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GCD – Adventure

Students exhibit a commitment to risk-taking and experiential learning and natural exploration.

The various field trips at YIS are a good example for that. If it was the field trip in grade 11 to the Nakasendo, where we have been hiking parts of the famous Naksendo trial, staying in Japanese style sleeping facilities. This adds on to natural exploration during the IB. My commitment risk-taking can be seen in my commitment to the YIS snow club and the various trips I have attended with my friends. On those trips, we split up in small groups and sometimes even went off the normal slope at places, it was allowed. This shows my risk-taking, as it was a tougher slope and harder to ski and snowboard on. By taking that risk, I was able to record more interesting recordings with my GoPro. With those experiences, I have learnt about the value of nature and the other side of the city life in Japan, I am very familiar with. The various field trips have given me experiences of working in groups with my classmates, helped the communication within a group, as well as the field trips including hiking, have given me the opportunity to connect with new people, by talking to them while hiking.

GCD – Communications

Effective communication is central to our ability to thrive in community.  GCD graduates are functionally bilingual or multi-lingual and have demonstrated the skills to communicate their passions, in writing and in speech, with clarity, precision and conviction.


I am a multilingual IB student, taking the subjects English and German in the IB and having studied French and Latin in middle and high school.  Going on to studying English from 5th grade and going to an international school from grade 8-12, meaning most of my classes are in English which is not my mother language. In my classes, I have demonstrated the skills to communicate my passions, such as writing my extended essay. My essay was on the connection and comparison  between street fashion and the fine arts. With that being two topics of my interest. With that being in English, I also have had presentations in French and German. This shows my communication in speech. Most interestingly the german Internal Oral Activity is a class discussion on a topic of interest, covered in class. This is a good way to show your communication skills in a community and show the ability to discuss with clarity, precision and conviction.

GCD – Global perspectives

GCD graduates have given thoughtful consideration to the complexity of cultural and socio-economic conditions that shape our world, including the least privileged among us.


I have engaged with cultural and socio-economic conditions, with the least privileged of us during the HOPE Cambodia service trip. Before visiting the school and starting the construction work there, we visited some cultural places, such as the historical significant of the genocide fields and the history of the famous Angkor Watt. We visited the genocide place in Cambodia on the second day and it was very shocking and depressing to hear about the things that have happened there. It was very depressing to hear about what has happened there with an audio guide that was provided at the genocide centre, where the tragedy took place. As we listened to the audio guide, you were able to see the mood we had. The Angkor Watt, was a temple we have visited on the second last day of the trip. The temple was a complete opposite of the genocide centre and we learnt about the impressive structure that was built in Cambodia.

I have also engaged with other cultural and socio-economic conditions that shape our world, as I have been living in two different countries, with completely different cultures. The german culture, contrasts a lot from the Japanese, throughout various school trips, I have learnt a lot about the culture, such as the kimono, the Japanese wear while going to dinner, the local food they eat for breakfast and evening and the futon, they traditionally sleep on. I have learnt about traditions throughout the various trips, to the historical Nakasendo trail, that I have hiked parts of, to the mountains in Niigata, one of the prefectures of Japan.

GCD – Community Engagement

Understanding themselves in connection to others, GCD graduates engage in significant and sustained service activities to support and elevate their local and global communities. Demonstrate that you have made a connection with and provided meaningful action to some part of your community in a sustained way, and reflected on the value of having responsibility for your community.


One of the service activities I have engaged with in the years of my high school experience, is the HOPE Cambodia Service Club. The service trip to Cambodia was a great experience for me. It was a whole new experience for me, as I have never been in a third culture country. To be super honest I was scared of the place at the beginning, as we had to get vaccines before going there and a lot of people told me to take care of my belongings. However as we went to visit the school for the first time, we were very welcomed and everyone was pleased to see us there. I was learning about global engagement, as we were helping out communities in Cambodia, people who are unable to get a proper education. By constructing the school with the local construction workers, we engaged with the children there, as they have helped us with parts of the building process, such as carrying sand, stone and stamping the floor of the classrooms . Another way we engaged with the children was when we taught them English letters and later on words, such as Japan, Cambodia, colours and school utensils. After that, we played games with the children,which shows our engagement, adding on to that, this shows the engagement with global communities, furthermore the communities in Cambodia, such as the school children of two different elementary schools. I have made connection with my community and provided meaningful action, as everyone in the school helped out for the second harvest project. For this project our tutor group had to get a substantial amount of food for families in Japan, that still suffer from natural disasters. Families with out a home that we need to support. This shows my action to the community, as I bought food and brought it in to happily bring the food to the families. Having responsibility for my community is shown here, as I help out other communities that maybe do not have an as good economical status and who gladly want to receive help from us. Responsibility is shown by the help for the communities. 

Charlie Hebdo terrorist attack: What are the limits for freedom of speech.

Considering the attack on the satirical newspaper Charlie Hebdo. There is one question coming up: Is that still freedom of speech or already hate speech? That discussion is very controversial. In France there is a wide range for freedom of speech. (Source C) Newspapers like Charlie Hebdo have a long tradition in France. Which means for newspapers that they basically can make any jokes in cartoons. “One cannot make fun of faith” (Source A) shows us that there is a point where these cartoons might be hate speech. The limits are that each religion has its dignity (Source A) and even newspapers or other magazines should respect that. Offending other religions should be included in hate speech and not freedom of speech anymore. The cartoons against the prophet Mohammed should be considered as hate speech, it clearly makes fun of religion and offends a big group of people on purpose, free speech should include people’s own opinion as long as they are not only saying their opinion to only offend or make fun of another group. Both, the speaker and the listener have an important factor. As it depends on how the speaker expresses himself and how the listener thinks about the speech.

Chapitre 7 Mise en train

Exercise 1

  1. He does not feel good and did not eat breakfast.
  2. Did you have your breakfast?, Do you sleep enough? and Do you want to go to the gym with me?
  3. Go to the gym with Hector.
  4. They go to the gym, they cycle, they dance and exercise with weights.
  5. He spread his ankle at the end of the story and was in a lot of pain.

Exercise 2

  1. Bruno s’est couché vers…
    1. dix heures.
    2. onze heures et demie.
    3. minuit.
  2. Au petit déjeuner, Bruno…
    1. a mangé une pomme.
    2. a mangé des céréales.
    3. n’a rien mangé.
  3. D’après Céline, il est important de…
    1. se coucher tard.
    2. bien se nourrir.
    3. sauter des repas.
  4. Bruno fait du sport…
    1. rarement.
    2. souvent.
    3. de temps en temps.
  5. D’après Hector, pour élever le rythme cardiaque, il faut…
    1. s’échauffer.
    2. tonifier les muscles.
    3. faire de l’aérobic.
  6. Bruno s’est fait mal…
    1. à la main.
    2. à la cheville.
    3. à la tête.
  1. Exercise 3

What does Celine or Hector say to…

  1. find out what is wrong with Bruno?
  2. give him advice?
  3. justify their advice?
  4. offer encouragement?
    What does Bruno say to …
  5. tell how he’s feeling?
  6. express his discouragement?
  7. complain about an injury?
  8. express his annoyance with his friend?

Chapitre 5 Mise en Train


  1. Celine is in a bad mood, because her alarm clock didn’t wake her up. So she was late and missed her bus to go to school.
  2. Her alarm clock din’t wake her up, she missed her bus in the morning and came late to class, she forgot her homework at home, because she had to hurry up in the morning.
  3. He said that it is not that bad, for example he said that he always forgets his homework and also has that bad grades in school.
  4.  She wants to go to sleep.


D’abord son réveil n’a pas sonné.
Ensuite elle a raté son bus.
Et puis elle est arrivée à l’école en retard.
Apres ça elle n’avait pas ses devoirs.
Et puis elle a eu dix à son interro de maths.
Finalement Hector a renversé son verre sur sa jupe.


1. Desole
2. C’est pas grave.
3. Raconte
4. Tout a été de travers!
5. Ça m’énerve!
6. Ça va aller mieux!


Je me suis réveillé(e) en retard. Ça ne risque pas de m’arriver, parce que mon parents se reveille moi a huit heures.
J’ai couru pour attraper le bus. Ça ne risque pas de m’arriver, parce que je ne prends pas le bus.
Je suis arrivé(e) à l’école en retard. Ça m’arrive aussi.
J’oublie mes devoirs quelquefois. Ça m’arrive aussi.



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