It is with great pleasure that we announce the recent university offers of the Class of 2023 from many of the most prestigious universities around the world. We are incredibly proud of our students and their achievements, and we are excited to see what the future holds for them.

Congratulations to the Class of 2023, and best wishes for a bright and successful future! Chase your dreams, never stop learning, and never stop reaching new heights. Below are the Class of 2023 university offers to date. Please note an asterisk (*) indicates more than one acceptance.

Ms. Aishani Chaudhuri, a sixth-year student at AIS, has achieved a notable accomplishment by recently being accepted to the prestigious University of Oxford. Her journey towards this achievement was unconventional. Ms. Chaudhuri sat down for an interview with Mr. Mike Wing, the High School Principal, Ms. Vicky Lam, the Director of Admissions and Advancement, and Mr. Jeremy Green, the Learning Activator, to reflect on her time at AIS and to shed light on her journey through the university application process.

How long have you been at AIS?

A: This is my sixth year at AIS.

What is your favorite memory at AIS?

A: There are a lot, but one of them that stands out is when in Grade 9 History class, Mr. D did a simulation to walk us through World War I. It was a lot of fun. In the simulation my country was called “Bahkan”, but in reality it was meant to represent Serbia. We ended up rewriting history by winning World War I. This definitely made me love history a lot more. It’s a year long simulation and we are taught lots of content, with more and more being added for each stage of the simulation. We started with creating our countries, and then it became more and more complex, eventually even having to establish trade with other countries. It was interesting to see how our decisions had impacts, not only on our nations, but also the rest of the world. Mr D also does mock trials which were a lot of fun, too.

Are there any other classes or activities that you particularly enjoyed?

A: I am part of three after-school clubs which I am very passionate about; Model United Nations, TED, and the American Mathematical Competition. But aside from these, all my classes are pretty fun. Right now in AP Literature we are reading Macbeth. The language and characters are so layered and rich, they evoke a lot of emotions. It’s really cool to unpack everything.

Please share your experience with applying to Oxford.

A: I had an unconventional journey. I decided to apply to Oxford in late August. I had a major dilemma between whether I wanted to major in English or physics.

That’s quite a contrast!

A: That’s the reason it was such an issue!

You’ve referred a lot to your experiences in the humanities at AIS, what have been the experiences that led you to pursue physics?

A: We had so many labs in Chemistry last year. It’s one thing to do the lab and the reports after, they seem like a lot of work, but once you finish them and you go through all the results, methodically organizing and discussing what you found in the lab, it feels so rewarding. One lab in particular, the titrations, had such beautiful colors. It was a lot of fun to do and we made mistakes, sometimes we would add a little too much, and we’d have to figure out how to fix that. To understand the mechanism behind that and be able to explain it, then have Dr. Rines tell you that you’ve done a great job was a very rewarding experience.

What has drawn you to physics?

A: In the summer between Grade 9 and 10, I attended a course called, “Big History and Collective Learning” at The Hong Kong Academy for Gifted Education. The course spun the entire history of the universe into one thread. It was interdisciplinary. It started with the Big Bang, and then categorized the history of humanity into different thresholds of development, ranging from star formation to the more modern development of language. Seeing everything put in context was very interesting but also introduced me to a lot of things that I hadn’t thought about before like how elements were formed. As a student in Grade 9, it blew my mind that elements were formed in the stars. This developed more of my interest in astrophysics.

Going back to my application, I decided to do physics but, in August, I wavered again and decided that I would apply to major in English in the UK at Oxford. Our high school counselor, Ms. Luk Van was very supportive. She encouraged me to apply early, gave me plenty of guidelines, and helped me follow up on deadlines. She was also very good with giving me immediate feedback on my essays, highlighting areas for improvement. It was quite an easy process and I didn’t have any issues with deadlines.

We sent it off in October and the notifications regarding interviews came in December. I had my interview on the 6th of December. It was a conversation with two professors, and they treated it like a mock tutorial. Half an hour before the interview started, I was sent two poems and an excerpt from an analogical reading.

During the interview, they asked me to discuss the poems in light of the concept from the reading. There were plenty of questions during the interview and then they gave additional information which was followed by them asking me to reevaluate my perspective based on the new information. At one point, they asked me to defend two opposing arguments using the same piece of evidence. It was a very intellectually stimulating interview and I loved it.

Do you feel like there are areas of our curriculum that gave you the skills necessary to excel in that situation?

A: Definitely! Well, it seems a little obvious, but I’ll start with AP Literature and AP Language where you are taught to break down writing and analyze it for meaning. Even History, I know I keep going back to Mr. D, but I can remember in Grade 9 History learning how to analyze a source given historical contexts and the author’s background. This was something that was specifically thrown at me in the interview. I was given two poems. They told me the first poem was written during this time when people were pushing back against older influences and “the greats.” That was something that I was used to doing by this point – seeing how the context of the times influenced what was created and said.

Regarding support, everything is very accommodating here at AIS, especially when it comes to course conflicts. In Grade 11, I took six APs thanks to Mr. Wing who helped me figure out I could do so by skipping Pre-AP Chemistry which allowed me to take the five courses I wanted to take plus another that was beneficial for my major.

You’re being modest on that because it was Calculus BC which is a double block, so all seven blocks you had were APs.

A: The month after the AP exams was incredible! I had nothing to do.

And you still managed to fit in student leadership responsibilities. In that year of all APs, how did you manage to maintain yourself as a well-rounded individual?

A: I would say I am pretty well-rounded. Even outside of school, I play piano and have played practically all my life since I was three years old. I never lost that habit. I also did MUN and Math Club. I read books, watched things online, and still talked to my friends.

Are you reading stuff that’s related to physics and engineering?

A: Last summer I read, “A Brief History of Time.” I felt like I should. It’s a staple. But my reading is mostly fictional.

You’ve also been more involved with sports this year, even joining the Girls Touch Rugby Team.

A: This year I have been doing more sports. My mom has wondered what happened to me. I actually won two medals on sports day! The Rugby Touch Tournament was also very fun!

Do you think those sorts of things – challenging yourself, pushing your boundaries and trying new experiences – that’s obviously part of developing as an adolescent. Do you think this is being encouraged for AIS students?

A: Yes, definitely! I wouldn’t have thought of joining the sports teams if not for the many people around me being so encouraging. In this case, it was not just the teacher, Ms. Brosnan, who encouraged me, but more importantly my friends encouraged me to just give it a try and it turned out to be a lot of fun.

Are there any other universities you are applying to at the moment?

A: The only other universities I am waiting for are Columbia and Georgia Tech, but I am currently leaning more towards the University of Toronto Scarborough as I received a sizable scholarship package from them. I applied through UCAS for Oxford, a few universities in the USA, and two in Canada.

You have such a range – English Literature at Oxford and Physics at Columbia. What’s the thinking behind it?

A: I applied for physics in North America. And that’s something I may not have gotten outside of AIS, because here there are no limitations on the courses you can take and you really get to choose what you want as long as you meet the necessary credits. That’s something I love about the American system – getting to choose your own courses.

Is that influencing your decision on where to go?

A: When I chose all the universities to apply to, and that was a long process, it was about the programs they offered and their rankings. Now that all the decisions are coming in, the decision is more financial. It was also about finally choosing between English and Physics. English can still be my hobby and I won’t lose touch with it if I don’t study it, but I can’t casually do astrophysics.

What do you hope to do with your degree?

A: I want to be involved in astrophysics research. If I went into English, I’d want to be a professor at a university.

Do you write on your own, outside of classes?

A: Yes, I write poetry. I have been published. There is the Berkeley Poetry Review (BPR). I was accepted for their Made at Home edition and it is being shipped to me at the moment. I have also been shortlisted twice for the Hong Kong Young Writers Award.

What’s the poem that’s been published? 

A: The theme of the zine is ‘Made at Home’.” This poem was one that I wrote this summer when I went home to India after not having gone there in three years and how weird it felt to be in a space where I felt like a child and now I am no longer a child. Everything in the house seems visually different because it’s not the way I remember it – everything is a little smaller. It’s a sense of alienation in a place that was so familiar.

While we’re on the topic of families, what was your parents’ reaction when they found out you have been accepted to Oxford?

A: They were completely ecstatic! My mom likes to say that she always knew I was going to get in. They took turns passing around the laptop looking at the little box that says ‘this university has offered you a placement.’ I wasn’t even sure if I’d been accepted because I couldn’t get my laptop back from my parents as they were busy reading the letter themselves. My grandparents are also very excited. Everyone was really happy.

So you remember that day very well? 

A: Yes, because I had actually gone to Crossroads for service work and forgot that it was January 10th, which was the day the decision was coming out. My mum had not forgotten. When I got home, she asked me, ‘Do you know what day it is?’  I changed slowly before opening my laptop because I was pretty sure I hadn’t gotten in. I have a friend who I knew had already gotten a second interview, so I thought I wasn’t moving forward to that stage. It turns out that the process wasn’t the same for everyone.

Maybe they just knew. Aishani ‘knocked it out of the park’!

A: It was a great interview and I had so much fun. The pieces they sent me were right in the sweet spot. I loved it. Speaking about confidence, I wasn’t too nervous in the interview.

What made you feel confident so you weren’t nervous walking into it?

A: I knew that the interview was going to be analysis, something I really enjoy and I’ve been told I am good at it. There wasn’t much more I could do to prepare myself. Going and reading a bunch of poems and trying to cram wouldn’t have done any good. The poems I received were all about creating art and whether art is something that is invented or recreated. I loved that debate!

Mr. Su, my English teacher – I love him. He’s so great! He has been such an important guiding stone throughout this entire journey – he knows all about my physics/English dilemma and he’s given me great advice. He’s also just been so supportive. Every time I turn in work, he provides me with so many comments that are both constructive and helpful, as well as encouraging. He’s the best!

What kind of advice would you give to future students who are thinking about applying to Oxford or Ivy League universities?

A: Ivy League university applications aren’t really different from any other university. I would say getting started earlier is better. Deadlines are important. I was ahead of most deadlines, and most of my applications were early action. 

The important thing is to know your own voice. A lot of people give you advice on your essays and their advice is very important. But you have to be able to apply that advice in a way that is authentic to you. Say what you want to say. Don’t lose sight of your voice. That’s what the universities want. They can tell if an essay is scattered or listening to other people. That’s definitely something to avoid. I might not know everything, but I know myself. It’s important to know yourself and also what you want other people to know about you. I am an introspective person and therefore my writing is also introspective, and more lyrical. Know how to represent yourself with words – be clear and coherent, but most importantly, be natural.

Middle School students engage in guidance curriculum every day during advisory for a 35-minute block. The lessons are facilitated by the advisory teacher under the leadership of the Middle School Counselor. Together, they create a yearly plan based on the needs of their respective year group. 

As a part of preparing Middle School students to think about their future, students participate in Career Week, during which AIS alumni and professionals within the greater community speak with students about their career. Career guidance curriculum leading up to the event occurs within the advisory to support students to reflect on strengths, interests and to understand what influences career pathway choices.

Starting in Grade 8, students and families have access to MaiaLearning, the career and university guidance platform used by AIS. Students use MaiaLearning to take personality tests and interest inventories that help identify possible careers that match their strengths and interests. As grade 8 students move towards High School,  transition activities such as course requesting and four-year planning are supported by the Middle and HIgh School Counselor. Lessons about commonly used High School academic terms, High School requirements and the similarities and differences between Middle and High School are discussed. 

Throughout the year, families are invited to join the monthly Family Webinars that focus on how to support your child’s success at AIS and beyond.

These webinars are a wonderful opportunity to connect with other AIS parents as well as members of the Divisional Student Support Team. Topics such as curriculum students are engaging with to prepare them for their future, suggestions on how to support your child and resources to nurture your child’s development are just a few of the many topics covered.   

There are many ways to stay connected with and support your child’s journey towards graduation and achieving their post-secondary goals. Please check your AIS email regularly for: 

Additional ways families can stay connected are:

Approximately 76 percent of our senior cohort applied to two or more regional systems and, on average, submitted eight university applications. Their success is evident as 95% of the Class of 2022 received one or more acceptances to a university of their choice.

Their success is evident as 95% of the Class of 2022 received one or more acceptances to a university of their choice. We are excitedly awaiting results for a few seniors who have applied to Australia and Europe. Below are the Class of 2022 university offers to date. Please note an asterisk (*) indicates more than one acceptance. Congratulations to the Class of 2022! 

We are very proud of the members of the American International School Class of 2022. Below we would like to highlight the post-secondary plans of a few recent graduates who exemplify AIS’s ESLRs. 

Members of the Class of 2022 matriculated to the following regions. Please note the final Class of 2022 matriculation results will be updated in the fall and shared in the AIS High School Profile 2022-23.

Schools that release decisions after June, and conditional offers based on final Advanced Placement (AP) results, may shift matriculation. 

Again, a hearty congratulations to our Class of 2022. We wish you all the best in the next chapter of your lives!

The fair was attended by 482 participants across six secondary schools, including American International School, Canadian International School, Chinese International School, International Christian School, Hong Kong International School, Korean International School and South Island School. 

To prepare for the fair, AIS students researched the participating universities, created a schedule of universities to visit and reviewed professional etiquette skills, such as how to ask a meaningful question. Many of the university representatives attending the fair will read the AIS student applications to their institutions and make the admission decision. Therefore, making a good impression upon and connecting with representatives supports the student’s university application process. 

Students in grade 9 and 10 were scheduled in a pre-selected group of universities that represented a diverse cross section of institutions from three to four different country systems ranging from small liberal arts colleges to large research universities. Following feedback from last year, students in grade 9 and 10 were given time to select at least one university of their choice.

Students in grade 11-12 were encouraged to engage with a diverse group of universities of their choice. Grade 12 students were encouraged to attend universities that they were applying to get a better sense of the school and to connect with the university representative. From our post-fair survey, we were able to gather feedback on the day. 

Planning for the fair provides many wonderful opportunities for the counseling team at AIS to collaborate and connect with university representatives. Nurturing these relationships helps raise awareness of our school and provides AIS students with individualized care on the university side of the admissions process.

College Prep Day is a hands-on day dedicated to preparing students for success at AIS and beyond. These activities are designed to further develop AIS’s Core Value of Knowledge, and the Expected Schoolwide Learning Results including Global Citizenship, Effective Communication and Well-Rounded Individuals. 

For some, the past eighteen months have been challenging and have demanded much flexibility, resilience, patience, and grit. Additional stress over an extended period of time can lead to deficiencies in our mental and physical health. Thus, it is important that we actively protect time to let go, nourish ourselves and rebuild. 

At AIS, one way we keep wellness at the core of our work with students is through the Socio-Emotional Learning (SEL) curriculum. The core SEL curriculum occurs within our Second Step (EC/ES) and advisory curriculum (MS/HS), but the philosophy is embedded throughout all subjects. 

To further develop SEL skills, AIS students and faculty engaged in activities to celebrate International SEL Day, an annual event to showcase, promote, advocate and support social emotional learning in school and communities across the world. #SELday activities and resources were shared with the school community and designed to nourish social emotional skills while fostering wellness. Some activities included physical exercise, creating art, writing stories, taking a technology break, playing chess, and spending time in nature. All students who participated in a wellness activity over the break were awarded House Points. Faculty also had the opportunity to engage in activities that helped develop empathy, decision making, self awareness, and personal responsibility in addition to movement activities and creative pursuits. 

To view some of the ideas for furthering your SEL skills, please visit http://tiny.cc/AISSEL. We hope this resource provides you with some helpful tools to assist you in your wellness journey. 

Typically, trimester one in the High School at AIS includes welcoming guests from universities across the globe to our campus to meet with our students and talk about higher education opportunities. In addition to individual visits, AIS hosts an annual university fair, that includes a broad range of universities. This event kicks off the year by getting students excited about their future. With travel restrictions and increased health and safety measures, we were unable to host in-person visits this fall. 

With crisis comes opportunity, and the possibility of doing something different, exciting and positive for our community. In partnership with MaiaLearning, a College & Career Planning Platform used in over 65 countries to streamline and manage the career and university planning process, AIS spearheaded the first ever virtual university fair to be conducted via the MaiaLearning Virtual Admissions Office feature. The fair was inclusive of several other international schools in Hong Kong and was attended by the following universities:  

Working closely with MaiaLearning, we discussed ways to streamline the student interface and improve their experience. Additionally, our Head of Counseling & Student Support, Ms. Bumpus reviewed feedback from other virtual university fairs and took additional steps to design our fair and student preparation intentionally to maximize student exposure and opportunity to learn, ask relevant questions and connect with university representatives. These representatives are often the individuals reading student applications and making the admission decision, thus connecting with and making a good impression is advantageous within the university application process. 

Students prepared in advisory by reviewing the participating universities, creating a schedule of universities to visit. In addition, students reviewed professional etiquette skills, such as how to ask a meaningful question, how to demonstrate interest, and how to write a professional follow up thank you email.  On Wednesday, 14 October the MaiaLearning Hong Kong Virtual University Fair kicked off our College Prep day, which included the fair, PSAT for grades 9-11 students and Application Day for senior students.

The fair exceeded our expectations and provided AIS students with opportunities to engage with visioning their future. A big thank you to all who helped make this event a success. 

Socio-Emotional Wellness at AIS

Emotional well-being is vital to student success and is a key aspect of the guidance program at AIS. The AIS Guidance Team utilise advisory time to increase self awareness and cultivate healthy habits. Below are a few examples of wellness activities at AIS.

Relaxation

This year the grade 12 students have been participating in bi-monthly relaxation sessions that are guided by Ms. Bumpus during advisory time. During this time students are led through a guided relaxation that helps them focus on their body, relax their mind and in general, reduce stress.

2017-18 Coffee Mornings

Stay connected to the AIS community! Our monthly coffee gatherings are a great opportunity to meet other parents and learn more about how to support your child’s success at AIS and beyond. This year we have focused on the following topics:

• September: How is my child doing? How do I find out, and how do we all help?
• October: University Planning & Adventure Week (OELP) updates
• December: Summer Enrichment Planning
• January: Understanding and Using PSAT Results
• February and March: Understanding High School at AIS (for MS families)
• March: Course Requests & Four Year Planning

Details of the upcoming April coffee will be sent out in the next few weeks from Mr. Wing, HS Principal.     

Class of 2019 Individual University Meetings

In lieu of a general university information event, all class of 2019 students will participate in a mandatory individual university meeting during which the student will present their university plan with his/her counselor and parents. Meetings are meant to be individualised and will provide specific guidance for each student’s unique university plan and needs. Meeting availability will be from Monday, April 9 – Friday, May 11th and will be approximately 30 minutes in length. Students should sign up for an appointment with their counselor during one of the following times: before school 7:30-8, lunch 1:00-1:30, advisory 2:30-3:00 (1 slot available per B day), after school 3-3:30 and 3:30-4, or free periods (AP students should use this time). Last name A-L with Ms. Bumpus or last name M-Z with Ms. Hendrickx.

University Visits

University visits are a wonderful opportunity for students and families to learn about higher education options and meet representatives. For the most up to date information, please visit the AIS High School Google Calendar. Linked is a list of universities/colleges that have visited AIS this academic year.

Warm Regards,
Mrs. Kris Bumpus and Ms. Heather Hendrickx