hkaVOICES - Spring 2018

hkaVoices
Spring 2018
The dynamics of a lead
international school
hkacademy.edu.hk
Sharing our Individual Talents
Working Together for Common Goals

hka
Voices
letter from the editor
Dear Hong Kong Academy Community,
In a crowded city like Hong Kong, we spend so much time with other people that it’s hard to imagine what it would be like to be entirely
alone. Movies like Tom Hanks’ Cast Away and Daniel Defoe’s classic novel Robinson Crusoe provide fictional accounts of life on deserted
islands (although Crusoe does encounter some locals), but the experiences of the leading characters seem far from our everyday,
non-fiction lives. And rightly so. We are all members of multiple communities, embedded in systems, and often working together to
further goals we hold dear.
A major theme running through this issue of hkaVoices is the importance of team. Collectively, the articles evoke the words of Helen
Keller, “Alone we can do little; together we can do so much.” Whether it’s students raising funds for refugee relief, teachers taking a
multidisciplinary approach to their craft, parents helping out at school or the hkaEATS staff preparing food each day, life at HKA
depends on teamwork. As a group committed to the school’s mission, vision and values, we all do our part to support our students
on their pathways to individual excellence.
Warmly,
Laura Mitchell
Director of Institutional Advancement
The first arts trimester concluded with Grade 6 visual artists completing their Fantasy Fruits. Inspired by British ceramicist Kate Malone,
Grade 6s observed real fruits and vegetables and then combined them in unusual, imaginative ways to create their fantasy designs. The
sculptures are hollow, formed from clay, with textured additions adding detail, and then glazed to give them a bright, juicy appearance.

contents
n Accreditation: A Literary Interpretation 2
n Inclusive on Every Level 4
n Supporting Student Well-Being and 5
Safe Learning Environments
n Getting the Concept Right: The Importance of 6
Conceptual Understanding in Mathematics Education
n Standing with Refugees 10
n Got a Minute? Opening with Impact 12
n ISTA at HKA 14
n Ready to Learn! 15
n A Day in the Life of a Chef 16
n Grateful & Playful 18
n Alumni Connections : London 19
n Alumni Perspectives | The Lau Family Back Home in Sydney 20
n Behind the Scenes Hero | Mr. Jojit 21
n Happenings 22
n Contributors inside back cover
33 Wai Man Road
Sai Kung | New Territories | Hong Kong SAR
tel +852 2655 1111 | fax +852 2655 1222
hkacademy.edu.hk
Editor Laura Mitchell
hkaVoices is published twice a year by the Institutional
Graphic Designer Amie Shaw Advancement office of Hong Kong Academy. It is distributed
Photography Mirko Jeck free of charge to current, former and potential future members
Photography Jennie Tsang of the HKA community. Please contact Laura Mitchell with your
story ideas or comments at laura.mitchell@hkacademy.edu.hk.
Paper: Mango Satin, a recycled paper with fiber of well managed forestry and Totally Chlorine Free (TCF).
Ink: Soy inks were used for printing. Printer: Pixel Printing, Hong Kong an FSC certified printer.

Accreditation:
A Literary Interpretation
by JENnifer Swinehart
As an English literature teacher of nearly 20 years, I have
frequently witnessed the transformative power of literature in the
classroom. Through their encounters with fictional boys and girls,
humans and animals, and heroes and villains, students time and
again have finished reading a play, novel, short story or poem
and expressed a newfound understanding both of the world and
of themselves. Often, the characters we love in literature have the
capacity to encourage us to contemplate ideas and issues in a
way that the real world might not; through fiction, we as readers
see what might otherwise be invisible to the eye.
Hong Kong Academy is currently in the process of being reaccredited
by three organisations: the Council of International
Schools (CIS), the Western Association of Schools and Colleges
(WASC) and the International Baccalaureate Organisation (IBO).
The purpose of accreditation is twofold: to evaluate all aspects of
a school’s programme against internationally-agreed standards;
and to reaffirm our identity as a school as we embark upon the
next stage of our organisation’s development.
The dispositions and skills required in a meaningful accreditation
self-study are the same ones we teach our students; these are
also the same attributes we often find in literary characters. To
this end, I thought it befitting to examine how we engage in the
accreditation self-study process by making connections to some
of my favourite pieces of literature.
The Hound of the Baskervilles, Sir Arthur Conan Doyle (1902)
In the characters of Sherlock Holmes and Dr. Watson, Doyle
crafted two literary sleuths who embody the self-directedness
and introspection essential to an effective accreditation process.
In their many cases, detectives Holmes and Watson look at
evidence from a variety of perspectives and place value on
different data points in order to make meaning within a given
situation. Together, they are dogged in their determination to
solve the mystery in front of them; they are committed to seeing
the process through and seeking resolution. As well, each knows
himself as a thinker and leverages his strengths, particularly
when it comes to complementing the other’s approach. These
methods of detective work mirror the process we undertake
through accreditation; self-study teams collaborate to seek
understanding of the accreditation domain standards, supporting
one another to interpret and apply information in search of a
clear outcome.
The Wonderful Wizard of Oz, L Frank Baum (1900)
Dorothy knows she isn’t in Kansas anymore and that the only
way for her to get home is with help. Throughout her journey
down the Yellow Brick Road, Dorothy seeks input from the
residents of Oz to find out what they think she should do next.
The Scarecrow, Tin Man and Cowardly Lion all join Dorothy in her
quest, sharing in the goal of persuading the Wizard to help them
become more insightful, caring and courageous respectively.
The quartet demonstrates the power of multiple perspectives
and the importance of creating opportunities for shared voice
and how important balance is within the individual. Each of
the accreditation domains asks us to consider unique yet
interconnected aspects of our school and reminds us that each of
these areas is essential as we continue to grow.
The Hobbit, JRR Tolkien (1937)
The hero’s journey is a quintessential feature of literature that
transcends time and space; from Odysseus in the ancient Greek
poem The Odyssey to Atticus, Jem and Scout Finch in Harper
Lee’s To Kill a Mockingbird, literary heroes have faced trials and
tribulations in their journeys of self-discovery that have ultimately
made them better people. In The Hobbit, Bilbo Baggins discovers
previously unknown bravery and fortitude as he leaves the
comfort of his home and embarks on a journey for treasure. Along
the way, Bilbo experiences success and realises his own capacity
for growth; moving forward, he is determined to build on these
newfound skills to be triumphant. In the context of accreditation,
we might see our treasure as the four drivers of the CIS process:
purpose and direction, student learning, student well-being and
the development of global citizenship. Through these lenses,
we reflect on our achievements to date, identify the factors that
have made us successful and set goals for our next stages of
development so that in future we can be even more effective in
putting our mission into practice.
Charlotte’s Web, EB White (1952)
The spider Charlotte in Charlotte’s Web is a character whose
beliefs are evident in her behaviour. Destined for an early death,
Charlotte’s barnyard companion Wilbur hopes to defy his destiny
as a pig and enjoy a long life. In support of Wilbur’s goal of
survival, Charlotte demonstrates her resolve and moral purpose
by doing all that she can to help him in this endeavour, spinning
web after web with messages meant to keep his dream alive.
During the accreditation process, schools must reflect on their
2

own policies and practices and evaluate the extent to which
they are in alignment with the school’s mission. Our goal is to
behave as Charlotte does — like her, our convictions should be
lived, exemplifying the importance of aligning our day-to-day
procedures with our overarching mission.
The Little Prince, Antoine de Saint-Exupéry (1943), translation
Richard Howard (2000)
The Little Prince, the title character in the novella The Little Prince,
offers observations about life based on his encounters with
people during his exploration of several planets. The Prince’s
impressions of human nature are often sombre, however during
his travels on Earth he meets a fox who reveals to the Prince the
power and value of relationships. “It’s the time you spent on your
rose that makes your rose so important” (Howard, 2000: 64),
explains the fox, reiterating that the value one places on an idea,
person or object should be reflected in one’s actions.
At HKA, we have strong beliefs about education; our collective
identity is driven by our mission as well as our passion as
educators, parents and learners. The self-study component of
the accreditation process reaffirms these values throughout our
community and empowers us to ensure the sustainability of our
mission and guiding statements in the years to come. Like the
Little Prince, we know we are responsible for our rose and for
nurturing it within and beyond our time at HKA.
Through accreditation, we have the opportunity to engage
in a process that is self-directed and introspective; seek out
perspectives from all community stakeholder groups; reflect
on our successes and set priorities for our next stages of
development; ensure school policies and practices are aligned
with our mission; and nurture the sustainability of HKA’s
identity, beliefs and values. By connecting these opportunities
to literature, we should feel inspired by the potential inherent
in accreditation for us to refine and extend our convictions
as a school and deepen our understanding of ourselves as a
community.
3

Inclusive on
Every Level
by Nicole Aschenbrenner, Sarah Konopka and Maggie Taggart
Central to the HKA mission and programme is the belief that all children deserve the opportunity to fulfill their greatest potential and
that all children can learn in a shared environment to their mutual benefit. As a part of that inclusive perspective, the school takes
a multidisciplinary approach to teaching and learning. Drawing on their specialised knowledge and skills sets, our faculty teams
collaborate across disciplines to enhance student learning. The sum is more than the parts, and this extends beyond the walls of the
classroom or a particular grade level. The result is an intentional, inclusive environment that ensures that children are learning together
in a community that reflects the world at large. This intentional inclusion and diversity is supported by teachers with training in special
needs education as well as language acquisition support.
Who Makes up the Team?
Typically, a multidisciplinary team, such as a Child Study Team, draws on individuals working in several specialities or disciplines
to explore challenges and solutions. A multidisciplinary team will likely include teachers, co-teachers, specialists, learning support
teachers, an Education Specialist, a Board Certified Behaviour Analyst (BCBA), an Occupational Therapist and a Speech-Language
Pathologist. In addition, at HKA, any member of the staff and community may also be called on to take part in a multidisciplinary team.
For example, parents may be asked to share their expertise during a class’s Unit of Inquiry.
What are the Benefits of a Multidisciplinary Approach?
The benefits of a multidisciplinary approach are plentiful. Each member of the team brings a diverse professional background and skill
set as the team works together to achieve the same goals and support a student’s learning. Different perspectives enhance existing
approaches and encourage new ideas that are adapted to the situation. Because of the clear benefits, multidisciplinary collaboration
has become integral in education design and practice.
What does a Multidisciplinary Approach Look Like?
If you walk the halls at HKA, you’ll see this multidisciplinary approach in action. No matter the location, both classroom and learner
support teachers are constantly working together to develop differentiated activities and strategies that take into account language,
motor and sensory perspectives. Classroom set up and design also support our multidisciplinary approach. When you walk into an HKA
classroom, take a moment to observe the intentional and varied seating options, visual schedules, and fidget tools in place for the
students.
Mutual Benefit: the Value of a Multidisciplinary Approach and Inclusion at HKA
At HKA, we believe in the mutual benefit of an inclusive educational environment, and central to effective inclusion is a multidisciplinary
perspective. The benefits of this approach transfer to staff, students, and the community as a whole. Inclusive learning strategies may
be designed for one student and taught in a one-to-one setting, but they can often be generalised in class as students learn with their
peers. Through collaborative planning, staff learn from each other as they manage a classroom of individualised and self-directed
learners. This ongoing sharing of expertise nurtures creativity and confidence as faculty support students and each other.
4

supporting
student well-being and safe learning environments
by Kristel Solomon-Saleem
Hong Kong Academy’s commitment to student well-being comes
in many forms. We educate the whole child, taking into account
such factors as developmental readiness, socio-emotional wellbeing
and physical health. In this day and age, child well-being
also includes child protection. We all see the headlines in the
newspapers about incidents that can impact children’s safety,
and we all seek to ensure our children’s welfare in this complex
world in which we live.
they know their students particularly well and can be especially
responsive to students’ needs beyond classroom learning. The
overall goal is to ensure that students possess the tools of self
and social awareness to developing and sustain appropriate
interpersonal relationships. When students possess these skills,
they can move forward confidently as self-directed learners who
make responsible decisions.
When thinking about child safety, we recognise that we need to
take into consideration a number of factors. Research shows us
that being an effective self-advocate is an essential component
to children’s safety. Therefore, as we look at our commitment to
child well-being, we work proactively to teach students ways to
stay safe and effectively advocate for themselves. At the same
time, we as adults do our part to create a safe and captivating
learning environment.
To be effective self-advocates, students must be both selfaware
and equipped with the skills to express themselves
and seek appropriate help. To that end, in our Primary School,
our counsellor and teachers draw on Conflict Management
programmes to teach children how to assess problems and ask
a trusted adult for help when necessary. They also learn to apply
their own strategies to fix problems. Being able to problem-solve
on their own has the added benefit of building self-esteem and
self-empowerment. Relatedly, students spend time with social
skills programmes that support and develop their skills for
building healthy relationships with those around them.
Across all age groups at HKA, our commitment to empowering
learners to pursue their individual pathways to success includes
a celebration of differences and self-identity. In the Secondary
School, self-awareness is a particular focus of the Advisory
Programme. The Advisory Programme is also a key part of our
helping students to feel comfortable with approaching an adult
for assistance. As Advisory teachers meet with students every day,
The digital age further adds to the need for this self-awareness
and understanding of digital wellness. Within the school
environment, our goal is to work together with students and
families to identify ways in which we can utilise technology in a
safe and beneficial way. To shape this conversation, we draw
on leading resources, such as Common Sense Media,
www.commonsensemedia.org, which teaches students about
their online presence and helps students and parents alike
navigate the seas of the cyber world.
In addition to proactively equipping our students with the most
effective tools for making decisions, it is also our responsibility
to create a safe and captivating learning environment. HKA has
developed a number of processes and protocols to support all of
our learners. Over the last two years, we created Child Protection
Guidelines that outline expectations for working with all children.
We continue to train and provide professional development for
all faculty and staff who are affiliated with HKA. Most recently we
engaged an external consultant from the JANE Group to review
our protocols and documentation to ensure we are putting all the
appropriate structures in place to keep our children safe.
As we move forward on this journey as a school, we recognise
that our work will always be ongoing to ensure that we are
responding appropriately and effectively to our changing world.
We look forward to not only working with our HKA families but our
community at large, so that we might set a standard for protecting
and empowering all of our learners.
5

Getting the
Concept Right:
The Importance of Conceptual Understanding
in Mathematics Education
by Shane McKinney and Maria Tullberg
What do we mean by
conceptual understanding and
why is it important?
When asked what they think about
mathematics, some students might say,
“It’s complicated. There are all these rules
and facts to remember.” Many of us might
remember the drilling of multiplication
tables; we might even have a stereotypical
image of children chanting in unison,
“One times two is two. Two times two is
four …” More recent rote methods include
rhymes, songs, visuals and movements
in an attempt to learn the ‘tricky’
multiplication facts.
Now fast forward to 2018 and peek
into the classrooms of Hong Kong
Academy, where conceptual based
learning and problem solving are
part of the daily routine in Primary as
well as Secondary School. So, what is
conceptual understanding? Simply put, it
is understanding mathematics in context
and knowing more than isolated facts and
arithmetic. Successful mathematicians
do not only rely on memory to solve a
multiplication fact, but also use number
sense — they know how to be flexible with
numbers. A successful mathematician
is actively building new knowledge from
“Working with manipulatives makes you better at maths because
you can solve problems mentally and try different ways. The
balance tiles are challenging because it really makes me think.”
Brenton, Grade 3 mathematician, on using Marcy Cook tiles to
solve algebra puzzles.
6

experience and prior knowledge and has
the ability to transfer this knowledge
into new situations. For students at HKA,
this means learning mathematics by
developing an understanding of how to
approach a problem. They inquire into
what skills they need to solve the problem
and apply their knowledge accordingly.
Interestingly, and perhaps surprisingly
to many of us, this method of teaching
mathematics is similar from Kindergarten
all the way through Grade 8 and beyond.
What does building conceptual
understanding look like at
different grade levels?
In Kindergarten, children explore
mathematics concepts by considering
concrete situations they might themselves
encounter. For instance, students might
pretend to jump on a bus, sitting down
on chairs lined up in five rows of two. The
students observe that the bus can only
take ten people, leaving some of their
classmates without a seat. “What can we
do?” the teacher asks, looking somewhat
worried. “Let’s get on another bus!!” the
children concur excitedly. This experience
prepares the students for next steps, such
as building ten frames. These frames are
a key component to understanding our
number system, and students with a solid
grounding in this concept are prepared
to develop the skills of addition and
multiplication.
Throughout the early Primary Years
Programme, students continue to learn
about ‘rows’ and ‘groups of’. In Grade 3,
this groundwork turns first into an array
and then later the area model. The area
model is a cornerstone, and for some
even considered a little bit of magic, to
help us understand multiplication by
using our knowledge in geometry. When
learning a new concept, the children need
to explore various manipulatives, such
as base ten blocks or anything they can
touch and move around, and build their
own understandings at their own pace.
The reward is that ‘aha’ moment when
the student lights up and says, “Ahhhh!
Now I get it!” Once that moment occurs,
“It helps me to understand how subtraction works, especially when
working with big numbers. It’s an easier way to look at it
and understand it.”
Rishi, Grade 3 mathematician, on subtracting using base
ten blocks.
it is difficult, perhaps even impossible,
to unlearn that knowledge. The key is
not to move on to the next step before
they are ready; we teach the students to
“build it, draw it, write it”, and this takes
time. When the students are ready to
understand and explain the concept, they
will then find a more efficient algorithm
such as ‘long division’. If that is not until
the end of Grade 5, that’s ok. There is no
need to rush.
What using manipulatives
and models looks like in
Grades 6-8
For effective learning, students must
create their own meaning. In Grades 6-8,
this implies using manipulatives and
models as they develop their conceptual
understanding. This is the same process
as in the Primary School, and by Grade 6,
most students have a large toolbox of
procedures and strategies to employ. In
Grades 6-8, the greater opportunity for
learning centres around exploring new
concepts that challenge students to use
what they know and build upon it. What
better way to build on their understanding
than using manipulatives and models?
“Working with base ten
blocks helps me because
I don’t have to use my
fingers, especially when
working with bigger
numbers. When subtracting
we just feed the ‘minus
monster’ the number of
blocks we’re taking away.”
Lucy, Grade 3
mathematician, on
working on conceptual
understanding of
regrouping when
subtracting.
7

When students learn by doing in this way,
they gain a deeper understanding of the
concepts being explored and are then
able to apply their understandings to a
variety of situations.
What comes after using
manipulatives and models?
After students have used manipulatives
to solve enough problems, they are
usually ready to start putting pencil to
paper to model these problems and their
solutions. As they model more and more
of these problems, patterns begin to
make themselves clear. Students often
observe these patterns themselves, and
conversations with a teacher add to that
clarity. Once they are confident with their
observations of the patterns, students
use these patterns, usually with teacher
guidance, to develop a more efficient,
procedural method for solving the given
type of problem.
For example, one of the most significant
concepts in Grade 6 maths is dividing with
fractions. When doing a problem such as
¾ ÷ ½, the first thing we want students to
understand is what the problem is asking.
The students have prior knowledge with
division that can help them here. For
“It’s easier to find the value of the ratio when you can see what it
looks like.”
Jeremy, Grade 6 mathematician, on using models to solve ratio
problems.
instance, in earlier grades they may have
learned that 9 ÷ 3 is a way of asking “How
many 3s are in 9?” They should be able to
transfer this knowledge to division with
fractions. ¾ ÷ ½ by asking “How many
½ pieces are in ¾ of a piece?” Once they
understand this, they are ready for using
manipulatives and creating bar-models.
After constructing a sufficient number
of models, students will start to see a
pattern for a more efficient procedure
for division than what most of us
learned when we were in school. In our
collaborative learning environment,
students often see the pattern because
they are helping each other to make
observations and identify patterns.
Regardless of how students first see
the pattern, the understanding gained
enables them to adopt the more efficient
procedure for solving the problem. By the
end of the unit with Grade 6 students,
they understand not only to flip over the
second fraction and multiply (multiply by
the reciprocal of the divisor), they also
understand the concept well enough to
explain why this will work.
“People visualise differently and models or manipulatives can help
people to understand a problem in a different way.”
Jorja, Grade 8 mathematician, on using algebra tiles to solve
algebraic equations.
Whether in Primary School or in the
early years of Secondary School, much
of the process of learning maths is the
same. When a new concept is being
explored, students are encouraged to use
manipulatives that they can see, touch
and move around. After they become
more familiar with this new concept,
they can create models to show their
understanding. Finally, students use
what they learned through their use of
8

“Using manipulatives can help
you because they’re more visual
which is good because you can
touch and move around the
tiles.”
Zahra pictured with
Frankie, Grade 7
mathematicians, on using
integer tiles to add and subtract
positive and negative numbers.
manipulatives and models to develop
a more efficient procedural method for
solving the given type of problem, usually
with some teacher guidance. Over time,
students draw on their growing tool box
to tackle more challenging concepts. The
exciting ‘aha’ moments happen all along
the way!
What can parents do at home to support
conceptual understanding?
For many parents, helping children with maths homework can be challenging.
The following are some simple things parents can do at home to support their
children’s conceptual understanding. Most of these involve asking your child
some simple questions about what they are doing.
When a learner has trouble getting started on a problem,
trying asking:
What do you know about this problem?
Have you seen a problem like this before?
What do you picture in your head for this problem?
How could you organise what you know to help you figure out
what this problem is asking?
When we focus on conceptual
understanding in the area of mathematics,
we can see the importance of students
building their own meanings when
exploring new concepts. Procedural
methods may be quicker and more
efficient, but without a foundation of
conceptual understanding, the students
will not be able to transfer these skills
to new and various types of problems.
Procedural and factual knowledge
are very important in the realm of
mathematics, but just as important is a
strong conceptual understanding. This
conceptual foundation allows students to
transfer their procedural knowledge to a
variety of new and unfamiliar situations
and to apply mathematics to real-world
situations.
When a learner has worked out a solution, consider
following up with these questions:
Can you show how your solution makes sense?
Can you explain what you did to solve this problem?
Why did you solve the problem this way?
Can you do it in a different way to check that it still works?
9

Standing with
Refugees
Giving time, energy and resources to make a
difference for others — a charity walk
BY Chloe Dare
The Arab Spring in 2011 is popularly known as the starting point of what we now know as
the Syrian Civil War, an ongoing conflict characterised by brutal protests and violence.
This wave of uproar in the Arab world has come to have the greatest effect on Syria as a
result of the conflict started between the Syrian people and the Assad Regime. As this
conflict has progressed, Syria has become increasingly divided as the government, rebel
groups, and religious extremist organisations have formed, causing the country to be in a
state of terror. However, in the midst of this conflict, where do the Syrian civilians stand?
Syria has become the number one source of refugees in the world, making this conflict
an international matter. Simply because we aren’t living in the midst of conflict doesn’t
mean that its repercussions are not experienced world-wide. This ongoing conflict has
displaced a third of the Syrian population
within the country, and an astonishing 4.9
million have evacuated to other parts of
the world. Many of these Syrians make an
arduous journey to camps in neighbouring
countries or even further to some parts
of Europe. European governments have
varied in their response to this issue and
still accept far fewer than any of Syria’s
neighbouring countries. Europe has a
more stable economy, social system, and
industry in comparison to countries taking
in most refugees and could arguably
better handle this influx of people if they
desired to do so. This can be equally said
for the rest of the Western World as well.
While governments and international
leaders are dealing with the problem in
People from all over Hong Kong walked in support of Syrian Refugees.
one manner, non-profit organisations
and private individuals around the world
are also actively engaged in aiding Syrian Refugees. One organisation at the fore of
refugee relief is World Vision. World Vision aims to supply Syrian refugees with food and
education, mainly targeting children who make up around half of all Syrians fleeing the
country. Every year a walk is held by World Vision to collect donations to support these
camps to give these children a better quality of life.
10

HKA students joined the walk in support of Syrian refugees.
Around the world, communities come together in partnership with World Vision in a walk
to highlight the plight of refugees and to raise funds to aid the relief efforts. On 21st
October 2017, a group of students, including myself, involved Hong Kong Academy in this
walk and raised 11,230 HKD for the movement. Everyone was willing to make a generous
contribution to the cause, showing that collectively we can make a difference. Though it
may not be a long term solution, any relief for these children is worth the donation. The
walk in itself was also a valuable lesson for those who participated.
Though it is impossible to understand what the journey of a refugee is like, the walk was
a symbol of people coming another step closer to being aware of the issue. Refugees are
just like us and they have been forced to make this journey to suddenly evacuate their
homes. It is a common misconception that everyone fleeing is poor, but dislocation due
to armed conflict can impact everyone, and often has a greater impact on those with
fewer resources to begin with. It is difficult to imagine being kicked out of your house
onto the streets, only to be labelled as a faraway problem that people occasionally feel
sorry for. I have been guilty for acting in this same manner, which is why my group and I
are promoting awareness on the issue.
Orange ribbons, sometimes made from
life jackets, have come to represent the
refugee crisis.
When we set out for this walk, we got to pack our water, prepare, stare at the beautiful
view of a golf course and at the end of the day, take a taxi if we were feeling tired. All
these luxuries are ones we take for granted, and understanding this privilege is important
in being able to even begin to be aware of the problem at all. It is unrealistic to expect
that everyone should go to Syria to prove they care, but people can still play a small
part where they are now. Though it is not a lasting solution, it is important to realise the
critical role all of us play, not only financially, but also in terms of awareness because
once we start ignoring the problem, that is when we truly disrespect those who are
fighting for a better future.
11

Got a minute?
opening
with
impact
by Kendall Zoller
Educational writer and consultant Kendall Zoller visited HKA
in October 2017 to present a workshop on developing effective
presentation and communication skills. Over two days, Zoller
offered a number of nonverbal skills and strategies that can aid
in establishing credibility, building rapport and understanding
groups in both formal and informal settings. In the article below,
he shares six skills for effectively communicating in the first
minute of speaking. These skills can contribute to the creation
of a dynamic learning community in the classroom and beyond.
Zoller’s visit to HKA is just one example of the sort of professional
development that takes place on campus throughout the year and
that contributes to HKA’s identity as an educational leader.
Hold a group spellbound in the first minute. Six skills, known
by some, but not all, will catapult an opening into a first hour of
intense intention.
In the ten minutes it will take to read this article, you’ll finish
with a powerful list of essentials for that first minute. For any
group with which you meet, what you bring beyond words is more
important than what you say.
The six skills listed below have been tested in
schools, government agencies, and corporations
throughout the world. They are universal. Some
can be accomplished in the same moment.
1. Make an impact statement
2. Establish credibility
3. Breathe
4. Pause and hold the gesture still
5. Stand in stillness for 10 seconds
6. Frame it
The descriptions that follow will allow you to use each of
these with immediate effect.
Make an impact statement The first utterance out
of the mouth of some presenters is “um” or “hello” or “Thank
you.” These are neither good nor bad; they do, however, lack a
“fire in the belly.” Great presentations begin with great opening
statements. Some of the best are done in two sentences or less.
The number of words is not important. What is important is that it
lights a fire in the listener. Open the session with statements that
intrigue, tap an emotion, give an insight, or shine a light in a dark
recess of the audience’s minds. People may not always remember
what you said. They will, however, always remember how they felt
when you said it.
Every session we deliver has an opening impact statement
before we even bother to say our names. It is unique for each
group, each day, and each topic. The impact statement gives the
audience a reason to listen. In the corporate setting, we like to
open with a statement that aligns with what people hold in their
hearts about their work and goals. Our openings can be as simple
and direct as “Imagine saving over 15% of current spending in
less than six months without sacrificing your quality of people.”
Or, “We have all heard the complaints of change and seen failed
implementations. Today we are going to show you a pathway of
success in two simple steps.”
When working with school administrators, the opening taps into
the passion and moral imperative of educating all children. An
opening might be: “We all know the research about how high
quality teaching impacts the quality of student lives. What is
most surprising is that quality of life is not the only gain, so is
longevity.”
Establish credibility Many of us think it takes a long
time to build credibility. The Choreography of Presenting says
credibility is created through movements a speaker makes. Moves
that convey to the audience they know what they’re talking about
and are worth listening to. Nonverbally, credibility is achieved
right away by standing still for about 10 seconds in that first
12

minute, using a flatter-toned voice that drops in tone at the end
of a phrase (like a newscaster or weather reporter). Between each
sentence, you want to pause with a gesture in front of you that is
still during that pause (try it). The body is straight and head is not
tilted. However crazy that may sound, these patterns influence
those in the audience to pay attention.
you are worthy of being listened to. To give positive, nonverbal
indicators to these questions, stand still. When we stand still
the mind of the listener calms, takes in the data, and sees the
speaker as non-threatening (that is important). You can move
after the 10 seconds. The ten seconds is just so critical as a visual
anchor for people to believe you are worth listening to.
Breathe Simple as it sounds, breathe low. Breathe from
the abdomen. Breathing influences all of our communication
patterns. When speakers breathe high in the chest, they speak
faster and louder — sometimes coming across as stern or too
assertive. Breathing from the abdomen releases chemicals that
calm the body and make speakers talk more slowly and clearly.
Abdominal breathing contributes to a sense of certainty. Effective
speakers also pause more often. Breathing also enhances the
flow of oxygen into the brain. More oxygen helps you think more
clearly, stay on point, and sustain flexibility.
To pause and hold the gesture still like
breathing may sound a bit crazy. Yet we all have the experience
of listening to a nervous speaker. One who never paused, spoke
too quickly, and finished early with virtually no one knowing what
he or she said. When a speaker breathes quickly, the audience
also breathes more quickly. Quick breathing impedes listening
and even understanding. When we pause, we convey to others
that more is coming. Holding a gesture still when we pause is
also a visual indicator we have more to say. The gesture holds the
attention of the group and contributes to the speaker’s credibility.
Stand in Stillness for 10 seconds during the
first minute. Stand still. Do this for about 10 seconds. Why? It’s
about biology. When we are still people pay more attention to us
in that moment. As animals we size up the person, are they friend
of foe? Now, the people in the audience are not your foes, yet they
are sizing you up. They are wondering if the presentation will be
interesting. If you know what you are talking about. And lastly, if
FRAME IT Frame what is important. Like fine art, the frame
focuses and accents what is important in the painting. We want
to ask ourselves as we prep — what do we want those in the
audience to think, feel, do and say as a result of our session?
Thinking and feeling are paramount because when thinking
is linked to feelings (emotions) people remember. Doing and
saying are also important, since what we do and say is what we
remember. So, this frame is all about remembering the moment.
Since we can’t always tell them what we want them to think,
feel, do and say, we have to talk and act in ways that do it. It all
starts with the opening. For instance, if you want your audience
to think they contribute to a moral imperative about dignity and
life (as noted above), your intent is to leave them feeling morally
satisfied. This encourages them to do work that supports dignity
and respect. It also acknowledges how they stay true to what is in
their hearts when teaching children.
So, there you have it, six gifts you can immediately use in your
next session. Six gifts that may take you to the next level of
client satisfaction and professional respect. Are there more
things to do in the first minute? Sure, and do them. We feel that
if you do at least these six, you gain three things. First, a greater
satisfaction from the audience. Second, a strengthening of
the professional relationship. And third, recognition for being
a great communicator. Anne Morrow Lindbergh said, “Good
communication is just as stimulating as black coffee, and just as
hard to sleep after.” Don’t let your participants sleep.
If you would like to contact Dr. Kendall Zoller, he can be reached
at kvzollerci@gmail.com.
13

ISTA at HKA
by Laura Mitchell
Hong Kong Academy has a long tradition of theatrical arts. Long before we had a beautiful
theatre, the school’s plays, workshops and drama classes were an integral part of the
curriculum and the life of the community. In the Primary School, children looked forward
to seeing, and eventually taking part in, the Grade 4 play. In the Secondary School,
plays have featured prominently in the annual calendar and over time, productions have
become increasingly student-led. Theatre at HKA has been important for parents, too, as
a way to support our students and spend time together as a community.
John Altman performing at HKA.
Over the years, HKA has been an active member of the International Schools Theatre
Association (ISTA). ISTA, a registered non-profit organisation in the UK with a global
presence, offers a wide variety of theatre arts experiences around the world in ways
that are highly aligned with HKA’s mission and which support the IB curriculum. ISTA
believes that the future depends on confident, internationally-minded, collaborative
and culturally literate young people who are empowered to engage with and change
the world responsibly.
HKA students have taken part in ISTA events here in Hong Kong, as nearby as Guangzhou
and as far away as London. In 2017, HKA had the opportunity to become the local home
for an ISTA Performing Arts Academy. HKA’s Director of Performing Arts, Anne Drouet,
founder of the first ISTA Academy in Shanghai, serves as the coordinator for this
programme as part of her responsibilities at HKA.
HKA Secondary Students and sisters,
Sonya Langley, Grade 8 and Eva Langley,
Grade 11.
The programme is already off to a great start with many exciting events, including several
days with music legend John Altman. While on campus, John delivered masterclasses on
Improvisation and Composition and Arrangement. He also performed live with students
and faculty to the delight of an audience of parents, students and friends. During the
evening concert, Anne interviewed John about his many decades in the music business,
offering further insights into the world of the creative arts.
Looking ahead, many more workshops are on the schedule, including a March weekend
festival bringing together the two sister academies in Shanghai and Hong Kong to
celebrate ISTA’s 40th birthday. Later this spring, HKA also anticipates a programme of
workshops and masterclasses with the directing team of Evita and The Sound of Music
world tour productions. For more information, visit www.ista-hongkong.com.
John Altman on sax, Anne Drouet accompanying on piono, with Bianca De Leon, Grade 11,
singing.
14

READY TO LEARN! by
Maggie Taggart
How do we help students to be calm, alert and ready for learning?
Here is a look at how we support student self-regulation at HKA.
Many of us have heard about the ‘marshmallow experiment’ from Stanford University in the early 1970s that cast light on the importance
of self-regulation and control. Preschoolers were promised an additional marshmallow only if they could wait 15 minutes to eat the one
they were initially given. The preschoolers who were able to wait 15 minutes for the additional marshmallow demonstrated a higher
ability to cope with frustrations in adolescence, and also had better academic outcomes on standardised testing.
3ren – Savasana
“3ren is trying out something new this year. After lunch/recess, students
come back to the room and lay in ‘Savasana’ (a fully conscious pose
usually at the end of yoga practice). Cool, moist towels soaked in
essential oils are gently placed on their foreheads. During this time,
students enjoy calm relaxing music and are led through a guided
visualisation or are asked to practise some sort of mindfulness (listening,
breathing, digesting). Students have found this experience to be really
helpful in calming, cooling, refocusing for the afternoon.”
— Neha Pall, 3ren Teacher
3ai – Mindfulness Coloring
3ai begins some mornings doing mindfulness
coloring and listening to calming music.
Students have shared some insightful feedback,
reporting that mindfulness colouring “helps you
get relaxed and more ready for class and makes
them feel “comfy”. One student said, “It’s very
calm. Sometimes I like using a lot of colour and
sometimes just a little.”
Recent research has also shown that self-regulation builds
the foundation for a child’s long-term physical, psychological,
behavioural and educational well-being. In 2013, Stuart
Shanker, a research professor and advisor on early childhood
development, wrote about the tendency to confuse self-regulation
with discipline or self-control. Self-regulation is about much more
than mere discipline. Self-regulation is one’s ability to identify
and modulate emotions and energy, control impulses and make
thoughtful choices. Just as we tend to feel most comfortable when
our thermostat is within a certain range, children also have a
range or ‘zone’ in which they can best engage within their social
and learning environments and cope with stressors.
Students are continually developing their self-regulation
throughout childhood. Supporting student self-regulation is
an integral role of teachers as they create a physically and
emotionally nurturing environment.
References: Shanker, S. (2013). Calm, Alert and Happy. Shoda, Y.,
Mischel, W., & Peake, P. K. (1990). Predicting adolescent cognitive and
self-regulatory competencies from preschool delay of gratification:
Identifying diagnostic conditions. Developmental Psychology, 26(6),
978–986.
15

A Day in the Life of a
Chef
by Chris Gallaga
16
Chris Gallaga, Chef of hkaEATS.
We all eat, and many of us cook. It’s an experience many of us
share and understand. But just as preparing for a dinner party
for 20 is different than preparing a meal for a family, daily food
preparation for a school community of nearly 1,000 is something
different again! An operation like hkaEATS regularly serves
nearly six-hundred or so meals before 2pm. This sheer volume
dramatically impacts food preparation methods and approaches.
The diversity of tastes and dietary needs at a school such as HKA
is also much greater than at home. We feed an age range from
3 to perhaps 70, taking into account different preferences and
dietary needs. What is the same at home and school, however,
is the planning that goes into healthy fare, and in a school
environment, food’s nutritional value is treated with scientific
scrutiny.
Gary Wan, Chef de Cuisine of hkaEATS, preparing platters for an
HKA event.
For a school kitchen, the day starts early! Food preparation
sometimes begins well in advance with marinating meats,
chopping vegetables, making sauces, and coordinating the
dozen or more team members who work together to make sure
there’s food on the table at HKA. By 7am on any given day,
loaves of breads and other baked goods are sliding in and
out of giant ovens. Meanwhile, our seven or eight cooks begin
preparing cafeteria meals. Each day we prepare about 30kg of
raw produce (meat or vegetable) for any main dish. On Friday we
prepare about 100 large pizza bases just for the cafeteria. The
team also prepares starches (like rice and pasta), soups, salads,
vegetables, sandwiches, and sundry items.
Koon Lin Lee, Food and Beverage Assistant of hkaEATS, preps for
lunch service.

By 8am on many days we are also preparing for one or more
events for dozens of adults — perhaps parents, visitors, or
teachers — that require the setup and delivery of coffee, tea,
pastry, fruit, etc. By midday, the rush begins! Hundreds of
students and adults gather and dine in the cafeteria for the
daily hot meals, while dozens more crowd into the UG Cafe for
lighter meals. On some days our catering operation goes into the
evening for functions such as Back to School Night, curriculum
evenings or other events.
As the chef, I am often in the kitchen, but I also move about quite
a bit throughout the day, ensuring service and production are
meeting the needs at hand, interacting with our students, faculty
and staff and helping anywhere that is experiencing a challenge.
Once the lunch rush has quieted down, I assess that day’s
successes and challenges and make notes for the next time the
menu appears in the cycle.
HKA Secondary Students enjoying one of their favourites, pizza.
and preparation choices. All menu items are also considered for
nutritional balance; drawing on scientific research and bearing
in mind the timeless advice of the Oracle at Delphi: nothing too
much. Ingredients are creatively substituted to reduce unhelpful
fats or empty calories while increasing micronutrients, fiber,
and developing overall macronutrient balance. Lean meats, and
cleverly incorporated fruits, herbs, and vegetables are often
employed to create that balance.
Ann Lee, Food and Beverages Clerk of hkaEATS, all smiles with
lunch in full swing.
As you can imagine, menu preparation is a big part of the process
for hkaEATS, especially as we take into account the seasonal
availability of fruits and vegetables. We have two menus for every
planning session. For the cafeteria, the menu is a four week long
cycle that is repeated once or twice before a new menu and cycle
begins. Over the course of a year’s four-cycle menus, we create
48 main courses that include western, Asian and vegetarian/
vegan options. In addition we plan four soups, side dishes and
desserts, and a dynamic variety of salad bar items. Planning for
the Upper Ground Cafe is equally intensive as we offer “grab and
go” food, as well as dependable snacks, sandwiches, salads,
hot items, and drinks. While the Cafe menu stays more the same
than what’s offered in the cafeteria, we do adapt as items move in
and out of popularity and as vendors introduce new ingredients
worth a try.
HKA student sampling the daily soup offering.
To borrow an old saying, a chef must
think like a scientist, organise like an
accountant, inspire and motivate like
a warrior, move like a track star, plate
like an artist and cook like a grandma.
A school chef is more or less the same.
— Chris Gallaga
Importantly, our menu and preparation processes are done within
the school’s mission and values. In addition to basic issues
of food safety, we actively take into account sustainability, fair
labour, and environmental awareness in all our procurement
17

Grateful &
Playful
by Laura Mitchell
The 2017-18 school year opened with particular excitement in the Primary School with the inauguration of our
new Playscapes. The Playscapes were long awaited, with the design and implementation taking place over
several years. Parents celebrated the new play areas as well, both because of the smiles on the children’s faces
and because the new features and equipment reflect the success of the school’s culture of philanthropy and
growing annual fund programme. Thanks to everyone for making our Playscapes possible!
HKA students definitely know what they like! Enjoy their candid responses when asked ...
What do you like about your new Playscape?
“When you bounce on the
trampoline, I like the breeze!”
“We pretend the sand is a beach
and the water is a stream!”
18

Alumni Connections:
LONDON
“We sometimes go into the garden
and the mud kitchen to play!”
More than 25 HKA alumni, former students and families, faculty
and staff gathered in London. The weather was wet and cold,
but the conversation was warm as everyone caught up over
fabulous food and drink at The Ivy Chelsea Garden. The photos
tell the story!
The alums and former students in attendance ranged from age
6 to the the Class of 2014. We have quite a few graduates at
university in the UK, and we’re happy to report that they are
all thriving. Our Head of School, Stephen Dare, said “It was a
pleasure to all be together sharing memories of HKA and hearing
the students’ stories about how well they are doing in their
current schools and universities.”
“EVERYTHING!”
Keep us in the loop with LinkedIn
HKA is a global community, and we enjoy staying in touch with
alumni, former students and families around the globe.
A great way to keep in touch is LinkedIn. If you haven’t already,
please join our LinkedIn Alumni network for graduates and former
students. It’s easy to participate. For students and alumni, just
make sure you have ‘Hong Kong Academy’ mentioned in your
LinkedIn profile under ‘Education’, and LinkedIn will do the rest.
For HKA parents, follow our LinkedIn Company page.
“The hammock goes really high!”
Follow us everywhere.
19

Alumni Perspectives
The Lau Family
Back Home in Sydney
BY Barry and Julie Lau
they needed some help, and the half year
allowed them to settle into a good routine.
The Lau Family, including parents Julie and Barry, twins Oliver and Jacinta, and Isabelle
joined HKA in 2010. In 2016, the family returned to their hometown of Sydney, Australia.
In this article, Julie and Barry share some of their thoughts about repatriation, getting the
children settled into their new routines, starting at new schools and the value of family and
friends when making a big transition.
We also focused on keeping busy!
Everyone missed their friends from
HKA, but finding their groove in various
activities helped ease the transition.
Oliver has continued to play football
(soccer) and has found rowing his
thing this year. His artistic side is
coming through with regular sessions
with his school’s Art Club. Jacinta has
played softball, netball, football, and
touch rugby, so has been keeping
busy throughout the year. Isabelle has
continued with dance, is now playing the
clarinet and has been a star on the netball
court and touch rugby field. Through all
these activities, all three of the children
have cemented friendships, and they
also have a strong bond with their Aussie
cousins. The children now have the best of
everything, with friends from around the
world as well as in Sydney!
It seemed like only yesterday that our
twins, Oliver and Jacinta, and their
younger sister, Isabelle, started their
journey at Hong Kong Academy in Kennedy
Town in 2010. Roll forward 6 years and we
were saying goodbye to the beautiful HKA
campus in Sai Kung and packing our bags
to move back home to Sydney.
Whilst the decision to move to Hong Kong
was for work and career, our decision to
move back to Sydney was primarily driven
by our sense of where our kids should be
educated during their senior school years.
We decided to move back when Oliver
and Jacinta (now 13) graduated from the
PYP (Grade 5). Like all parents, we had
trepidations as to how they would fit back
into their new life in Sydney. We had all
made firm friendships in Hong Kong and
at Hong Kong Academy, and HKA was the
20
only school the children had ever known.
Fortunately, we were able to go from
farewells to a strong network of friends
and family in Sydney.
Fortunately the children proved very
resilient and made good transitions, and
a few choices we made as parents helped.
As any parent changing hemispheres
knows, one key decision is when to make
a family move. We chose to go mid-year
with Oliver and Jacinta, moving back
half a year to complete the final year
of primary school (Year 6) at our local
primary school. This allowed them to form
friendships in the local community before
going off to a larger (private) high school
with students from all over Sydney and to
calibrate their learning to the Australian
school curriculum. They were advanced
in some areas of learning; in other areas,
Isabelle, Oliver and Jacinta in 2017.
The world is now a smaller place for us as
parents and for our children as they grow
up. To have lived in a truly international
city like Hong Kong has meant that we
have made friends who are now dotted all
around the world. Our move to Hong Kong
was a fabulous and enriching experience
for all of us, and life back in Sydney is
equally as rich!

Mr. Jojit
Behind the Scenes HERoes
Interviewed by by Catie and Will, Grade 5 students
Do you have a nickname?
No, I do not. Jojit is a difficult name
already. I use Lindberg online most of the
time.
What is your favourite holiday?
Christmas. It is cold, and all the festivals
and the music, and turkey.
If you had a superpower, what would it be?
I would like to be Flash and have super
speed. I have a t-shirt with the Flash logo,
my work would be done in a second.
What is your favorite part of the year?
Do you mean season? I like autumn, you
can do outdoor activities like hiking.
Do you have any pets?
Yes, I do. I have cats, I have one now, the
other one passed away.
What is your job at HKA?
My job is financial controller in the finance
department.
How long have you been doing your job
here at HKA?
I joined here in 2014.
When did you decide to work at HKA?
It so happened to be an opportunity. I
knew my boss, Dale, for a long time. He
was looking for help and I was looking for
a new opportunity and I decided to move
here.
don’t charge parents twice and that we
pay providers correctly.
What would be your dream job?
This one! This is pretty much my dream
job. After having my own child, it is important
to be part of education. I am happy
I can contribute my skills in a school
setting.
Do you have any interesting hobbies?
I like pretty much the same as you, TV
games. I also like photography. I do these
things with my son.
What is your cat’s name?
Julie, it means piggy tongue in Chinese.
During the winter he sits around my neck
and keeps me warm.
If you were going to be stranded on a
deserted island what would you bring?
Can I bring all my friends? Might as well, I
would bring all my friends.
During our interview, Mr. Jojit came across
as a kind and gentle, yet energetic man.
It was our pleasure to interview him for
this article.
What is your favourite part of your job?
My job is keeping things tidy like the title
Controller. My desk is messy sometimes
but I like to keep things in order.
Do you have a favourite band?
I like Japanese music. I especially like a
band called Lindberg. It is on my license
plate.
What is the most challenging part of
your job?
Let me think. We have to be very careful
with the numbers. We collect money from
parents and we have to use the money
carefully and we need to make sure we
When you were a kid did you want to work
in a school?
No, I did not. I did not think to be a teacher,
but now I have a job that contributes to
a school.
21

Happenings
looking back
16 AUGUST
First Day of School
18 August
Welcome Back Coffee
Parents new and returning met for coffee and
conversation and supported volunteering
at HKA.
19-22 september
Grade 5 Camp
Grade 5 students engaged in a beach clean
up and abseiling on Tung Lung Island.
20-22 september
Grade 4 Camp
27 september
Mid-Autumn Festival
Mandarin teachers and Grade 5 students
created a fun Mid-Autumn festival for the all
the Primary School students to enjoy.
20-21 October
Kendall Zoller
Faculty enjoyed learning from and with
Kendall Zoller as he shared his expertise on
effective communication.
23-27 OCTOBER
Learning Outside the Classroom
for Grades 6-8
23-27 OCTOBER
IDU week for Grades 9-10
The Grade 9 students planned for their trip to
Vietnam and studied the impact of tourism
on local communities. The week culminated
in a debate focusing on the positive and
negative impacts of tourism in Vietnam.
The Grade 10 students learned about genocide
in preparation for their trip to Cambodia.
Once in Cambodia, students explored
the impact the war had on Cambodia and its
people. They also made friendship bracelets
to take with them as these bracelets have
great significance in Cambodian culture.
26-28 OCTOBER
ACAMIS Volleyball at HKA
Strong competition and great sportsmanship
prevailed throughout the games at HKA, with
the girls taking 2nd and the boys placing 3rd
overall.
2-4 NOVEMBER
SCISAC Football
Grade 4 students participated in a variety of
collaborative activities in and out of the
water.
All students developed relationships and
honed communication and collaboration
skills during LOTC. Grade 6 went to Lantau
Island, while Grade 7 stayed at Wan Tsai in
the Sai Kung Country Park. Grade 8 headed
to Yangshuo, Guangxi Province, China.
Student athletes travelled to Nanjing
International School, to compete with both
the girls and boys teams placing 2nd.
8-10 NOVEMBER
ACAMIS Golf Tournament in Mission
Hills Resort, Dongguan
The whole team enjoyed the tournament,
with Inara Sharma winning the girls division.
22

18 November
Community Fair
3-9 DECEMBER
Learning Outside the Classroom
Grades 9-11
25-27 JANUARY
ACAMIS Basketball in Beijing
The boys team placed 2nd, and the girls
brought back the 3rd place trophy.
26 JANUARY
Music Evening
The Community Fair is one of HKA’s longest
standing traditions and most cherished
events. It’s a time when the entire community
comes together to celebrate our diversity,
share some of our most delicious foods, and
join together in a wide range of activities that
express our identities as an international
school.
24 November
Hot Cocoa House
Primary School students took to the stage
with great energy and performed a variety of
acts to an enthusiastic audience.
1 December
Coffee House
Grade 9 went to Hanoi, Vietnam. Grade 10
went to Phnom Penh, Cambodia. Grade
11 went to Laos Mekong Base. Grade 12
stayed in Hong Kong and engaged with
local organisations in Hong Kong, including
Caritas, Hong Kong efarm, and Crossroads.
3-9 DECEMBER
IDU week for Grades 6-8
The Grade 6 students explored their identity
through an inquiry into their personal
fitness. The Grade 7 students learned how
food production is influenced by a variety
of societal, economical and environmental
factors. The Grade 8 students explored how
identities are fluid and complex, and how
individuals can choose to create, present,
hide or play with their own identities.
12 December
John Altman & Friends Concert
HKA welcomed legendary sax player and
composer, John Altman, to the campus and
enjoyed an evening of talent on the stage.
14 December
Annual Golf Tournament Fundraiser
Performers took to the stage and highlighted
the results of their dedication and passion.
1 FEBRUARY
SCISAC Volleyball in Macau
The girls team took top place at this annual
tournament!
7 FEBRUARY
Lunar New Year Celebration
Fabulous performances were enjoyed by all.
22-23 FEBRUARY
Secondary and Primary Sports Days
Secondary School students provided a great
evening of talent and entertainment.
A great day on the green, all to benefit
learner support programmes at HKA.
18 JANUARY
Grade 10 Personal Project Exhibition
Grade 10 shared their Personal Projects with
the HKA community.
Sports Day was enjoyed by the whole
HKA community. Strong competition and
sportsmanship made for a great experience
for all involved.
23

Happenings
looking forward
Don’t miss...
Kaleidoscope - The changing
Face of Love
15 - 16 MArch 6:30 -8:00 PM
A Secondary School production,
piecing together dramatic scenes,
music and dance to explore the
changing faces of love. Tickets are
free and available at reception
and online.
HKA Gala
23 MArch at the HKGTA
Enjoy a fabulous night of dinner and
dancing in support of HKA’s Annual
Fund at the beautiful HKGTA.
Movie AFTERNOON
4 May 3:15 PM
Movie (Day and) Night returns with
more food and fun.
Community Yard Sale
19 May 10:30 AM - 2:00 PM
Donate, buy or recycle unwanted
clothes, toys, books and household
items.
GRADUATION
1 JUNE 6:30 PM
The HKA community is invited to
the graduation ceremony of the
Class of 2018 as we acknowledge
and celebrate their growth and
accomplishments and their future
endeavours.
Calendar Highlights
15-16 March
Secondary School Production
Kaleidoscope – The Changing Face
of Love
21-23 March
Grade 3 Camp
23 March
HKA Gala
24-25 March
ISTA Academy Festival Weekend,
Come Together. For more information,
visit www.ISTA-hongkong.com.
28 March
Grade 12 Art Exhibition
28 March
Primary School Concert
3-7 April
Spring Holiday - School Closed
3-7 JULY
Sport4Kids Camp at Hong Kong
Academy campus
5 April
Ching Ming Festival - School Closed
11-12 April
Primary and Secondary School
Parent Teacher Student Conferences
(PTSC)
19-21 April
ACAMIS Football Tournament at
Dalian American International School
26 April
Grade 4 Play - 6:30 PM
1 May
Labour Day - School Closed
18 May
Grade 5 PYP Exhibition
19 May
Community Yard Sale
22 May
Buddha’s Birthday - School Closed
23 May
Primary School Service Learning Fair
24 May
Primary School Art Exhibition
31 May
Grade 12 Breakfast
1 June
Graduation
6 June
Renaissance Festival
12 June
Grade 6-11 End of Year Retreat
13 JUNE
End of Year Assembly
Last Day of School
24

hka
Voices
contributors
Nicole Aschenbrenner is originally
from Michigan, USA, where she received her
M.S. Degree in Special Education and Board
Certification in Behaviour Analysis (BCBA). She
holds a multiple subject, special education, and
supplementary business law credential from
National University, California. Nicole has been
an educator for the past 13 years teaching in
Australia, various states in the U.S. and most
recently in Okinawa, Japan. She and her husband
Eric have travelled extensively and fell in love with
Hong Kong while visiting. Nicole enjoys spending
her free time outdoors, playing sports, and
working toward her Doctoral Degree in Special
Education.
Catia and Will, Grade 5 students, interviewed
Jotit Au Yeung, HKA’s Financial Controller.
Chloe Dare is a Grade 12 student. She writes
about participating in World Vision’s “Walk for
Syria” charity event.
Chris Gallaga is a Chicago native who has
lived in Hong Kong since 1994. While he contends
his culinary career began at age 8 as a fry-cook at
the apron strings of his mother, he has spent 35
adult years training and working throughout the
US and Asia as a chef and catering entrepreneur.
As a Worldchef’s certified Executive Chef, he
joined HKA two years ago to take up the intricate
task of developing our in-house food-service
operation, hkaEATS. When not cooking for and
serving students, Chris spends his time reading
or with his partner Henry (hka Design Technician)
travelling and trying to walk the mountains and
trails of the world.
Sarah Konopka received her Bachelor’s and
Master’s degrees in Speech-Language Pathology
at Fontbonne University in St. Louis, Missouri,
USA. She was awarded the Parsons Blewett
Fellowship and began her career in the St. Louis
public school system and worked there until
shortly after receiving her Certificate of Clinical
Competence (CCC-SLP) from the American
Speech-Language Hearing Association (ASHA).
Upon moving to Hong Kong in October 2010,
she joined the Jadis Blurton Family Development
Center in Kennedy Town, where she worked for 6
years and took on the role of Director of Speech
and Language Services. She enjoys hiking, days
at the beach, reading and sampling the plentiful
and varied restaurants in Hong Kong during her
free time.
Barry and Julie Lau The Lau Family, including
parents Julie and Barry Lau, joined HKA in 2010
at the Kennedy Town campus. Active volunteers,
they were familiar faces at HKA in the classroom
and at events. The family returned to their native
Australia in 2016.
Shane McKinney began his teaching career
as a Grade 6 teacher outside of Sacramento,
California in 1999. He started working at HKA’s
Stubbs Road site in 2006, teaching Grade 3. He
then taught Grade 5 for 3 years, and has been
teaching Middle School Math at HKA since 2010.
He is currently in his 19th year as a teacher and
as a U14 basketball coach. Before teaching,
Shane was a chef in restaurants in Oregon and
California, and he enjoys cooking in his spare
time. When he is not in the classroom, he can
often be heard cheering from the sidelines at one
of the various HKA sporting events.
Laura Mitchell has served as HKA’s Director
of Institutional Advancement since 2013 and has
been involved with HKA since 2007. Throughout
her two decades in the fields of communications,
advancement and strategic planning, she’s
worked for several organisations, including the
Smithsonian Institution in Washington, DC. Laura
is member of Commission on Communications
and Marketing of the Council for the
Advancement and Support of Education (CASE).
She also serves on the board of the Vesper
Society, a foundation that promotes social justice
through health care and community-building. She
holds a BA in Economics from Pomona College
and PhD in History from Yale University.
Kristel Solomon-Saleem is the Director of
Learner Support at Hong Kong Academy. She is
a graduate of Temple University with degrees in
Elementary and Special Education and a Master’s
Degree in Educational Psychology. Kristel’s
passion for teaching and learning have lead her
to working closely with the Next Frontier Inclusion
as a workshop leader, Design Team Support
member and Asia Pacific Regional Coordinator.
She has had the opportunity to lead workshops
for: Special Education Needs In Asia Conference
(SENIA), Eastern Asia Regional Council of Schools
(EARCOS), Association of China and Mongolia
International Schools (ACAMIS) and contribute to
the IB Guidelines for Inclusive Education.
Jennifer Swinehart is in her eighth year
at Hong Kong Academy and her second year
as Director of Research and Development. In
December 2016, she took on the responsibility
of CIS/WASC/IB Accreditation Coordinator,
supporting the 125 community members
currently engaged in the 18 -month long
accreditation self-study process. Jennifer is
also currently serving as Acting Secondary
School Assistant Principal for Grades 9 -12
and IB Diploma Coordinator and is enjoying
the increased interaction with students. A
passionate advocate of developing metacognitive
thinkers, Jennifer believes that making personal
connections to literature can be a powerful tool
for both adults and children as they expand their
understanding of the world around them.
Maggie Taggart is in her 5th year as part
of the HKA community. Maggie is originally
from Toronto, Canada and received her BSc in
Kinesiology and MSc in Occupational Therapy
before joining HKA. Maggie is passionate
about providing inclusive opportunities for all
children, with a strong belief that this enriches
our community as a whole. Maggie has done
additional training in areas of sensory processing,
self-regulation, DIR-Floortime as well as
Handwriting Without Tears. In her spare time, she
enjoys travelling, hiking and exploring Hong Kong.
Maria Tullberg has lived in all corners of
the world, making her a global citizen and third
culture kid. However, she considers Hong Kong
home. It’s Maria’s seventh year at HKA, where
she has worked with a range of grade levels.
Previously Maria worked with communication
and administration in other international schools
in Hong Kong. Maria has a Master’s Degree in
Asian Studies and a Post-Graduate Diploma in
Education from HKU. Recently, Maria completed
a certificate in Mathematics in International
Schools K-8, and she believes that everyone can
be a successful mathematician.
Kendall Zoller, EdD, is an author, educator,
researcher and international presenter in
communicative intelligence, presentation and
facilitation skills, leadership and adaptive
schools. His association with Adaptive
Schools began in 1994. He is co-author of The
Choreography of Presenting: The 7 Essential
Abilities of Effective Presenters (Corwin Press,
2010), president of Sierra Training Associates and
graduate faculty at California State University,
Dominguez Hills and The University of Maine. His
work on leadership and presentation skills takes
him to schools and universities around the globe.

Open-Minded
“Being open-minded is respecting other
cultures and people for who they are.”
— Elmer, Grade 5
Inquirers | Knowledgeable | Thinkers | Communicators | Principled | Open-Minded | Caring | Risk-takers | Balanced | Reflective
open-minded We critically appreciate our own cultures and personal histories, as well as the values and
traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the
experience.