the boys and girls races across the different strokes learned in the lessons. There will also be a relay. Please encourage your children to sign up and represent their house.
As we head into the last few weeks of the year, this is a reminder for students to strictly bring their Stonehill PHE (red) shirts, suitable footwear, water bottles, hat and sunscreen, for all PHE lessons, especially when it is outdoors.
Harry Martin
MYP Physical Education
Secondary Student Support Services
Supporting Your Teen’s Wellness During the Summer Holidays
Teenagers face unique challenges, and summer can be an ideal time for them to focus on their mental well-being. As the summer holiday approaches, parents of teenagers play a crucial role in ensuring their teens' wellness during this time away from school. It's an excellent opportunity to help them recharge, explore new interests, and foster their overall growth.
It’s important for parents to encourage open and supportive communication, allowing their child to express their thoughts and emotions without judgement. They can also encourage stress-management techniques such as journaling, mindfulness exercises, or engaging in hobbies that promote relaxation.
Here are a few valuable ways to help you support your child during the break:
Encourage a Balanced Routine
Help your teen establish a balanced routine during the summer. Encourage them to allocate time for physical exercise, leisure activities, educational pursuits, social interactions and sleep. While allowing flexibility, a routine provides structure and helps teens manage their time effectively, promoting overall wellness.
Foster Independence and Exploration
Encourage your teen to explore new interests and hobbies independently. Provide them with resources or suggestions for activities that align with their passions, whether it's learning a new instrument, trying out photography, or participating in a sport. Encourage self-discovery and support their desire for autonomy.
Facilitate Peer Connections
Social connections are crucial for your teen's well-being. Encourage them to maintain friendships and make new ones by organising social outings, encouraging participation in community events or activities, and supporting their involvement in summer camps or volunteering opportunities. Peer interactions provide valuable support, boost confidence, and enhance social skills.
Encourage Digital Balance
Help your teen strike a healthy balance with technology. Set reasonable screen time limits and encourage them to explore activities beyond screens. Encourage outdoor adventures, creative pursuits like writing or art, or engaging in physical activities. Encourage them to use technology mindfully, focusing on educational apps, online courses, or creative outlets rather than passive consumption.
Plan Meaningful Family Time
Despite their growing independence, teens still value family time. Plan activities that involve the whole family, such as weekend trips, game nights, or cooking together. These moments foster connection, create lasting memories, and strengthen the parent-teen bond.
Boarding News
As we approach the end of another academic year, I'd like to reflect on all that we have accomplished together as a boarding community. Our boarders have demonstrated incredible support for each other, whether it's helping friends with homework, learning a new skill or sport, or building relationships with their peers and boarding staff. It’s a true testament to the sense of community and belonging that we have fostered here.
We are delighted to share the highlights of our Graduation Ceremony held on the 20th of May, which commemorated the remarkable achievements of the Class of 2023. Two of our boarders, Anshul and Dhruv were honoured for their Contribution to Sports. Congratulations and best wishes to the graduating Class of 2023.
Last week, it was lovely to see our alumni visit the boarding house and catch up with the boarding community.
This semester, our boarding students have enjoyed all the exciting weekend activities. From sports tournaments, dance workshops, canoeing to movie nights, we have had a range of activities that have catered to all interests. We hope that these experiences have created lasting memories for our students.
I want to take this opportunity to thank our boarding staff and tutors for their excellent contribution this year. Their commitment to supporting our students’ academic and personal growth is deeply appreciated. We could not have done it without them.
I also extend my gratitude to our catering, facilities and maintenance team, housekeeping, and security for their tireless efforts in ensuring our boarding environment is safe, comfortable, and welcoming. Their contributions often go unnoticed, but they are critical to our community's success.
We would like to wish those who are leaving us all the very best in future endeavours. We hope that you will look back fondly on your time here in Stonehill.
Looking forward to welcoming back our returning boarders on Sunday, August 6th to begin another school year full of activities and learning opportunities.
Happy holidays!
Glen Johnson
Head of Boarding
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