hkaVOICES 2018-19

hka 

The dynamics of a lead 

international school 

hkacademy.edu.hkVoices2018-2019 

Reaching new heights 

and helping others 

to do the same

hka 

Voices 

letter from the editor 

Dear Hong Kong Academy Community, 

Reaching new heights, running the good race, flying high, sailing on: all literal and figurative descriptions of what HKA students, faculty 

and parents do on a regular basis. In this issue of hkaVoices, our 10th, we share stories from our community about the many and diverse 

ways that we live out the HKA mission statement by following our pathways to individual excellence. 

Enjoy, and be inspired! 

Warmly, 

Laura Mitchell 

Director of Institutional Advancement 

The artist behind this work is Mila, a Krén student.

contents 

n HKA on Everest 2 

n Digital Wellbeing @ HKA 6 

n Engaging in Responsible Action 8 

n Going with the hkaFlow 10 

n Welcome, Ms. Feren! 11 

n On the Right Path 12 

n The Joy of Learning Continues After School 14 

n The Last Straw 15 

n Making Beautiful Music 16 

n Climbing High 18 

n Sustainable Action 19 

n Alumni Perspectives 20 

n Family Focus | Meet the Drivers 22 

n Parents Making a Difference on Campus 23 

n Faculty Focus | Boomerang Back 24 

n Behind the Scenes Hero | Benson Chang 25 

n Happenings 26 

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 

GRAPHIC DESIGNER Amie Shaw 

PHOTOGRAPHY Mirko Jeck 

hkaVoices is published once a year by the Institutional 

Advancement office of Hong Kong Academy. It is distributed 

free of charge to current, former and potential future 

members of the HKA community. To share story ideas or 

comments, contact communications@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.

Anyone who has ever watched The Sound of Music has probably sung 

along to Climb Every Mountain. It’s one thing to like the song, and 

something else to climb any mountain, let alone every one. And then 

there’s climbing the mountain, Mt. Everest, the highest elevation on earth. 

To embark on that journey is far more than a physical feat. It is an act of 

imagination and of will. It is an audacious statement to oneself and to the 

mountain of your willingness to accept a challenge and follow a dream. 

Three members of our community did just that in 2018. PE teacher Jen 

Drew planned her trek for Everest’s famed Base Camp and fulfilled every 

goal and expectation along the way. Parent Magnus Nerve (Aila in Grade 11 

and Luna in Grade 7) set his sights on the summit. He missed the top of the 

mountain by a mere hundred metres, but reached the summits that matter 

most. Sunny Raymond (Tess in Grade 6, Owen in Grade 4, Nate in Grade 2 

and Lloyd in Pre-Kindergarten 1) made it to Base Camp and then hiked on 

to Island Peak, gaining a view of the world she’ll never forget. 

Jen, Magnus and Sunny shared their inspiring journeys with hkaVoices. 

Their experiences encourage us all to climb every mountain and — to 

borrow from the HKA mission statement — pursue our pathways to 

individual excellence. 

2

HKA on 

EVEREST 

by Laura Mitchell 

JENNIFER DREW 

HKA PE teacher Jennifer Drew first visited 

Nepal almost 10 years ago and fell in love 

with the people and the views. After that 

first trip, she returned twice for some smaller 

treks and put Everest’s Base Camp on 

her bucket list. Always pushing herself to 

new heights, literally and figuratively, she 

knew that a trek to Base Camp would be a defining physical and mental challenge with 

invaluable personal lessons. As Jen explains, her ascent to Base Camp taught her “to be 

content in my own thoughts, appreciate other people’s perspectives, be willing to listen 

and learn from others, appreciate everything you have.” 

Being well-prepared always helps, too! Before the trip, Jen researched, read and gathered 

all that she needed. Even with such thorough preparation, there were some tense 

moments — like landing in Lukla, which Jen described as the “world’s scariest airport” 

and the 10 suspension bridges that trekkers cross on the way to Base Camp. 

Perhaps no preparation is sufficient for what Jen called the most emotional moment on 

the trek: crossing the memorial ground for people who had lost their lives trying to reach 

the summit whilst doing something that they loved. “I was only ever hoping to make Base 

Camp,” Jen shared, “so the biggest concern I had was altitude sickness. The memorial 

site recognises people who thrived on challenging themselves, who were willing to take 

risks to achieve their dreams and who are inspirational at recognising life is precious.” 

3

MAGNUS 

NERVE 

HKA parent Magnus Nerve has been fascinated with mountains since he was 10 years old 

and has always been active in various outdoor activities. He moved into more advanced 

climbing about 15 years ago with smaller peaks such as Mt. Rainier. He finds the beauty 

and remoteness of mountains compelling. He’s also drawn to mountains for the process 

of climbing itself, especially “the planning before and during the climb, in-depth 

knowledge of yourself and your equipment, the physical and mental pressure, the sense 

of mission, the feeling of being solitary and part of a team at the same time, expecting 

the unexpected.” 

Magnus got a bit of the unexpected on Everest, even with his advanced planning. For the 

trek, he set his sights at the top, having already reached the summit of another Nepalese 

peak, Manaslu, in September of 2017. At 8163m, Manaslu is the 8th highest peak in 

the world, and Magnus was the 6th Swede ever to stand on its summit. In comparison, 

Magnus opined, “Everest in itself is actually a bit boring since it is one of the most 

covered mountains in media and literature and has a commercial side to it that is actually 

quite unappealing and cause for environmental concern.” Commercial and environmental 

realities aside, Everest remains “the highest mountain in the world and both the 

imagined and actual feeling of climbing the highest peak was fantastic.” 

For Magnus, as for many mountain climbers, climbing is about personal goals and selfawareness. 

As he put it, climbing “teaches me more about myself, my limits, how I react 

under pressure and what is really important to me in life. It also teaches me about parts 

of the world that may not be frequently visited, both the environment and the people that 

live there.” With lessons such as these in the bag, Magnus kept a balanced perspective 

on reaching the summit itself: 

“Unfortunately I did not manage to keep my health at a top level and contracted a bad 

cold, a chest infection and a broken rib while doing the acclimatizing climbs. This made 

me a bit slow on summit day and after having scaled the Three Steps at 8730m on the 

Northeast ridge, with only 120m in altitude left to the summit, I decided to turn around. 

A very difficult decision, but in retrospect the only one. With the four extra hours it would 

have taken me to reach the summit I am not sure I would have made it down safely.” 

4

SUNNY 

RAYMOND 

HKA mum of four Sunny Raymond began 

climbing recently and made it to Everest 

within two years of her first major trek to 

Annapurna Base Camp in 2017. She loves 

climbing because “on the mountain, 

everything is very basic which is very 

different from the everyday life I have 

in Hong Kong. It’s very close to nature 

with spectacular views, and I love how 

challenging some of the paths are.” 

She’s happy when she can get away 

from technology and spend more time 

interacting with people. “You learn about 

different cultures and see how locals 

make their living. You realise how lucky 

you are and you appreciate the things 

you have more.” 

Like so many others who tackle Everest, Sunny had moments of fear. “I did feel a little 

worried when I was affected by high altitude sickness on my way up to the Island Peak 

summit at 6,189m.” Unsure whether or not to continue, she made the decision to keep 

going with the help of two highly experienced Sherpas who monitored her heart rate 

and breathing. 

She’ll never regret making the choice to press on. “I got very emotional when I was 

coming down from the Island Peak and looking back to the summit I had just climbed. 

I could not believe I had climbed through all those crazy rocks and cliffs in the dark, 

trekking 16 consecutive hours. I still can’t believe it!” 

But we can believe it! Sunny, Jen and Magnus each made their own way on Everest, and 

their learnings are for all of us to share back at sea level in Sai Kung. Jen brings those 

lessons to school every day. “I thrive on setting a goal and achieving that goal, and that’s 

something I try and instill in the student’s here at HKA.” She wants HKA students to know 

“that if there is something that you want to achieve, don’t let anything stop you.” 

Magnus sees “a lot of analogies between mountaineering and everyday life, both in 

respect to how to treat yourself and your surroundings as well as in planning and decision 

making.” His advice to others, honed on rugged terrain: “Always make sure to keep your 

passions alive. Always make sure to have a strong set of values and priorities to guide 

you in your decision-making.” 

And as Sunny put it, “I always tell my kids to try things, even when it seems impossible. 

Strangely, very often you can succeed!” Wise words for us all from a mum who has 

climbed Everest. 

5

Digital Well 

Being@HKA 

by Matt Harris, E.D. 

In September 2018, digital education expert Matt Harris 

visited HKA to work with our students and faculty. 

He also gave a presentation to parents, both from HKA 

and from the broader community. Dr. Harris offered to 

share some thoughts for this issue of hkaVoices as well. 

I flew into Hong Kong in mid-September just 36 hours after 

Typhoon Mangkhut had passed through. As I rode in my taxi 

through town, I marveled at the power of the typhoon to snap 

trees as if they were toothpicks. But I was also impressed by the 

progress of clean-up that had already been made to get Hong 

Kong moving again. It got me thinking about the wellbeing of 

the city and how the people of Hong Kong were committed to 

their protection from forces beyond their influence and towards 

controlling the narrative of how those forces would impact the 

city in the long run. 

I came to Hong Kong to work with the staff, students, and parents 

at HKA on another type of wellbeing: digital wellbeing. And 

similar to the typhoon, digital wellbeing revolves around forces 

we can and cannot influence and how we control the narrative of 

our actions online. Digital wellbeing, in the context of HKA, is an 

evolution of the idea of digital citizenship to one of being more 

holistically entwined in the everyday actions and interactions 

within the school community. 

Now, unlike other visits I make to schools, the concepts of digital 

citizenship and digital wellness were actually quite mature 

within HKA. The concepts of safeguarding and digital literacy 

have been part of the school’s academic program for years. 

Community standards for use of technology, for communications, 

life, and academics around digital citizenship had already been 

established and were in the process of being formalized through 

language and policy. So, when I had the pleasure of coming in, 

members of the school community and I worked together from 

an informed position. We built upon skills and knowledge to 

kickstart the next chapter of digital citizenry within HKA towards 

a concept of digital wellness that is lived and owned by the entire 

school community. 

During the visit we worked as a team to build digital 

wellness throughout the community, including 

students, parents and teachers. 

For the students, we talked about the concept of our “Digital 

Footprints.” Given the number of sites we visit, the content we 

upload, the comments we post, and the ideas we share, it is 

said that each of us has a Digital Footprint that follows us as 

we continue our online journeys. This is a critical concept for 

students to embrace because unlike their adults, or me for that 

matter, their Digital Footprints extend further back into their 

childhoods. Their online actions and interactions will be around 

for a large portion of their lives. And as we discussed this with 

the students, we talked about taking a positive frame of mind. 

Instead of viewing this Digital Footprint as a source of worry, 

we talked about using it as an opportunity. Students can take 

6

full control of their Digital Footprints by deciding how to portray 

themselves online and what content to post. As we agreed, 

students should “Control the Narrative,” thereby owning and 

leveraging their online identities for their benefit. 

Similarly, we talked with parents about engagement. Noting that 

digital interaction and technology have such a strong influence 

on adolescent development, it is critical that students feel their 

parents’ influence in these spaces. To do this, parents must 

engage with their children in the digital world by talking on 

Facetime, using Snapchat, and even jumping into Fortnight. When 

parents are present in the digital world and engaged in their 

children’s interactions, they have the same positive influence as 

they do when sitting around the dinner table (without devices) 

discussing their lives, hopes, and aspirations. 

these concepts to make digital wellbeing not an addon to the 

learning but embedded across all grade levels. And we finished 

by identifying the key language and concepts that should plant 

digital wellness into the ethos of the school. 

And just as the cleanup from the typhoon was a group 

accomplishment built upon shared values and community effort, 

as I left HKA I could see that digital wellness would be something 

of real pride and impact for the school community. In the coming 

months and years, I expect to hear very positive things about the 

digital wellbeing of everyone at HKA, be they students, teachers, 

parents, leaders, or those fortunate to visit the school, like me. 

For the teachers, we tied these concepts together into an 

actionable program that could be used with the students in 

classes the following day. Using Common Sense Education and 

the 9 Elements of Digital Citizenship, we discussed the breadth 

and depth of digital wellness that is lived across the school’s 

academic program. We talked about the value of teaching 21st 

century skills as a means of building student competencies with 

technology to be safe and productive digital citizens. We wrote 

curriculum and developed learning activities that draw upon 

7

Engaging in 

Responsible Action 

HKA Students Make a Difference at Home and Abroad 

by Stephen Dare 

Our mission statement is robust — every word is intended to express our community’s beliefs and values. Soon after adopting the 

statement, we began colour highlighting five phrases that would provide entry points for ongoing conversation about the identity 

of HKA: dynamic learning community, rigorous international education, educational leader, pathways to individual excellence and 

captivating learning environment. Recently, as a review of the statement through the accreditation process, the Board of Trustees took 

the decision to add “engage in responsible action” to that list. 

This semester, I have had the opportunity 

to meet with two groups of Grade 12 

students to learn more about the ways in 

which they were engaging in responsible 

action. In the spring of 2018, Mia Fakhry, 

Emily Brenker, Ariane Morales and Valeria 

Riquelme Lara organised a charity race to 

raise funds to assist displaced people in 

Syria. At the same time, Dylan Blockert, 

Caroline Mehta and Mya Steere set their 

sights on Nepal, planning a spring break 

experience where students could share 

their time, talent and treasure with a local 

orphanage and charitable organisation 

called Orphan and Children Education 

Association of New Nepal (OCEAN Nepal). 

Dylan, Caroline and Mya took the lead 

in organising the trip and were joined 

by Sarah Hinterkoerner, Kate Mehta 

and Kai Scholz for the trip itself. 

For the charity race team, the goal 

was clear: to engage people and raise 

awareness about the plight of Syrian 

refugees and to raise funds to improve the 

lives of Syrians in need. To achieve that 

goal, Mia, Emily, Ariane and Valeria were 

inspired by the idea of a race. Working 

with teachers and adult mentors from the 

community, they mapped out the race 

itself, sought sponsorships, recruited 

teams to participate and then enjoyed the 

results! In the end over 80 people took 

part, raising more than HKD 35,000 for 

their designated charity. Ultimately, they 

were successful with achieving their goal. 

The challenges that the team faced along 

the way, especially in terms of motivating 

others to rally to the cause, resulted in 

Mia Fakhry, Ariane Morales, Valeria Riquelme Lara and Emily Brenker student organizers 

of the Refugee Race. 

8

huge learnings as well. They experienced 

important lessons in communications 

and outreach — and in following up 

when people sign up for an event but 

are sometimes slow to contribute the 

registration fee! 

Kai Scholz, Caroline Mehta, Kate Mehta, Mya Steere, Sarah Hinterkoerner and Dylan 

Blockert in Nepal. 

Caroline, Dylan and Mya felt a call to 

action and began hatching the idea 

of a service trip to Nepal. Inspired by 

the stories of other Secondary School 

students who had engaged in service 

during their LOTC experiences, they 

decided to embark on their own project. 

Aware that Casual Dress Day funds in the 

Secondary School are pooled for special 

causes, they applied for funds to make a 

trip to an orphanage in Nepal. 

Funds secured, they reached out to 

the leadership at OCEAN Nepal and 

worked with teacher mentors to create 

a manageable plan. They faced and 

overcame the predictable challenges 

of any project that starts from scratch, 

including communicating with their 

partners in Nepal, planning trip logistics 

and considering emergency procedures. 

On the ground in Nepal, their days were 

full. They spent time with children at 

the orphanage, both indoors and out, 

immersing themselves in the local culture 

and putting some paint on the walls. 

As is so often the case, what was gained 

through service learning was as powerful 

as what was given. Mya, Caroline and 

Dylan built friendships, created lasting 

bonds and made important connections 

with each other and with their Nepalese 

friends. Valeria, Mia, Ariane and Emily 

spoke of the benefits of taking risks 

and testing their perseverance. They all 

learned more about the importance of 

teamwork, asking for help and engaging 

adults for their support. Importantly, too, 

the experiences gave them a new window 

into just how fortunate we are in Hong 

Kong and at Hong Kong Academy. 

Looking to the future, the students who 

went to Nepal are preparing a guide for 

other students about how to plan service 

learning trips. They are also keen to keep 

raising funds so that more HKA students 

can follow in their footsteps and support 

the work of the orphanage. For the charity 

race team, sustainability will take the 

form of documenting the event and 

continuing to raise awareness among 

their peers. They hope that their race will 

set a precedent for future fundraising, 

including the possibility of another race 

in the future. 

What would these seven suggest to their 

peers? All offered the sort of advice that 

any adult can appreciate: start early, make 

an informed budget and ask others for 

help! The importance of determination 

and sticking to something was another 

resonant theme, as well as the need 

to balance ambition with pragmatism. 

Most of all, though, what I heard from 

these students was that at the end of 

the day, people matter: the people you 

help, the people you work with in making 

something happen and the people who 

join you along the way. Their individual 

and collective growth was clear, and 

underscores the authenticity of the 

learning that takes place when personal 

passion drives our desire to act. 

9

Going with the 

hkaFlow 

by Joanna Crimmins 

At Hong Kong Academy, we know that a rigorous education prepares students to face 

uncertainty with confidence and solve problems on their feet. Regardless of the subject 

matter, today’s children, tweens and teens need to flex their critical thinking muscles 

and hone their collaboration reflexes. Both in the classroom or out, they need to practice 

using their heads as well as following their hearts. By mastering these skills, students 

become self-directed learners, able to pursue their pathways to individual excellence. 

In HKA’s Secondary School, our newly introduced hkaFlow programme has taken this 

rigour to the next level. Within hkaFlow, students have an opportunity to dive deep into 

their personal interests with interdisciplinary, multi-sensory projects that challenge them 

to be independent self-managers. Engrossed in specialised projects, students gain core 

knowledge and, equally importantly, develop self-confidence and discipline through 

planning, organising and reflecting on their experiences. 

Both personal expression and careful listening reach new heights with hkaFlow passion 

projects. Whether through creative writing, science, adventure, art, performance or 

wellbeing, students create their own meaning and share that in multiple formats. 

Parents got in on the act, too, visiting campus to see hkaFlow firsthand and talking with 

their children about how they learn. They voiced their appreciation for the diversity of 

offerings and the connections between the projects and the IB curriculum. The students’ 

joy in learning was evident, and parents commented on the power of seeing their children 

engaged in their work with such intensity and enthusiasm. One HKA mum observed that 

by watching her son in the Formula 1 course, she better understood his deep interest in 

computers and was pleased to see the high level of collaboration in the course. 

Trying something new, and gaining the sort of self-confidence from taking a positive risk, 

was also a key outcome of the passion projects students selected as a part of hkaFlow. 

One parent commented on how hkaFlow had prompted their child to try something he 

might otherwise never have tried. As the parent put it, these new opportunities help 

“complete” the picture for our children and support HKA’s commitment to pathways to 

individual excellence. 

If you’d like more information on hkaFlow, contact the Secondary School leadership 

team. We would be happy to tell you more! 

10

Welcome, Ms. Feren! 

An Interview with new Assistant Secondary School Principal Kristen Feren 

This August, HKA welcomed Kristen Feren as our new Assistant 

Secondary School Principal for Grades 6-10. She joins HKA with 

her husband, David, and their three children. David is an IB 

Language and Literature and Theory of Knowledge (TOK) teacher 

who also serves as the Diploma Programme Extended Essay 

Coordinator. Kristen and David’s children, Hannah, Sam and Lily, 

are students at HKA. 

To welcome her and her family to our community, hkaVoices asked 

Ms. Feren a few getting-to-know you questions. 

What drew you to HKA? 

I’d been hoping to have the opportunity to work at HKA for a 

number of years. HKA has a reputation for truly living its mission, 

and that mission very much aligns with my beliefs around 

education. I believe in a constructivist, concept driven, inquiry 

approach to education. 

I was also very interested in being a part of an IB Continuum 

school, both as an educator and as a parent. The PYP, MYP, and 

Diploma programmes are designed to meet the developmental 

needs of learners and together aspire to develop confident, 

ethical, open-minded students who can respond to challenges 

with optimism and who are prepared to apply what they learn in 

real-world, complex and unpredictable situations. That is the kind 

of education I want for my children and the ethos I’ve dedicated 

my career to. 

What’s been easy about the move? 

We have had excellent support from HKA in easing our transition, 

and the community has been warm and inviting. We had visited 

Hong Kong a number of times, so we were familiar with the city. 

I also had an opportunity to visit HKA and explore Sai Kung when 

I came to interview for my position. The fact that we had spent 

time in Hong Kong before made the move easier than other 

moves we have experienced. 

Where have you taught before and how does that relate to HKA? 

I started out teaching Middle School Social Studies in my home 

state of New Hampshire in the United States. After five years 

of teaching, and one year of marriage, David and I embarked 

on our international teaching career. Eighteen years and three 

children later, we are still enjoying the adventure! I have worked 

as a Middle School English, Social Studies and Humanities 

teacher over the course of my international teaching career which 

included two years in Egypt, four years in Bangladesh, and eight 

years in the Philippines. I then moved into the role of Director of 

Curriculum and Professional Learning and IB Diploma Coordinator 

at an international school in Caracas, Venezuela. My experience 

as a middle years educator, in 

conjunction with my roles as a 

curriculum director and an IB 

Diploma Coordinator, have 

prepared me well for my 

role at HKA. 

What’s it like for HKA to 

be a family affair? 

I knew my children would 

love being students here 

at HKA, and that has proven 

to be true. They have great 

teachers and have all made 

friends. I love that our whole 

family is a part of the community here 

at HKA. When your entire family is involved, 

the school becomes like an extension of your home. 

How did the school help your children settle in? 

Before we even arrived in Hong Kong, it was suggested that our 

children might enjoy attending the Hebe Haven water sports 

summer camp. So while David and I were getting oriented to HKA, 

they were off sailing, kayaking, and paddleboarding. Our children 

also participated in the new student orientation at HKA. This 

helped them feel more prepared for starting school and allowed 

them to make connections with other new students. 

What do you see as HKA’s most significant opportunities 

going forward? 

HKA just finished a comprehensive re-accreditation process. This 

culminated in the recent visit from the IBO, WASC and CIS. Their 

reports should give us a good sense of what areas we can focus 

on to help the school develop its next strategic plan. 

Anything about the MYP to share? 

I’m so pleased to be working in an IB Continuum school and 

to be able to focus my curricular work on the MYP. The MYP is 

a curriculum framework for organizing the learning of students 

in Grades 6-10 and provides a bridge between the PYP and DP 

programs of the IB. Conceptually focussed and inquiry based, 

the MYP allows students to construct their understanding within 

a rigorous academic program of study. In the MYP, students learn 

by doing, connecting the classroom to the larger world. I believe 

that middle level learners learn best in a caring and nurturing 

environment where constructivist, student centered, inquiry 

based approaches are the norm. The MYP provides the framework 

for us to create a learning environment to do just that. 

11

On the Right Path 

by Laura mitchell 

No Limits! HKA students Julia 

Jacobsen (G9), Kai Scholz (G11) 

and Inara Sharma (G11) pursue 

their pathways to individual 

excellence on dry land, over 

the waves and in the air. 

We all know the sense of accomplishment 

that comes from pushing ourselves to our 

limits. How fast, far or high can we go, 

literally or figuratively? The objectively 

measured pace, distance or height itself 

isn’t necessarily relevant; it’s knowing 

that we’ve taken ourselves to new levels 

and gained the perspective that comes 

from perseverance. 

Hong Kong Academy students engage 

in that type of education every day as 

they learn and apply skills to all sorts of 

endeavors in the classroom and beyond. 

This sort of stretch and grow approach to 

life is abundantly clear with Julia, Kai and 

Inara, three students in our Secondary 

School. Julia Jacobsen is an accomplished 

sailor who recently placed in the top 20 

in the Optimist World Championship in 

Cyprus, a competition for sailors under 

the age of 15. Inara is a winner of the Hong 

Kong Junior Open and is currently ranked 

in the top 5% of her age group in Hong 

Kong and in the top 30% worldwide. She 

also recently made a top 10 finish in the 

FGC Callaway World Junior Open. Kai is 

an aviation enthusiast and collector and 

a member of the Hong Kong Air Cadets, a 

voluntary, uniformed youth organisation 

dedicated to aviation and youth 

development. 

These three have certainly earned their 

own ways to the top, but encouragement 

from adults has helped, too. Julia comes 

from a long line of sailors, and her father 

was the skipper of a sailing boat in the 

1982 Barcelona Olympics. For both Julia 

and her brother, sailing is a family affair. 

For Inara, family also played a role in her 

taking up her sport. When she was a child, 

she expressed an interest in golf after 

watching the game on television with her 

dad. He bought her a “little pink golf set”, 

and she started playing in their backyard. 

A family friend spotted her talent, and 

soon thereafter, she started taking 

classes. Her abilities quickly outshone 

those of her peers, and she was selected 

for increasingly competitive play, most 

recently on the Hong Kong Team. 

For Kai, too, influence from beyond the 

family circle played a role. His passion 

for aviation “really took off,” Kai 

explained, “when a very kind steward on a 

long haul flight asked me if I would like to 

visit the cockpit on a Boeing 747. That day 

I had the opportunity to meet the pilots, 

and although I was only around 5 years 

old, I really became fascinated by the 

world of aviation and flying… since then 

my dream has been to become a pilot, and 

my favourite aircraft to this day is the one 

that introduced me to aviation — The 

Boeing 747.” 

Dreams come true, but they don’t come 

easy. Julia, Inara and Kai can all recount 

hours of practice in all sorts of conditions, 

as well as lengthy travel times to and from 

competitions and events. In Julia’s case, 

she may train for 20 hours a week and 

then spend another 5-7 in a regatta on 

the weekend. For Inara, the training and 

competition time is similar, and for Kai, 

the hours mount up not just in the air, but 

in the study he does on the ground, both 

for flying and to obtain a Class 2 Medical 

Certificate. 

With sailing in her genes, Julia Jacobsen regulary competes internationally. 

And all the while, they are keeping up 

with their courses at HKA. Inara considers 

herself lucky, though, to “have resources 

that allow me to go out and play at almost 

any hour. I try to get onto a course when 

I can, but when I have a lot of work, I can 

stay home and hit balls in my backyard.” 

For Julia, the big crunch came after the 

World Championship this September. 

“After I came back from the World 

Championship,” Julia recalled, “it was 

hard because I had to catch up with a lot 

of school work. I also had to work with 

school during the weekends, which kept 

me away from sailing.” 

12

Inara Sharma on the green. 

The skills they’ve gained following their 

passions help them with school, too. Kai, 

Julia and Inara all feel they’ve become 

better managers of their time. Julia and 

Kai also point to the value of teamwork, 

something they both feel is just as 

important to life at school as it is in sailing 

or aviation. Working hard and seeing the 

results has also led to increased selfconfidence 

and determination for all 

three. For Inara It’s about knowing that 

things won’t always go as planned or 

intended. She has “learnt a lot about self 

confidence as well as failure. If I’m not 

confident in my abilities when I go out for 

a tournament, how can I expect myself 

to succeed? If there is even a glimmer of 

doubt when I am standing over a golf ball, 

I need to step back and re-evaluate what 

I’m doing.” 

Practice may not always make perfect, but 

sticking to it is essential to any success. 

As Kai stressed, aviation has taught him 

“that persistence is a key factor to being 

successful when it comes to things that 

I really do want.” He points to resilience 

as another crucial factor. “I have faced 

scenarios and situations in and out 

of aviation that haven’t always been 

positive,” Kai recounted, “and the ability 

to get back up again and try again is 

something that can be extremely valuable. 

Additionally I think that teamwork, 

regardless of situation is always important 

as it gives you people to rely on and work 

with when scenarios are not the best.” 

Fast, far and high: Inara, Julia 

and Kai are showing us all 

the way! 

Kai Scholz in glider (above) and in the 

cockpit (below). 

13

The Joy of Learning 

Continues After School 

Primary School Co-curricular Programmes promote learning, growing and understanding 

by Cindy NG 

At Hong Kong Academy, we know that 

learning happens well beyond the school 

day. Our co-curricular programmes cover 

a wide range of subjects and interests that 

extend and enhance what happens in the 

classroom during regular instructional 

time. Through After School Activities (ASA), 

Mother Tongue classes, instrumental 

music, performing arts and sports cocurricular 

programming, HKA students 

continue their learning on 

campus journeys well after dismissal! 

Under the umbrella of our Primary School 

ASA programme, HKA offers nearly 30 

types of classes, as well as Mother Tongue, 

sports, and instrumental music. From the 

ASA It’s Showtime to the Primary School 

and Community Choirs, from individual 

music instruction to the Community Band, 

and from recreational sports to competitive 

play, Primary School co-curriculars support 

student learning and amplify student voice 

beyond the regular routine. 

One of the strengths of our co-curricular 

programme is the strong support from the 

adults in our community. The dedication 

of our faculty is highly visible in our ASA 

programme, where about 30% of the 

classes are led by HKA teachers. Faculty 

are front and center, too, as coaches for 

our sports teams and our arts programmes. 

A few select external providers round out 

the picture, but faculty remain at the heart 

of the co-curricular enterprise, sharing 

their personal interests with more and 

more children. 

With courses covering maths, book making, 

Mandarin, and visual and performing arts, 

students have the opportunity to delve 

more deeply into purposeful learning 

processes that reinforce key concepts, 

mindsets and skills. 

The pictures tell the story of how much fun 

co-curricular learning can be! 

Maths Olympiad 

“Math Olympiad is awesome, fun, funny and amazing.” — Freddie, Grade 4 

“At Math Olympiad, I can think clearly.” — Serafina, Grade 5 

Primary School Choir 

“I can sing very loud in choir and so I 

enjoy it. Ms.Olds teaches us notes and 

makes it fun.” — Kara, Kindergarten 

Early Childhood Sports 

It’s showtime 

Ukelele 

Making Books 

“I like that it’s a quiet ASA and that there’s 

lots of time to write and draw pictures.” 

— Luca, Grade 1 

“I think it’s good. I can practice my writing 

for math, phonics, writing workshop and 

reading workshop.” 

— Katie, Kindergarten 

“I just love writing books. I write many 

books at home. In this ASA I just don’t 

want to stop.” — Laszlo, Grade 2 

14

CREATIVE ARTS 

The Last Straw 

HKA student Andre Chiang takes a stand 

on plastic straws 

andre chiang’s Story 

Concerned about the amount of discarded plastic he saw on Hong Kong’s 

beaches, Grade 11 student Andre Chiang decided to take action. Last June, 

he wrote an email to Classified pointing out that plastic straws have a 

detrimental impact on fragile ecosystems. He suggested that the restaurant 

chain move to reusable metal straws both as an environmentally-friendly 

choice and as a wise economic move. In his email, he also addressed any 

possible concerns about washing metal straws for repeated use. 

“I like to make things. It is really fun 

getting to see how you make things out of 

recycled things that people forget about. 

Art is something I want to do when I am 

older in school.” — Florence, Grade 4 

Little Chefs 

Shortly after he hit send, a 

representative from Classified replied 

to Andre to thank him for his letter. 

The letter expressed the restaurant 

management’s own commitment 

to sustainability, noting that most 

of the restaurant’s packaging was 

biodegradable. The representative 

also agreed that the use of straws 

was a hot topic and that they would 

give his proposal their consideration 

as a part of their larger sustainability 

planning process, which was already 

under way. Like Andre, many of 

Classified’s customers shared this concern and were encouraging Classified 

to switch to more environmentally friendly alternatives to plastic straws and 

takeaway boxes. 

On 1 July, the Classified Group announced that it would no longer use 

plastic straws at any of its outlets and that they are making efforts to use 

biodegradable takeaway boxes. The news was welcome to many, and 

congratulations to Andre for being a part of effecting this meaningful change. 

Mandarin 

“ 我最喜欢写字还有跟同学玩游戏 ” 

I like to write Chinese characters and play 

(Mandarin) games with my friends. 

— Jessica, Kindergarten 

15

Making Beautiful 

MusicAN Inverview by 

Anne Drouet 

In 2018, three HKA students graduated from HKA into their dream careers in music. Leo Lee signed a recording contract with one of 

Hong Kong’s legendary music managers whilst classmates Ben Hiley and Dylan Halbroth are beginning new adventures in England 

and Germany. Director of Performing Arts Anne Drouet caught up with Dylan and Ben this autumn on a visit back to HKA as alumni. 

Dylan Halbroth — A Bigger Goal in Mind 

Ms. Drouet: Hello Dylan, you’ve done really well with your IB 

Diploma. Congratulations! You’re off to the dBs Music School in 

Berlin to study Creative Music Production and Sound Engineering, 

right? When people think of Dylan Halbroth, they often think of 

someone who’s an awesome guitarist. Your band, Asyndeton, 

played to thousands at Clockenflap last year, and people still 

talk about your amazing virtuoso performances at HKA’s coffee 

houses. Can you please rewind and tell us how you got here? 

Dylan: I think it all started when I was really, really young. I think 

having my dad be a DJ and being really into music helped a lot 

because I was exposed to all styles of music as a child. I learned 

a lot playing with a lot of different people in different contexts, 

and having different teachers also helped me explore more than 

one genre or one technique. It helped me expand my playing, and 

I think that ultimately led me to be able to play at festivals like 

Clockenflap alongside some really talented musicians. 

Ms. Drouet: You also did really well academically. How did you 

balance the hours and hours of rehearsing with the rest of your 

IB Diploma? 

Dylan: I was always trying to find the right balance. So there were 

times where I would maybe play play a bit too much guitar and 

not really, you know, do enough. But then there were also times 

when I knew that I needed to do certain things academically, like 

homework, and revising or studying or anything like that. I knew 

I needed it because I had this bigger goal in mind to go off to 

university, to study at dBs. I was just telling myself that if I don’t 

sit down and do this, then I’m not going to end up achieving my 

goal. And then that’s really going to open new doors for me. So if 

I don’t do this right now, even though it may or may not be exactly 

what I want to do, I still have to do it. Because it’s going to lead to 

much better things. 

Ms. Drouet: There are many people out there who play 

instruments to advanced levels, but somehow, they tell 

themselves they’re not good enough to pursue music for further 

study or for a career. What helped you to believe in yourself? 

Dylan: I still don’t know, if I really do... there’s always that voice 

of doubt in the back of your mind. But when I compare myself to 

how I was five years ago, I feel pretty happy about my playing. 

All these pieces I never thought I’d be able to play. I’m pretty 

sure I’ve never thought that I’d be playing this. And so I mean, 

it’s kind of looking back to where you were, and seeing that the 

goals that you set for yourself five years ago are not completely 

unattainable. It might take a while, but I feel it’s definitely 

possible to achieve. 

A lot of people, or even you, yourself, will think that you’re not 

good enough. And then a lot of people are going to tell you on top 

of that, that you’re never going to make money off of it, whatever, 

it’s going to be really hard, you’re going to be broke, you’re going 

to be homeless. But it’s going to be something that I love. And 

I’d rather be studying production every day and be working in 

the studio and be working with creative musical people than be 

stuck in an office just because it’s a safe gig. So for me, it’s about 

taking life right on and then saying, even if this might not work 

out, it’s still going to be something that I love doing. Nothing 

else matters. 

Ms. Drouet: What does success look like to you? 

Dylan: Our new album Is being released, hopefully before 

December this year. The hope is that this goes really well. We’re 

hoping to pick up a label and then do tours and stuff like that. But 

also continuing university, learning more about music production. 

That’s the ultimate goal, right? Going on world tours — that’s not 

always achievable. Some people do it. 

Ms Drouet: Is there anything else you’d like to say before we wrap 

up? 

Dylan: Don’t let people tell you that you can’t do it and that you’re 

not gonna make any money. That might be true, but it doesn’t 

matter. Your life could be spectacular. 

16

Ben Hiley, Dylan Halbroth, Anne Drouet and Leo Lee. 

Ben Hiley — Composition, Collaboration and Connection 

Ms Drouet: Hello, Ben, thanks for coming in. Congratulations 

on your DP! So now you’re off to the Academy of Contemporary 

Music in London to study a BA in Music Production and Media 

Composition. That’s fantastic. Tell us about your interview there. 

Ben: Yeah, I thought it was going to be quite a formal interview 

audition. But it was less formal than I thought it would be. It was 

kind of really easy. I walked into a room, and there were lots 

of other students. I just started talking to people, and then my 

name was called out. In my interview, I played them just a few 

compositions, sat in a room with the professor. He seemed to 

really like my work and commented on my diversity and skill. It 

was right there and then that he gave me an unconditional offer. 

Ms Drouet: That’s amazing, but not unknown for situations when 

people can see real talent before them. Unlike some students 

who might have given up on their other studies, you continued to 

work really hard for your DP. 

Ben: Well, when I was really young, like, seven or something, 

I had a little three quarter size acoustic guitar that I used to play. 

I still have it actually, I’m trying to sell it! I remember singing 

along to those open strings and songwriting, in a sense, you 

know, like repeating a chorus and just basically copying what 

I’d hear on the radio. I would perform to my parents, and just to 

myself, mostly. 

Ms. Drouet: Some students are too scared to pursue a degree 

or a path in music or the arts. They think they might not be 

good enough. What are your comments? 

Ben: I think if you really love it, then you should do what 

you want, right? I think the most important thing is getting 

connections. I think it’s important to connect with as many 

musicians as possible so you always have people to work with, 

learn from and projects to collaborate on. Just have to get your 

name out there. 

Ben: Yeah, I mean, especially the DP Music course. It was kind of 

easy to combine my composition interests with the school work. 

There was the academic stuff at the end too, like analysing Bach 

and Kodaly. 

Ms. Drouet: What are some transferable qualities or attributes 

that you learned through the process of doing DP music and the 

extended essay in music? 

Ben: I think the main thing is how to analyze music. So you’re 

not just listening to it. You’re identifying every little detail and 

thinking about why the composer made those choices and the 

effect on the audience. 

Ms. Drouet: Can you share your journey to how you got here? 

Was there a point in your life that you can remember falling 

in love with music? 

Ms. Drouet: Tell us about when you interviewed John Altman, 

award winning composer for your Extended Essay? 

Ben: John didn’t just talk about films he’s worked on. He talked 

about films and discussions that he had with fellow composers. 

It was great getting to know the inner workings of composer 

teams like the one led by Hans Zimmer and lots of other huge 

composers. And John knew them personally. He had a lot of 

stories to tell and I found it really interesting, and it was definitely 

inspiring. The fact that I’ve met someone who composes at that 

level, makes the dream closer within reach, somehow. I think 

John definitely inspired me to pursue composition because he’s 

so real. He’s even invited me and my family to dinner when I’m 

in London. 

17

“Climbing is a complete workout. 

You have to use everything: your feet, 

legs, arms, hands. And you have to use 

your mind and determination!” 

Climbing 

Highby heidi Boshoff 

HKA opened its climbing wall at our Community Fair in 2016. 

The addition of the wall to our campus was the result of 

our first ever annual giving fundraising effort, with parents 

contributing more than HKD 1M to the effort. Nearly two 

years on, the wall is a lively and active part of life at HKA. 

More and more students, parents, faculty and staff are 

climbing, and the school now has a climbing team. Most 

of the students on the wall are in Secondary School, but 

our scalers start as young as Kindergarten! 

As skills improve, students are trying more challenging 

routes every day. The competitive team is representing 

HKA in Hong Kong and looking to expand their 

competition horizons. 

One challenge that remains: with so many people 

wanting to practice, the need for coaches is growing. 

New coaches are being trained on an ongoing basis, 

and we’re fortunate to have some experienced 

climbers in the HKA community. If you’d like to help 

with the wall, please contact the PE department 

to learn more! 

“The best climber in the world is the one having the most fun!” 

Voices from the wall say it all! 

“Climbing is great for 

clearing the mind and 

a great break from work 

stress. You have to use 

your whole body and 

be totally focussed 

and in the moment.” 

“Climbing is a way for us to work on a 

problem through movement and build our 

resilience to carry through to our daily lives.” 

“My son started climbing last semester, 

and I wanted to start doing a sport we 

could both enjoy. It was easier than I 

thought it would be to get started, but 

there are so many challenges on that 

wall! I'm looking forward to conquering 

more routes throughout the year.” 

18

“This is so cool. It’s like figuring out a puzzle.” 

“If you don’t challenge yourself, 

you will never realize what 

you can become.” 

“Don’t be afraid to fail. Be afraid not to try.” 

Sustainable 

Action — 

It’s in 

the bag 

Grade 10 student Sasha Steere talks about her commitment to 

reducing plastic consumption and waste. 

For her MYP Personal Project, Grade 10 student Sasha Steere is 

taking on plastic. As a part of her overall project, Sasha held an 

evening workshop in October for the entire HKA community to 

raise awareness about the issue of plastic waste and to inspire 

people to make a change. Participants had the opportunity to 

make a reusable bag from a t-shirt. Sasha also presented a 

passionate speech about the problem of plastic waste in Hong 

Kong. Sasha’s project is a part of her participation in the Global 

Citizen Diploma (GCD) programme as well as her MYP Personal 

Project. All HKA students in Grades 9-12 take part in GCD, an 

international programme that supports students in engaging 

in responsible action. HKA is the only school in Hong Kong 

to offer the GCD, and with this school year, HKA became the 

administrative home for the entire GCD consortium. 

Did you Know? 

In 2017-18, HKA’s Community Recycling 

Programme collected 347 kg of glass. In the 

first half of 2018-19, we surpassed that 

amount and added metal to the collection! 

19

Alumni Perspectives 

HKA caught up with several of our alumni from across the globe. 

Perseverance Pays Off 

for alum Peter Cheah and for the environment 

by Peter Cheah 

Third culture kids often have a strange idea from before and after research, I find 

take on moving away for university. This that I can think outside the box. 

was especially true for me, as I had never 

lived for a very long time within my own My honours project is called Stem and 

country, Australia. I hold an Australian is a combination of new and old farming 

passport, but had not lived in Australia techniques that I have improved by 

for 13 years when I entered university. looking into how plants work. Stem’s 

When I went to Monash, I moved from goal is not to save the bees, but to figure 

home into a residential college. There I out how to live without them. Over the 

met people from all over; some came from last five years, we have lost 13% of our 

other countries and others from small honey bees. If this trend continues, we 

towns in Australia. I think the education will not be able to produce enough food 

from HKA helped me with getting to know for the world. I have designed Stem in the 

Peter Cheah graduated from HKA in 2013 people and accepting people of different mindset that people will not change their 

and completed his studies at Monash cultures. At the same time, I also felt a habits sufficiently or quickly, meaning 

University in 2018. In the article below, degree of isolation as very few were able that we will need alternatives to bee 

he reminisces about joining HKA at the to understand what it was to be a third pollination. 

Stubbs Road campus, being a third culture culture kid. 

Stem works on the notion that a plant 

kid and how his HKA experience supported 

My experiences in HKA have also helped will grow faster when given exactly what 

his pathways to success as a university 

me in my work, especially my keen 

it needs to grow in ideal environmental 

student and graphic designer. 

interests in biology and natural processes. conditions. Instead of following the trend 

I joined HKA in 2003 in the third grade At Monash, I undertook an honours year of drones or biological augmentation, 

class at the Stubbs Road campus, after at the end of my degree, and for this 

I drew my inspiration from plants and 

coming from the UK. Before joining HKA, programme, I tackled a problem that sought to use natural processes to 

I had attended a few schools around the only recently started to attract attention. accelerate plant production. The research 

world and had never found one that was How will humankind support itself in the I had done during the year also pointed 

similar. HKA was unlike other schools I absence of bees? I chose this question out that emerging technologies will take 

had attended because of the focus on because it has huge implications for the many years to develop and more after that 

students and the acceptance of different future and is also extremely interesting. to be perfected and become efficient. 

teaching and learning styles. 

Furthermore, at present there is no proven 

method for addressing the problem. 

Stem functions as an automated farm 

for plants located in warehouses. 

My pathway to success started with a Major projects around the world have 

Inside the warehouse are large green 

great failure. I did not pass my IB Diploma approached it in different ways, and I 

houses, with each greenhouse set to the 

the first time I sat the exams and finished thought I would tackle it, too. 

optimal temperature and humidity level 

with 23 points, one 1 point away from 

passing. It was very disappointing. But I I started the process with ideation but for a specific plant species. Instead of 

decided to re-sit my exams the following without research. In general, I find that these greenhouses running across the 

November. Leading up to the exams, I had this approach allows me to dream up warehouse floor, they tower towards 

three different jobs and was studying. more creative solutions options. After the ceiling. This vertical farming is more 

After taking my exams for a second time, I that, I started on in depth research into efficient as it allows a single warehouse 

passed. With this I changed my choices for both bees and plants. I then started a to grow multiple plants. Inside the 

university. Originally, I was going to study second round of ideation with the crutch greenhouses are mechanical carousels. 

teaching or biology. Instead I chose to of knowledge, and then compared the two These carry plants from the bottom, 

follow an area more inline with my talents ideation sessions to find the links. One where they can get hydroponic solution, 

and passions. I chose to go into design of the main areas of design I find most to the top, where they can be pollinated. 

and was accepted into Monash University. interesting is innovation; by comparing my The inside of the warehouse is totally 

20

cut off from the outside world, providing 

better control over the plants’ growth and 

reducing contamination. With its use of 

hydroponics, Stem creates a very toxic 

waste. I theorise that if this hydroponic 

solution is exposed to certain plants, it is 

possible to clean the solution so that it 

can be used again. 

For my work at Monash I was nominated 

for the Australian Graduate of the Year 

Award in Design. I did not win that award, 

but I then submitted my work to the James 

Dyson Design Award and was selected to 

be one of 200 students from around the 

world to show their project at the Global 

Grad Show in Dubai in November 2018. 

I have come along way from failing my IB 

exam. I owe my success to the education 

I was lucky enough to have, and to my 

perseverance and my curiosity. I still 

am not entirely sure what it is I want to 

design, and that’s okay, I’ll simply design 

until I find it. 

HKA by the 

(other) Bay 

by VIplav Tandon 

This autumn, Viplav Tandon, Class of 2018, exchanged his 

view of the bays of Sai Kung for that other bay area — 

San Francisco. Now a student at the Hult International 

Business School, Viplav shared these thoughts on 

transitioning into tertiary education. 

This summer did not feel like a goodbye to all my 

family and friends, but instead a “see you later”. 

Aside from preparing for my transition into university, 

I spent a large portion of my summer making memories 

and trying to enjoy home and all its glory. The transition into my university, Hult 

International Business School in San Francisco, was relatively smooth. Coming from 

an international background, I was able to understand and connect with my fellow 

classmates easily. In addition to that, living in a dorm helped me make friends. If 

there is one piece of advice that I would give to people applying for university, it 

would be to get a roommate! Having one is honestly one of the highlights of college 

life. Also, try to get out of your comfort zone. It may be difficult, but it is worth the 

risk. Deciding to move to San Francisco was one the riskiest choices I have made. 

However, it proved to be very rewarding. So far, I have been having a blast here 

and am looking forward to the next couple of years that I spend in San Francisco. 

Whatever you choose to do, just make sure you love doing it. It makes college 

much easier and definitely more enjoyable. 

Claudia Smits 

I graduated from the University of Sussex on 23 July 2018 and started work at 

the United Nations headquarters in New York City just a few days later! As a 

political affairs intern at the Office for Disarmament Affairs, I’m responsible 

for the office’s daily newsletter, doing research, and contributing to the many 

reports we publish. I’m grateful that I got involved with the Student Council 

while at HKA: that’s where I learned how to communicate with people of all 

ages and all levels of experience, and, most importantly, where I learned how 

to stand up for myself when I believed in something. I use what I learned at 

HKA on a daily basis here at the UN and encourage current students to get 

involved in student leadership. The things you learn in school will stay with 

you forever — make the most of your time at HKA! 

An eye-opening experience. Returning to the school I once 

studied at 7 years ago. What was most fascinating was how, 

although the school location had moved, the people remained 

the same — just as friendly and welcoming as before.” 

— Sherzad Nawroze, HKA Student 2007 - 2011 

21

FAmily FOCUS 

Meet the Drivers! 

by Laura mitchell 

“I love passing the girls occasionally in the corridor and being 

able to smile as they pass by on their way to class. I very much 

like the friendly open feel of the school. The staff were very 

welcoming to our family and myself as a new parent and now 

as a member of the HKA team.” 

Parents Jenny and Keith with children Paige (Grade 8), Lucy 

(Grade 5), Lauren (Grade 10), and Noa (Grade 12). 

The Driver family joined Hong Kong Academy on 5 January 2018, 

two days after landing in Hong Kong. They made the mid-year 

move after a brief stint in London. Before that, the family called 

Paris home. Initially there were four Drivers on campus: Noa, 

Lauren, Paige and Lucy. In August 2018, mum Jenny joined them 

at school, working as a Co-teacher in the Primary School. 

When moving to HKA, one of the Driver family goals was to 

have all of the siblings in one school. With their international 

experience, they knew this wasn’t something they could count on 

in Hong Kong. Jenny first reached out to HKA’s Admissions Office 

in October 2017 and describes the team as “extremely responsive 

and very helpful… Our biggest risk in agreeing to move to Hong 

Kong was trying to find spaces for all four of them at school after 

the start of the school year. Not only could HKA accommodate 

all of them, they even arranged to speak directly with my eldest 

from London about her subject options for her IB during our 

application process.” Up until joining HKA, the girls had spent 

their time in U.S. and British systems, and their parents wanted 

to make sure that the move to an IB curriculum went smoothly. 

The shift “could have been a little daunting,” Jenny recalled, 

“but the school were very patient, and as flexible as they could 

be” in transitioning the girls, especially Noa, who was entering 

the IB Diploma Programme. 

As a faculty member Jenny says it’s nice to see the inner workings 

of the school. “The staff at HKA are so supportive of all of my girls, 

no matter what grade.” She praises the school’s offerings for 

learning beyond the classroom, such as camp in 

the Primary School and LOTC in the Secondary School. She 

went on Grade 4 camp with her class while three of her children 

attended their own camp/LOTC adventures. “Experiences outside 

of the classroom like this build life skills and expose the children 

to cultures, lifestyles and challenges that they may never have 

had the opportunity to see before,” she observed. 

While four of the Driver females were away, eldest daughter 

Noa was enmeshed in the university application process. Jenny is 

impressed with the counselling staff, noting that they “have 

been extremely helpful and very supportive not only to my 

daughter but also to my husband and I who are trying our best 

to keep up with the wave of new information on courses, 

universities and the application process.” 

HKA was founded as a community school where families are 

fully involved in all aspects of school life. The Drivers are a 

prime example of that spirit! 

Jenny spent much of her life as an expat and, like all HKA parents, 

values the international community feel that comes from a 

school like HKA. In particular, she finds that HKA is “open to 

students of all backgrounds, which helped us to feel at home very 

quickly.” Along with the girls, Jenny settled in right away, too, as 

a volunteer and now as a Co-teacher. She values teaching at the 

same school that her daughters attend. 

22

Parents 

Making a Difference on Campus 

Hong Kong Academy is grateful for all the time and talent that our HKA parents give to the school. 

Hong Kong Academy’s 

libraries have more 

than 36,000 titles, 

and parent volunteers 

are key to keeping 

them all well organised 

and ready for readers. 

Over forty parents 

help out in the libraries 

on a regular basis. 

How does our organic garden grow? With 

the help of parents as well as faculty 

and students. Garden volunteers share 

their time and expertise every Thursday 

morning, teaching students important 

skills and keeping weeds under control! 

Mid-Autumn Festival mums help make the event come to 

life, preparing traditional lanterns for students to decorate. 

Mystery Readers are always 

a highlight in the classroom 

and a special way for 

parents to connect in the 

Primary School. 

Panda Club adds to the fun of learning 

Mandarin with games and special 

activities during Friday lunch times. 

This year Xing Xing, the panda mascot, 

joined the team! 

The theme to the 2018 

Gala was Let’s Dance, 

and parents did just that, 

whilst raising funds to 

support the school. As 

always, volunteers made 

the event happen! 

In October 2018, Typhoon Mangkhut hit Hong Kong hard. HKA’s campus emerged unscathed, but 

Sai Kung saw plenty of downed trees and damaged structures. HKA families turned out in droves 

to help with the community clean up. 

Buddy Family volunteers 

welcome new families 

to the HKA community. 

They help make the 

tranisition to our school 

a memorable one! 

Weekend Sports volunteers 

work with athletes of all skill 

levels to improve their game 

and give them more time on 

the court or field. 

The Community Fair is our 

biggest event every year, 

with over 1,000 people 

in attendance. Making it 

happen were our own Fab 

Four Fair Co-chairs. 

Parents show their support for 

faculty and staff throughout 

the year and especially at the 

annual Staff Appreciation Lunch. 

Decorations, a bespoke gift, and 

potluck dishes make the event 

memorable and delicious. 

23

FAculty FOCUS 

Boomerang Back 

Ivy Choi 

In Hong Kong, we’re used to people coming and going — and 

coming again! Four former HKA faculty members recently became 

current faculty for the second time. In this issue of hkaVoices, we 

welcome back Ivy Choi, Ben Gonzalez, Blessie Maunder and Mark 

Ritchie. hkaVoices asked them about their experiences at HKA 

and in between. Ivy and Blessie returned to our Learner Support 

programme, with Ivy moving into the Secondary School for the 

first time. Secondary School veterans Ben and Mark returned to 

the SS and to their core subjects: Maths for Ben, and Economics 

for Mark (Mark is teaching humanities as well!). 

Ben Gonzalez 

In their years away from HKA, these four taught in Australia, 

China, Hong Kong and Singapore. Their observations about 

returning to HKA in part prove that the more things change, the 

more they stay the same. As Mark put it, “There is still the same 

focus on student learning and individual pathways, as well as a 

great positive feeling and great relationships between teachers 

and students.” Ivy also stressed that the school retains a familylike 

community, and Blessie noted that inclusion remains a 

hallmark of the school’s mission and practice. Ben’s observations 

were closer to home — his wife, Sonya Yong, remains on the 

faculty! Ben also noted that the Community Fair, formerly known 

as the Cultural Food Festival, is still a highlight of the year. 

Blessie Maunder 

Our boomerang faculty noted some changes, too, in particular 

the benefits of the new campus and the growth in the student 

body. Growth has brought new facilities, new faces and new 

opportunities. The PE and outdoor facilities particular stand out 

in comparison to the school’s former campuses on Stubbs Road 

and in Kennedy Town, especially the Playscapes, Climbing Wall 

and gymnasium. Most importantly, though, are the new faces on 

campus and new friends to make. 

Mark Ritchie 

As we all know, sometimes we don’t appreciate where we are until 

we go someplace else. We asked what these teachers missed 

about HKA while they were away, and uniformly they spoke of the 

community. As Mark put it, “I missed the international community 

and the diversity of the students and staff.” Ivy missed her 

colleagues and her students, and Blessie focused on our 

“celebration of diversity and the close -knit school community. 

Ben echoed that though, noting HKA’s exceptional international 

mix of families. 

Anything they didn’t miss? Mosquitoes and the famous steps at 

Stubbs Road! 

24

Behind the Scenes HERo 

Benson Chang Building 

Supervisor 

Interviewed by AliX and Ambrose, Grade 5 students 

For this issue of hkaVoices, Ambrose and Alix interviewed Benson Chang, HKA’s Building Supervisor, in English and Mandarin. 

When did you join HKA? 

I joined four years ago, in 2015. In the 

beginning, I worked in the Secondary 

School library. 

What does a building supervisor do? 

I have to make sure all the systems work, 

like the AC, water and electricity. I also 

have to do all the maintenance on the 

system. The backup generator is 

important, and the fire system. I also 

have to make phone calls. 

Did you choose this job? 

Yes, I am very happy to work with the 

school and systems I am familiar with. 

Do you work with other people? 

I work with people from the outside and 

some from the inside, like Ryan and 

Jimmy. 

What is the most challenging part of 

your job? 

Most challenging for me is if we have more 

than one pressing situation at a time. 

I have to prioritise. 

What about the people you work with. 

Can they help? 

Yes, I can count on other people, but it 

depends on how much experience they 

have in keeping things safe. 

Do you like being outside or inside? Why? 

I like to work outside with people. But 

before that, I like to work inside to make 

a plan to make sure we are doing a good 

job and keeping things safe. 

What would be your dream job? 

Any job that I can do well is my dream job. 

Do you know what a clean room is? Before 

I did this job, I use to do that work. I like 

to do that type of work to keep people 

healthy who are sick or work with NASA. 

We must control the particles, 

temperature, humidity and cleanliness. 

We heard your son goes to HKA. Who is 

his teacher? 

His teacher is Ms Rachel. 

Do you have any siblings? 

你有没有兄弟姐妹 ? 

I have one older sister, I have one younger 

brother and a younger sister. 

我有一个姐姐 , 一个弟弟和一个妹妹。 

Do you have any pets, and if so what 

kind? 

你有没有宠物 ? 如果有是什么 ? 

I do not have a pet. We would like to get a 

dog or cat or elephant. Just kidding about 

the elephant! 

我没有宠物 , 但是我们想要一只狗 , 一只 

猫或者一只大象。开玩笑 ! 

What are your hobbies? 

你有什么爱好 ? 

I like to ride a bicycle and play chess. 

我喜欢骑自行车 , 也喜欢下象棋。 

Is it the traditional chess? 

Yes, traditional chess. I am playing with 

[my son] Elliott. He is learning chess at 

ASA, and I’m learning, too. I like to make 

stuff and fix stuff at home. Elliott and I 

make circuits. 

We enjoyed interviewing Mr Benson 

Chang. It was cool when he spoke about 

the clean room. He is a nice and friendly 

man. We were happy to contribute to 

hkaVoices for this article. We thought the 

process was smooth, and we were glad to 

be able to use our Mandarin, too! Thank 

you, Mr. Benson Chang, for your time. 

25

Happenings 

looking back 

Chinese culture is celebrated at 

HKA throughout the year. The Lunar 

New Year and Mid- Autumn festival 

provide special opportunities for 

the community to enjoy Chinese 

traditions together. 

Performing ARTS students 

captivate audiences when they take 

to the stage, whether it’s the Grade 4 

Play, Hot Cocoa House, Coffee House 

or the Secondary School Play. 

Grade 4 shines on stage. 

The Class of 2018 received their 

diplomas in June. Families and friends 

gathered as graduates reflected 

upon their time at HKA and shared 

inspirations for their future. 

Professional Development 

is embedded in HKA’sculture and 

mission. Throughout the year, HKA 

welcomes many experts to speak 

and work with faculty, parents and 

students. Topics range from emotional 

and digital wellbeing to literacy and 

mathematics. 

Guest speaker Matt Harris, talking to faculty 

about digital wellbeing. 

Student talent at Hot Cocoa House and 

Coffee House is always a crowd pleaser! 

Secondary School play, A Vampyre Story, 

performed by students in November 2018. 

Learning Outside the classroom 

for Grades 6-12 provides opportunities 

for students to engage in a variety of 

activities and service learning projects 

such as visiting schools, building 

works, rock climbing and farming. 

Successful teamwork and new cultural 

experiences strengthen students’ 

understanding of our world. 

26

THe HKA Playgroup started in 

August 2018. It provides 2-3 year 

olds and accompanying adults 

the opportunity to experience the 

dynamic learning environment 

at HKA. For this hands-on shared 

learning experience, our creative 

Early Childhood educators adapted 

the International Baccalaureate 

framework for young minds to support 

children as makers of their own 

meaning. Mandarin is taught as a 

mirror language and participants also 

have access to campus resources such 

as our library and outdoor Playscapes. 

Athletes at HKA compete in both 

local and regional leagues. 80% 

of Secondary School students and 

some Grade 4-5 students are involved 

in a competitive sport. HKA sports 

continues to grow in strength and in 

the variety of offerings for athletes. 

n At the 2018 ACAMIS Football 

championship tournament, 

both the girls and boys teams 

took 2nd place. 

n Our SCISAC Basketball girls team 

brought home first place at the 

championship in May 2018. 

n HKA’s bouldering and ultimate 

frisbee teams competed 

for the first time in 2018. 

n HKA’s sailing team raced in the 

HHYC 24h race, which earned 

them 1st place within the interschools 

division, 3rd place in the 

Feva class and 5th place overall 

out of 33 teams. 

HKA’s SCISAC girls team won the 

championship in May, 2018. 

The HKA Sailing team on the water. 

Primary School Camps are for all 

Grade 3 - 5 students. Team building 

and taking on new challenges offer 

opportunities for students to grow. 

THE Community FAIR, held in 

November 2018, was a delight for all 

senses, with fantastic food, fabulous 

performances and exciting activities. 

Grade 3 campers exercise teambuilding skills. 

Grade 4 camp on the water, Nov. 2018. 

Grade 5 camp working together, Nov. 2018. 

27

Happenings 

looking forward 

Don’t miss... 

ISTA Chamber Music Concerts 

19 January and 30 March 

Presented in partnership with the 

Sai Kung Sound Collective, 

this concert series will feature 

professional musicians from all over 

Hong Kong who are coming together 

to bring to life a musical programme 

that will include something for 

everyone! For more details and 

tickets, visit www.ista-hongkong.com 

/concert-and-masterclass-series. 

Lunar New YEar Assembly 

30 January 

The HKA community comes together 

to celebrate Chinese traditions 

through wonderful performances 

by the Primary School and cultural 

activities in the Secondary School. 

Community Yard Sale 

25 May - 10:30 AM - 2:30 PM 

Donate, buy or recycle unwanted 

clothes, toys, books and household 

items. All proceeds support 

designated charities and HKA’s 

Scholarship Fund and Student 

Initiative Fund. 

Calendar Highlights 

9 JANUARY 

HKA Parents Coffee Social 

18 January 

Primary School Counsellor 

Coffee Morning 

19 JANUARY 

ISTA and Sai Kung Sound Collective 

Chamber Music Concert 

24-26 January 

ACAMIS Basketball Tournament 

in Macau 

24-27 January 

ISTA Middle School Festival 

in Chiang Mai 

27 January 

London Alumni and Former Family Lunch 

30 JANUARY 

Lunar New Year Assembly 

4-8 February 

Lunar New Year Holiday 

13 FEBRUARY 


15 FEBRUARY 

Primary School Sports Day 

21 FEBRUARY 

Secondary School Sports Day, 

Grade 9 Higher Education Night and Grade 

10 MYP Personal Project Exhibition 

21-24 FEBRUARY 

SCISAC Volleyball in Chongqing 

4-8 March 

Primary School Literacy Week 

6 March 


14 March 

Primary School Concert 

15 March 

All School Counsellor Coffee Morning 

22 March 

Hot Cocoa House 

23 March 

HKA Parents Pre-Sevens Disco Party 

27-29 March 

Grade 3 Camp 

30 March 

ISTA and Sai Kung Sound Collective 

Chamber Music Concert 

3 APRIL 

Grade 12 Arts Exhibition 

5 April 

Ching Ming Festival - School Closed 

10-11 April 

Primary and Secondary School 

Parent Teacher Student Conferences (PTSC) 

11-12 April 

Secondary School Musical Production 

17-20 April 

ACAMIS Football Tournament in Beijing 

19 April - 1 May 

Spring Holiday - School Closed 

1 May 

Labour Day - School Closed 

8 May 


9-11 May 

SCISAC Basketball in Taichung 

13 May 

Buddha’s Birthday Observed - School 

Closed 

14-17 May 

Grade 5 PYP Exhibition 

17 may 

Primary School Counsellor 

Coffee Morning 

23 May 

Primary School Art Exhibition 

25 May 

Community Yard Sale 

30 May 

Grade 12 Breakfast 

31 MAY 

Class of 2019 Graduation 

7 June 

Dragon Boat Festival - School Closed 

12-14 June 

Arts & Literature Festival 

13-14 June 

Grade 4 Play 

19 JUNE 

End of Year Assembly 

Last Day of School 

28

hka 

Voices 

contributors 

Alix and ambrose, Grade 5 students, 

interviewed Benson Chang, HKA’s Building 

Supervisor. 

HEIDI BOSHOFF was born in Namibia, raised 

in South Africa, travels on an Austrian passport 

with Irish-born children and has lived in Hong 

Kong for the past 9 years. Heidi studied Sports 

Science, specialising in people with disabilities, 

and is passionate about seeing people reaching 

their full potential. After working nearly two years 

in the Learner Support Department, Heidi is now 

the Athletics and Activities Coordinator. She and 

husband Jan, a member of HKA’s Technology 

Department, are parents to Joshua, Class of 2018 

and Heidi, currently in Grade 11. 

Peter Cheah graduated from HKA in 2013 and 

earned his degree from Monash University in 

2018. His time at Monash culminated with an 

honours year, and the work he produced during 

that time led to international recognition at the 

Global Grad Show in Dubai in November 2018. He 

and his brother Robert, Class of 2014, joined HKA 

in Primary School at Stubbs Road. 

Andre Chiang is a Grade 11 student. He wrote 

about his effort to end the use of plastic straws 

in Hong Kong. 

Joanna Crimmins is an experienced IB 

educator who believes that young people learn 

best when they are enjoying their learning 

journey and are engaged in practical, real life 

activities. She has been an educator for 18 years 

and is currently Acting Secondary School Principal 

at Hong Kong Academy. Before assuming her 

current role, she served as the MYP and DP 

Coordinator. Prior to joining HKA, Joanna enjoyed 

a variety of faculty and leadership roles in the 

UK, Thailand, Taiwan and Hong Kong. She is 

passionate about the HKA community and 

about creating strong relationships with parents, 

students and staff. She holds a Bachelor’s Degree 

in Drama and Education from the University of 

Wales and a Master’s Degree in Educational 

Leadership and Management from The Open 

University, UK. 

Stephen Dare Head of School Stephen Dare 

joined HKA in 2010. Originally from the UK, 

Stephen has been a member of faculty and 

leadership teams at schools in Colombia, the U.S., 

the Philippines and Hong Kong. Before coming 

to HKA, he was the Assistant Superintendent at 

the International School of Manila. He has been 

a co-trainer for the Principals’ Training Center 

Summer Institutes and is active with numerous 

educational initiatives such as Cognitive 

Coaching, Adaptive Schools and Next Frontier 

Inclusion. He has also served in leadership roles 

in international school organisations such as the 

East Asia Regional Council of Schools (EARCOS) 

and the Association of China and Mongolia 

International Schools (ACAMIS). He has been a 

Klingenstein Fellow at Columbia University (New 

York) and is currently pursuing his doctorate in 

education. 

Anne Drouet joined HKA in 2017 as the 

school’s first Director of Performing Arts. She 

also leads the ISTA Performing Arts Academy, 

Hong Kong, for which HKA is the administrative 

home. She has an international background in 

theatre and music and relishes HKA’s mission 

to develop self-directed learners as they find 

their own pathways. 

Kristin Feren joined HKA in 2018 as Assistant 

Secondary School Principal for Grades 6-10. 

Originally from the the U.S., she has taught 

in her home state of New Hampshire, Egypt, 

Bangladesh, the Philippines, and Venezuela. 

She is passionate about the International 

Baccalaureate and is excited to be a part of HKA. 

Matt Harris, Ed.D. is an international 

educational consultant through International 

EdTech, based in Singapore. In his work, 

Dr. Harris helps schools, districts, and educational 

technology companies with educational 

technology strategic planning, systems design, 

training, and program development. Drawing 

on his award-winning programs, Dr. Harris has 

worked with schools and large educational 

organizations in Europe, Middle East, Africa, 

North America, Australia, and Asia. He also 

shares his experience through keynote speeches, 

articles, and online social channels around 

educational leadership and technology. Prior to 

working as a consultant, Dr. Harris worked as an 

educational leader, teacher, author, presenter 

and researcher having taught all grade levels 

from preschool to graduate school. He worked as 

a senior administrator in schools and universities 

in North America and Asia. Dr. Harris is an Apple 

Distinguished Educator, Microsoft Innovative 

Education Expert, Google Certified Innovator, and 

Common Sense Education Certified Educator. 

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 

and advancement, she’s worked for several 

organisations, including the Smithsonian 

Institution in Washington, DC. Laura is member 

of the 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. 

CinDY NG joined HKA in 2014 as a Primary 

School Co-teacher and has worked in Grade 5 

and Kindergarten. In 2018, she took on a new 

role as ASA Coordinator. Born in Hong Kong, 

Cindy grew up in California. She enjoys sports, 

traveling and photography. 

Viplav Tandon A member of the Class of 

2018, Viplav is now studying at Hult International 

Business School in San Francisco, California. 

Viplav ran track and played football, helping the 

Dragonflies on to victories in several local and 

regional tournaments. He is an accomplished 

photographer and generously contributed his 

work to the school’s most recent Gala fundraiser.

Principled 

“Being principled helps me make 

good choices and be a good friend.” 

— Niam, Grade 4 

Inquirers | Knowledgeable | Thinkers | Communicators | Principled | Open-Minded | Caring | Risk-takers | Balanced | Reflective 

Principled We act with integrity and honesty, with a strong sense of fairness and justice, and with respect 

for the dignity and rights of people everywhere. We take responibility for our actions and their consquences.

hkaVOICES 2018-19

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