Ramona Lundberg and her band, Identity Crisis, participated in UKM Vestfold Fylkesmønstring and have been selected to advance to the finals, which will be held in Trondheim June 25th-29th. Click on the link below to see the band perform "21st Century Breakdown" by Green Day. Good luck, Ramona!
The French Cookery Club So Delice runs on Mondays and Wednesday after school. Please contact Ms Folan yvonne.folan@skagerak.org for more details. The focus is on fresch, locally sourced, organic produce and the students have the change to learn all about French regional cookery under the tutelage of a professional French Chef.
The Student Council is for the students by the students, they have elected those who they thing would represent the students and help run the school this year the best. In the Middle School Student Council there are four executive rolls; these include President, Vice-President, Secretary, and Treasurer which were elected at the start of school year. The following people are the people that have filled these rolls.
STUDENT COUNCIL MEMBERS
Executive Members
President: Maria Obregon AAAAI MY4 Vice-President: Emma Lundestand MY4
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Secretary: Bård Wikmark AAAAI MY4 Treasurer: Scott Jennings MY4
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Members
Ole MY4 Milly MY4
Alex S MY3 Alex M MY3
Edwina MY2 Silije MY2
Romona MY1 Carl Bergvoll MY1
GOALS!
The goals for this year's Student Council make the school year as fun, interactive, and affordable as possible, while leaving the next years Student Council with more money than this year. A big part of achieving this is combination between the students and the council. So there should be no hesitation to forward an idea or opinion. If you do have anything to share please send to
A busy day for Middle and High school students as they were able to mingle, discuss service opportunites and find out about the many exciting projects and clubs that will be running this year.
Students and Staff alike made the most of Halloween and could be seen sporting some rather colourful and creative costumes. A competition was held for the most original outfits and a lot of thought had gone into some of the creations. Well done to everyone who took part.
A Halloween Movie night was also held and students had a scarily good time whilst fundraising for various causes.
A dedicated group of Middle School students as part of their Action and Service commitment have been busy bridging the digital divide. Once a fortnight our students have been sharing their IT skills with the so called Silver Surfers at the Library in Sandefjord. But the students have also learned a lot from the people they have met and are providing a great service to the local community. A big thank you to Ms. Fredriksen for overseeing this project.
Recently, the MY5 and Pre DP classes had the opportunity to visit the Stortinget and Nobel Peace Museum in Oslo. While there, the students took part in a “faux parliament.” This provided an excellent, “real-world” example of how the Norwegian parliamentary system works. At the Nobel Peace Museum, they attended the new exhibit on Child Labour and Rights.
Last weekend, the Sandefjord Playmakers engaged their audience with an adaptation of C S Lewis’s classic favorite: Narnia, the Lion, the Witch, and the Wardrobe. The play was the most successful of the Playmaker’s four productions to date. There were over forty students involved with the production, including current and former students at Skagerak. According to Mr. Firing, “The students were really engaged . . .The costumes, lights and the make-up were excellent. And the fights…….” Enough said.
Last week 8 Middle School students traveled to Milan, Italy to participate in the annual Global Issues Conference. They were able to meet students from all over the world and learn about how people are using Service in their schools to tackle some of the world's biggest issues.
They listened to key note speakers in a variety of fields - from World Bank executives to published authors - and attended student led seminars who inspired them to be agents of change. With the little free time given, they were able to explore the cultural and culinary treats of this Italian city.
Last week, a proud Skagerak tradition continued. As acollaboration between Norwegian andthe performing arts class, the MY2 students read "Jeppe på Bjerget" in Danish, rewrite it in their own words, and perform the play. They had the first of two performances on Thursday, March 12, which was a great success. The play was written by Ludvig Holberg in 1722; reading the text in the original language is quite challenging. However, they succeeded in cutting the script, staging it themselves, and acting out the play. Those who were able to attend agreed: the effort the students put in really paid off. Well done MY2!
Today, Skagerak International School made history. For the very first time, the entire school from kindergarten through the diploma program, came together...to draw! Everyone, regardless of ability or natural talent, had the chance to play, observe, solve problems, and use unconventional tools. Students rotated through activities, as older students took responsibility for the younger ones. Teachers of all grade levels had the opportunity to work together. The day ended with a whole school art competition judged by professionals. What an amazing experience, and a great way to spend time as one school!
The weeks before winter vacation often rush by in such a flurry of activity that it is difficult to keep track of all of the fun and exciting happenings that occur. However, we had two classroom events, which are worth sharing.
During the first week of December, the MY4 individuals and societies class worked in groups to create a musical number about the Norwegian economy. This helped them to prepare for a test assessment on the topic. During the exam, Mr. Cooper heard a lot of humming, as students used their songs as mnemonic devices to remember key facts. What a great way to make a sometimes “dry” topic fun!
Then, on Tuesday, the 9th of December, characters from classic literature came to life! MY2 English students prepared a human “wax” museum where they acted out characters from novels they had read. Younger students loved to press the ‘on’ button to bring the frozen characters to life, while older students commented that they were impressed with how well the class memorized their monologues. It was a fun day for all!
Recently, MY1 students investigated the use of nature in artwork and the importance of aesthetics. They researched the artist Andy Goldsworthy in order to understand how artists use nature to create sculpture, and the importance of the environment. MY1 students designed their own sculptures, considering shape and form with an aesthetic value. Then, they created these outside, in places of their choice.
“I have to try, or I will regret it… I want to test my limits… That was the most amazing experience…When will we get to do that?” These were phrases repeated several times during this years’ camps to Strand (MY1 and MY2), Sjoa (MY3 and MY4) and Besseggen (MY5). Skagerak students had the opportunity to participate in both team building activities and individual tasks. From dying t-shirts to jumping off bridges, from orienteering to ropes course challenges, from playing “Capture the Flag” to conquering Besseggen in the “Land of the Giants,” students tried new things and took risks…and of course, there were lots of s’mores!
The Skagerak student council held its annual “Spring Fling” on Thursday, June 12. Cake and saft were sold, students grilled polse, and Mr. Cooper taught the students an “unusual” new game. The day ended with an all-school water fight, including an aerial assault by Mr. Tester from the windows above. Fun was had by all, on a gorgeous Sandefjord day!
The MY1 class took their microscopy skills on the road in support of the kindergarten’s unit From Seed to Plant. The younger students were able to look at slides of leaves prepared by the MY1s. They observed the intricate patterns, shapes, and colors that make plants such a vitally important resource. Students also saw some of the microorganisms that inhabit the plant world. Then they attempted to draw what they had seen under the microscope, and describe the things they witnessed.
MY1 students learned a little bit about what it is like to be a teacher, as they assessed and standardized lab reports for ATL Focus Week: Reflection. In the process, they learned how to reflect on the criteria and better prepare themselves for future assignments. Discussions were heated, as groups tried to agree on final levels.
MY3 visual art students have been examining the way medium and style change with the times to stay relevant in society. First, they looked at specific movements and the ways they influenced each other. This led to the creation of a timeline based on the characteristics of the movements, with the aim being to understand where, why, and how art developed. After choosing an art movement to study in more detail, students applied these styles to their own still life drawings.
Were you born in January or February? Congratulations!
Statistically, those born in January or February have a greater chance of becoming professional athletes and getting better grades than those born later in the year! In the book The Outlier's, Malcolm Gladwell takes an in-depth look at the birth dates of successful hockey players. It turns out, though disproportional, they all fall at the beginning of the year. There is a cut-off date for age-class hockey enrolment on the second day of the year. Due to this fact, those born closer to the date have a longer period to mature over others in their enrolment year. The extra time they have had to develop their talents often gives them preference. Gladwell continues the argument by comparing hockey to other sports that have age-class enrolment deadlines. He goes on to state that many people are unfairly overlooked in the educational system as well, due to their birth dates.
In MY4 Math, students had the opportunity to prove or disprove Gladwell's theory through statistical investigations. Below are examples of their work and findings…
Poetry is about self-expression. It is about using language in unfamiliar, unique, fresh ways. Why shouldn’twe experience it in the same vein? MY1 English students did just that in their current unit, by lying on the floor and listening to U2’s “Zooropa.” As they listened, and watched some corresponding images, they took notes about their interaction with the sound and words. Later, students responded to this through writing their own poems.
In anticipation of this year’s May 17 flash mob in the park, Skagerak students practiced their moves. It started out a bit rough, but by the end was quite impressive. It must have had something to do with the inspiration gained by watching their teachers. Those interested in practicing the steps can watch them here.
Universal Language: Communication Without Borders or Loss of Identity?
On March 11, Skagerak students celebrated their second Focus Day of the year. This time the emphasis was on literacy. Throughout the day, students rotated through a variety of sessions in order to answer the question, “What impact would having a universal language have on the world?” Many great responses came out of the day, such as how language makes places unique, that language is a tool that should fit its context, how we would choose one language, and that the evolution of language is part of life. Students presented their learning at the end of the day, but there was a twist: they had to present it by using a universal language. It was a great day, and a fun learning experience!
As part of their efforts to help protect animals, this community and service group is building birdhouses. The houses will not only provide shelter to local birds, but the students will sell them to raise money for a local animal shelter.
MY1 science students are working to analyze samples they prepared using paper chromatography from evidence collected at a "crime" scene. Paper chromatography allows us to separate ink samples into their component dyes revealing their unique signature. Careful scientific analysis of this signature will allow them to identify the "killer" and solve the case.
How can you design an environment that creates an illusion? MY3 students have been trying to answer this question during an interdisciplinary unit between the design technology and performing arts classes. On the design technology side, students researched various Shakespearian plays and used the design process to create a stage set. These sets will show up again when the students use them to perform their piece for performing arts class. This unit was especially focused on developing communication skills and how to work effectively as a team.
MY2 has been exploring symbolism in both art and English as an interdisciplinary unit. Both art and novels use symbolism to convey meaning to the audience. Using the medium of collage, MY2 was able to express deep understandings of the novel The Little Prince. The class also showed strong collaborative skills, especially practicing giving each other constructive feedback. Ms.Michielsen and Ms. Jones were very impressed with the quality of the art work.
Eating healthy can be difficult to do, but it is something that has a large impact on our health. MY2 students have looked at the question, “How can mathematics help me to make healthy choices?” In order to answer this question, they have spent time exploring their dietary needs and the consequences of eating either too little or too much. By using their knowledge of percentages and ratio, students can see their results more clearly and hence allow them to make more informed choices about the foods they eat.
The Socratic Method is a learning strategy based on the principle that we learn most through inquiry and discussion. MY4 English students used this method recently to grapple with the unit question, “How important are ethical concerns in the face of innovation and experimentation?” More specifically, students talked about the validity of I.Q. testing and experimenting on those incapable of giving their informed consent. Though the conversation may have generated more questions than answers, through discussion students guided their own learning and the learning of their peers.
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