Spotlight Magazine 2015

THE ISB MAGAZINE | ISSUE 03

SPOT LIGHT

CONTENTS | Overview

Contents 3 Foreword from the Director 4 Activity International Award

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Encouraging students to be active – in the widest sense of the word

8 In the Spotlight AISB An opportunity to focus on an ISB parent group

12 Arts Drama Student expression – on stage and in the classroom

16 Travel Kilimanjaro Teachers climb to new heights

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20 Student Life Guidance Services Supporting healthy student development

24 On Campus Supporting a West African School

ISB MISSION

Promoting social responsibility between and among communities

To provide an international education to the highest recognized academic standards.

The School is committed to promoting learning, cultural awareness and international understanding and to developing respect and appreciation for people of all nationalities, religions and cultural backgrounds.

© International School Basel ISB, Fleischbachstrasse 2, 4153 Reinach, Switzerland, T +41 (0)61 715 33 33, info@isbasel.ch, www.isbasel.ch As an international school with almost 60 nationalities representing our community, we encourage and celebrate diversity everyday. Several English standards (American, British and Canadian, to name but a few) may be used throughout this publication, depending on the article.

Photography: School Photo Archive Design and Art Direction: StuderGuldin GmbH, Zug Contributors: ISB staff, students and parents as told to Cathy Barker

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Foreword f rom the Director | FOREWORD

FOREWORD from the director I am delighted to welcome you to this third edition of Spotlight – the magazine of International School Basel.

In the year since the publication of the previous edition, our growing, vibrant ISB community has been typically busy both on campus and off. It would be an impossible task to highlight every area of responsibility or detail every activity in which students, teachers and parents have participated these past twelve months. However, in shedding a ‘spotlight’ on just a few of the wide-ranging aspects of School life, the magazine may call attention to some of the many talented, dedicated and adventurous people who are connected with our School.

In this issue we invite you to read about: • The International Award – Opportunities to gain the practical skills that help mould today’s ISB students into tomorrow’s movers and shakers.

• AISB – Read about representation by parents and staff in support of ISB’s mission and philosophy.

• Kilimanjaro – What do ISB teachers get up to during vacation time? Well, some of them get up mountains. Read about four educators facing the ‘roof of the world’.

• Guidance Counselling – Expansion of the service indicates the importance ISB places on healthy social, emotional and physical development for all students.

• Burkina Faso – Connections and Reflections. Young ISB students aid local community initiatives supporting students in West Africa.

I would like to take this opportunity to thank all those members of the ISB community who took time to share their stories, experiences and knowledge. I hope that you enjoy reading the articles which have been created from their contributions.

As a magazine written with the ISB community in mind, we would be interested in receiving your comments and feedback on this issue, which will be used to steer the direction of future issues of the magazine.

Warmest regards,

• Drama – Woven into potent learning experiences and a vehicle for talent, both on stage and off – at ISB, drama most decidedly has its part to play.

Lesley Barron Director

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ACTIVITY | International Award

Skills for Life “If it’s not raining, it’s not training!” Students become rather familiar with this motto when they participate in the Duke of Edinburgh’s International Award (known in the UK as the Duke of Edinburgh’s Award). That’s not to say that rain is a constant companion – or, indeed, that exposure to the elements is an expected requirement of successful completion – but, nevertheless, students who undertake the International Award don’t forget to pack their waterproofs!

Q&A For almost twenty years, ISB has been encouraging students to get involved in the International Award. Liam Cox – a member of the Department of Physical and Health Education and a teacher of DP Sports, Exercise and Health Science – has been the Coordinator of the International Award at ISB (as well as Ski Camp Coordinator) for the past six years. He offers support and guidance to students in MYP5 and DP1, helping them to find opportunities, as the International Award specifies, to “learn practical skills that are valuable to their personal and professional development”. Liam’s involvement in the International Award over the past few years has now led to him being invited to be part of its prestigious training team.

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SPOTLIGHT: Liam, could you give us a little background to the International Award?

LIAM: The International Award was founded by the Duke of Edinburgh, along with the German educationalist, Kurt Hahn, back in 1956. They called it the Duke of Edinburgh’s Award and established it with the aim of finding ways of encouraging self-improvement among young people.

SPOTLIGHT: To successfully achieve the Award, what must students do?

LIAM: There are four components of the Award: service; physical recreation; skills and the Adventurous Journey.

Students have to complete activities in all four components to fulfil the

requirements of the Award. It is not competitive – the aim of participation is to encourage young people to be involved in their communities, develop their personal interests, improve their own health and fitness and be part of a team.

SPOTLIGHT: The International Award has different levels, doesn’t it?

LIAM: That’s right. There are Bronze, Silver and Gold levels. You must be fourteen or over to do Bronze, fifteen or over for Silver and sixteen or over for Gold. Anyone between the ages of 14 and 24 can participate in the International Award.

SPOTLIGHT: How long does it take to complete the Award?

International Award | ACTIVITY

“It’s one of the rare experiences in life that not only pushes you outside of your comfort zone, but allows you to love every moment you are there. I highly recommend it to everybody considering participating in the future.”

HANNAH INGHAM, DP1, BRONZE

LIAM: It depends on the level. For instance, the activities that contribute to the Bronze Award have to be completed over three months, with one of the activity components taking place for a further three months.

SPOTLIGHT: The ‘Adventurous Journey’ – one of the four components of the award – sounds … adventurous.

Could you tell us more about it?

LIAM: The Adventurous Journey is a really important part of the experience.

For ISB students, it involves heading off to Vosges in the Thann Valley, France, during the last week of the summer semester.

For Bronze level students, the first day is spent in team building activities, doing a ropes course and updating first aid skills.

On the second day, students have a practice hike, which gives them a chance to hone their map-reading skills and make final preparations for the next day. The third day is where the ‘adventure’ really begins: students set off with their maps and equipment in small groups and follow a planned route to a wilderness campsite. They are expected to camp overnight with no adult supervision and make their way back the next day.

SPOTLIGHT: What do you think the students learn from the experience of the Adventurous Journey?

LIAM: There are practical things, such as working out what equipment to take, what clothing and navigational devices to bring (and that doesn’t mean satnav – although students are permitted to take their cell phones in case of emergencies).

They learn to pitch tents and cook, and they need to know how much and what type of foods to bring in order to cater for themselves for four days.

There are also the social skills to consider: students are going to be in teams of between four and seven people – and everyone has to learn to get along, otherwise they won’t succeed.

SPOTLIGHT: Are there any other aspects of the Adventurous Journey which students need to be aware of?

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ACTIVITY | International Award

“The International Award is a challenge but it is rewarding. You make friends with people you didn’t expect and the skills you learn are very useful, especially looking decent with no shower!”

ANA GEA, DP2, SILVER AND BRONZE AWARDS

Q&A LIAM: The Adventurous Journey is expected to have a purpose – it could be, for example, finding opportunities to study the human effect on the environment. In the past, students have written poems, studied the flora, or made songs and videos of the experience.

SPOTLIGHT: It’s an ‘adventure’, but is it ever perilous?

LIAM: Safety is a priority. Students are given plenty of experience in practical skills before they spend a night away from base. They are expected to cover a distance of at least 24 kilometres, so it’s important that they are equipped to be able to fend for themselves.

During the day, students are expected to liaise with their assessor (who will be 6

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‘remotely assessing’ them). They are allowed to bring mobile phones in case of emergency, so they have access to the outside world, if required. Encouragingly, this has rarely been necessary!

SPOTLIGHT: How do you think the International Award ties in with the aims of ISB? LIAM: Part of the mission and philosophy of the School is to promote education ‘beyond the purely academic’. Besides this, there is a strong emphasis – through the curriculum of the Middle Years and Diploma Years of the International Baccalaureate – for students to be involved in activities that involve community service, physical endeavour and creative pursuits. The International Award clearly ties in really well with these aims.

SPOTLIGHT: How can students apply?

LIAM: As coordinator of the International Award for ISB, students must first make an application through me. Once accepted onto the Award they will sign into the International Award website Online Record Book. Students are then able to track their own progress and I can monitor and support them through the months of the Award process.

SPOTLIGHT: What are the benefits to students of doing the International Award?

LIAM: Apart from the obvious benefits of the practical and social skills they acquire through the Adventurous Journey and other components of the Award, I often find that students ‘get

International Award | ACTIVITY

Facts about the International Award:

“(It was) a physical and mental challenge, requiring not just strength but motivation.”

NATHAN ROBERTS, DP1, BRONZE AWARD

• The International Declaration of the Award: “The Award concept is one of individual challenge. It presents to young people a balanced, non-competitive programme of voluntary activities which encourages personal discovery and growth, selfreliance, perseverance, responsibility to themselves and service to their community.”

• The International Award, known as the Duke of Edinburgh’s Award, was founded by HRH Prince Philip, the Duke of Edinburgh, and the German educationalist Kurt Hahn in 1956 • The Award has recently been redesigned so that it is now called The International Version of the Duke of Edinburgh’s Award • The Award aims to support young people to positively impact their own lives and communities

the bug’ for camping and want to do it again. They also get to see a completely different side of local environments.

Students do practice hikes from School to Gempen, or School to Dittingen – they’re often amazed by what is just underneath their noses but which they never previously realized was there.

The hiking and camping allows them to appreciate more of what is around them.

When aspiring to higher education or setting out on career paths, students who have experience of the Duke of Edinburgh’s Award find that it is a good thing to have on their application forms.

It is an internationally recognised and long-established indicator of individuals’ skills and perseverance, and reflects an awareness of and interaction with the world around them.

• In 2013, the Duke of Edinburgh attended his 500th Gold Award Presentation • Over eight million young people worldwide have taken part in the International Award • More than 140 nations participate in the International Award • Prince Philip’s son, Edward, Earl of Wessex, has been a trustee of the International Award Foundation since 1987. He is a Gold Award winner. www.intaward.org

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IN THE SPOTLIGHT | AISB

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AISB | IN THE SPOTLIGHT

AISB

Association of International School Basel The support, involvement and participation of parents play a vital role in creating a happy and successful School environment.

Parents – An Integral Part of the ISB Community ISB parents come from a multitude of countries and cultural backgrounds and bring to the School a lifetime of knowledge, experiences and professional expertise. Their representation within the School, and their presence and engagement in a wide range of Schoolbased activities and events (workshops, talks, celebrations, formal occasions, informal social gatherings, and much more) contribute greatly to the vibrancy and variety which is a hallmark of the ISB community.

There are several groups within ISB that rely entirely on the dedication and organization of parents. These groups provide opportunities for members of the parent community to give of their time and know-how in ways that both enhance the School and allow parents themselves opportunities to exercise their wideranging skills, talents and interests.

One such organisation is the Association of International School Basel – better known as the AISB. Thoughts from the New AISB Chair From 2015, Annette Palmer succeeds Helen Hollands as the Chair of AISB. Of her role, she says: “My focus is to pick up the baton from Helen and do the things we need to do whilst also looking to the future and considering new ideas, initiatives and approaches.”

She acknowledges the benefit to the School of the specific support that AISB provides – initiatives such as the Project Fund and Helping Hands – and wants to promote increasing participation in these and other initiatives. “Greater focus on these programmes will promote new initiatives in the School, greater parent and teacher involvement and, ultimately, enhanced educational experiences for our children,” she says. ●●●

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IN THE SPOTLIGHT | AISB

Q&A As the recent Chairperson of AISB, Helen Hollands is a perfect choice to explain its role and its relationship with the School.

SPOTLIGHT: Helen, could you tell us how the AISB came into being?

HELEN: The School was founded by parents who wanted to set up an international school in Basel and who established a management organization for that reason. After a number of years, in order for the School to expand, the not for profit company ISBR AG was created.

This is the origin of the AISB. The School is owned and operated by ISBR AG and AISB is one of its major shareholders.

SPOTLIGHT: Who can belong to AISB? HELEN: Any current parents or staff members of ISB are entitled to join AISB. They then have the opportunity to become further involved in its activities and functions, if they wish, and/or vote for representatives. Membership application can be done online – it’s a quick and simple process.

SPOTLIGHT: The AISB has several functions. Could you explain these?

HELEN: Of course. AISB has representation both as a shareholder of ISBR AG (the company that owns and operates ISB) and on its Board of Directors. In addition, AISB develops and funds projects intended to enhance the ISB experience of students, staff, parents and the local community. In this way, AISB is supporting the mission of the School – to promote international understanding, cultural awareness, tolerance and respect for all.

SPOTLIGHT: What sort of projects does the AISB promote?

HELEN: Through our Project Fund (see below) we provide an opportunity for ISB staff to introduce new ideas – so it’s a sort of ‘project incubator’.

We support teachers in putting forward such proposals. The Project Fund supports a wide variety of curriculumenhancing events and activities, such as an African Drumming Workshop or student field trips to CERN (the

Supporting Students and Teachers

world’s largest particle physics laboratory). The InDialogue Speaker Series, organised by the School’s Community Outreach Group (COG), in which local and international guests are invited to speak on a specific topic of relevance to the student and parent body, is also supported by the Project Fund.

Other schools from within the Basel region are also invited to these events.

SPOTLIGHT: How do you encourage parental involvement?

HELEN: Our other main project is an initiative called Helping Hands (see below). We link teachers to parents whose skills and expertise can supplement the delivery of the curriculum. I think these enterprises are really valuable because they tap into the resources and expertise that are available close at hand. Sometimes people who have only recently moved to the region may not know how to get involved in the School and community and can struggle to find ways to contribute. Helping Hands can be a solution. For instance, students studying

The Project Fund • The role of the Project Fund is to enhance the learning experience of students by providing funding for special projects and activities. At the AISB AGM, held in November 2014, committee member Sharon Reynolds emphasised that funding is open to many in the ISB community: “We are happy to receive applications from all the Schools (Early Childhood Centre, Junior School, Middle School and Senior School) and for any kind of activity. Whether you are a member of the AISB or not, as long as you are a teacher or parent of the School and have the support of the School, you can submit an application and have your project funded.”

• A fascinating and memorable talk given to Senior School students by a visiting producer from CBS News; a trip behind the scenes of Basel’s St Jakob stadium for German language students (including an opportunity to sit on the Reserve benches!): these are just two examples of how the Project Fund has recently helped to invigorate student learning and experience.

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AISB | IN THE SPOTLIGHT

German have recently benefited from parent visitors who came to speak – in German, of course! – about playing semi-professional tennis, their experiences working for the UN Refugee Agency or the Austrian school system.

Parents have also been involved in presentations on health and nutrition for MYP2 students. Helping Hands can be a win-win situation for both teachers and parents and provides scope for reaching out into the community. It’s important for people to know about these opportunities.

SPOTLIGHT: Members of AISB can be nominated to serve on the Board of Directors. How does that work?

HELEN: The standard term of office for serving on the Board is three years. When it’s time to nominate new members to the Board (Spotlight note: this occurs at the Shareholder meeting in January 2015), we could just choose somebody from AISB and seek the approval of our members. However, we think it’s better for the whole community to give people the opportunity to go

through a proper election– it helps the community connect with the process and understand that they can influence the strategic direction of the School through elected representation. AISB members put themselves forward as candidates for selection to be nominated to the Board. Then follows an election period during which members have the opportunity to cast up to three votes for their preferred nominees. On the night of our Annual General Meeting in late November 2014, following the closing of the vote, the three successful nominees are proposed for election to the Board at the AGM of the ISBR AG. SPOTLIGHT: It sounds like quite a lengthy process!

HELEN: That’s why we created a nominations committee. I want to thank the five members of this committee (Vasco Benito-Garcia, Sunrita Bhattacharyya, Annette Palmer, Steve Raftis and Thomas Digby) for enabling this process to run so smoothly. For the first time, AISB members could vote online for candidates, as well as by

traditional paper ballot (both proxy and voting in person). Having an online option also allowed for wider dissemination of information about the candidates.

This fact, coupled with the variety of voting opportunities, means we have seen greater participation in the process.

SPOTLIGHT: How do you view the role of AISB in its capacity as shareholder in ISBR AG? HELEN: It is important that the ISBR AG is composed of both corporate shareholders and the AISB, whose membership is made up of parents and staff. As a shareholder, AISB has the opportunity to contribute to the strategic direction the School takes.

SPOTLIGHT: Helen, thank you for taking the time to talk to us, and best wishes to Annette Palmer, who is succeeding you as Chair.

Helping Hands • MYP3 students studying Billy Elliot became more than ringside spectators when teacher Molly Wolf was connected with an ISB mother who volunteered to teach some boxing techniques to classes. Says Molly: “It was fantastic! This mother brought several pairs of gloves and jump ropes and had the students trained and boxing within an hour. They all loved it and some even signed up for boxing lessons afterwards. They certainly learned about the techniques and fitness level required.”

• The German language students of Kim Neve (Middle School Modern Foreign Languages Coordinator) were visited by former professional tennis player Nicole Wyss. “It was a great introduction to the unit of sport,” says Kim. “Exactly what I was looking for!”

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ARTS | Drama

THEY HAVE THEIR EXITS AND THEIR ENTRANCES ISB Students Tread the Boards Another Op’nin’, Another Show!

For several days last December, Reinach Aula was transformed into the deck of an ocean liner. Stage left, stage right and centre stage, sky-blue lights gleamed out from portholes. In the background, the Stars and Stripes, boldly red, white and blue, draped from a white flagpole.

Blue and white lifebuoys were roped to rails and masts. In one corner of the Aula, musicians donned natty white sailor caps and tuned up. Members of the Audio Visual team made final adjustments to technical equipment. Lights dimmed, and the congenial buzz of anticipation ebbed away as the audience settled down for the spectacle to come. The stage filled rapidly with young men and women bedecked in the glamorous nautical and primary-coloured costumes of the 1930s.

For the next couple of hours, and for several performances after that, lucky audiences were transported to a ‘delightful, delicious, de-lovely’ world of memorable songs, dazzling tap-dancing routines, comic turns and light-hearted romance courtesy of Cole Porter’s musical ‘Anything Goes’.

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A framed design for ‘Anything Goes’ is the most recent addition to the gallery of celebratory posters that adorn the corridors of the Reinach Drama department. A walk along the corridor is an opportunity to reflect on the sheer scale and ambition of these annual Senior School student musical productions which have been taking place now for almost a decade.

Students are Doing it For Themselves These hugely-anticipated and successful productions showcase student involvement in every aspect: for months before the actual week of the show, students get to grips with their roles as performers, technical and backstage crew, designers, costume-makers and musicians, or contributors to publicity and front-of-house. Being a member of a School production involves a commitment to maintain and fulfil ongoing academic responsibilities whilst dedicating precious spare time to attending all practice sessions and to ensuring that everything – from cues to costumes to curtain calls – is prepared in readiness for the

Drama | ARTS

“I like how when you get something right and it clicks with everyone, when it works, just the cooperation that goes around.”

MARTÍN FAZIO, PERFORMER

all-important dress rehearsals. The run-up to opening night is an intense but ultimately rewarding experience for all involved. From that time forward, “it’s curtain time, and away we go!”

Lead On, McKelvey!

Julia McKelvey is the Middle and Senior School Drama Coordinator and the Director of Anything Goes, as well as many previous Senior School shows. She is impassioned about how drama has the potential to touch lives in many different ways. Furthermore, she advocates that drama can be incorporated into many different academic disciplines, acting as a vehicle for accessing knowledge and understanding (see accompanying article on Drama in the Classroom) and complementing what are traditionally seen as somewhat contrasting fields of study: she cites students who have had ‘a fantastic learning experience’ as a result of opting to study (for two of their six choices for IB Diploma) Drama and Physics – a reflection, perhaps, of both the flexibility of the IB Diploma Programme and ISB students themselves!

Boys and Girls, Come Out to Play Maria Voicu is one of many teachers based at Aesch and Fiechten campuses who are actively involved in encouraging students’ enthusiasm and talent in the Arts. She has introduced musical theatre to Junior School students and also supports PYP6 with their annual dramatic production ‘Character Matters’.

She notes the effect that opportunities to perform or to be part of the backstage team have on students: “A lot of children really bloom. I’ve seen it happen so many times that I strongly believe it is an important component of their primary years’ experience.”

Students have a ‘safe space’ in which to be creative and to explore theatrical skills (such as – rather excitingly – stage combat). Lisa has the satisfaction of seeing the creativity, communication and collaboration that drama encourages.

Asked about organising a school production, she smiles: “You need to be a well-trained octopus, but, as a teacher, you sometimes get to do silly things.

You even get to kick your shoes off!” ●●●

Lisa Kerwin came into teaching through involvement in Theatre and is one of the teachers responsible for exploring drama with ISB Middle School students. She comments that “short, quirky comedy plays are a particular strength at Fiechten.” Cast and crew may number “between 25 – 100, depending on how many participate in the audition process.”

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ARTS | Drama

“You get to learn so many different skills and it’s really nice to be able to see the show come together, not just in terms of seeing the actors on stage but of seeing everything fit together and making the show what it is.”

RACHEL MARLEY, PRODUCTION MANAGER

Drama in the Classroom If history were taught in the form of stories, it would never be forgotten.

RUDYARD KIPLING

A baby imitates the actions of an older brother or sister. A toddler clomps about the house in a pair of oversized shoes, pretending to be mummy or daddy. Junior school children gather in a playground which transforms into a jungle, a sailing ship, or the planet Mars.

Entering a world of individual and collective imagination comes naturally to young people. Through drama, as with many other creative disciplines, teachers tap into this rich vein of invention to enhance student involvement in the classroom and beyond.

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JS Students Explore through Drama Aesch campus teacher Geraldine Peters is responsible for having several years ago introduced Process Drama to Junior School. She advocates it as ‘a vehicle for learning’ and has been instrumental in supporting other teachers with its incorporation into selected units of study.

In this process, students and teachers enter a classroom environment that is temporarily transformed through imagination and artifice into a world they can explore together. Individuals – adults and children alike – adopt different roles and work together to address issues and resolve problems in a meaningful context, underpinned by previous research and understanding.

PYP6 teacher Lia Barton recalls how her association with drama had been minimal before she joined ISB. Her first experience occurred immediately on

arrival, when she was required to teach a drama-based unit (‘All the World’s a Stage’). “It was a real learning curve and a risk-taking endeavour for me!” she admits. However, “eight years in, drama has become a real element in my teaching.”

I came, I saw, I became A unit on Roman history employs the Process Drama method in a particularly effective and – for the students involved – memorable way. On a given day, students enter school to find hallways and classrooms converted into a third century AD Roman colony and they themselves given names and roles befitting its Roman inhabitants. For a period of time, students and teachers become part of a story that includes (as with all the best stories) elements of dramatic tension and ultimate resolution.

Drama | ARTS

“I just love being able to perform.

I love singing and acting and have been doing it all my life. This is such a good opportunity to do my passion.”

MIKAELA ROBERTS, PERFORMER

Students combine knowledge previously attained with involvement in a range of dramatic techniques. In this way, they learn about an historical period in a way that is educationally rigorous, but at the same time engaging, engrossing and distinctly memorable for all involved.

Creative Reflections Geraldine emphasises the academic benefits that can be had from this form of learning: the factual and imaginative writing that emerges; how Process Drama complements other subjects such as Geography and Mathematics (data collection and presentation on the best gladiator, for example!); the requirement to share knowledge and learn from each other to make it work. More than one teacher has remarked on how English as an Additional Language (EAL) students benefit from the incorporation of drama into the curriculum: the ability

to explore through drama provides EAL students with opportunities to relay knowledge and understanding in an creative and effective way, encourages integration and cooperation with classmates and improves methods of communication and expression for all.

Geraldine suggests that this way of working also helps students to develop more critical ways of thinking.

During their reflections at the end of the unit, they often come to a realisation that there is more than one way of interpreting their experiences and applying their knowledge and understanding – an appropriate lesson for life, perhaps?

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TRAVEL | Kilimanjaro

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Kilimanjaro | TRAVEL

Kilimanjaro

ISB Teachers Reach the Rooftop of Africa For the past eight years, Mark Geraets – teacher, Pastoral Curriculum Leader and Personal Project Coordinator at ISB – had accompanied students on trips to Tanzania, helping in the construction of a local school and hiking through the stunning African countryside.

Each visit to this region of verdant expanses and rich wildlife on the border with Kenya had brought him tantalisingly close to Mount Kilimanjaro, rising spectacularly from the plains and haloed by white clouds. Each visit had reinforced Mark’s desire to one day climb the mountain before him.

At the end of last summer semester Mark left Switzerland to visit Tanzania yet again – not, on this occasion, with students, but with three teaching colleagues: his wife, Yvonne Geraets, Fernanda Soares Gil de Oliveira (both of whom teach at Aesch campus) and Robert McLaughlin, Individuals and Societies teacher at Reinach. Mark, accompanied by his friends, was at last preparing to fulfil his ambition: to climb the mountain he had so often admired in the past.

The Machame Trail The first day began with the four teachers camping in rainforest at the foot of Kilimanjaro before the start of the ascent.

Over the next few days their only goal was to steadily hike up the mountain – for four to six hours a day – sleeping in tents at various stations along the way.

Of the seven official trekking routes to the summit, they had chosen the one called Machame, popular with hikers and considered one of the most scenic pathways, but also – because of its steepness – one of the most challenging.

Those who choose the Machame trail are expected to be physically fit and to have some previous experience of hiking.

The four ISB colleagues were helped on their journey by an experienced team of people, some of whom carried essential equipment (these team members were, incidentally, regularly weighed while carrying their packs to ensure that they were not bearing more weight than was advisable). The guide had a name for Mount Kilimanjaro: ‘Baba la baba’ – the granddaddy. (“So fitting!” quipped Mark).

The teachers were fortunate enough to have the services of an accompanying cook, who managed to create delicious meals in what must have been somewhat extreme circumstances!

Polepole!

As they climbed, the lush vegetation at the base of the mountain gradually opened up into moorland and eventually gave way to scree. The Machame route is known for its ‘ups and downs’ (literally as well as metaphorically!) which meant that an ascent towards the Lava Tower on day three, where all vegetation disappears, is followed by a descent into the Barranco Valley, where the cool, moist conditions encourage the eerie growth of giant senecios and lobelias among the rocks. By the fourth day of the climb, Mark and his companions had ascended to over 4000 metres, where – despite the experience of steady acclimatization – the thinness of the air and the sometimes sheer incline of the mountain undoubtedly contributed to a reduction in pace. The terrain, now resembling ‘a lunar landscape’ according to Mark, mostly comprised lava rocks, cinder and ash – a reminder that the group were effectively scaling a volcano – albeit one that had not shown any signs of activity for many a long millennium. Often along the trail, the guides would gently encourage the group with the words: ‘polepole’ (Kiswahili for ‘take it slowly’). ●●●

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TRAVEL | Kilimanjaro

Kilimanjaro – truths and trivia • Kilimanjaro is the tallest mountain in Africa and the highest free-standing mountain in the world. It is located near the municipality of Moshi in Tanzania and is composed of three distinct, cloud-capped volcanic cones, two of which are extinct. (Kibo – the highest – is dormant, and has been so for the last 150–200,000 years).

• No-one is quite certain where the name ‘Kilimanjaro’ came from. Some think it may be a Kiswahili word, or that it is derived from Kikamba, a Bantu language spoken by several thousand people in Tanzania. It may mean ‘Mountain of greatness’ or ‘White Mountain’ or ‘That Which Defeats’ – or it may have an entirely different meaning. It has been known as ‘Kilimanjaro’ by European travellers since the 1860s.

• The summit was first successfully reached by geology professor Hans Meyer of Germany and the Austrian mountaineer Ludwig Purtscheller in 1889.

Climbing in the Dark By day five they had reached the base camp, and were ready for the final part of the ascent. The guides encouraged them to try to get some sleep for part of the afternoon, so that they would be better prepared for the challenges ahead – although Mark says that it wasn’t easy to rest, knowing what lay ahead of them.

“There were times when we had to use our hands and scramble up the trail,” said Mark. He commented that throughout the trip the guides never varied in their calm exhortations to the group. However, he noted that on this final part of the ascent the advice contained in the phrase ‘polepole’ seemed to take on a greater sense of urgency!

turned and noticed with some concern that his wife Yvonne was shaking.

He quickly realized that she had begun to cry with the sheer beauty of it all – and that set them all off!

They rose for dinner, and, an hour before midnight, the group started the climb to the summit. For the next seven hours or so, guided by the light of a full moon, all they did was climb, and climb some more. Although the drop in temperature ensured that the ground was generally firm, climbing in the dark, with sometimes steep drops either side of the path, was hardly going to be a ‘walk in the park’ – although it could be technically argued that that is indeed what it was!

Although Kilimanjaro is now definitely regarded as a major world tourist attraction (figures for 2012 show that there were 52,000 visitors to the site in just that one year) it must be remembered that climbing it can be perilous and that all necessary precautions must be taken throughout the ascent and descent.

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The ‘Froze’ of Kilimanjaro As dawn broke, the group reached Stella Point – a peak on the rim of the crater, 5,685 metres above sea level.

It was so cold that the water that they had taken with them had frozen inside the bottles. Although the top of Kilimanjaro is approximately 200 metres higher, trekkers often remark that this point actually feels like the summit, and the temptation for some is to turn round at this point and start heading down! Fortunately, the final part of the ascent involved a gentler walk along the crater rim. It took less than an hour for the group to reach their goal.

At the end of a 62 kilometre long trail, as the sun appeared over the horizon, the four teachers reached the ‘Rooftop of Africa’. The mountain cast a shadow on the clouds below. At this point Mark

After they had recovered their equilibrium, and posed for photographs at the famous sign (renewed the summer that Mark and his companions made the climb), emblazoned with the words “Congratulations – you are now at Uhuru Peak…,” they began the descent – a much quicker undertaking (not surprisingly!) than the ascent.

In just two days they were back on the ground, looking forward to returning to their hotel for a cold beer and a hot shower. The beer was cold, says Mark – but, unfortunately, so were the showers!

Climb Every Mountain Bolstered by the success of the Mount Kilimanjaro climb, Mark has ambitions to embark on other physical challenges, such as walking the Inca Trail, taking in Machu Picchu (at a mere 2,430 metres above sea level!).

He intends to return to Mount Kilimanjaro with a group of ISB alumni in the near future.

Kilimanjaro | TRAVEL

• Some of the glaciers of Kilimanjaro are approximately 11,700 years old. It is calculated that in the past one hundred years, 85 percent of the ice cover has disappeared, and that the ice is both shrinking and thinning. Some scientists estimate that most of the ice on the plateau and southern slopes of Kilimanjaro will have gone by 2040.

• In 1965, apparently only 1000 people on average made the climb. By 2012 this had risen to 52,000 annually.

• In 2011 a couple exchanged rings in an impromptu wedding at the base of Lava Tower.

• In September, 2014, a group of international cricketers played a game on a flat crater on Kilimanjaro, thus setting a new world record for the highest ever cricket match, and breaking the previous one that was set on Mount Everest. Former England spinner Ashley Giles tweeted, “This is absolutely incredible. We are playing cricket on the summit of Africa!”

Mark Geraets, preparing for another day on the mountain

SPOTLIGHT | MARCH 2015

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STUDENT LIFE | Guidance Services

Guidance Services Learning to Support and Respect Yourself and Those around You

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Guidance Services | STUDENT LIFE

“Educating the mind without educating the heart is no education at all.”

ARISTOTLE

Guidance Counselling at ISB The expansion of the Guidance Services in all three campuses reflects the importance ISB places on the maintenance of a healthy and open school atmosphere and the provision of proactive intervention to help students work through moments in life. The School has four qualified Guidance Counsellors. They work with all ages of students, from the very youngest PYP1 students all the way up to eighteen and nineteen year olds.

Although based on three different campuses and individually responsible for different year levels, the Counsellors regard each other as a team and meet regularly to work collaboratively. Their shared expertise is the result of years of guidance-related learning and practice in a range of countries and schools.

They bring different but complementary

perspectives to issues, supported by their own distinct post-graduate qualifications and background knowledge. The Guidance Counsellors also meet regularly with the University of Basel Psychology and Psychotherapy Clinicians and a Basel Counsellors Group.

The Role of Guidance Counsellors At the heart of everything that Guidance represents is the ethical mantra that the child’s physical, psychological or spiritual welfare is of paramount importance (this is in line with the Swiss Civil Code [CC]). Students know they have a safe space in which to share and unburden, with a trusted adult. Experiences encountered by young people can engender a range of emotions. These emotions sometimes give rise to feelings of stress and bewilderment, leaving students unsure of how to behave and react. Some experiences may be due to unexpected circumstances that impact on a child’s sense of wellbeing and feelings of security, such as an illness or death in the family, or a separation or divorce; others may be experiences common to many in the student community at certain times of life: study-related stresses, peer pressure, physical and emotional changes (particularly, of course, around the time of puberty), or a sense of growing independence.

Guidance Counsellors support students to find balance in their lives. They are there to help students, teachers and families with issues that arise, and they also work to raise awareness of different topics, providing information and forums for exploration and discussion and suggesting strategies for combatting potentially problematic or challenging situations.

There are many ways in which Counsellors can help students to successfully progress through a ‘stuck’ moment in life. These can involve family meetings, opportunities to meet at parent / teacher / student conferences or referrals. Sarah Cassell, DP1–2 Guidance Counsellor, says: “Every human being has an intrinsic desire to move forward and be successful in life.

Sometimes, due to circumstances or events, this desire becomes blocked/ halted / paused / stuck / interrupted.

Through focused exploration (either individual or collaborative, or a combination of both), a guidance counsellor (or other professional practitioner) can help people find the techniques and strategies which help them begin that journey forward again.” ●●●

“The sleep workshop was both informative and enlightening. I am very grateful to those involved in bringing this very relevant information to the parent body.”

KIM BYARS, PARENT

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STUDENT LIFE | Guidance Services

“One meaningful, supportive and trusting relationship with an adult can mean the world to a student who is going through a difficult time in his / her life.”

NAW THEIN AWAR, GUIDANCE COUNSELLOR MYP1–2

Supporting Students through their Teachers The majority of every teacher’s working day inevitably involves a great deal of interaction with students. Teachers are well-placed to have a particular understanding of what makes individual students ‘tick’ and are often acutely aware of the group dynamics within a particular class. They are sensitive to the sorts of issues that arise among the student body – issues which can be a reflection of the emotional and physical development of particular age groups, or which can be the result of external factors beyond an individual’s or group’s control, such as news of a disaster somewhere in the world or the loss of a dearly-loved family pet. Guidance Counsellors can provide the support, advice and resources for teachers to both respond to and anticipate such issues.

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For Older Students Timetabled Social and Welfare Learning (SWL) sessions – developed and implemented by Pastoral Curriculum Leaders (PCLs) and delivered by Personal Tutors – are opportunities for Middle and Senior School students to explore and discuss issues relevant to their age and interests.

Guidance Counsellors liaise with PCLs to run parent workshops that work in tandem with those given to students.

Therefore, when students are taking part in sessions that explore themes relevant to the period of adolescence (such as healthy sleep routines, awareness of technology and social media, or issues relating to drugs and alcohol), parents may be invited to School to take part in parallel workshops. In this way, at the same time as their children are learning about a particular topic, parents are provided with a receptive forum in which to air and share questions and concerns

with other parents in the presence of those who can contribute expert facts and advice.

For Younger Students Hazel McClure, Guidance Counsellor for Aesch campus, offers an example of the support offered to teachers and students

by Guidance: during a Unit of Inquiry called ‘“Peacing” it Together’, PYP7 teachers wanted to address the issue of conflict resolution and asked Hazel to provide some input into delivering this learning in an imaginative way. Hazel’s suggestion was to stage an argument between volunteering teachers. This argument was ‘accidentally recorded’ onto the back of another video clip that students watched subsequently as they sat in the classroom. The surprise of seeing suddenly two well-respected teachers arguing on camera undoubtedly made a considerable impact on the young viewers and generated much discussion. Afterwards, this incident

Guidance Services | STUDENT LIFE

“The healthier a child is socially and emotionally, the more fully life can be experienced and success can be celebrated.”

KRISTEN DROZDA, GUIDANCE COUNSELLOR MYP3 –5

was employed to springboard various optional activities, such as role play and other techniques, the aim of which was to coach students in de-escalation skills. A week later, a staff member on playground duty reported to Hazel that she had observed a student using some of the conflict resolution techniques acquired in that session to calm a potential build-up of feeling surrounding a game of football. “Which was good to hear!” remarked Hazel.

Ancient Words of Wisdom The Roman poet Juvenal’s advice to seek ‘mens sana in corpore sano’ – a healthy mind in a healthy body – is as relevant today as it was 2000 years ago. At the core of the mission and philosophy of ISB is the importance of providing an environment which allows all students to reach their full social, emotional and physical potential. Demonstrably, the work of the ISB Guidance Counsellors makes a significant contribution to this fundamental objective.

UN Convention on the Rights of the Child Article 3 All organisations concerned with children should work towards what is best for each child.

Article 12 Children have the right to say what they think should happen, when adults are making decisions that affect them, and to have their opinions taken into account.

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ON CAMPUS | Social Responsibility

Social Responsibility

Supporting a School in Burkina Faso

“At the winter market, there were stalls everywhere! Even though I was having fun, I also felt sad for all the children who didn’t really have any food unless they go to school.”

EMELIA EXTON, PYP6

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Social Responsibility | ON CAMPUS

“I understand that Burkina Faso was poor from last Wednesday, because Miss Pendlebury told us a lot of things like they only have one meal a day.”

CAN CIMIT, PYP6

On a bright November morning, as sunlight gently filtered into the rooms and hallways of Aesch campus, students filed into the Aula (the name ISB gives its auditorium or assembly space) and settled down in tidy rows, class by class.

Teachers took seats around the edges of the room. With impressive efficiency, the room was quickly filled by the entire Aesch student and teacher body – from the youngest children in the Early Childhood Centre to those entering the final stage of the Primary Years Programme. The sense of expectation grew. The students knew they were being gathered together for a special whole-school assembly. They were going to be told about how participation in the following week’s Winter Market would be helping to support others.

Burkina Faso – the Paalga School Janette Pendlebury, PYP6 teacher, walked on stage holding a bowl. She explained to the students that the bowl contained CHF 5.50 (the approximate cost of a single cup of coffee in Switzerland).

There were gasps from those assembled when she told them that this money represented the cost of feeding one child per year in Paalga School in Burkina Faso, West Africa – a school that is ‘near and dear to us at Aesch campus’. With the aid of a PowerPoint presentation, she showed images of Paalga School and its students and illustrated the purpose of ISB’s involvement.

“The Paalga School helps a lot of children to be educated,” Miss Pendlebury pointed out. In addition to the learning opportunities the local schoolchildren gain from attending the school, she explained that the food the school provided each lunch time might be the only meal they would receive that day. She described their lives as the PowerPoint displayed images of the Paalga schoolchildren engaged in various activities. Routinely walking many miles to and from school, playing at recreation time with a football made from old newspaper and eating perhaps just one little-varying meal during the day, are experiences far removed from those of the ISB students gathered for the presentation. The impact of her words and the images on all assembled was clear to see.

Local Communities Supporting Distant Communities Janette Pendlebury is one of many teachers and students at ISB who are directly involved in supporting organisations connected with social responsibility. For several years now, she has been working with the local community (‘Gemeinde’) at Aesch, Basel-Land, to support the West African Paalga School, situated in Ouagadougou, Burkina Faso. The Aesch Gemeinde, under the project title ‘Aesch hilft Burkina Faso’, supports programmes designed to enhance the lives of students attending Paalga School. The provision of a nutritious daily meal is one of these initiatives. Frau Hollinger of the local Aesch Gemeinde visits students in ISB every year to explain the aims of the project and to increase awareness of the needs of their fellow students in West Africa.

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ON CAMPUS | Social Responsibility

Feasting A few weeks after PYP6 students return from the winter break, they begin a unit of study called ‘Feasting and Fasting’.

This unit offers the eight to nine year olds opportunities to explore the physical, social and cultural factors that affect what people eat around the world. Within this unit students have opportunities to research and demonstrate knowledge of their own and other cultures’ use of food in expressions of celebration and festival. Students experience a ‘Taste of the World’ feast and fundraiser, bringing in dishes familiar to their countries and cultures to share with others, including parents and staff.

“I was involved in the winter market by making swirly merIngues and stained-glass cookies.”

HANNAH GARLAND, PYP6

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… and Fasting Conversely, students also learn more about the causes and problems of inadequate food distribution and how these contribute to potential hunger and malnutrition. For children brought up in homes stocked constantly with an abundance of diverse, nutritious and easily-accessible foodstuffs, the experience of being short of food is very hard to imagine. Even the sensation of feeling truly hungry is unlikely to be one with which many are familiar.

Therefore, during this unit, PYP6 students can choose to participate in a fast, with the aim of drawing attention to world hunger and developing an empathy with children less fortunate than themselves.

They are sponsored by family, friends and neighbours to go without food for a period of 12 hours – from midnight to noon the next day. Sponsorship money is donated to the Paalga School fund; and students are helped to make a connection between their own fasting and its impact on a community far from home.

Collections and Contributions Monies collected by both ‘feast’ and ‘fast’ activities are donated to the Aesch Gemeinde Burkina Faso project fund, as is a third of the funds raised from the proceeds of the Winter Market.

Students – inspired by the activities in which they have been involved – often take action to initiate and develop their own ideas for further fundraising, such as by hosting bake sales or being involved in sponsored runs.

When all financial contributions have finally been collected, PYP6 representatives are invited to the Aesch Gemeinde to present a cheque, the proceeds of which will support continuing projects at Paalga School.

Social Responsibility | ON CAMPUS

“It was a pleasure to have the Aesch Gemeinde president speak with the children about their efforts towards our charity of Burkina Faso.”

PYP6 TEACHERS

The Aesch Campus Winter Market “Buy one, get one free!” chorused small groups of Junior School children clutching baskets of home-made goods, as they weaved their way through streams of Winter Market visitors. Today, at last, the opportunity had arrived for the young students to sell as many of their candles and cookies, decorations and centerpieces (and much, much more!) as possible – and all with the aim of raising money for good causes.

Students become Traders for the Day The Winter Market is, in the words of Junior School Principal Brenda Christopherson, “… probably the busiest day of the year at Aesch campus.” It occurs annually, shortly before the end of the semester and the start of the winter break, and is an opportunity for student and adult buyers and sellers to come together to display and purchase a wide range of perfect gifts and tasty

foodstuffs. Around the Culinarium/ Aula, in the Reception area and on the floors above, tables are spread with goods and gifts. Stallholders from the local community are also invited to come and sell their wares – such as pottery, artwork and decorations. The hallways teem with students, families, teachers and visitors – there is a real buzz of excitement everywhere. Profits from any items sold at the Aesch Winter Market are converted into contributions for nominated charities. In 2014, these charities were the Burkina Faso Project, the Terry Fox Foundation and the Teenage Cancer Trust.

Where there’s a Skill, there’s a Way The academic benefits of such an event are evident: somebody strolls up to a student stallholder and purchases juice and a piece of cake with CHF 10 – witness the rapid mental arithmetic

skills required by the student when giving change!; somebody else picks up and admires a decorative wooden rainbow or a friendship band – imagine the design and technology skills of the student who crafted it!

But no matter how valuable the scholastic skills that are demonstrated at the Winter Market, what may be more significant are the ‘life’ skills that the occasion encourages: the opportunity to practise the common courtesies involved in buying and selling, an appreciation of friendships cemented during the process, the sense of achievement felt from watching somebody buy something you have made, and perhaps – most crucially – the understanding that there are many ways in which we can touch the lives of others.

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