MOTTO Spring 2019

Maths Riddles

4th Year KCV

History

- Holocaust Project

- Ancient Greece

P.E. Projects

Music and Theatre

Art and Design

4th Year CKV

Geography

- Ice Age

- Oxford

Exchange Trips

Social Studies

THIMUN

IB English

Biology - dissection

From the TTO Co-ordinator’s Desk Time flies when you’re having fun and this was certainly true for the RLW exchange

students. Two students spent six weeks at our Reed’s School in Cobham, while

eight others were lucky enough to spent part of the dreary, Dutch winter in South

Africa or Australia. In this Spring MOTTO, you will be able to read what it was like

for several of these Year 4 TTO students to go to school in a different country and

to experience, as you will read, the adventure of a lifetime!

The exchange is one of the highlights of the Senior TTO program and for all of the

exchange students it is a truly valuable experience. Not only, because they get

to experience what school is like on the other side of the world, but also because

they form a strong, international friendship with their exchange brother or sister.

The release of this Spring MOTTO also marks the start of an exciting period for our

Senior TTO students in Year 6. These students will soon be leaving the RLW after

completing six years of TTO education. Before they will be truly, “vrij, niet

stuurloos”, however, they need to successfully complete their IB English A exams

in the middle of the central exam week. It goes without saying that Miss Stout has

prepared them well and we wish all of the Year 6 IB students the best of luck!

Our Junior TTO students have also been busy in the past few months. The Year 3

TTO students have been taking several of their ERK B2 exams and will, hopefully,

be awarded their Junior TTO Certificate in July. Moreover, they created some

wonderful projects, which can be found in this MOTTO.

The Year 2 TTO students also worked hard this spring. After spending a truly

amazing week in Oxford, which you will be able to read all about in the Summer

MOTTO, they wrote their Oxford reports. A huge thank you to Mrs. Royle and Mrs.

van Otterloo for making this trip a success! (Miss Haasnoot, especially, is very

appreciative that she got the chance to visit the Harry Potter Studios again.)

And, finally, the Year 1 TTO students will get their first taste of writing a report after

they visit Leiden and The Hague on 16, 17 and 18 April for the Year 1 Project Week.

In short, there is never a dull moment in TTO at the RLW and this Spring MOTTO

shows you what our students experience and create in their TTO classrooms. We

hope you will find their achievements as inspirational as we do!

M. Haasnoot

Logical and Mathematical Riddles by B1A and B1B

In between two regular maths

chapters, B1A and B1B spent

three classes solving a

mathematical riddle – each

group working on their own

puzzle.

Almost all students managed to

solve their assigned riddle,

which is no mean achievement.

Their final report consisted of not

just a solution, but also an

explanation of how they found

this solution.

Of course, the human mind is

itself a riddle, wrapped in a

mystery, inside an enigma;

indeed, looking back on your

problem-solving process, what can

you say but “we tried until we found

the solution” or “we used brainpower”?

Finally, students were invited to think of a riddle similar to the one they had just

solved, with the same logical or mathematical structure but in a different context.

In this they were (not unexpectedly) creative.

Here are some of the riddles they came up with….

One of the riddles B1A and B1B worked on

Shopping Bags Riddle: Marieke, Stella, Eleanor (B1B)

“You went to the supermarket and bought frozen stuff that will defrost in

44 minutes. It takes 10 minutes to drive home. You need to take all the

shopping bags from the store to the car. The time it takes to carry a bag

depends on the weight of the bag.

If the yellow shoppingbag is the heaviest bag you are carrying then it

takes you 2 minutes.

If the red shoppingbag is the heaviest it takes 4 minutes.

If the green shoppingbag is the heaviest it takes 10 minutes, and if the

blue shoppingbag is the heaviest it takes 20 minutes.

The blue shopping bag weighs more than the green bag, wich weighs

more than the red bag, wich weighs more than the yellow one.

You always need to carry one bag with you to put your car keys in.

Because you only have 44 minutes to bring them to the car and drive

home you need to hurry up. So you have 34 minutes to get the bags in the

car.

You can't leave a bag behind or ask someone to help you (or cheat in

any other way)”

Dividing Cookies: Edlan, Sweder, Isabel, Lara (B1A)

“Miss Honey has found 96 cookies and wants to divide them under her 6

lovely students. Miss honey is very smart, just like all of the 6 students. She

tells Matilda (the first student) to propose a smart way to divide the 96

cookies. Matilda knows that all the other students are almost as smart as

her. If she proposes a way to divide the cookies, but if 4 or more people

say no, she can't propose a way anymore, and needs to sit next to Miss

Honey.

She also knows that:

1. Every single student wants to have cookies.

2. Every student wants as many cookies as possible.

3. And all the students are extremely hungry. They will trick their

students, and won't care if one of them has to sit next to Miss Honey,

as long as he or she will get their cookies.

Which student is going to get the most cookies, and why?”

Teachers in a Spaceship: Roni, Harini, Sofie, Nicolaas (B1A)

“Mr. Bouterse, Mrs. Campbell and Mr. James get abducted by aliens. The

alien space ship has a teleporter inside. They all want to get inside, But there

are two problems.

The teleporter holds a maximum of two people. It only moves with at least

one person in it. Whenever the aliens outnumber the teachers they get

aggressive and eat them.

How does everyone reach the spaceship safely?”

KCV in 4th Year

From January until now we have been working on Greek and Roman art and

architecture, including the way this forms of art have been used in later periods of time,

like the Renaissance. Every student had to research one subject, e.g. archaic sculpture,

red-figure vasepainting or Renaissance architecture. They had three lessons to carry out

their research and prepare a handout for their classmates about their subject. Next,

everyone had to give a presentation about his/her subject, using the handout they

prepared.

In this way, everyone has become an expert on one subject, and they have taught

eachother about it. As you can see, when you compare handouts, the one made by

Floor Holleman is more extensive than the others. This is because Floor is one of our

exchange-students, who were not here to present their subject. The handouts made by

the exchange-students are therefore a bit more elaborate, so everyone will still be able

to understand these subjects without a presentation.

We were delighted by the level of their presentations! The students have been doing an

amazing job.

Classical Sculpting (500-323 v.Chr)

• Polykleitos

• ‘Spear-Bearer’

• Original of bronze: ± 440 BC

• Roman marble copy made in 120-50 BC

• Treatise Kanon

• Idealism

• Nude sculptures of men

• Well-developed anatomy

• Contrapposto

• Twisted torso

• More details than Archaic Kouros

• Proportion: head 1

7 of body

• S-curve

• Facial expression: sad/emotionless

• Simplified hairstyle

• From 4th century BC on: nude sculptures of goddesses

By Roos Aziz

Geometric vase painting (900-700BC)

• Horror vacui: the painters were afraid to have empty spaces. You can see

that almost every part of the vase is covered in paintings.

• Dominance of geometric motifs: almost every pattern includes geometric

figures.

• Geometric patterns originate from one continuous line, with geometric

patterns (like zigzags, triangles, meander, spirals, swastika) between the

lines.

• Picturing animals/humans, often on the widest part, because it depicts for

example funerals, mourning rituals and the stories of heroes.

• These vases were mostly used as grave markers.

• Humans have triangles in bodies standing for breasts/private parts and

their arms are painted as cylinders.

• Leading up to the Geometric Period, the designs of the vases were quite

simple instead of crowded with figures, which it had been before. This

then slowly transferred into the Geometric Period.

• The period can be divided into 3 smaller periods:

o The Early Geometric Period, when there was not as much Horror

Vacui.

o The Middle Geometric Period, when specifically the meander

dominated the patterns.

o The Late Geometric Period, in which the Dipylon Amphora was

made.

• Towards the end of the period more figures like exotic animals and flowers

were used (characteristics of The Orientalizing Period style) slowly

transferring into the Corinth pottery style.

By Floor Holleman

The Dipylon Amphora, mid-8th century BC

Archaic Architecture (750-500 BC)

• Temple of Hera, Olympia, 590 B.C.

• Doric Style

• Columns are made of stacked drums

• Fluted

• Tapered

• Altar located in a restricted area inside of the cella

By Emil Pascanean

Cornice Tympanon Pediment

Frieze

Metope

Triglyph

Architrave

Column Fluting Column rests on

bottom drum

Echinus

Ab

acu

s

Architecture of the Dutch Classicism (1620-1700)

• After the Renaissance

• Occurred because of prosperity

• Follows the classical architectural orders of the Ancient Greeks and Romans; the

Tuscan, Doric, Ionic, Corinthian and Composite orders.

• The imaginative use of elements

• Harmony and symmetry

• Hardly any decorations

• Garland

• Tympanon

• Ionic pilaster facades

• Cornice

• Jacob van Campen and Pieter Post

Mauritshuis, 1644, Jacob van Campen and Pieter Post

By Stijn Terlouw

History – Greek Gods

Julia Rueb, Frederieke Smit & Amy Bernoski 1A

The Year 1 History students have successfully completed their first presentations!

The topic was Greek Gods, in preparation for the presentations they worked with a

partner to make a poster of the Greek Gods on Mount Olympus.

I was impressed by their creativity and English!

History - Reading Together

Some of the 3,4 and 5 year TTO students partnered last schoolyear with students

from Jerusalem’s oldest gymnasium to discuss a book (‘The daughter we always

wanted’) written by Naomi Morgenstern who survived the holocaust as a young

girl. On the basis of these exchanges the students picked a project to work on,

hence the title,’ Reading Together’. This could be for instance a poem, a song or

as many did a letter written to the author. Next schoolyear we are continuing this

project with the Gymnasia Haivrit in collaboration with the holocaust study centre

Yad Vashem in Jerusalem. The certificates also count for your so called

‘plusdocument’. To give you an impression Jecobien Wiersma and Robert-Paul

van der Velde (both 5V now) tell us something about the project on the following

pages.

R. Schreurs

I enjoyed the project mostly because we got to talk

to people our age who live in a very different

environment. Via instagram, I talked to two people

who live in Jerusalem. We had a lot of similarities

such as a shared love for art and drawing. One boy

I talked to really loves theme parks and he showed

me the coolest ones in the world that he would like

to travel to. He also told me about what it’s like to

live in Israel, he for example told me about how

everyone there has to join the army for at least two

years.

I really liked the fact that we could have

conversations in ‘real-time’ and share pictures with

each other. We mostly talked about friendship in

the book, which we both read, because it is a very

recognisable and universal theme and the girl in

the book survived the holocaust because many

people who became closely connected to her,

who became her friends, were able to help her.

Jacobien Wiersma, V5

In one year time, I have learned a lot about life during the Holocaust. I was

interested in participating in the project because of my Jewish descent. My

Israelian buddy and I have had great discussion about the book we both have

read.

Robert-Paul van der Velde

Physical Education

In P.E. we had to make a poster about good/bad posture it was a cross curricular

project with biology. The practical part in gym and the theoratic part in biology.

When making it we wanted it to be unique, so we used pictures of our self. Julia

for good posture and Laurel for bad posture. We also did an extra subject

(curtwheel) on the poster apart from all the other subjects. When we pasted the

pictures, a few of us wrote the texts and the rest of us decorated. We decided to

use rainbow colors all over the poster. Eventhough half of us had homework

course, we still managed to do everything evenly. After we got our grade we

were very happy because we had the highest grade of the class. We really

enjoyed making it and we are happy with the result of our hard work.

Amy Bernoski, Julia Rueb, Frederieke Smit, Sofie Snow, Laurel Rutten, Lara Pilouw. B1A

In our second year we had a assignment for Drama and PE together.

We had to make a rhythm with PE equipment. We were in groups and worked on

it during the lessons, we really enjoyed it.

Quirine VLiegenthart, Eline Verhulst and Feline de Maat from 2C

Biology and P.E. Project

As part of the Physical Education curriculum at the Rijnlands Lyceum TTO

department we were asked to make a poster project. The poster project

combined aspects of Physical Education and Biology. Our class was split into

groups of six. In our Biology class we learned about bones and what their functions

are in the human body. In the P.E. class we did some movements, like stand, sit,

jump, run. With the knowledge we obtained from Biology class and the P.E. class

we were able to translate that information on to the poster. In order to have a

nice poster every group had to work together. At the very beginning of the poster

project our group split all the jobs and gave everyone a task. When everybody

had finished their task, we met up at school to put all the pieces together. Once

everyone put their pieces on the poster, we drew the background of the poster

to make it look nice. In the

end our group got an 8.5

overall. We are very happy

with our group’s results and

we thought it was fun. We

learned that we all need to

work together because

otherwise we will get

nowhere.

Olivier van Kempen 1B

Music and Theatre

During Music and Theatre, the year 2 had to create their own board game or

magazine. Of course, this had to be revolved around music! We had to make

groups of four, in our 2B class there were many groups which wanted to make the

board games. We had two weeks to come up with ideas and create the most

original game we could. The board game option did not have that many rules,

but the magazine option had a couple of ‘must haves’. You had to choose two

music genres per group. You had to make a front cover and write about the

history and style of the chosen genres.There were many really creative pieces of

work that came out of the hard work!

Anna de Niet 2B

TTO ART & DESIGN

Year 1 students researched different aspects of the jungle and learnt how to paint

a jungle scene using visual aspects as shading and overlap to create a sense of

depth in their painting.

Elena Fokké 1A

Julia Rueb 1A

Lara Jonker 1B

2nd Year Art

Students did research into different non-western cultures and learnt how to create

a moodboard with patterns and designs for a product that shows their

interpretation of the chosen culture.

Sena Aras 2A

Feline de Maat 2C

Quirine Vliegenthart 2C

3rd Year Art

Below are a few examples how our 3rd years have interpreted an assignment

inspired by Klimt. Firstly, they created a design made up of patterns within the

roots of a cross-section of a semi-abstract tree. They then took the idea of pattern,

semi-abstraction and abstraction a step further, by making their own abstract

paintings and incorporating them in and around a self-portrait. The end result

being a digital artwork.

Step 1: patterns, roots & semi-abstract tree:

Lisa Smychkovich A3A Talia Croughs G3A

Aloyse van Waesberghe A3A

Step 2: the final digital artwork

Evelien van der Schee G3A Luca Renes G3A

Amy de Boer G3A Talia Croughs G3A

4VWO CKV

Our CKV students have been making games, all with the purpose of expressing

typical characteristics of some important art historical eras. Namely, Antiquity,

Gothic, Renaissance and Baroque.

Fleur Wakkerman and

Frederique Hondelink

with their Baroque

Monopoly game!

Axel Taal and Geert Vliegenthart. Each playing card asks questions relevant to

characteristics of the Renaissance

Josephine van Duren, Chloë van Es and

Sterre Hoving.

Test your knowledge! Each card highlights an

important artwork or feature from Antiquity and

gives a choice of answers. Have you been

paying attention? Which of the terms on each

card is correct?

Femke van Houdt, Névine

Noordhoek Hegt and Fleur van der

Sterren.

Their card game uses famous

artworks all depicting iconic

female figures from Antiquity,

Renaissance and Dutch Baroque.

Geography

In Year 1 the students learned how to identify

features of the world’s landscape zones with the

correct subject terms such as deciduous forest,

coniferous forest and tundra. The current unit is

about the impact of ice on the Earth’s

landscapes. To practise subject terms of the

unit, students wrote a story about what they

would do during an ice age.

Hi, I live in Kilkenny, Ireland. Today I am going on a great adventure, I am going

to travel trough time to 20.000 years ago, I am going to travel to an ice age!

20.000 years ago, Kilkenny was covered by huge ice sheets, just on the border to

the tundra. So, I am going to take a warm coat, hat and gloves with me. I could

take my mobile phone with me, but there will not be any signal, so that is not

necessary. I am going to be away for 3 days, so that means I will need a thick

sleeping bag. A map is always handy, so I will not get lost. Then good boots are

very important, because I cannot walk around in sneakers. To climb big glaciers

and ice mountains, I will need a very strong rope, and metal sticks, so I can hold

on to the mountains. And I cannot forget a big backpack, to put all my stuff in.

It is finally time, I am going to go in the time machine, and travel to Kilkenny 20.000

years ago. When the time machine began to fly, it was a weird feeling but when

arriving was even weirder. It felt like nothing had changed, except for the

temperature. I knew, of course, that everything had changed. I mean, there were

no houses, cars or trees, and the biggest change was, no people! It was a big

white landscape which was so, so peaceful. In the tundra, you see mammoths

and bison trying to find their way through the snow instead of dogs and cats

running around the streets! The mammoths and bison were woolly and big.

The first day, I was enjoying the beautiful landscape and my first priority was to

find a place to sleep. When I found one, it was already dark. I could hear the

Arctic foxes trying to find food. The next day, I walked to the west, to the water

between England and Ireland. But after walking and climbing glaciers and

mountains all day, there was no sea! That was because the water was locked up

in ice, so it was land! On the third day, I walked back to the time machine while I

was thinking what an amazing adventure it had been. I will never forget this!

Julia de Visser 1A

The Geography of Oxford and Wassenaar

The year 2 TTO students went on a trip to Oxford in March! A good opportunity to

compare and contrast two different countries. For Geography, the students were

required to use new geographical vocabulary in their descriptions of both

Wassenaar and Oxford. We currently work with five different perspectives to

analyse a geographical place or region (called the physical, demographic,

political, socio-cultural and economic dimensions). These perspectives help to

focus on a particular aspect or characteristic of a place or landscape. But what

do demographic and socio-cultural even mean? And how can you see

demographic or socio-cultural aspects of a city when you are walking around?

We practiced this during the lessons by looking at all sorts of photos of landscapes

and cities and then describing what we were seeing from the five different

perspectives. As the final unit outcomes, students made a poster and a

geographical diary that compared Wassenaar to Oxford. The posters had to be

presented in class by the students, so their geographical as well as language skills

were all practiced! Some examples of the posters and diary entries are shown

below.

My Adventure Down Under

My name is Frederique Kampen and in this article I am taking you with me to the

other side of the world aka Sydney, Australia! I had the time of my life here as an

exchange student at PLC. Curious about my adventures? Then read on!

The 24-hour plane flight

Australia is an amazing country but

as you good things don’t come

easy ;-). Therefore, I had to go on a

24-hour plane flight. Well, I can tell

you that I’ve done things more fun

in my life but it wasn’t THAT bad. I

was lucky enough to be chosen to

go on exchange with one of my best friends ever; Phoebe! So it was like chilling

with your bestie non-stop for 24-hours. Apart from that, I watched a lot of movies

which made the time pass 10 times

quicker.

The host family

Once we had finally arrived in Australia,

we were picked up by our host family: The

Wedds. They were everything you could

wish for as an exchange student; They

were kind, they had delicious food since

the mother was a nutritionist, they took us

on so many fun activities and Phoebe

and I shared a super cute little house in

their garden. I’m sure they already know

how much I appreciated everything they

did for us since I had the biggest smile on

my face all the time, but if they ever read

this I would like to say again; thank you

again for everything! I am forever

grateful!

The activities

Phoebe and I went on many activities both with the Wedds as well as the lovely

Mrs White from PLC who was the exchange coordinator there. We did too too

many things to name them all but here are some of my highlights from my

exchange experience: Bondi Beach, Manly Beach, the Museum of

Contemporary Art, the National Art Gallery, the Sydney Opera House, walking the

Sydney Harbour Bridge, celebrating Australia Day on a boat, visiting the Blue

Mountains and Jelly Bean Pool and visiting Taronga Zoo.

The boarding-house

Once school started in Australia (two weeks

after my arrival), I moved from my host family

to the boarding house. It was really interesting

to experience the life of a boarder. I soon

made a lot of friends in the boarding house.

They helped me getting used to all the

different rules they have in a boarding house. I

had most fun during the dinners with all the

girls. Writing about this experience makes me

smile again. I am very thankful towards the

RLW for giving me the opportunity to make such awesome memories.

Apply, apply, apply!

In conclusion I would give my exchange experience in Sydney a 10 out of 10.

Everyone I met was super chill, I saw almost everything of the city and I became

even closer friends with one of besties. To all the third years thinking about

applying to go on exchange I would say, “Just do it!” You will not regret it. Of

course there will be some little obstacles since you cannot control everything

when you’re on exchange but I think everyone

who goes on exchange comes out as a

stronger person. And to all the parents; sending

your child to the other side of the world may

give you a little panic attack (although my

parents didn’t have any trouble with this part,

how come… hahaha ;-)), I am begging you

right now to let them go because this is a once

in a lifetime opportunity they will never forget!

Exchange to Australia by Phoebe Poort 4V

I remember being really excited to meet my exchange sister when I first started

contacting her. Now we are really close friends and we are still in close contact.

Going to such a beautiful place as Australia and learning the language and

culture was amazing! Almost every day when we were free we went on a trip. For

example, one day we went to the vacation house of my exchange sister’s family

and celebrated Australia day. Another time we went to Bondi Beach, that was so

beautiful! I would advise anyone to take the chance to go on exchange. When I

look back at it I feel so lucky I have done this!

Exchange to South Africa by Pien Oostwegel

This year I was one of the lucky ones

who was allowed to go to Cape

Town. I had the most amazing time

ever so let me give you a summary of

some of my highlights. In Cape Town I

went to Herschel which is a slightly

different school than the Rijnlands.

First of all it is an all girls’ school, they

have to wear uniforms and they do

their sports at school. I really enjoyed

experiencing all these new things and

seeing how different their lives are.

Another of my favourite moments of

exchange was Garden Route. This is a

tour along the coast organized by the

schools for the exchanges. You do lots

of fun activities and see how a

landscape can change completely

after only driving for an hour. But for

me the best thing out of this exchange

was definitely the friendship that came

out of it. You spend a lot of time with your

exchange sister and I had the luck that

we clicked really well and became really

close friends. This exchange was an

amazing experience one that I will never

forget, I learned a lot.

My Exchange to Hershel School

In the first week of January, five of my classmates

and I left the cold winter of our little country

behind in order to go to the warmer temperatures

of Cape Town. After ten, long hours of sleeping,

watching movies and eating airplane food, we

finally arrived in Cape Town. We were all picked

up by our hosts, whom we had hosted for eight

weeks in the Netherlands at the beginning of the

school year. We had a few days to settle in

(involving a lot of beaches, surfing and sun)

before school started.

We followed several classes, made new friends,

learned what it is like to go to an all-girl school

wearing uniforms and of course what life is like in a

different country. We explored Cape Town on the

weekends and had several outings during the weeks with all the exchanges,

including exchanges from Chile, Colombia and Canada. One of the highlights

was definitely climbing Table Mountain. We woke up awfully early and hiked up

the mountain for three and a half hours in the burning 30° C weather! However,

once you got to the top of the mountain, you had a stunning view of all of Cape

Town and realised it was all worth it.

During one of the last weeks, we went

on the so-called garden tour, which is

a five-day-long trip through the

western cape. We saw wild animals,

zip-lined, rode on Segways, walked

with elephants, petted a cheetah

and bungee-jumped off the highest

bungee jump in the world. I’m sure

you can imagine when I say this was

one of the best weeks of them all.

Unfortunately, after six unforgettable weeks, it was time to go home again. We

had dinner with all twelve of us, zipped up our suitcases and were off to the

Netherlands. Although we were glad to see our friends and families again, we

were also sad we had to leave our life in Cape Town behind.

Jasmijn Goossen

Exchange to Bishops Diocesan College, Cape Town

Before I went to South Africa, my exchange brother stayed with me, in the

Netherlands, for eight weeks. We had a lot of fun together here, and I actually

got to see some parts of the Netherlands that I never would’ve seen if it wasn’t

for the exchange.

After these eight weeks, it was hard to say goodbye, but it was only a few weeks

until I got to visit my exchange brother in South Africa.

In South Africa, I had the most amazing time. We went surfing a couple of times,

climbed Table Mountain, visited boulders beach and went on the garden route.

I made a lot of friends while I was there and am still in contact with them to this

day.

When I heard about the exchange program at our school I didn’t even think

about applying. I figured it would be devastating for my grades and I would

constantly miss my family. This, however, couldn’t be further from the truth. I had

a lot of fun whilst my exchange brother was in the Netherlands and whilst I stayed

in South Africa, and up until now, my grades have even slightly improved after my

return. I would highly recommend applying to the exchange program to all the

students in year three.

Hidde Schuuring V4A

Exchange to Reed’s School, England by Kiki Douwes

On November 4th, Tjalline and I

were on our way to an

amazing experience at

Reed’s. We went by car.

Unfortunately, it took a while

before we could enter the

train, but it was well worth the

wait! We arrived at around one

o’clock at night. One of our

hallmates had been waiting for

us to arrive so she could give us a warm welcome. This immediately made us feel

welcome. However, we were all very tired, so we crawled into our beds as fast as

we could.

The next day we went to breakfast along with our hallmates, who were both really

nice. They introduced to the rest of the Sixth Form boarders and to a few friends

of them who came to school early so that they could have breakfast with

everyone. All the people we had met already tried to make the start of our

exchange as comfortable as possible, they were all very helpful.

Once we had been to Form, which is a sort of

‘mentoruur’ in England, one of the teachers

called us into his office, ready to set up our

timetable for the coming six weeks. Tjalline and

I were very excited, perhaps a bit too excited,

so we chose to follow physics, chemistry and

biology. The teacher said that the Rijnlands

students were always a bit too enthusiastic with

choosing their subjects, because we

apparently almost always choose the harder

subjects. Tjalline and I thought this was really

funny, but were very motivated to choose them

anyway. Well, the next day we already

returned to his office to ask if we could drop

physics, because they were way ahead of us! This caused a bit of a laugh, as you

can imagine.

The first week was mostly meeting new people and settling in. The students were

very excited to meet the Dutch girls, so it was not that hard to meet new people.

Tjalline and I only really made real friends, however, once we met our hockey

teams. Tjalline was in the first team and I was in the seconds. This was actually

quite fortunate, since we both had two groups to join in the breaks.

During the six weeks, there were lots of activities. Take the House Hockey

Tournament for example. We both participated in the team made by our House

leaders. We had to compete against three other houses. Eventually we won. It

was very fun to play in a totally different team for once, because we met even

more people.

Those six weeks went by too quickly in my opinion. I have made such great friends,

that I still talk to them frequently and actually really miss them! If you were to apply

for exchange, I would definitely recommend to consider the Reed’s exchange in

England. This exchange really helped me open up to new people and it made

me more comfortable around strangers. The school system there is also very

different, but very fun whatsoever, I have not found it boring for one minute!

My name is Fiona White and I am currently in

the 4th year at the Rijnlands Lyceum

Wassenaar. This year, I was one of the lucky

ones, who had been given the opportunity to

go on exchange to Cape Town, South Africa.

During the last couple of months, I have hosted

a student from Cape Town and I have stayed

at her home.

During my time in South Africa, I attended Herschel Girls’ School and I explored

the stunning city and its many beautiful surroundings. Together with the other

exchanges, we hiked Table Mountain, surfed at Muizenberg, went on the Garden

Tour, and visited Robben Island, to name but a few.

Not to be forgotten, I met many new people, who were all very different and kind.

Additionally, I learned a lot about South African culture. I have tasted typical

South African foods, admired the South African art and much more...

To conclude, I believe my exchange was more than incredible but challenging

at the same time. Now looking back at my exchange, I can definitely say that it's

a once in a lifetime experience and I encourage everyone to do it!

Social Studies

5th year social studies students had to make a political cartoon for their pluralism

test. These two cartoons had to focus on the integration of muslims in the EU. Ana-

Lisa and Richard were the lucky students who made cartoons worthy for their

school exam.

THIMUN 2019

During the week of January 28th to February 1st, the 51st annual Model United

Nations Conference was held in The Hague. A week of debating and

brainstorming about real and relevant issues with delegates representing nations

and organizations from all over the world was simply an amazing experience. The

conference allows you to take a peek into the workings of the real United Nations

and you improve your debating skills further as a bonus! Furthermore, having to

host a Chinese exchange student from Beijing, who was also attending THIMUN

2019, added to the experience of interacting with people with different cultures

and languages. The challenge to overcome some of these language-barriers

proved to be both complicated and fascinating. Meeting so many students from

all over the world made making new friends and connections a lot of fun. Overall,

the THIMUN 2019 Conference was an enormous success. I take great satisfaction

into knowing that this conference was both the best as well as my last MUN-

conference and I can honestly say that I have been so proud to be a part of the

MUN-team here at the Rijnlands Lyceum Wassenaar.

Gijs Vroege 5V

International Baccaulaureate

Our May 2019 IB cohort have completed three of their five final assessments. In

December 2018, The IOC’s (Individual Oral Commentary) took place. Students

were required to engage in a 15-minute, oral critical examination of a particular

extract drawn from a work that has been studied in IB (selected poetry by

award-winning poets, Seamus Heaney and Carol Ann Duffy; as well as the

Pulitzer-Prize winning novel, The Road, by Cormac McCarthy). The IOC allows

students to analyze the relationship between formal elements and meaning in a

particular literary text.

In January 2019, they completed their final IB Further Oral Activity (“FOA”) and in

February, they electronically uploaded their best and final written tasks.Now the

students are busily preparing for their final two assessments (so-called Paper

Exams), worth 50% of their IB grade. Essentially, IB students sit three “Final” Exams.

For the 19th time, twenty-one RLW students will sit these Paper Exams; five will take

the Higher Level Exam and 17 will sit the Standard Level Exam. These exams will

take place during the CSE weeks. Paper 1, a textual analysis essay of an unseen

and unknown text, will be on Thursday morning, 16 May 2019. Paper 2, a literary

analysis on an unknown essay prompt about two (or three) of the novels they

studied, Persepolis by Marjane Satrapi and The Handmaid’s Tale by Margaret

Atwood (as well as The Crucible by Arthur Miller), will be on SATURDAY (!!) morning,

18 May 2019.

This will be the final year

that the IB students will be

allowed to swap their IB

grades (which will be

made known on 6 July

2019) for their “vwo

engels” grade on their final

“cijferlijst,” should they

wish. This is an exciting time

for all involved! We wish

the students good luck –

with their IB exams, of

course, but also their other CITO exams! May 2019 IB Pizza and Movie Night

Deb Stout, IB Coordinator

Today’s subject: dissecting!

We sent our reporter to the Rijnlands Lyceum in Wassenaar where the students were

about to do an exceptional experiment; dissecting a lamb’s heart! The students of class

A3A were the lucky ones to be able to perform this experiment under supervision of mrs

O’Herne and mr De Wit.

By our correspondent - Aloyse van Waesberghe

WASSENAAR. When walking into the classroom, you could see this experiment was taken

seriously; all the attributes to perform the experiment were all lined up on the tables.

When the students came in, they were told to make groups of three. After that, these

groups of three students were designated a table to begin the experiment. They all wore

a labcoat in order not to get blood or liquid of the lamb on their clothes. However, there

was one little surprise the students were not told: they would need to perform the

experiment without gloves! When hearing this, the students were all shocked and some

thought this would be too scary. However, in order to really get the feeling of the

experiment, this would be the best option. After some arguments, all the students had

accepted the fact that their hands would be covered in blood and other liquids from

the heart. The students were given a document with questions and needed to find the

answers to those questions. The experiment ‘dissecting a lamb’s heart had begun!

When walking through the classroom during the experiment, you could see the students

were really interested in the anatomy of the heart; they were carving into the heart and

really trying to get an overall view of it. After some carving, they found the places where

the blood vessels named arteries, carry away the deoxygenated blood and where the

veins bring oxygenated blood back to the heart. Some really enthusiastic students were

even massaging their lamb heart to know how that would feel.

After around 30 minutes, the students needed to clean everything up and so I had time

to interview some of them. The experiences and opinions differed a lot between them.

Some thought the experiment was really interesting. However, others felt bad for the

lamb and didn’t approve of the experiment. Nevertheless, those students too still thought

it was an informative experience.

BioNews Thursday 7 March 2019