Welcome to your iFolio

Your iFolio is a school provided web space that you will use throughout your time at CDNIS. You will use your iFolio to define your learning goals, show your learning journey, reflect on your learning and how you have developed your Approaches to Learning skills, share your best work and celebrate your achievements.

Your iFolio, in time will provide a better picture of who you are as a learner and as an individual. You are therefore highly encouraged to personalize your iFolio. You can start off by selecting one of the 60+ themes available.

Before you start using your new iFolio, follow the steps below to change the ‘Home’ link within your navigation menu to point to your site:

1. Go to your Dashboard menu options (link will open in a new tab)

2. Expand the ‘Home’ menu item by clicking on the downward facing arrow

Home Menu
Change Home Menu Attribute

3. Append the URL to read http://sites.cdnis.edu.hk/students/your_student_number, where your student number is in the form of six digits e.g. 012345 (you can find your student number on your library card)

Home URL
Home URL Link

A final note, please bear in mind that your iFolio is a publicly accessible space, and ensure that the content you post and the language you use is appropriate.

Feel free to delete this post from your Dashboard once you have finished reading it!

Featured image used in this post by Nathan via Flickr Creative Commons

If you cannot explain something, you do not know it.

When two or more parties disagree with each other, there is an assumption that one of  parties involved is wrong and the other is right. However this is technically not the case, because there is another possibility where both parties could be correct in there statements. This is because while some topics may have definitive and irrefutable facts, other topics are more conceptual and do not have right or wrong answers. One example is in literature where a word could mean two completely different things to two different people, and this is due to how the person is raised and what experiences they have. Furthermore, the ideas or facts that people use to support their ideas are based on what the person knows, or at least what the person thinks they know. Therefore if one person argues that god is real and another person argues that god is simply a human construct based on faith in a higher power, both arguments could still technically be correct since the arguments are based on what the people think are irrefutable facts. Which in turn suggests that being ‘right’ does not matter what the larger community states is ‘right’, it only matters what the individual thinks is right to make an individual’s opinion right.

How I demonstrated Service as Action during my MYP years

  1. How did you become more aware of your own strengths and areas for growth? Even though I already taught children in two different countries, when I attended Kids4Kids reading sessions I thought that these were much different then what I experienced in my CAS trips. This is because the kids in the Kids4Kids sessions were more unruly than the children I taught in Myanmar or Bali. As a result, I learned more about my skills in handling and teaching small children. I learned how to build the relationship between me and the child I was assigned to, so that I could better hold his/her attention. I learned how to be more patient with the children when they were not listening to me, or not wanting to follow the programme that the session leaders are carrying out. Screen Shot 2017-05-10 at 8.46.59 am
  2.  How did you undertake challenges that developed new skills? In 2016, I took a crash course in First Aid from the Hong Kong Red Cross that took up my entire weekend from 9am to 6pm. This course challenged me because I had to learn and retain knowledge on how to manage bleeding, manage fractures, how to perform CPR and other written knowledge from all 30 hours or 3-4 weekends of the course. In the end, this experience paid out and I was imbued with new knowledge on how to carry out First Aid, which can be seen by my First Aid certificate. Displaying IMG_1320.JPG
  3.  How did you discuss, evaluate and plan student-initiated activities? In 2016, I pulled upon my past experiences teaching kids, to help me productively work with the 3 other members of my group in my Northwest Bali CAS trip to teach local children how to speak or read English. As a result of my past experience of teaching children in Myanmar, I was able to provide useful advice to my group members on how to handle the children. I recognised that the teaching conditions of both CAS trips were different, and as a result gladly accepted the ideas of my peers. 
  4. How did you persevere in action? In 2016, I was one of the people operating the Reading Tree game booth at the school’s Mid-Autumn festival. The task of preparing the equipment for the booth was tedious and extremely hard, because we had to keep replacing the tools needed for the game booth since they broke easily. When our shift at the booth was almost over, we realised that that we were quickly running out of prizes. So we had to improvise and conserve the prizes so that there were enough prizes for the second shift to give out.
  5.  How did you work collaboratively with others? I worked with other members of Reading Tree to develop ideas on how to spread awareness of the club, and what ideas we should do to promote the club’s goals. Such ideas included how to better market the club through the creation of a “tree” in the library to promote the club, the skit promoting the club at InGINuity and how to alter the club facebook page to attract more people to view the page.
  6. How did you develop international-mindedness through global engagement, multilingualism and intercultural understanding? In 2015, I worked individually to come up with new ideas and methods, in order to effectively teach local children in Myanmar english whose command of English was rudimentary at best. They also taught me a bit about their own culture while I was teaching them english. In 2016, I was given the opportunity to volunteer in a Roots & Shoots event where the esteemed and renowned Doctor Jane Goodall came to give a talk at our school. I volunteered as a usher for the visiting students and faculty from other schools, and this broadened my understanding of how global warming and pollution is affecting the environment. Displaying IMG_0841.JPG
  7. How did you consider the ethical implications of your actions? In Grade 8 and 9, I attended beach clean-ups to help broaden my understanding of how pollution is affecting the environment. These beach clean-ups broadened my understanding of where my waste could or does end up once I dispose of it, and this urged me to try and recycle more of my waste.

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Inspired Summative Composition Reflection

Source of Inspiration:


I attempted to make my composition reflect the sense of tranquility that the picture above instills in me when I look at it, and the sense of longing that I sometimes have when I look at this photo to go back to this place where I could just relax and not have anything to worry about. My song has a relatively slow tempo of 92 bpm to represent the tranquility that the photograph represents. At the same time, the song was composed in a major key (A flat Major) and utilizes mostly eighth notes which gives the overall composition a sense of longing and fondness, which reflects my fondness that the memory evokes in me and the longing I have to return to this place and witness this spectacle once more. Even though my choice to use saxophone was mainly due to the fact that it is the only instrument I really know how to play, my choice for using the flute was because of it’s higher pitched sound. I wanted to use the flute to give the composition a more graceful tone to imitate the fondness that I have of this memory, and to create a lighter mood for the overall composition.

In terms of the structure of the song, I made a small intro to give the song a positive tone which reflects the initial positive feeling I get when I see this image. The intro is then followed immediately by a chorus, which uses it’s imperfect and plagal cadences and the overall sad quality to represent the feeling of longing that I have to return to this place. The chorus is then followed by a verse representing the sadness I feel that comes along with the longing. Afterwards the chorus is played again to represent the renewed sense of tranquility I have after realising that even after 2 years, the fact that I still remember this particular scene is a testament to show that the memory of being at this place will be with me forever.

Initially, I wanted to create a piece of music that was based on a scene from a movie because I thought it would have been easier to compose based on something that also had a sense of progression and was also accompanied by visuals. After attempting to create a score for a movie scene from Batman vs Superman, I realised that because of the limited instruments I have on finale and my own limited knowledge on how to play instruments other than saxophone, plus the fact that the main character was Batman who already had a theme song made me decide not to compose music for the movie scene. This was because the scene’s main character, Batman already has a theme song which will entice me to copy the theme song. In addition, the scene already has a score, which might affect my composition by making me subconsciously compose with ideas similar to the score in the movie. Afterwards I decided to create a pop song composition using other songs as sources of inspiration, but my attempts at making an upbeat song were not successful due to my tenacity to try and replicate segments of other songs and somehow incorporate these segments into my composition.

However after looking through one of my photo galleries, I found a picture I took and felt the happiness in the memory that the image evoked, the longing the sadness I had to return to this beautiful place, the sadness that accompanied with the longing and the eventual happiness I felt. Afterwards, I went straight into experimenting with different sounds in Finale and researching useful sets of chords to help me figure out what notes to use. After experimenting with notes and finally figuring out a chorus that I liked,

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I was able to easily complete the introduction, the verse and the ending by making them sound something similar to the chorus to give the overall composition a sense of unity. Throughout the chorus, I mainly use Neighbor Tones accompanied closely by the occasional Passing Tone to both mimic the waves in the image and to signify the gradual change in emotions that I have whenever I look at the image. However once this was done, I noticed that the transition between the chorus and the verse and vice verse was too obvious for my liking. As a result, I used transitional measures to transition between different segments of my piece.

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Once the first version of my composition was completed, I seeked out external feedback from Ms. Po who informed me that even though she liked my rhythmic ideas; the chords, the instrument choice and arrangements of my chosen instruments simply was not right. After providing me with feedback and helping me make adjustments, I was able to to make my composition sound better through more thought-through choices. For example, I set the composition’s key signature as A flat major instead of F minor to convey the happy yet sometimes sad emotions the inspiration photo evokes in me; Ms. Po also helped me to change the chords of my piece so that the chords did not clash with the melody of the composition; she helped me arrange the instruments I used (Flute, Alto Sax and Electric Guitar) so that I can actually hear what is being played by each section; and she also advised me to use the Electric Guitar instead of the Electric Bass to play my chords which helped greatly since I had no idea that the Electric Guitar played the bass chords and the Electric Bass did not. In the end, I was able to keep most of my melody the same as it was originally. Changing only the chords used, and one of the three instruments that I used in my original composition.

Interconnected Documentary Reflection

The film that we created documenting the experiences of our relatives has significantly raised the target audiences knowledge and understanding of how the the central characters struggle to overcome hardships in life has influenced them. The way this has been done is that we utilised the most compelling and emotionally evoking parts of each interview, to allow the audience more opportunities to connect with the interviewees stories. We did this because we as a team believed that the best way to make an impact the audience, and to give them a better understanding of the central character’s stories, was to make it so that the audience could individually find a personal link between their own lives or the lives of their relatives and the central characters. As a result, the link that the audience made then allows the audience to better understand the amount of effort, torment, shame, strength and other virtues that one’s relatives must have endured/shown in order to be where they are today. The atmosphere created by the shot-selection, use of a yellow-ish tone in the videos and the music allowed us to create a somber mood which ensured that the audience understood that this was a serious matter. This helped us make more of an impact on the audience, since the seriousness of the documentary will ensure they pay attention to the details of the central character’s stories, and eventually allow them to understand the situations, hardships, goals and individual journeys of the central characters.

Service Learning Outcome Questions

I was able to persevere in action by experimenting with different kinds of services, like teaching kids english in Myanmar and Bali and helping out with club activities and planning. While I did not do much in Gr. 8, I have made an effort to increase my participation in service related activities around school. Furthermore, since I joined the AYP programme this year in Gr. 10, I have been able to “force” myself to become more active in what is happening around the school, and have also become more active in doing various services both inside and out of school. Throughout most of these services, I have worked with my peers and sometimes people who I do not know to complete the tasks given to me. Each time, I was able to work well with the people in my group to accomplish the tasks by providing my insight, ideas and my 100% effort when trying to finish a task.

March Music Reflection

I believe that so far, I have improved in my abilities to sight read pieces. Initially I was terrible at sight-reading and had great difficulties in trying to read music I never saw beforehand, however through multiple times of having to sight read new pieces in music, I am able to play more of a piece while sight-reading. While sight-reading, I am able to correctly play the dynamics consistently.  This is because I am able to control my diaphragm so that I can easily change how loud I am playing the dynamics. However this is hindered by my shortcomings at rhythm accuracy, because I often get confused by how long I should play certain notes or how the beats change when the time signatures change. Therefore whenever I run into one of the above problems, I cannot play the rhythm right. However once I know what the rhythm will sound like, I can model my playing to fit the rhythm.

To improve, I think that if I practise more and play more pieces, I will be able to play better and read notes more accurately. As of this moment, I am trying to get more practise in to improve my technique and to hone my skills in reading the notes and coordinating my fingers into the right positions to play the right notes. Right now, my private practise sessions are random, and depend on whether I am really busy or not. However I usually practise at least once a week, because I also take music outside of school and that requires my attention as well.

In terms of inspiration sources, many singers have inspired me to improve musically, however I think that it is my saxophone teacher that really inspires me to play better saxophone specifically. The reason for this is because she is always able to play songs which I have no hope at playing right the first time through with ease, and is always patient with me when we go through songs. Therefore her skills and patience have inspired me to better my own saxophone skills so that I can also amaze people by being able to play my saxophone better.

S.M.A.R.T. performance goal for my new design unit

Based on the results and feedback I got from my previous design unit (Heartbeat), I believe that I should better describe and outline processes and use better terminology to communicate my intended message to the audience. To do this, I will ensure that I get at least one of my peers to evaluate my work and see if it’s understandable to them. However I should not just rely on my peers to check my work, I should also double-check my own work to see if it makes sense to someone else. These results should be reached sometime early on in this design unit, which means sometime during the criterion A section of this design project.

CAS Bali 2016 反思

峇里島創意服務行動項目(CAS Trip)反思

十一月中,大部分 加拿大國際學校(CDNIS) 九年級到十二年級的學生都離開學校,到不同地方完成他們的創意服務行動項目 (CAS Trip)。學校提供很多到不同目的地的服務項目讓學生選。今年我跟一些不認識的同學去峇里島教當地的小孩英文。當我們到達目的地,我們先參觀一個寺廟,才坐巴士到我們的酒店。接下來的幾天,我們用大部分的時間來教當地小孩子學英文。