International School Parent Magazine - Spring 2021

Interview with Matthew Williams

Geneva English School’s headmaster takes us through his education story!

Check out our Tourism section

A look at the best outings in Switzerland this spring

Montessori Schools What learning environment is best for your children?

Benefits of Bilingualism

Learn how kids can thrive in a bilingual education

Broaden your horizons.

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Welcome to 2021 and welcome to our Spring Edition of International School Parent Magazine!

2020 is finally behind us and hopefully we’re well on the road back towards normality. We may not have had the same festivities as years previous, but I’m certain that with the wind now firmly behind us, the best is yet to come! Spring brings new horizons, and we’re here to bring the best in international school and lifestyle content.

Considering how much we’ve all been cooped up at home, in this edition from pages 26 to 35 we have a fantastic tourism insert! From fabulous mountain train rides to an amazing open air museum, blow out the cobwebs with the best trip for your family this spring. Tourism in Switzerland has so much to offer that you may have been missing out on over the last year. There’s never been a better time to explore. Make sure to check out pages 32 and 33 for the best inner city activities! We’ll be sure to check them out throughout the year, and hope to see you there.

Also in this edition, we have two interviews with international school leaders in Matthew Williams from Geneva English School and Katja Maike Braun from Ecole d’Humanité. They talk us through all their education journeys, their inspirations and education philosophies. A really interesting look behind the curtain about how your child’s schools are being run!

It’s been a long year for all of us, but what if you could go back? On page 55, Carolina Porto asks that very question, and wonders what you’d tell your child if you could. Then, on page 61, we look with Steve Sims at how best to support our teenager’s mental and physical health, and Kath Denholm teaches us about the world of memory on page 46, giving us some great tips on how to improve our own memory. Something I know I could use some help with from time to time!

For those of you just looking for something a little different, Hester McDonald talks us through the meaning behind latin plant names. If you’re heading out into the garden, or into the countryside for an expedition, why not try and identify some new flora and learn their latin names! And finally, if you’re heading out into the great outdoors at any point this spring, take a look at page 22 and learn about tick bites with our handy life skills lesson!

Work hard, and be the best!

Nick

Nick Gilbert Editor & Publishing Director International School Parent Magazine Mobile + 41 787 10 80 91 | Email nick@internationalschoolparent.com Website www.internationalschoolparent.com | Facebook facebook.com/internationalschoolparent

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Contents 06 Meet the Headteacher

10 An Interview with Katja Maike Braun 14 Book Club: Love Frankie 16 Dyslexia and Reading 20 H ow can a Bilingual Education Unlock your Child’s Full Potential?

22 Life Skills: Avoiding and Dealing with a Tick Bite 24 IUG’s Dual-Degree Programme 26 Ciao Ticino! Off to Switzerland’s Sunny South

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28 Excite the Senses at Swiss Open-Air Museum Ballenberg 30 7 Great Outings in Mendrisiotto and Bassa Ceresio 32 Urban Activities for the Family 34 Glacier Express the Slowest Express Train in the World 35 Springtime in Weggis Vitznau Rigi 36 Is a Montessori Right for my Child?

40 G irls vs Boys: Does Anyone Win When Exam Season is Cancelled?

44 P reschool Children – Exploring, Collaborating and Reflecting 46 A Beautiful Mind – The Wonderful World of Memory 49 What is in a Name?

52 STEP – Strategic Tracking of Educational Progress 56 I f You Could Rewind Back to one Year Ago, What Advice Would you Give to your Third Culture Child?

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58 Helping Third Culture Kids Flourish 61 Supporting the Mental Well-being of Teenagers 64 The Benefits and Complexities of a Bilingual Education INTERNATIONAL SCHOOL PARENT SPRING 2021 | 4

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MEET THE HEADTEACHER

Geneva English School – Matthew Williams Geneva English School (GES) has a new Head at the helm. During the uncertainty of a global pandemic, Matthew Williams’ capable and experienced hands are sure to help one of Switzerland’s friendliest and most successful schools grow to reach its full potential.

ISPM talks to Matt, Headmaster of GES about the right formula for creating happy, well rounded students who benefit from a truly personalised learning experience.

WRITTEN BY INTERNATIONAL SCHOOL PARENT EDITORIAL TEAM

Let’s start with a little bit about you – what’s your background and what made you choose education as a career?

Well funnily enough, both of my parents are teachers, and I did not start off wanting to follow in their footsteps! But then I did some work around increasing participation amongst students from disadvantaged areas whilst at university and really enjoyed it, so I decided to train to be a teacher. I trained in Norwich at the University of East Anglia,

then started out working at a comprehensive school in Reading and quickly became a pastoral leader. I then moved into central London and worked at several outstanding state secondary schools there.

The first school I moved to was in Waltham Forest – a relatively small school with a diverse student and staff body, which was an enjoyable time for me. I quickly realized, as a head of faculty there, that if I wanted to be involved in moving the INTERNATIONAL SCHOOL PARENT SPRING 2021 | 6

school forward or helping a broader group of students then senior leadership was the route to take.

I was selected as a candidate for Future Leaders, a prestigious accelerated school leadership scheme, which takes individuals with great potential and accelerates them to headship within four to six years. As part of that program, a professional mentor from outside the education world worked with me and I had the opportunity to visit and

learn from outstanding schools across the UK and the US. Over four years, I gained a huge amount from both the mentorship and professional development – and this is something I have tried to offer to my own teams. I think it is hugely beneficial to have opportunities to look outside the education sector and take the best from business and industry to become a better leader and to make the education we offer our students relevant and cutting edge.

Most recently, I spent six years as the Principal at the outstanding Chelsea Academy in central London. I joined just as the first cohort of Year 11s had finished their GCSEs, with the mission of developing the educational offering and expanding the Sixth Form. When I became Principal at Chelsea, it had a small Sixth Form and had vacancies across the different year groups.

By focusing on the quality of teaching and the development of the staff, as well as the academic performance of the students, my team and I were able to turn the school and its reputation around very quickly. We went from 80 students to almost 250 in the Sixth Form, and we had a huge waiting list for the school. I am very proud of my achievements at Chelsea Academy – and I think the opportunity to further develop and grow the school and give the students the

best modern British education is really what attracted me to the role at GES.

How will your experiences and philosophies inform your approach as Headmaster at GES? My philosophy is quite traditional - our students need to develop to a high level academically within an educational experience that broadens their horizons.

For me, there is so much benefit to be had by looking to the outside world and making sure that what we teach our students in school is relevant and will enable them to be successful in the future. I think that academic success – gaining a good set of GCSEs and A Levels – is still important in that too. I want to make sure that our students are getting the best learning experiences tailored to them, from nursery through to Sixth Form. This starts with our teaching staff, and their subject and curriculum knowledge and using best practice in the classroom. GES has long had the philosophy to foster a love of learning that stays with the students long after they graduate from the school.

I believe strongly in the benefits of broad learning experiences. It is important for children to have some formative cultural experiences while at school, like learning a INTERNATIONAL SCHOOL PARENT SPRING 2021 | 7

language, seeing a piece of theatre, going on an adventure, travelling to a new place.

This is already apparent at GES and is a real strength of the school. I am very keen for the students to take advantage of everything that Switzerland has to offer through trips, visits and outdoor learning in the wonderful environment around us. I want to develop this more holistic approach so that we are preparing children to be inquisitive and interested in the wider world around them – and teach them the skills to succeed in higher education and the world of work. Looking to the future, I want us to build on the wonderful education that students already receive at GES by making sure that our students are resilient and able to problem solve effectively. We need to build those broader skills, interests and ethical foundations that enable our students to make the right decision no matter what they are faced with in the changing world of work in the future

What is your vision for the school – will you be bringing anything new in or changing anything?

The really exciting news is that we are opening our A Level programme this September. This will make GES an allthrough school and offer a great alternative

to the many IB Diploma schools in Geneva or for families who have traditionally sent their children to UK boarding schools. The depth of study and quality of teaching will be the highlights of this globally renowned post-16 programme, which surprisingly doesn’t yet seem very well known in the area.

But my overall vision for the school is rooted in my philosophy - to create an environment where students fulfil their academic potential while benefiting from broader learning and cultural experiences, to ensure they become kind, inquisitive and successful adults.

In terms of curriculum and learning changes, technology and linking to local organisations will play a larger role. We are going to introduce subjects like coding and robotics lower down the school. It is fantastic that there is already a thriving robotic club at GES, so we are well placed to take on more ambitious projects. I am aiming to get experts to come in and talk to our students, and we are in the perfect location for connecting with local organisations doing inspiring things, like CERN for example. Dedicated lab or developer spaces to give students the opportunity to be creative and learn outside the traditional classroom space are also part

of our plans.

We will also develop our provision of French more widely across the school. We have some gifted linguists and it is important that we can challenge and develop them even further than we do. Our students who graduate from the A Level pathway will have the language skills and qualifications to access the leading higher education available locally in Switzerland, as well as the option to go to top universities across the globe.

In terms of wider changes, while we are growing the school, we want to retain the wonderful character and soul of GES so that our students continue to benefit from our personalised approach. By having between 40-45 in a year group, we will be able to individualise their learning and give them a well-rounded and memorable experience. I want to forge a lifelong love of learning within our students.

And how do you encourage that love of learning?

I think it is about making learning enjoyable, but it is also about fostering a sense of inquisitiveness by giving students free rein to investigate something that sparks interest. We want them to have the flexibility within the curriculum to look at INTERNATIONAL SCHOOL PARENT SPRING 2021 | 8

something and ask, ‘why is that like that?’ or, ‘why is that happening, and where can I find that information?’ and be able to go off on tangents with the teacher’s input and support.

It is crucial therefore to give teachers the flexibility to do this and empower them to showcase their own areas of interest. If they are enthused about something it transmits a sense of joy about learning and discovery to the students. It allows them to approach knowledge with curiosity and excitement, which in adult life continues to drive you to learn and develop.

What is your favourite thing about the learning environment that makes GES so special?

Fundamentally, it is about the strong relationships and sense of community here – there is a friendly and happy energy about it. We have recently analysed a parent survey and one of my favourite quotes was: “you never see an unhappy child at GES”, and that is so true. The space we offer the children to run around, explore, and get to know each other really contributes to that, and we encourage positive and long-lasting relationships between our students.

The size of the school really makes a difference. Our parents are happy with the

fact that in a secondary environment, they are not lost in a school of 1,000 or 1,200; the teachers know each of the students individually and can offer truly personalised learning.

It is also the pace of learning and what is going on in the classroom that makes us stand out. Our students benefit from a breadth and depth of learning: it is academic, varied, and places value on play and discovery. I want to deepen this playful idea within all age groups, so that our students feel confident about learning and making mistakes because they are enjoying discovering new ideas.

Have you seen the process of new students arriving and how do you manage that – especially now?

It is tricky because we have implemented strict Covid-19 measures to try and limit the possibility of transmission as much as possible in the school. Fortunately, I was here for the new families arriving and we managed to welcome the students and their parents into the school by socially distancing an in person event. We make sure that there is a comprehensive induction programme planned for the students so that they can meet their teachers and they understand what they will be learning. Our rules mean that parents can’t come in during the school day, but we are able to run tours after 4pm, so that parents can meet the teachers and see the space, because we believe this is very important for prospective families.

The whole approach of the school is warm and family-oriented, and it extends to helping our families settle. We make sure that families have a point of contact in our admissions team, and we will proactively touch base with them to make sure they are happy. Our reception team also does a fantastic job of helping with any other enquiries that families moving to Switzerland might have, like where the nearest dentist is and how to register with a vet. We have a very strong network between families here, and everybody mucks in to help a new family get on its feet. The big thing we are missing is having big events where everyone can meet, but hopefully we will be able to do that next year.

What do you think will be the major challenges facing students and education in the future?

One of the things that we have seen during

“I believe that at GES, we are responsible for raising the leaders of tomorrow to be kind and respectful of differences in others.” the Covid-19 lockdown is a much deeper reliance on screen-time for work and communication – and we are also seeing the true effects that this can have on our mental and physical wellbeing. If working remotely becomes more of a permanent feature, I worry for young people that they may suffer in the future. This is also true when you rely too heavily on iPads or laptops to deliver learning; there’s so much that children can learn through more tactile and outdoor experiences. The challenge is to find the balance where students benefit from the pros of technological learning and are aware of, and understand how to mitigate, the cons.

I also see the increasing challenges that young people face getting into work and what that will look like in the future – and that’s something that we are trying to equip students to approach successfully at GES. While an academic record is still highly prized, organisations want young people to be able to have a wider range of soft skills and experiences that make them adaptable and innovative.

Then there is the wider educational conversation around the importance of exams. We have seen over this year that there needs to be a discussion about their place in our educational system when, as professionals, we know our students INTERNATIONAL SCHOOL PARENT SPRING 2021 | 9

and their capabilities to assess them ourselves. There should be more trust and responsibility delegated to teachers to do this.

What is your vision for GES graduates?

On my first day at GES, I spoke to the students about kindness and treating people well – there seems to be a worrying lack of empathy and human kindness between people in the world. I believe that at GES, we are responsible for raising the leaders of tomorrow to be kind and respectful of differences in others. As well as being academically successful, I want GES graduates to go into the world with the ability to approach the challenges they face with self-awareness and resilience and maximise the opportunities for selfdevelopment and joy.

And for you personally, how are you finding Switzerland and everything it has to offer?

The trails in Switzerland are amazing and walking is one of the things I have enjoyed most so far. The scenery is just stunning and being able to go out and do that so easily even from the house is fantastic. I have found Switzerland to be a wonderful country to move to: it is friendly, it is relaxed, it’s beautiful.

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An Interview with

Katja Maike Braun Staying True to a Progressive Humanistic Pedigree WRITTEN BY ISP EDITORIAL TEAM

I

f you’re looking for a school with an innovative yet soulnourishingly wholesome approach, Ecole d’Humanité is it.

From their beautiful, village-like haven in the mountains of the Berner Oberland, the school has been educating children towards the fundamental goal of ‘becoming who you are’ for over 80 years. Founded by a progressive couple fleeing from the Nazis, the school’s unconventional methods are informed by great educational thinkers of the 20th and 21st century, and focus on offering children greater self-determination to investigate and progress on their own unique educational path. ISP talks to Katja Maike Braun, Ecole d’Humanité School Director about how the school is staying true to its progressive humanistic pedigree.

Give us an overview of your background and how you came to join the Ecole d’Humanité I’ve been with the Ecole d’Humanité for four years now. I’m from Germany and studied in Tubingen, and I started my career as a teacher at a small boarding school where I ended up staying for 10 years. I then joined the School Administration of the French School, a newly founded community school in Tübingen, where I was part of the leadership team responsible for growing and developing the curriculum.

I came across the director position here through my membership of a progressive education association (BüZ). We came to see the school on a dark November day, and as we drove up to the campus it broke into sunlight and seemed so perfect – we ended up staying for three days and, by the time we left, I knew it was the right decision to join the school.

What inspired you to become a teacher?

That’s a tough question – when I first started my studies, I was convinced I would not become a teacher because my parents were teachers. It all clicked when I spent a year at a France school as a foreign language assistant during my studies. I discovered that it was actually a great privilege to work with young people – and it’s fun too. I decided to become a teacher and I still take great pleasure in seeing kids grow and develop in a school. It’s a wonderful journey you go through with them; by the time they leave they’re full of ideas, and they are ready and excited to continue to the next stage of their life.

Tell us a bit about the school’s ethos and vision Our school was founded by a couple with/from a Jewish-German background: Paul und Edith Geheeb-Cassirer, who set up Ecole

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d’Humanité after the closure of their first school in Germany that the Nazi state took over. Along the way, our methods have been informed by other progressive educational theorists. Our whole approach is based on their very progressive humanistic ideas about the uniqueness of each child and letting every child find their own individual path. We trust in and respect our students in all their diversity, and we listen to and value their voices.

I like to think of us as the antithesis of ‘rote-and-drill’ learning.

We take the individual as a whole, embrace and tune into their individuality, encourage them to find their own curiosity and joy in discovery, and create an understanding and comfort in themselves, their environment and their community.

You have a very unique approach to learning – tell us about that. How does your curriculum work?

Yes, it’s very different but we see the transformative effect it has on young people. Our students construct their own learning programs; they look at what, when and how they will study something, supported by their teachers and advisors. We want them to own their educational experience, not just be a participant. That way they become more attuned to what interests them, and more dedicated to the subjects that they feel fulfilled by.

Once classes begin, our students work together in small groups – class sizes are usually between four and eight students – to develop original problem-solving skills. We don’t give grades; we believe that this approach does not lead to happy, inquisitive individuals.

Instead, our students receive very tailored and constructive feedback, and we encourage regular self-reflection on their own work.

We divide our school days between morning and afternoon learning; morning is where students have their ‘academic’ learning,

while in the afternoon students can choose from a huge range of over 50 different arts, handicrafts, and sports course options. There are the usual things like rugby and basketball, but they can also do horseback riding, they can learn how to knit, they can even learn blacksmithing! The idea is that these afternoon sessions develop skills which offer lifelong benefits: creativity, precision, perseverance.

Our emphasis on closeness to nature and comfort in your environment allows our students to learn about themselves on a deeper level. For example, we do a four-day hike in autumn and a six-day hike in summer where they carry everything they need to go off into the wilderness. They’ll have the experience of jumping in a clear lake to get clean, navigating a glacier and singing together around a campfire. We’re the only school with a Safety in Adventure certification; all our teachers undertake training courses with the Swiss Alpine Club and over the last 70 years we have gradually built up an extensive knowledge of the Hasliberg area because this has been such an important part of our curriculum. The challenges

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“We don’t give grades; we believe that this approach does not lead to happy, inquisitive individuals.” structures either. Our chalets house around six to twelve students each, looked after by two or three teachers. We’ve only got 120 students in total in the Swiss and our American program, so it’s a very tight-knit little community. What’s wonderful is that our students are very multicultural, and they learn very quickly how to rub along together and find common ground.

It’s not for everybody but for those people who are interested in a more holistic, outdoor, individualistic environment, it’s a wonderful place.

Are there any freedoms or specific advantages that being located in Switzerland gives you?

the students take on here in the high Alpine region – they come back after six days and you can see how much they’ve grown as individuals.

‘Getting stuck in’ is also hugely important for our students in their school life. Experiential and practical learning that’s rooted in nature and the environment around us is a fundamental part of Ecole. For example, we have a glacier course available which combines biology, geography and sustainability, because we are in striking distance of a glacier and can see from our windows as it shrinks every year. We run a lot of awareness programs too around sustainability, like developing ways of reducing our own food waste, how to buy seasonal food and understand what is seasonal. We want students to understand the impact of our actions on the world.

What is your campus like and what benefits do students enjoy from being based in the mountains?

Our campus is very different from other schools; it’s essentially a very beautiful collection of chalets across a hillside. You can see a glacier out of the window, you’ll see the Eiger if you look one way and the Wetterhorn if you look the other. The idea of our founders was that the children should feel comfortable in their environment.

But in order to feel comfortable in your environment, you’ve got to know it and you’ve got to also understand that it can be both a dangerous place and a beautiful place. I think that that’s always been with us and we’ve brought up the children here to learn to respect the mountains and take calculated risks.

Class sizes are very small – between four to eight students – and are held in several of the chalets’ classrooms. We have a beautiful learning center, a library, an assembly hall, basketball field and dining facilities – if it weren’t for these you would easily mistake it for an alpine village. We don’t have traditional boarding house

Switzerland offers a great freedom around education. Private schools are common here and have the scope to experiment with progressive ideas, and there is a flexibility and acceptance of homeschooling too. We know that what we are doing is very unique, so we are regulated in our Swiss school system by the Ministry of Education who come to visit our school and understand more about what we do; our American program and high school diploma is accredited by Cognia. They understand that our method has had a long history of success (over 75 years to be precise) and we enjoy that openness within the Swiss education system which allows us to continue adapting and progressing that method.

It’s also great for the students to have the experience of living here. We are at the edge of the Canton of Bern, so we are close to other inner Swiss Cantons and it’s easy to visit them. Lucerne is a favourite and, if it weren’t for Coronavirus, we would take our students to the Christmas market in Brienz to experience the traditions and cultures here – something which is especially valuable to our international students. And I’ve already talked about the wonderful natural environment in the different seasons!

Is there a settling in program or how do you help students from different cultures settle in?

We have a well-established mentoring system for new students.

Initially, they will have another student to guide them through the first days and make sure they find everything they need. Before Coronavirus, those students would return to the Ecole a few days early before term starts, to prepare a special program for their new buddy. The new students would then arrive a couple of days later, and the mentor would take them through their program before the rest of the student body arrived. This helps new students to feel comfortable and more familiar with the school and their environment, particularly as we have students from places as diverse as Bali, Australia, Singapore and the US. As part of those induction days we sing and we dance. It sounds strange, but it really works and it’s completely student led. The whole school, believe it or not, folk dances. We do Israeli dances, dances from Eastern Europe, Arab dances or simply a polonaise – students connect to one another and enjoy showing off their native dances. We do a similar thing singing songs from all over the world

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in all sorts of languages. It’s very special when the whole school finds common humanity through singing and dancing. Despite being different, and having our own cultural backgrounds, our dances and our songs bring us together and that’s not only part of the integration process at the start but an important part of community life.

the world with something completely unique. We’re not here to line children up in their uniforms; we create interesting individuals who can express themselves and understand what makes life amazing.

The important thing is that we equip our students with skills for life.

What changes have you brought to the school?

Our idea of a future-ready individual is a critical thinker, which is really encouraged here. We also place importance on developing soft skills to be able to interact with many different people and cultures. The world is a global village now.

Fundamental to this is teaching children to become themselves and have confidence in that. Academic learning comes in to give an orientation and to help foster their own particular brand of learning, then we equip them with a skillset so they can take creative risks, practice reflective learning, communicate, survive and persevere. We deliver these elements very successfully; by the end of their school life students should know what works well for them and where they want to go.

The difficulty is that this is changing all the time. While we may not know what jobs or life will look like in ten or twenty years’ time, I believe that an ability to learn something new and understand your way of doing that will be crucial.

One of the things which I brought in recently was the use of Google Chromebooks. I decided that we have to move forward into this digital time further than we have before. Now every student, no matter what age, has a Chromebook. Google came to the school to train our staff and students before Coronavirus, and that has been an absolute blessing. We have a very strong tool and knowledge now, which has enabled us to teach through 10 different time zones offering tailor-made solutions for students to access one-on-one learning during the lockdown in spring 2020. My teachers did a brilliant job in reaching out to our students – some of them were teaching the same lesson three times a day, starting with the far east time zone, then European, and then American.

What are your hopes for the students who graduate from your school? What do your graduates usually go on to do?

I’m always in awe of the diversity of our students in what they choose to do. We often produce very creative people who go on to artistic study, maybe to start a band or become an artist, but we also see people going to universities around the world, as well as others choosing practical and sporting careers. It’s a real mix, but the common factor is that they truly know themselves.

I’m very proud that so many of our graduates are very successful in what they choose to do. Our secret to success is our completely alternative approach; we don’t pretend to be a primer for Oxbridge or Ivy league schools, but we are sending our graduates out into

How do you ensure that your students leave ready for the world?

In terms of your personal hobbies and life outlook, how do you make the most of everything Switzerland has to offer?

I was born and raised in the Black Forest, so I feel it’s a little bit of home for me! I love skiing, hiking on beautiful winter trails, swimming in the lakes and just being outdoors is wonderful. It’s tempting sometimes when I’m sitting on my desk and see a beautiful day outside to take the gondola up to the mountain, have a cup of coffee and a break then just make up the time at the end of the day…

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BOOK CLUB Love Frankie, by Jacqueline Wilson (Recommended for young adults/teens) WRITTEN BY ISP EDITORIAL TEAM

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acqueline Wilson’s latest novel follows thirteen-year-old Frankie as she discovers first love, and learns about herself, unbreakable friendships, and the strength of family bonds in the process. We see her first steps into the teenage years, torn between adult experiences and feelings, and the familiar comforts of childhood, with both sides carefully explored by Wilson.

The novel sees Frankie attempting to balance the emotional rollercoaster of homelife – a mother suffering from MS, a father trying to make amends for his departure, a sister who doesn’t understand her - and the deep feelings she develops for a girl in her class, which turn her world, and her view of herself, upside down.

Frankie is a shy girl, a budding writer who feels most comfortable in the library and happiest in her Mum’s old clothes and a pair of doc martin boots. While other girls pander to the boys, or crave the attention of the cool girls in her class, she refuses to change who she is just to fit in. When the most popular girl in the year suddenly turns her

attention to her however, Frankie can’t help falling under her spell.

As she grapples with the strength of her feelings, the uncertainty of their reciprocation, and the question of whether her family and classmates will accept her, we see Frankie grow into herself. Her confidence in her own choices starts to shine through as, with a heartwarming support network at home and school, she muddles her way through the confusing and overwhelming experience of falling for someone for the first time.

The novel also explores love in other forms – the love of friends who grow with you, the complexity of seeing a divorced parent fall in love with someone new, the ups and downs of sibling love, and the first forays into teen independence, balanced with the desperate desire not to hurt or betray a beloved parent.

Whether or not you find shared experiences within the book, you’ll find yourself rooting for the empathetic and strong narrator as she navigates the twists and turns of seeing herself and her world in a new and exciting light.

INTERNATIONAL SCHOOL PARENT SPRING 2021 | 14

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Dyslexia and Reading

Mrs Patricia Spencer (Oak Hill, Nyon) and Dr Jennie Guise (Dysguise, UK) answer parent and teacher questions about reading skills, dyslexia and how best to assist students who learn differently.

What do we know?

Learning to read is often an enjoyable and absorbing skill that many children develop with little inconvenience or bother.

However, unlike learning to talk, learning to read and write is not a ‘natural’ or automatic process (Wolf, 2008). As a result, ‘breaking the code’ is a frustrating and exasperating experience for some students that gradually serves to undermine self-confidence and limits their access to grade appropriate curriculum. Therefore, understanding the process of how children acquire good reading skills continues to interest (and infuriate!) a wide section of the population. However, effective reading skills are vital twenty first century competencies - their relevance has never been more important.

1. Phonemic Awareness (focusing on the sounds word-parts make) 2. Phonic Knowledge (connecting sounds and letter combinations) 3. Reading Fluency (reading/understanding at an appropriate pace) 4. Vocabulary (continually building word knowledge) 5. Comprehension (understanding/inferring/predicting and making connections about the text)

How many children struggle to develop reading skills?

Unfortunately, acquiring core reading skills is challenging for many students at primary level. Research (Shaywitz, 2008, Moats, 2017) suggests that approximately 10-15% of these children may have dyslexia type challenges.

What are the foundation skills of reading?

What is dyslexia?

Regular exposure to a variety of literature and positive encouragement to enjoy reading is a good starting point for any child. In addition, the essential ‘taught’ elements of literacy development include the five pillars of reading (Sousa, 2005, NICHD, 2000):

Dyslexia is a lifelong, language-based, learning difference that affects an individual’s ability to develop reading, writing and spelling skills and can frequently co-occur with other learning differences.

Individuals with dyslexia striving to develop appropriate literacy

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milestones often unexpectedly fail to develop the foundation skills in language. These ‘gaps’ may be related to phonological awareness (rhyming/matching sounds), phonic knowledge (enunciating correct phonemes/matching them with the correct letters), the alphabetic principle (acquiring correct letter/ sound correspondence), orthography (recognising patterns and conventions of print), developing age appropriate vocabulary or having sufficient comprehension of the text they are reading or are listening to. Weaknesses in working memory and/or processing speed will also affect how quickly students acquire foundation language skills. In addition, these individuals may also have challenges with spelling, writing and mathematical tasks.

Does dyslexia only affect reading?

No – dyslexic type difficulties may also affect an individual’s capacity to spell, write, remember sequences, complete math problems or express themselves verbally. The issues often overlap.

Isn’t dyslexia just reversing letters?

Dyslexia is far wider than this definition! However, it is true that some students may reverse letters at an age beyond their peer group. Parents/teachers interested in finding out more about whether a child has dyslexia, or not, will benefit from carefully observing reading/writing work completed by the student over a few sessions.

It is also helpful to monitor strengths/challenges across a variety of areas, including assessing the child’s: Oral language skills Writing ability ● Spelling accuracy ● Sequencing skills ● Breadth of vocabulary ● Short/long-term memory ● Ability to read familiar/unfamiliar words. ● ●

therefore, provide information that can help identify if a child is reaching his/her potential. In addition, the results obtained are useful because they can identify areas of strength, as well as areas of relative difficulty that were not previously considered.

Various subtests may show an individual is unexpectedly behind in academic tasks. There may also be ‘spikes’ in an individual’s achievement levels – often an indicator of dyslexic type differences.

Finally, a range of recommendations is provided by the assessor, to help guide parents with best practice and next steps.

What age should I get my child assessed if I have concerns?

Around 7 or 8 years of age is a good time to start investigating if a child is finding it difficult to develop literacy and numeracy skills.

This information can then help the parent determine if further screening, or testing, is needed (e.g. with a learning support teacher, speech therapist, psychologist etc).

What testing might a psychologist conduct?

To determine a child’s overall abilities, psychologists often conduct a WISC-V (Wechsler Intelligence Scale for Children, 5th Edition) to assess a child’s cognitive profile. The subtests in the WISC-V are drawn from five areas: verbal comprehension, visual-spatial ability, fluid reasoning, working memory, and processing speed. The tests are not reliant on reading or writing and are designed to indicate a child’s reasoning abilities and processing skills.

Alongside this, a WIAT-III (Wechsler Individual Achievement Test, 3rd Edition) is often administered. This test aims to determine achievement levels in literacy and numeracy. After WIAT testing has been completed, results can then be compared with the WISC-V scores, because these two tests are co-related and help the psychologist establish if the child is achieving/performing at levels comparable to their cognitive ability.

After the assessment is complete, a detailed report is written for the parent, explaining the testing. WISC and WIAT scores,

If we leave things as they are, won’t the child just catch up with other children in the class?

Well-meaning adults may feel a child will ‘grow out’ of their difficulties with language/reading/writing or, that with enough time, they will improve as they get older. However, research shows that this is often not the case, and it certainly doesn’t happen for the student with dyslexia (Shanahan, 2020) . Instead, the gap gets wider, thereby gradually affecting not only their academic skills, but their self-esteem and confidence as well. Early identification and intervention are, therefore, key to unlocking the potential of individuals with reading/writing challenges or dyslexia.

So what type of intervention specifically assists students with dyslexia?

As soon as a parent/teacher notices a child is having reading/ writing/spelling difficulties (beyond the developmentally appropriate), a necessary starting point is identifying the ‘gaps’ that are present. With this information, a rigorous (research-based, and explicit) programme should then be used to increase their skills. In addition, this support should be regular (preferably, daily)

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“Oak Hill is a great school for people that have dyslexia. I have been learning a lot more lately. I love it and I think that when I leave I will be a 100 percent improved but I will be sad. The teachers are very nice.”

10 year old Oak Hill student

and targeted, as students with dyslexia often require multiple exposures/explanations compared to their peers. Individuals with dyslexia also benefit from ‘multisensory’ approaches to learning – i.e. one that uses more than one sense to explain a skill/concept (Birch, 2018).

Understanding the student’s learning journey, showing belief in their skills and talents is another important point to make. Many students with dyslexia possess originality and creativity beyond the ‘regular’ and it is our responsibility as parents and teachers to shine a light on these talents, whilst also helping them develop their literacy and numeracy skills.

I think my child is struggling in reading and writing - what should I do?

After the challenges of Covid-19, many parents have noted that their children are having difficulties with reading and writing.

Therefore, a good starting point would be to talk with the child’s class teacher and/or learning support teacher, as they will also have a lot of information to share with you that will help. Working together as a team to assess the child’s challenges and plan a specific programme of support is a good beginning.

However, some students may need a programme that is more targeted, regular and explicit (e.g. the Oak Hill programme in Nyon). Whichever intervention strategy is used, it is important to measure its impact to assess what specific progress has been made by the student over time.

I want to find out more about reading/writing difficulties and dyslexia – do you have any suggestions?

Yes, there is a lot of useful research based information out there for parents and teachers to avail themselves of. Here is a selection: www.dyslexiaida.org - an international resource helping raise awareness about dyslexia and the best remediation techniques/ programmes that can help

www.hillcenter.org - offering research-based training to support students with reading and writing challenges www.readingrockets.org – this website has a lot of useful information for parents and teachers about reading, writing, and dyslexia www.dyslexiatraininginstitute.org – offering training for parents and teachers www.apmreports.org/episode/2019/10/23/hanfordandreading the US journalist Emily Hanford offers some interesting thoughts about how reading is taught To continue learning about the subject of dyslexia and reading, visit Oak Hill’s website for additional references/resources and/or details about upcoming seminars or open mornings. www.oakhill.ch Patricia Spencer, (B.Ed., M.Sp.Ed., M.Aut.Stds., M.Ed.Lea).

Patricia is the Head Teacher at Oak Hill, Nyon; a center of excellence for students with dyslexia and/or AD(H)D. In this half day setting, students between 7-14 years of age address their challenges in literacy and numeracy using research-based methodology. For enquiries, email: education@oakhill.ch Patricia has experiences leading learning support departments in the UK, Saudi Arabia, Switzerland and Australia. She is a CERI Structured Literacy Dyslexia Interventionist and has trained in IMSLEC methodology.

Dr Jennie Guise, (MA(Hons), MBA, BSc(Hons), MSc, PhD, PGCPSE, AMBDA FE/HE, MEd, CPSychol, CSci, AFBPsS, FHEA, SpLD APC (Patoss), EuroPsy, CMgr (MCIM).

Dr Jennie Guise is a Practitioner Psychologist with extensive experience of assessing for Specific Learning Difficulties in Primary and Secondary Schools, Further Education, Higher Education and in the workplace.

Jennie has also worked in research, and now in applied practice as founder and Director of Dysguise Ltd (www.dysguise.com).

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“Life changing. Simply life changing. The two year experience at Oak Hill has given our daughter a foundation upon which she will build the rest of her life. She now has the tools - and the confidence - to succeed in traditional school systems and beyond.”

The Oak Hill programme is an individualised and research based English speaking half-day curriculum for students with dyslexia and/or AD(H)D in the Lake Geneva region of Switzerland.

• Three 50-minute structured, multi-sensory lessons in reading, written language, and mathematics • A teacher-to-pupil ratio of 1:4 • Explicit and differentiated teaching • Experienced and highly trained teachers

To find out how our unique approach will support your child’s development, contact us at: education@oakhill.ch

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Tel: 022 354 0140

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IGCSE and IBDP results Discover how we support every student to flourish!

Scan the QR code to find out more

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www.oakhill.ch

DOES YOUR CHILD HAVE DYSLEXIA OR ADHD?

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How Can a Bilingual Education Unlock Your Child’s Full Potential?

SIS Swiss international School is a pioneer in the bilingual education arena. As a private day school committed to consistent and genuine bilingual classroom instruction, SIS offers education from kindergarten to primary school and through to secondary and college level. At eight schools in Switzerland, students from local and internationally mobile families are educated in English and German based on an established and unified educational concept.

Keeping Your Options Open Have you ever found yourself overwhelmed by the numerous schooling options after moving to Switzerland? While Swiss public schools are renowned for their high quality and the promise of rapid integration into the local community, they do not offer a full-day schedule or continuity of a familiar language. On the other side of the spectrum, international all-English schools can offer a day school programme and seamless transition into the new learning environment; however, this option could result in not learning the local language. Weighing the pros and

cons of international and local education and choosing a school can pose a difficult dilemma for international parents.

Bilingual international education, as it is offered at SIS, bridges the gap between local and international education by offering genuine bilingual classroom instruction in German and English in an international, day-school learning environment. By giving the local language and English equal importance and graduating with local and international degrees, options are kept open for SIS students to pursue a career in Switzerland or abroad – all while profiting from the INTERNATIONAL SCHOOL PARENT SPRING 2021 | 20

manifold benefits of bilingual education along the way. Students are empowered to become global citizens with a strong sense of their origins.

“In today’s globalised and mobile world, language skills and the ability to express oneself in a foreign cultural environment are becoming increasingly important. Learning German and English simultaneously is therefore the optimal basis for life after school and an important requirement for participating in economic and social events,” explains Kornelija Karabin, Division Manager at SIS Switzerland.

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Pioneering Bilingual Education SIS schools are part of the SIS Group, a pioneer in the bilingual education arena since 1999. Today SIS operates eight bilingual day schools in Switzerland and 17 schools worldwide. The SIS network ensures consistently high-quality standards, as structures and processes are evaluated, developed and enhanced on an ongoing basis. Bilingualism is not a prerequisite for joining SIS at any level. Special programmes help students to quickly bring their German and English skills up to the necessary level to join classes.

“For many years, SIS has fostered a learning community based on trust, integrity and love of teaching and learning. This, together with its expansive curriculum, has made SIS the respected authority in bilingual education,” emphasises Andrew Wulfers, principal of SIS Basel.

The Immersion Method of Language Learning English and German play equal roles in school communication at SIS – in the classroom and in all parts of day-to-day school life. The children learn English and German through immersion – even if they are not native speakers of either language.

SIS faculty members are all native speakers of English or German. They not only use their mother tongue for teaching in the classroom, but also in the school yard, at lunch, and during events and excursions.

The immersion method and instruction by native speakers exposes students to the rational, emotional, and cultural dimensions of the second language. This is the foundation for developing complete fluency. As a result, children learn to express themselves naturally and confidently in both languages with the child’s linguistic development and knowledge of the world progressing hand in hand.

“The parents at SIS particularly value the fact that the school focuses on bilingual teaching in German and English from day one and that it ensures that teaching is designed and organised in such a way that opportunities for participation are available to all,” explains Kornelija Karabin.

Benefits of Bilingual Education “SIS is convinced that bilingual education gives students an academic advantage,” emphasises Kornelija Karabin. Scientific

“Students are empowered to become global citizens with a strong sense of their origins.” studies and the experiences at SIS have shown that classroom instruction using the immersion method of language learning over a number of years results in nearnative fluency in the second language.

The best results are achieved through extensive early immersion prior to the start of formal schooling. Unlike popular belief, the development of the mother tongue is not adversely affected by bilingual classroom instruction. Most importantly, the immersion method not only promotes children’s language acquisition, but also their cognitive development – for example, linguistic awareness, creativity and their ability to think outside the box.

Bilingual Swiss Matura and International Baccalaureate (IB) SIS schools are recognised by the educational authorities of the canton in which they are based, and are a firm fixture on the Swiss schools’ landscape.

Each school’s curriculum is based on the regulations of the local canton and supplemented by international curricula.

For students at college level, SIS offers targeted preparation for the Swiss bilingual INTERNATIONAL SCHOOL PARENT SPRING 2021 | 21

Matura or the International Baccalaureate (IB) Diploma. At the same time, students have the opportunity to complete the IB Diploma together with the Swiss bilingual Matura. After taking on this academically challenging combination of Matura and IB, there is no limit to where students’ educational journey can take them next – whether in Switzerland or abroad. Furthermore, as an alternative to the college path, students can continue their education after primary school with a three-year bilingual secondary school programme.

“Parents from all over the world have come to value SIS as a kind of home away from home, a safe place where they know their kids are happy and surrounded by a culture of respect and learning. With continuous education from kindergarten to college, many families have grown to trust SIS for many years with multiple children,” says Andrew Wulfers.

For more information, visit www.swissinternationalschool.ch.

Contact SIS at info@ swissinternationalschool.ch.

Life Skills: Avoiding and dealing with a tick bite WRITTEN BY ISP EDITORIAL TEAM

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icks live in the undergrowth and usually pose no threat. However, some carry diseases such as Lyme disease / borreliosis, or tickborne encephalitis (TBE) which can cause serious illness or even death to humans. While this is very rare, it’s vital if you’re planning a hike in Switzerland or abroad, to know how to protect yourself in areas where you may be at risk, as well as how to deal with a tick where one occurs.

clothing (allow longer for damp clothing). If you are washing your clothes, use the hot setting, as cold and warm temperatures will not kill ticks.

Removing a tick from your body

Before you leave Make sure you check medical resources before travelling to ensure you have been correctly vaccinated and have the right clothes and equipment for outdoor activity at your destination.

While the risk of contracting TBE is very low, ticks that spread it can be found in several countries, including most of Europe, Russia and parts of China and Japan. ● Wear closed shoes and clothes which don’t expose your skin when out walking.

Tuck your trousers into your socks. ● Wear light-coloured clothing to make it easier to spot ticks. ● Treat clothing and shoes with anti-tick spray and apply skin-safe insect repellent to any exposed parts of your body. Products containing DEET are often recommended. ●

you should check all over your skin for ticks, including your scalp, in and around your ears, under your arms, inside your belly button, around your waist, between your legs, and the back of your knees. ● Check your animals too as they are also susceptible to bites and carry ticks into the house.

Removing a tick from your clothes Thoroughly check your clothes after your hike. If you find a tick, remove it with tweezers and dispose of it safely (see below). ● Tumble drying clothes on a high heat for 10 minutes will kill ticks on already dry ●

Out and about Avoid grassy, bushy or overgrown areas, and if they can’t be avoided, stick to the centre of the footpath. ●

After your hike Remember, tick bites are not always painful or easy to notice, so you’ll need to thoroughly check your clothes, your equipment and your body for ticks. ● If you think you may have been exposed, ●

Remove the tick as quickly as possible after finding it. ● Take fine-tipped tweezers or use special tick pincers to grip the tick as close to the surface of the skin as possible. Then carefully pull the tick directly upwards. ● Take care not to twist, squeeze or crush the tick when doing this. ● Clean and disinfect your hands and the bite area afterwards. ● If the tick is alive, dispose of it by flushing it down the toilet or placing it in a sealed bag or container before throwing it out. ●

After removing a tick from your body Take note of the date the bite occurred and the likely location. ● Monitor for any symptoms in the days and weeks afterwards. These can include a circular red spot or rash and / or flu-like symptoms such as a fever, headaches, muscle or joint pain, tiredness or loss of energy. The CDC website contains more information on symptoms to check for after being bitten. ● If you have any other symptoms you are concerned about after being bitten by a tick, consult your doctor as soon as possible. ●

Sources: https://www.cdc.gov/ticks/avoid/on_people.html https://www.nhs.uk/conditions/lyme-disease/ https://www.nhs.uk/conditions/tick-borne-encephalitis/ https://www.ch.ch/en/ticks/ INTERNATIONAL SCHOOL PARENT SPRING 2021 | 22

We welcome and connect.

Did you know that ISBerne accepts new students year-round? If you are searching for school options, we invite you to visit our website, take our virtual tour, and discover the family-based community that makes our school unique. Combine this community with a continuous International Baccalaureate curriculum and a wide choice of extra-curricular activities, and you will quickly see why ISBerne students are happy and engaged! Contact us at: www.isberne.ch or call 031 959 1000

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IUG’s Unique Dual-Degree Programme An interview with Eric Willumsen

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ounded in 1997, the International University in Geneva provides a unique international atmosphere to their campus. With students from over 60 countries and a faculty comprising more than 20 countries, it’s easy to see why international education runs through the bones of this institution. Starting in 2011, the IUG struck up a partnership with the University of Plymouth in the south of England, offering their doctorate courses in Business Administration and Public Administration. Building on this relationship, the IUG and the University of Plymouth embarked on a brand new venture, and sought to offer a course that would allow students to receive two degrees

on one 3 year course. We spoke to Eric Willumsen, President of the International University in Geneva to find out more!

IUG runs an interesting dual-degree concept. What is a dual-degree programme, what are the advantages and how can Swiss and International Students benefit from it?

Since 2018 all undergraduate students have the opportunity to graduate after their three years at the International University in Geneva (IUG) with two bachelor degrees: a specialised bachelor degree from IUG in Business Administration, International Relations or Computer Science and a BSc (Hons) in Business Management from the INTERNATIONAL SCHOOL PARENT SPRING 2021 | 24

University of Plymouth (UK). In their third year students are graded by professors from both IUG and the University of Plymouth.

The advantages are several, a student does not need to spend an additional year in the UK for the two degree programs. The student has the best of both worlds : private and public, which means that classes do not exceed thirty students, easy access to their professors and on the same time access to the online library of the University of Plymouth.

What industries do your graduates progress into?

All kind of industries, from the international organisations to multinationals. A recent

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“What students value the most is probably the multicultural environment with the student body representing more than sixty countries.” on projects with real case scenarios. Finally the interactive teaching style of our faculty allows for better student participation.

Since last September students have the opportunity to study through a hybrid system online and in class. trend has been the attractiveness of start ups. Throughout the year our career counselor invites our alumni to present the company for which they work to our current students. During this academic year we have had presentations by McKinsey, World Health Organisation (WHO), Vontobel Bank and the International Committee of the Red Cross. Some students chose to continue their graduate studies after, in the UK or other universities. Since this year we have the same double degree agreement at graduate level with both the University of Plymouth (UK) for International Relations and with Boston University (USA) for our business programs.

Which features of the program do students value the most?

What students value the most is probably the multicultural environment with the student body representing more than sixty countries. The practical experience of our faculty make the classes more applied than theoretical. In their third year student work

What characterises the students graduating from IUG? We believe that our students have respect and tolerance for other cultures and therefore are at ease working in an international environment after having studied in Geneva a centre for global governance. We emphasise the importance of interpersonal skills and good communication skills in addition to the digital knowledge that they acquire during the academic studies. Our alumni are present in over 100 countries representing a unique opportunity to participate in a global network.

What about the academic standard? Is the course rigourous?

IUG has both institutional and program accreditation thus ensuring that all the courses follow international academics standards. The third year of the bachelor program can be more challenging due to the double grading by faculty from IUG and the University of Plymouth.

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Do you have an extracurricular activity program? Clubs, societies?

IUG has an active student council that organise social events, excursions and our traditional Gala dinner which serves a fundraising event for a charity. Last year the charity chosen by the student council was the WWF for Nature.

Each year a delegation of our students from the International Relations program participate in the Harvard World Model United Nations (MUN). We also organise a Silicon Valley study tour in Spring where students have the opportunity to visit major high tech companies.

What is the biggest benefit for you about being located in Geneva?

Our biggest benefit is being located in a city that host many international organisations.

Geneva belongs to a select group of “truly” international cities making it an ideal place to study international management and international relations. We are able to attract faculty with both outstanding academic and professional credentials who are based in the Geneva area.

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CIAO TICINO! Off to Switzerland’s sunny south

Enjoy the spectacular view from the big windows of the Treno Gottardo, along the historical Gotthard panorama route direct to Locarno. Each metre of train tracks brings you closer to the Mediterranean feel of Ticino, so benefit from the unique offer and look forward to the sight of palms and palazzi.

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he Treno Gottardo is the scenic route that, from April onwards, connects Basel, Zurich, Luzern and Zug non-stop with Bellinzona and Locarno. In collaboration with the SBB, the Schweizerische Südostbahn AG (SOB) operates the traditional panorama route with modern low-floor trains. The coppercoloured Traverso boasts a spacious and sleek interior, practical bistro areas and child-friendly designed family carriages.

The view from the big windows helps to magnify your anticipation of a weekend or holiday down in Italian-speaking Switzerland as the scenery passes by.

Leventina: refreshingly different During your comfortable train ride through the Leventina district, you’ll cross the wild and unspoiled Ticino river several times via INTERNATIONAL SCHOOL PARENT SPRING 2021 | 26

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TICINO ADVENTURE FOR CHF 20

historical bridges, including near the Biaschina Viaduct. Take advantage of the opportunity to discover quiet stopovers with only few tourists – no other express train will take you direct to Airolo, Ambri-Piotta, Faido, Lavorgo or Bodio.

Travel to Ticino and back with the Treno Gottardo for just CHF 20* (2nd class and Half Fare Travelcard). By the way – your children from the age of six up to their 16th birthday travel for free if you are holding the Junior Travelcard. Whether for a day trip or a holiday, benefit from this unique offer to explore the Leventina district, Bellinzona, Locarno and Ascona. Your ticket will allow you to take advantage from other highlights and discounts on nature and adventure experiences, culinary offers, cultural activities and hotel stays.

Bellinzona: castles, grotti and adventures As soon as you disembark from the Treno Gottardo, you’ll catch sight of the three castles of Bellinzona, which are best explored by e-bike on a sunny day.

The area’s rich cultural offerings include museums, churches and squares, as well as the Teatro Sociale, while your culinary needs are met by an array of top-class restaurants and traditional “grotti”.

*For conditions and booking visit trenogottardo.ch/ciaoticino

Locarno: a perfect base for your adventure Locarno, the final destination of the Treno Gottardo, will captivate you with its restaurants, festivals, boutique and INTERNATIONAL SCHOOL PARENT SPRING 2021 | 27

gelaterias right from the moment you arrive. The many centrally located hotels are an ideal starting point for your expedition to the pilgrimage site of Madonna del Sasso, or up to the Cardada-Cimetta, Locarno’s local mountain.

Ascona: la dolce vita on the Riviera A picture-book perfect dolce vita – discover the distinctive lakeside promenade with its brightly coloured houses and pretty cafés whose terraces entice to you stop and enjoy a relaxing cappuccino or an aperitivo in the sun under the palm trees. It’s easy to lose track of time in the heart of Ascona, a maze of narrow streets bursting with boutiques and galleries.

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Swiss Open-Air Museum Ballenberg

Discover Switzerland at the Swiss Open-Air Museum Ballenberg using all your senses

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very time you visit the Swiss OpenAir Museum Ballenberg you’ll discover something new. Start your Ballenberg visit with a stroll through one of the 109 historic buildings. From the modest home of a day-labourer to the impressive farmhouse of a large Bernese farming family; take a look into parlours, kitchens, dining rooms and bedrooms and imagine the daily life of the inhabitants. The residential and farm buildings at Ballenberg couldn’t be preserved in their original locations and were therefore carefully taken down and rebuilt in the 66 hectares of museum grounds. Besides the residential buildings there’s a whole host of fantastic things to discover.

66 hectares of cultivated landscape The buildings in the Swiss Open-Air Museum Ballenberg are all situated in well-tended landscapes. At Ballenberg, land is traditionally cultivated with old tools and equipment. Seeds are still sown in the fields using horses, a team of oxen ploughs furrows in the field. Farmers’ gardens are laid out according to historical patterns and a wide variety of vegetables and fruit are often grown in them. In Switzerland, gardening and care of the countryside were essential for survival for centuries. This ancient knowledge is actively fostered, maintained and passed on in our open-air museum. Discover

the varieties that grow and flourish in the Ballenberg gardens and experience all the care and maintenance work that is necessary during the seasons. Watch our employees sowing and harvesting, learn how vegetables and fruit were preserved in the past and make sure to fill your bag with freshly picked produce before heading for home!

Over 30 traditional crafts Can you smell it too? The smell of freshly baked bread is in the air! In the bakery belonging to the ‘Stöckli’ from Detligen/ Radelfingen BE, fresh Ballenberg bread is baked every day. Watch the bakers as they carry out their work or pay a visit to the alpine dairy from Kandersteg BE to discover how tasty Ballenberg “mutschli” are made using fresh milk. Many old crafts are also actively practised in the workshops.

The Ballenberg experts present over 30 different traditional crafts, skills and professions. Maybe you’ll discover a new hobby on your next visit to Ballenberg!

Step into the Course Centre to try your hand at many of the crafts displayed around the museum.

More than 200 farm animals Besides architecture, crafts and numerous exhibitions and activities, more than 200 farmyard animals bring life to the open-air museum. Observe the powerful oxen grazing or watch the awkward foal taking its first steps. Here and INTERNATIONAL SCHOOL PARENT SPRING 2021 | 28

there flocks of chickens cluck their way through the museum’s grounds. There is always something going on in the pastures and stables at Ballenberg.

All fired up In 2021 coal and lime are going to be burnt!

In the autumn a unique experiment will begin at the tilery from Péry with the first brick firing at the Swiss Open-Air Museum Ballenberg. We’ll bake and cook on an open fire, heat our “Ofenbänkli” (stove benches) when it’s cooler and demonstrate the importance of fire both past and present.

Easy to reach by car, train and bus It’s never boring at Ballenberg. Walk through woods and over meadows and experience Switzerland with all your senses.

If you are hungry and thirsty after all your discoveries, have something to eat in one of the Ballenberg restaurants or buy a snack from a food stall directly inside in the museum’s grounds. The Swiss Open-Air Museum Ballenberg is open daily from the middle of April to the end of October from 10am to 5pm. You can enter the grounds directly from the entrances at Hofstetten (West) or Brienzwiler (East). Parking spaces are available at both entrances. If you are using public transport take the train to Brienz or up to the Brünig Pass and from there take the “Postauto” (post bus) directly to the open-air Museum. Please visit the Swiss Open-Air Museum Ballenberg’s website for information about admission fees, special offers and packages – www.ballenberg.ch

Your Swiss cities

Urban family trips Anyone who thought that city breaks are not for children will be proven wrong in Switzerland – because our metropolises are astonishingly green and compact in size. And they are home to exciting museums and lots of other places that will keep your kids happily occupied.

MySwitzerland.com/cities

A hands-on experience.

The Technorama in Winterthur is one of the largest science centres in Europe, presenting a unique variety of experiments with almost limitless opportunities to experience science in a playful and educational way. Unlike in a museum, visitors are allowed to touch and play with everything at the science centre – because natural phenomena need to be experienced with all the senses. Over 500 discovery stations invite visitors of all ages to find something to lever, crank, observe and marvel at.

MySwitzerland.com/winterthur

Escape from the black tower.

Time travel to the Belle Epoque.

For a family outing, school trip or birthday celebration, come and enjoy a unique Belle Epoque experience in Neuchâtel. Along the way you’ll discover 18 emblematic figures and objects from the period. A series of original animated shows make this a walk to remember. Can you solve the puzzles and find the mystery word?

A gift awaits at the end of the trail.

Castelgrande sits atop a hill overlooking Bellinzona. Both its white tower and black tower are visible from afar. If, after visiting the history museum and the elegant restaurant, you’d like a glimpse of what life was like in the harsh 16th century, then be sure to visit the Torre Nera Escape Room. Several men were imprisoned in this tower after their mission went awry. Instead of waiting for their trial, you can help set them free with the aid of some mysterious objects.

MySwitzerland.com/bellinzona

MySwitzerland.com/neuchatel

Find more inspirational experiences and tips: MySwitzerland.com/expats or contact expats@switzerland.com or phone 0800 100 200.

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Mendrisiotto and Basso Ceresio Discover a destination packed with personality.

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endrisiotto and Basso Ceresio have the power to transform your holidays into an exciting journey. Just take a look at our seven major

attractions. True flagships of the region.

Immerse yourself in the tranquillity of Lake Ceresio. Step back in time and explore the history of the Earth at Monte San Giorgio, of wild animals at the Grotta dell’Orso (Bear Cave) and of humans at Tremona’s Archaeological Park. Be captivated by human ingenuity discovering the ‘Nevère’ snow cellars, and the Cement Trail.

Finally, admire the majesty of Monte Generoso as well as the breath-taking views that you can enjoy from up there.

Monte San Giorgio The Monte San Giorgio mountain offers stunning views along a number of well laid-out hiking trails. Many small, local villages along INTERNATIONAL SCHOOL PARENT SPRING 2021 | 30

the routes offer great starting points for an adventure.

Come and discover Monte San Giorgio, a treasure that’s special enough to have been recognised as a UNESCO World Heritage site. Look out over the lagoon the mountain erupts from, teeming with fossils of marine life and rare terrestrial species.

Tremona-Castello Archaeological Park Imagine a medieval village teeming with life. Walking through its streets, it’s almost as if you can hear the noise of the blacksmith’s workshop. This small village was almost certainly home to a host of other crafts too, even if evidence of them is long gone. Whilst this is a place full of activity, the Tremona - Castello Archaeological Park is surrounded by an aura of mystery. Come and discover the village’s unsolved enigmas.

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Lake Ceresio Enjoy a pleasant boat ride over vivid blue waters surrounded by the embrace of the green mountains. Discover Bissone, home of famous Architect Francesco Borromini, and visit the charming baptistery of Riva San Vitale. There’s no better place to relax and fish, so drop your hook and find out what Ceresio has to offer.

Monte Generoso The oldest steam train service still operating in Switzerland travels right on the tracks leading to Monte Generoso! Step back in time to the Belle Époque, on-board an 1890 steam train and other vintage trains.

Bear’s Cave Imagine a Monte Generoso inhabited by cave bears. Whilst these bears became extinct, their remains were found a few hundred metres from the Summit, on the Italian side, in the famous “Grotta dell’Orso”, the Bear Cave.

Start exploring and discover the rock footprints of the Tethys Sea, numerous traces of fossils, and marvellous flora and fauna.

Nevère Lace up your hiking boots and enjoy a pleasant trip that will reveal the precursor to the modern fridge, called Nevère. To tackle the short supply of water on the mountain, shepherds invented the Nevère which made it possible to store milk before it was made into butter! A true piece of Swiss history.

The Cement Trail If you’re passionate about industrial archaeology, then come and explore the disused cement factory in the heart of Parco delle Gole della Breggia.

Prepare to be captivated by the impressive and evocative buildings, renovated to provide a starting point for the fascinating Cement Trail itinerary. From underground quarries to enormous industrial facilities, discover the processes that served construction all across the Canton of Ticino.

Processions of the Holy Week Mendrisio Take part in a real, living 400 year old tradition. On Holy Thursday, watch the Passion of Christ and on God Friday, don’t miss a procession which brings the village together in the streets. The alleyways are imbued with the dim light of the “Trasparenti”: translucent canvases mounted on frames illuminated from the inside, depicting the Gospel and the Old Testament.

All year round you can also visit the Museo del Trasparente, where you can admire the precision with which these artworks are made.

Book your Holiday – Where to sleep!

Come and discover how proud we are of our hospitality! From campsites and hotels to farm stays and holiday homes, choose INTERNATIONAL SCHOOL PARENT SPRING 2021 | 31

the accommodation that’s right for you and your party. Our accommodation is available all across Mendrisiotto and they all share one thing in common. The same human warmth that spreads from corner to corner across the country.

There’s such a wide choice of accommodation, and we can provide the perfect solution for every situation. Any need can be catered for to ensure that you have the most magical experience possible.

Perhaps the hardest thing you’ll have to decide is if you’d prefer a lakeshore and picturesque village, perhaps in Riva San Vitale or head for the cooler mountains and valleys instead.

We can’t wait to greet you, so you can experience the wonder of Mendrisiotto first hand!

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Urban Activities for the Family Take your pick at the Basel Paper Mill

since 1899 – with no exhaust fumes, making it the last wastewater railway in Switzerland.The “Funi” has certainly earned its place on the list of cultural treasures of national importance.

and the tropical regions of the Amazon.

Live animals are displayed with a totally immersive and interactive scenography using innovative digital technologies.

Emotion, discovery, reflection. The Museum offers you a unique opportunity to explore the history of humanitarian action.

An interactive chronology unfurls 150 years of history, alongside a focussed view that enables you to track Red Cross and Red Crescent operations around the globe.

On Hinter Musegg farm, visitors can get hands-on – helping with haymaking, fruitpicking, cider making or beer-brewing.

Once the hard work is done, there’s an afternoon farmer’s snack to be had in the pub.

Take a ride on the Funiculaire Fribourg

The largest fresh water aquarium and vivarium in Europe

The “Funi” (funicular railway), which overhangs the Old Town and the river Sarine, is a technical engineering marvel.

This nostalgic railway has been running

AQUATIS, in the centre of Lausanne, is dedicated to the world’s rivers and lakes and fauna within them. There are floors dedicated to Europe, Africa, Asia

Swissminiatur is Switzerland on a smaller scale. There are over 100 models of houses, castles and monuments throughout a 14,000 square metre park. The models have been recreated with great attention to detail and are surrounded by plants and flowers.

The Basel Paper Mill preserves historical techniques at an authentic site. Participants are shown these traditional techniques and given the opportunity to have a go at making paper and printing themselves.

Toboggan Run Gurten A new summer attraction on Bern’s own mountain: A 500-metre summer tobogganing run is sure to be fun for all the family. Tight turns, straight runs at lightning speed and a tunnel offers thrills and butterflies in the stomach. An adrenaline ride not to be missed.

Immerse yourself in country life at the Visit the International Red Cross Museum Musegg Farm

INTERNATIONAL SCHOOL PARENT SPRING 2021 | 32

Swissminiatur: Switzerland in pocket size

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Out and about with a maidservant in St.Gallen On this guided tour, you’ll be taken into St. Gallen’s past. Into the city of textiles and the day-to-day life of the simple folk who live there. You’ll completely forget all about the existence of the Internet!

Experience history at Thun Castle The medieval castle above the town of Thun makes for a striking entrance to the Bernese Oberland region. Built at the end of the 12th century by the Dukes of Zähringen as a purely administrative castle, the five floors of the castle now house a historical museum highlighting the region’s history.

A visit with Charlie Chaplin On the former country estate of the Chaplin family, “Manoir de Ban” in Corsier-sur-Vevey, a whole new world dedicated to the man with the bowler hat has been opened. The mansion and the 14-hectare park provide insight into everyday life of the Chaplins. In the newly built exhibition hall, the artistic creations of the director and actor are displayed with original film decors, a section room and a multi-media theater are the makings of a highly entertaining Charlie Chaplin experience.

Climb on Zug’s Clock Tower This landmark of Zug towers above the other town towers. The lower part was constructed as a simple passageway through the town’s oldest circular wall.

Hans Felder snr., a master builder from Bavaria, increased the tower height in 14781480. Of particular interest today is the astronomical clock. The four hands indicate the month, the phase of the moon, the day of the week, and the leap year.

Discover the Home of Chocolate A tour of the Lindt Home of Chocolate includes a chocolate fountain over 9m tall and the biggest Lindt Chocolate Shop in the world, spread over 500m2. In the CHOCOLATERIA, you can create your very own masterpieces under the expert guidance of the Lindt Master Chocolatiers while learning all about the origin, history and manufacture of Lindt chocolate before visiting the first Lindt café in Switzerland.

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T

he panoramic journey on the Glacier Express through the Swiss Alps is one to remember.

St. Moritz is the playground of the rich and famous and Zermatt is home to the world’s most photographed mountain, the Matterhorn. The journey on board the slowest express train in the world takes you over 291 bridges and through 91 tunnels.

There may be faster ways to travel between Zermatt and St. Moritz, but driving a car is nowhere near as visually satisfying as riding the train.

With ease it climbs to the highest point along the route, the Oberalppass. 2033 metres above sea level, the train starts to wind past idyllic mountain villages, steep rock faces and provides an amazing view into deep gorges and across outlying valleys and glaciers. A particular highlight is the view of the Rhine Gorge, nicknamed the “Swiss Grand Canyon”.

Another highlight is the 142-meter long and 65-meter high Landwasser Viaduct.

This impressive structure on five masoned pillars allows the train to cross over an inspiring gorge and straight into the Landwasser Tunnel.

Thanks to the large panoramic windows, you enjoy unimpeded views of the Swiss Alps. This feast for the eyes is followed by a feast for the palate: starter, main course and dessert are freshly prepared in the on-board

kitchen and served directly at your seat.

Just in time for the 90th anniversary celebrations, Glacier express are rolling out their completely renovated 1st and 2nd class cars. Modelled on the exclusive Excellence Class carriages, passengers will love the lavish upholstery as they’re whisked through the Swiss Alps in style. The brand new, state of the art infotainment system will allow passengers to obtain additional audio and visual information about the route, available via their tablet or smartphone device.

Excellence Class: the most sought-after seats in Switzerland Window seat guaranteed A rail journey through the Swiss Alps has never been so luxurious. Passengers in the new Excellence Class enjoy the highest level of comfort, the superb panoramic view from a guaranteed window seat and culinary highlights.

Concierge on board The pleasure of travelling Excellence Class starts as soon as guests step onto the platform. Here they are greeted at the welcome desk in front of the Glacier Express by the concierge, who takes care of check-in and all their luggage. Whether champagne and Amuse-Bouche or exciting INTERNATIONAL SCHOOL PARENT SPRING 2021 | 34

ss @ Glacier Expre

The Glacier Express train line is a classic when it comes to panoramic trips in Switzerland.

@ Glacier Express

Glacier Express the slowest express train in the world

anecdotes and information about the wonderful landscape passing by the panoramic window, an experienced crew ensures the well-being of guests throughout the entire journey. Guests will also find comprehensive information about the route, the country and its people on their individual tablet.

To the bar for an aperitif Along the way, the crew will serve a refined, regional five-course meal including accompanying wines. Amuse-bouche and champagne tastes twice as good looking out towards the Piz Bernina. For a welcoming drink or an aperitif, we recommend the exclusive and well-stocked Glacier Bar. Later in the day, an afternoon tea of delicious Friandises is served. The journey in Excellence Class truly is one of the most exclusive tourist highlights in Switzerland. www.glacierexpress.ch

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Springtime in Weggis Vitznau Rigi Good living between mountain and lake

W

ith spectacular scenery, outdoor sports, relaxing yoga classes, and superb gastronomy, the Weggis Vitznau Rigi region has everything.

Breathe in the fresh spring air surrounded by a stunning mountainscape in the heart of Switzerland.

Nestled in the heart of Switzerland between Lake Lucerne and the foot of Rigi are the two idyllic resorts of Weggis and Vitznau. The pretty holiday destinations lie in the Lucerne Riviera, a stretch of lakeside with palm trees, orchids and sweet chestnuts populating the shores.

Vitznauerhof, the Kräuterhotel Edelweiss at Rigi Staffelhöhe and the Focus at the Parkhotel Vitznau, there are a wealth of options for excellent food in the area.

Restaurant HYG HYG is a play on the Danish word “hygge” and describes a cosy, warm atmosphere.

Opened in 2020, HYG features Nordicinspired decor and is run by 30-year-old Austrian somellier, Madeleine Löhner. Pop in for tasty soul food, extended Sunday brunch, and a selection of great wines. Visit - hyg.restaurant

“The most charming place I have Naschwärk ever lived in!” - Mark Twain on the Naschwärk lies on Weggis’s lakeside village of Weggis promenade and offers mezze, finger A 45-minute boat ride separates Lucerne from the Weggis Vitznau Rigi holiday region: graceful vintage paddle steamers and elegant saloon motor vessels make regular calls at Weggis and Vitznau. These are the perfect destinations for getting a breath of fresh spring air in the warming sun amid a spectacular mountainscape.

In addition to numerous Michelin star restaurants such as the Sens at the

food, pastries, and sugary truffles. Visit naschwaerk.ch

Get out and walk!

Rigi offers 120 kilometres of footpaths and breathtaking views of deep-blue Lake Lucerne. You’ll see imposing rocky flanks, wide valleys and countless peaks on an unforgettable spring walk on the Queen of the Mountains.

The new “Helios” Foxtrail is a great way INTERNATIONAL SCHOOL PARENT SPRING 2021 | 35

of spending an afternoon with family and friends. This interactive paper chase-type pursuit takes to some of the loveliest places on the Lucerne Riviera. Visit - foxtrail.ch/ en

Mini-retreats Deepen your mindfulness during long weekends learn to integrate the practice of Ayurveda into your modern daily life and try out new yoga styles such as Forrest or Katonah Yoga.

Hotel Alpenblick in Weggis will offer several mini-retreats in 2021. Over the three days, participants attend workshops to learn the traditional Indian art of healing and nourish themselves in accordance with this self-care practice.

Anyone wishing to optimise their yoga practice and running training at the same time should consider the Yoga & Running mini-retreats with Ursina Badilatti. You can practise using meditation to sharpen your mental focus and breathing for the running workouts and find relaxation and mindfulness in the yoga classes. Visit yogameetsweggis.ch Other mini-retreats with Nico Luce and Jason Milne are planned for autumn 2021.

Is a Montessori right for my child?

WRITTEN BY ISP EDITORIAL TEAM

Choosing the right learning environment for your child is a huge decision at each stage of those precious childhood years. Often the first step is enrolling your preschooler at a nursery or Montessori where the first building blocks are laid for attitudes to learning and play which can stay with them for years to come.

M

ontessoris take a unique approach to teaching children at this formative time, embracing independent thought from the very beginning. Some suggest that lack of structure in these early years can give kids a false start in education, while others argue that the freedom to learn at your own pace and make your own decisions can be invaluable in fostering a future love of learning. The key is to feel informed and confident in your decision as you wave your child off for their first day in a new learning environment.

With the help of Corine Devanthéry, the founder of the bilingual Ecole Montessori l’Etincelle, based in Coppet, we explore some of the practicalities of a Montessori education, as well as the benefits many see to be at the heart of this method of learning.

What is a Montessori?

The Montessori method aims to “follow the child”, giving them space to make independent choices and support their natural ability to learn. The method

was pioneered by the physician Maria Montessori, who opened the first Montessori school in 1907 in Rome. Today there are as many as 20, 000 Montessoris worldwide.

Unlike traditional classrooms where a more rigid set-up may reflect the structured curriculum, Montessoris do not adhere to specific schedules for learning skills such as reading or writing. Their teachers (sometimes known as ‘Guides’) watch for ‘sensitive periods’ when Montessori teaching suggests that children are especially receptive to learning certain skills.

These periods are then optimized with hands-on learning and repetition.

At its core, this learning environment is all about teaching as guidance, and building independence alongside collaboration and community. As part of this, classrooms are usually mixed to a degree in terms of age, encouraging peer-to-peer interaction and knowledge sharing.

What does the classroom look like?

A typical Montessori preschool classroom will have defined areas for different skills, INTERNATIONAL SCHOOL PARENT SPRING 2021 | 36

whether its language development, maths, or world discovery. Children are free to visit the various “activity stations” at their own pace. Before moving onto the next activity, children take responsibility for tidying up their current station.

You can expect lots of practical, wooden items to provide mental and sensory stimulation as the children learn about shapes, counting, animals, or words.

You won’t find piles of plastic toys but are more likely to come across equipment for cooking or cleaning (usually miniature ones!), as the kids learn about real life through play. From a young age, they are taught to handle real-world objects, such as china cups, to aid natural learning through sensory experience.

At Montessori l’Etincelle, Corine

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Devanthéry explains: “Children are free in the class to choose their activity. But this freedom comes with limits. We say, “there is no freedom without limits”. First we put a specific environment in place, with the relevant materials and some specific rules, and then the children are then free to behave as they like within this environment, as long as they respect the limits. We have several methods to explain and these limits and rules, one of them is called ‘Grace and courtesy.”

What age groups can attend?

Most Montessoris serve preschool and nursery age groups, although there are a small number of establishments catering for older children.

The classrooms are usually mixed in INTERNATIONAL SCHOOL PARENT SPRING 2021 | 37

“The Montessori method aims to “follow the child”, giving them space to make independent choices and support their natural ability to learn.” terms of age groups. This encourages collaboration between the kids, and a feeling of independence as younger age groups learn from older, sometimes without the assistance of an adult. At Montessori l’Etincelle, Corine Devanthéry notes that: “This is a way of learning how to interact in a group. This is like a mini society, preparing the kids to live in our society.”

How do you make sure that kids do not fall behind in essential skills in this child-led learning environment?

At Montessori l’Etincelle, Corine Devanthéry highlights the precise followup system they have for each child to ensure that this doesn’t happen: “We note everything the child does, so we know exactly where he/she stands. We also put a lot of emphasis on observation, helping us to understand the children and how the group interacts. If we see a child is not particularly interested in a specific area, we will stimulate them so they don’t fall behind with what is required.

Does Montessori learning suit all children, or is it better for some personality types?

Montessori can suit all children, as the teaching can be adapted to each child individually, according to their own personal rhythm. However, children with disabilities may benefit from other tailored care and teaching input instead or in addition to Montessori teaching.

So, what truly sets Montessori apart?

Corine Devanthéry explains: “The way the adults interact and communicate with the children is unique - always explaining things

and always without using punishments.

Children can start to read, write, count and learn across different subject areas from a young age.

“Maria Montessori created an education for peace. Our goal is to create harmony in the group, for the children learn how to resolve the conflicts, to communicate, to express themselves. We want them to feel confident, and develop a sense of responsibility and autonomy, and later become adults that are willing to participate in a collaborative and constructive way with the world.”

Corine Devanthéry (MSSc) is a Montessori educator for children aged from 3 to 6.

Passionate about the idea that education can guide children towards the realization of their best potential and their fulfillment in society, she puts all her attention and empathy at the service of children and their families. First active in the field of communication for international organizations such as the United Nations, then a teacher, she then held the position of Administrative Director of a bilingual Montessori School. She was also a Board member of the Association Montessori (Suisse), which allowed her to acquire all the experience in the field.

INTERNATIONAL SCHOOL PARENT SPRING 2021 | 38

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GIRLS VS BOYS:

Does anyone win when exam season is cancelled?

WRITTEN BY ISP EDITORIAL TEAM

I

n 2020, with exams cancelled all over the world, student grades were awarded based on coursework, teacher assessment or algorithms. In 2021 there are calls to scrap exams too, as teachers and pupils struggle to cover hours of missed classes and learning opportunities as a result of Covid-19. Mixing up an established system isn’t easy for teachers or pupils. In previous shake-ups, arguments over who would benefit or lose out from a change in type of assessment, and the age-old discussion of male vs. female performance under varying conditions have been hot topics. Would a move away from exams really see either group pull ahead?

And would students really benefit from a different system of assessment?

Do boys do better in exams?

Across all subjects, and multiple regions, girls come out on top for academic

performance throughout the year, but when it comes to crunch time, the gap often closes. At Cambridge University, a persistent gender gap is present in the achievement of first-class degrees, with a 9.2% difference in favour of men appearing in 2017. 1 This doesn’t mean that boys are scoring higher grades than girls consistently throughout their education, but it does show that type of assessment truly can impact outcomes for boys vs girls.

There are multiple theories about why we see these gaps. Back in 2013, Oxford University’s head of admissions controversially said that boys tend to do better in exams than girls because they are more prepared to take risks, whereas girls tend to spend longer thinking about their answers.2 Other research has suggested that when the stakes are high, boys excel, whereas girls, despite often better performance in the classroom throughout

the year, may show performance levelling out as the stakes increase.3 The jury is certainly still out on the most important reasons for any correlation between gender and academic results, but one thing is for sure, it’s a topic that should continue to be explored for as long as exams remain the passport to prestigious universities and highearning careers.

Why does it matter?

It’s true that nothing in life can be completely fair for everyone taking part.

Finding yourself with a head start and being able to seize the opportunity or finding yourself a step behind and rising to the challenge shapes our attitude to work and can define our ultimate success.

However, when consistent patterns show up which may signal that a whole group is at a disadvantage, isn’t it time to question the system? Take the figures from Cambridge

1 https://www.tcs.cam.ac.uk/this-is-the-year-to-take-another-look-at-the-tripos-gender-attainment-gap/#:~:text=In%20every%20year%20since%202000,2009%20 (10.3%20percentage%20points). 2 https://www.huffingtonpost.co.uk/2013/08/19/boys-better-girls-exams-oxford-university-chief_n_3779200.html?guccounter=1&guce_ referrer=aHR0cHM6Ly93d3cuZ29vZ2xlLmNvbS8&guce_referrer_sig=AQAAAEyNydhM3RHgGaunpffdXI0yY3Wn8MVjiGUBINIBcMBTtiZbtYbie_iGkpcwoIdM-ef23DlDm6wJ2hYmztGrD0zHOpFH9z WpoKyKljkP2IH4LsTqPEVuFN-dPazsMQXhYJzGYxDfBtNh3LDmsEY69vnaBpjfXmWiwCcOUKRGfJLY 3 http://cep.lse.ac.uk/pubs/download/cp457.pdf

INTERNATIONAL SCHOOL PARENT SPRING 2021 | 40

“Research does back up female strength in coursework with some suggesting that girls excel with this type of assessment because it is based on conscientiousness over a long period.”

INTERNATIONAL SCHOOL PARENT SUMMER 2020 | 41

level. But would it simply have the effect of tipping the scales in the opposite direction, and end up prioritizing female performance over male?

In addition, a coursework-only, or purely teacher assessed model has other pitfalls.

Not only would it vastly increase teacher workload, it would also open teachers up to potential criticism. Many argue that it’s easier for students and teachers to cheat when assessment isn’t under exam conditions, or that conscious or unconscious bias from teachers could skew the results for some students.

Can one system ever cater for all?

University showing males getting more firstclass degrees than women. The highest class of degree from a prestigious university can open doors to the most lucrative careers.

If these doors are consistently opening to men more often than to women due to the difference in degree attainment, then this serves to uphold gender differences in the workplace. Some research which argues that females perform less well in high stakes exams suggests that an aversion to pressure can also later cause women to self-select out of careers which reward tolerance for pressure,4 often associated with jobs which tend to also be highly-paid, again reinforcing gender imbalance for many years after leaving education.

Is exam format the issue?

For years people have argued that coursework favours girls and exams favour boys. Research does back up female strength in coursework with some suggesting that girls excel with this type of assessment because it is based on conscientiousness over a long period, but it’s simplistic to suggest that girls aren’t up to the task of performing in pressurized exam conditions. In fact, research has shown that females are better able to sustain

their performance than boys in tests taking over 2 hours. The study showed that in “more than 20% of the countries where male students had an initial advantage in math and science, this gap was completely offset or even reversed after 2 hours of test-taking” and that “the ability to sustain performance might be smaller but is not absent in tests with higher stakes.”

In the same vein, in their research on GSCE exams, Cambridge Assessment found that “boys performed quite similarly to girls in components that comprised mostly short-answer questions, but girls performed better than boys in those components with long-answer or essay questions.” In other words, the format of the exam can have a noticeable effect on gender performance.

There are other arguments against exams as a form of assessment, for example that girls may not be able to perform at their best if exams fall during their period. These are important considerations, but do they outweigh the benefits of high stakes end of course exams as a form of assessment?

Yes, a model where assessment was purely through coursework could address some issues which could lead to gender imbalance in results at either school or university

In some ways school is set up to learn about some of the pressures and imbalances of life in a supportive environment which gives you the tools to overcome obstacles and learn to deal with both success and failure in a positive way. Many would argue that real life isn’t about fitting the situation to suit you better, it’s about solving the puzzle of how to make it work for your own goals.

Some might say that scrapping exams to address gender imbalances, or minimize stress in the final years of school sends out the wrong signal to teens – that pressure is bad, that gender will define your outcomes, that all systems should be equal to all participants. Whether or not you believe this, getting rid of the current system would undoubtedly be problematic not only from a logistics perspective, but also because in its most basic form, exams remove as much subjectivity as possible from assessment.

The person marking your paper won’t know about your background, your personality, your preferences, they’ll judge you on your answer alone. For many that’s a correct, and even comforting way to be judged. But even if these months of academic turmoil caused by the pandemic don’t lead to a full overhaul of the exam system, it’s been invaluable in causing us to question the status quo, to scrutinize the weaknesses in a system which can dictate important life outcomes for candidates, and think logically through alternatives which in normal times would never be considered. For students, teachers and parents who have fought to have their voices heard about some of the issues with a centuries-old system of assessment, this should be some comfort.

4 http://cep.lse.ac.uk/pubs/download/cp457.pdf 5 https://www.cambridgeassessment.org.uk/Images/gender-differences-in-gcse.pdf 6 https://www.belfasttelegraph.co.uk/news/ northern-ireland/girls-outperforming-boys-at-gcse-because-they-do-better-at-coursework-31465425.html 7 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6722057/ 8 https://www. cambridgeassessment.org.uk/Images/gender-differences-in-gcse.pdf

INTERNATIONAL SCHOOL PARENT SPRING 2021 | 42

Ecole d’Humanité The Creative International Boarding School in the Bernese Alps US High School curriculum AP International Diploma | Swiss Matura Education and Career Guidance

NESTLED IN THE SWISS ALPS Nestled in the High Swiss Alps, between Lucerne and Interlaken, the Ecole d’Humanité is a rather different place. No uniforms here, no airs and graces, with a heart that beats to music and dance, fueled by home grown vegetables and goats cheese. The pupils live in small chalets that form a village.

THE RIGHT SCHOOL FOR HUMANITY AT THE RIGHT TIME. It is hard growing up today for young people; they need vision and the skills to change things.

Whilst the Ecole does not pretend to have all the answers, we have some of them, and equip our pupils to challenge others and not be afraid to say what they think.

JOIN THE GENERATION CHANGE!

www.ecole.ch

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Preschool children

Exploring, Collaborating and Reflecting A well-designed variety of stimulating indoor and exciting outdoor learning environments, thoughtfully created by caring and professional Early Years teachers, encourages preschoolers to undertake investigations that can support the development of their research, collaboration and problem-solving skills.

P

reschool children need to experience the fun of creating and making products to build on their interests and talents. They should also enjoy interacting and playing cooperatively with each other. When interacting in groups, they need to become increasingly able to recognise and manage their own feelings as they develop empathy for others. A range of ageappropriate assessments and observations, evaluated by a preschool teaching specialist, ensures that each child is monitored for active participation in the guided inquiry and enriching discovery activities.

Carefully investigating the structure of a flower through a magnifying glass, or observing that holes in a leaf could come from a slug’s slow progress through the vegetation, young children in a research garden, on the grounds of their school, demonstrate how responsibility towards living things in their surroundings should be approached. Exploring the outdoors in the green environment of the research garden permits the children to fine-tune their observation skills. Teachers unobtrusively monitor and facilitate this exploration. Some moments are photographed to be shared later with parents as part of the preschool class’s newsletter.

As they explore what nature has to offer, just a stone’s throw from their classrooms on the nearby school campus, the children interact and share their discoveries with each other and with their teachers. Their teachers, qualified Preschool specialists, know what to watch for to assess the learning of the children and take note of the children’s progress.

Teachers probe for more information as the children explore.

The teachers’ thought-provoking questions are answered with astonishing clarity by the children. This is a rich opportunity for the children to express themselves and develop their language skills. And, since the Programme also includes a bilingual German

language strand, it is a chance for preschoolers to practice and use their second language skills for purposeful communication.

Combining Science with Social Studies, the children talk about their observations as they build relationships with each other and find out more about their outdoor learning space. In addition, a paintbox of watercolours and notepaper prove to be very useful tools in helping the children to record what they have observed!

These informational records will be further explored when the children return to their classrooms.

Preschool children can also learn how to use non-standard tools such as their hands to measure and collect data. They discover how to respond to the world around them by using their senses.

They learn to ask questions and find answers by engaging in ageappropriate scientific investigations and evaluating the outcome.

How does something work? What will happen if I do this? The children come up with individual ideas and predictions, draw

INTERNATIONAL SCHOOL PARENT SPRING 2021 | 44

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“Combining Science with Social Studies, the children talk about their observations as they build relationships with each other and find out more about their outdoor learning space.”

conclusions connected with their observations, and often brainstorm with each other. Assisted with the gentle and expert guidance of their teachers, they explore further and learn about the world around them.

Preschool children can also discover, quite quickly in many cases, that listening to the ideas of others helps to improve their own thinking. Teachers can encourage teamwork at this young age by suggesting that the children create products which build on their interests, talents and curiosities using the wide range of materials available to them. At the same time, the children are part of a collaborative process which inspires them to modify their designs, deepening their understanding of nature and matter.

Actively participating in guided inquiry and discovery on a day-to-day basis, young students can be challenged with a rigorous learning curriculum such as the Primary Years Programme (PYP) offered by the International Baccalaureate (IB)Organisation.

Whether learning happens indoors or outdoors, with this type of programme children, guided by their dedicated IB teachers, flourish. With the appropriate thought provoking setting, an age appropriate curriculum and caring teachers, preschoolers can become investigators, researchers, thinkers and collaborators.

At the Inter-Community School (ICS) Zurich, an individualised learning programme is created by teachers and shared with the parents of our youngest students through student learning portfolios, classroom newsletters and other forms of communication. To find out more about Preschool & Kindergarten at ICS, join our next virtual Open House hosted by the Primary and Deputy Principals, scheduled for 1 April - RSVP at ICS Preschool & Kindergarten Open House. And, check our website at www.icsz.ch or contact us at contact@icsz.ch if you have any questions.

INTERNATIONAL SCHOOL PARENT SPRING 2021 | 45

A beautiful MIND/THE wonderful WORLD OF MEMORY WRITTEN BY KATH DENHOLM

The Memory Guy

A Set Up

In my late 20s, I lived in a small South African seaside town, Umhlanga Rocks.

I was a employed as a speech therapist in a small private practice. I had to teach children how to store information to their long term memory. To be absolutely honest, I had crammed most of my Speech Therapy and Audiology degree into my short term memory. The information was long gone! I felt like a complete fraud.

I had heard about this ‘memory guy’ that lived in our town. He competed in World Memory Competitions and was apparently extremely gifted. I researched and stalked him online and watched all his videos over and over again. The cost of his courses far exceeded my meagre budget.

I was almost 30 and unhitched. My colleague, perturbed by my single status, set me up with a man called Frank at a local church Alpha course. Frank was nowhere to be seen but sitting across from me was the very handsome memory guy, Daren Denholm! We fell in love and were soon wed. I quickly discovered he was a regular human being, with a beautiful brain that was in fact extremely ADHD (this is a story in itself). He really struggled at University. A local businessman funded his University and threatened to pull the funds if he failed one subject. Daren researched top memory specialists ( and met most of them in person. They coached him and he began competing in the World Memory INTERNATIONAL SCHOOL PARENT SPRING 2021 | 46

Competitions. Needless to say, he passed his University degree with ease after that.

A Challenge We were married only one year and I asked my beloved husband if I could accompany him to the 2011 World Memory Championships, in China. Of course!

On condition that you compete in the competition, was the response. Soon after accepting the challenge, I fell pregnant with our first child. I had horrific morning sickness for the first 12 weeks. Despite the waves of constant nausea, I trained consistently for 30 minutes a day. My coach was phenomenal and extremely patient.

The more I trained, the more ‘efficient’ I became. I felt like the guy on the movie

Limitless. I became invincible. My work day was organised and smooth. My mind was clear and uncluttered. I finished work on time which was unheard of ! Most of my colleague’s stayed late or took work home. It really was an incredible time in my life.

A World Memory Competition By the time we set off for China, I was 6 months with child. The Chinese airport officials were horrified that I was travelling when I was so pregnant! The competition was meant to be held in Beijing and only weeks before the competition they changed the venue to Guangzhou. These cities are 2160 kilometers apart! Many of the German competitors pulled out of the event as a result of this unacceptable

change of venue. We had to organise a train from Beijing to Guangzhou, which was interesting to say the least.

When we eventually reached our final destination, Daren was welcomed with open arms. This was his 6th competition, so he was well known and loved by many of the competitors. The Chinese competitors took one look at my belly and said that I was cheating because I had two brains!

The competitors were a fascinating bunch. Most of them were incredibly passionate about the sport. I recall two Polish brothers. They had dreamed of this event for many years. Their dad was a postman and so it took many years to afford the trip. I had the honour of sitting next to the youngest competitor. She was a Chinese INTERNATIONAL SCHOOL PARENT SPRING 2021 | 47

girl and she smiled the entire way through the competition! She also annihilated many of the adult competitors, including myself.

There was another young boy from India.

He dreamed of becoming an astronaut. His dad said the only way to achieve this dream was to have a good memory!

On day 2, word had got around that a competitor with a photographic memory was late but on his way. We all awaited his imminent arrival with baited breath.

Lets call him Max Manning. Max, finally entered the building and sat his first event.

He sat a few seats in front of me. During my hours card event, I observed him closely. He started to doze off at around the 15 minute mark. At 45 minutes he was deeply into his REM sleep. At the end of

the event, when the scores were displayed, everyone nervously scanned the names to see how Max’s photographic memory fared.

He scored the grand total of 9 cards. Max Manning was definitely a highlight of the competition for me.

The competition spanned over 3 days and it was held in a huge exam type hall. The competition consisted of 10 events:

historic/future dates as possible and to link them to the correct fictional event.

7

Random Cards: one must commit to memory and recall as many separate decks of 52 playing cards as possible.

8

Random Words: one must commit to memory as many random words as possible and recall them perfectly.

1

9

2

10

Names and Faces: one must commit to memory and recall as many names as possible and link them to the right face.

Binary Numbers: one must commit to memory and to recall as many binary digits (0100011101) as possible.

3

Random Numbers: one must commit to memory as many random digits as possible, in complete rows of 40 digits and recall them perfectly.

4

Abstract Images: one must commit to memory and recall the sequence of abstract images in as many rows as possible.

5

Speed Numbers: one must commit to memory as many random digits as quickly as possible, in complete rows of 40 digits and recall them perfectly.

6

Historic/Future Dates: one must commit to memory as many numerical

Spoken Numbers: one must commit to memory and recall as many spoken numbers as possible.

Speed Cards: one must commit to memory and recall a single deck of 52 playing cards in the shortest possible time.

Life After the Competition As with any competitive sport, it is rather an anticlimax to return to normal day to day living. I decided to continue the

‘sport’ but memorise information that was useful to me. I memorised the gospel of Mark word for word and the first 14 chapters of Revelation word for word (in the Bible). Both of these exercises were extremely thrilling for me as I had always wanted to know scripture better. It was a time in our lives, where we experienced many difficult trials. Daren and I came to the humbling realisation that we were not very wise, both in personal life as well as business life. We embarked on a project of storing 250 of King Solomon’s Proverbs to long- term memory. This is by far the most life changing exercise we have ever done.

Although the trials continued, we were able to manage and cope with them a lot better.

Conclusion If a 6 month pregnant woman and a highly ADHD man can compete in a World Memory Championship, so can you!

Anyone gifted with a whole, intact brain has a limitless amount of storage space.

Kath lives with her husband and 3 young children in a small coastal town in South Africa.

She is a speech therapist, who worked in London, Private Practices in Cape Town and KZN and then finally taught at Livingstone Remedial School in KZN, South Africa for 3 years.

During this time, Daren Denholm, her memory guru husband, trained her up to compete with him at the 2011 World Memory Championships in China, while she was 6 months pregnant with their first child! The Chinese competitors complained that she was cheating because she had 2 brains. She sat next to the youngest competitor, a 9 year old Chinese girl. It was at this point that the Online Little Genius Puppets program was conceived.

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P

What is in a name?

lants have Latin names and common names, but if you’re new to gardening and plants, why might you want to learn both? Common names are great, and can give insights as to how the plant might have been used in the past, like the brilliantlynamed “wolf ’s-bane” for the extremely poisonous plant, Aconitum, the juice of which was used to tip arrows for hunting wolves, or “soapwort” which, when boiled, makes a soapy liquid that is good for cleaning delicate fabrics.

However, we often find that common names are duplicated and used for different plants. A bluebell, for example, could refer to a

spring-flowering bulb, Hyacinthoides non-scripta, or to a summerflowering perennial, a Campanula. This is particularly difficult when talking about plants from other regions, or to someone who is from another part of the world, as the common plants will not be the same. Imagine how complicated it is when talking to someone who is not a native speaker, or, like in Switzerland, where there are several languages to add to the confusion. The simple solution is to get to grips with the Latin names of plants. Latin names are the same for every language, and for every speaker. The names don’t change (or not very often, and only in agreement internationally)

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Chimonanthus

Rosa Carolina

“Plant names are decided by the International Code of Botanic Nomenclature, and can only be changed by an International Botanical Congress.” and can give a clue as to the plant’s habitat, where it comes from, when it might flower and all sorts of other information.

The Latin names we use today are thanks to a system devised by the Swedish biologist, Carl Linnaeus, in the 1700s. He created a system to classify all living things, and he divided them into the kingdoms of animals, plants or minerals. If you’ve ever played the guessing game called Animal, Vegetable or Mineral, you will already be familiar with these divisions.

The urge to classify and organise, which you might do by making a playlist, or putting all your sweaters on one shelf together, is part of how humans try to understand and order the world around them. We have records of attempts to classify plants from over 2000 years ago. Theophrastus’ “Historia Plantarum” was published around 300 BC and attempted to group plants together, based on how they reproduced, as well as to explore their uses. His work was still in regular use in the Middle Ages, and Linnaeus referred to Theophrastus as “the father of botany.”

In between Theophrastus and Linnaeus, there were many different attempts at creating a universal system of classification, including the French botanist de Tournefort in the early 1700s, and John Ray, an English naturalist, the century before. All of these systems used observation, either of the habitats of the plants and animals, or their appearance, such as counting the petals on a flower. The Linnean system used many of these previous works, and

combined it all into a unified and simple whole. Every living thing had two names (called a “binomial” or two-name system) and both names are always in Latin. The first name was the “generic name”, the genus or group to which that living thing belongs, like the word Canis for the group that includes dogs, wolves and jackals. The second name is a specific epithet (for plants, bacteria and fungi) or a specific name for animals. This might be a word like a colour, or describing the preferred habitat of the plant of animal, or where it comes from. If you see the note “L.” after a plant or animal name, you know that it was named by Linnaeus himself.

The words chosen for both the genus and the specific epithet can come from all sorts of places. Latin and Greek are the most common, but you will also find medieval words, modern names, geographical names and even anagrams. The specific epithet, the second part of the name, in particular, helps to give a clue about the plant. You might find “odoratus” for a plant with a lovely perfume, or “foetidus” for one that stinks. I find that researching the origin of the plant name helps me to remember the Latin name. The beautiful, but trickily named Chimonanthus praecox, takes its name from the Greek “cheimon” meaning winter, and “anthos” which means flower, plus the Latin word “praecox” which means very early. It flowers in January, which is very early winter flowering, so it fits its name perfectly.

The lovely spring-flowering bulb, Fritillaria meleagris, shown here,

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Fritillaria

Eupatorium

gets its name from the Latin for a dice box (“fritillus”), and the word for a guinea-fowl in Greek (“meleagris”) which has delicately spotted feathers. The flower is a cross between the two, if you look, the spots are actually squares!

The brilliant “Stearn’s Dictionary of Plant Names for Gardeners”

by William T. Stern is an excellent source of information for the curious. It was last reprinted in 1992, so you can often pick up second-hand copies for under 20 francs on line. It’s a great addition to any home or school library.

Next time you go to a botanic garden, take a closer look at the plant names on the labels. There is lots of information there. This one is from the Botanic garden in Bern, and you can see that the first name on it is the common name in German. Next is the Latin name, with the person who named it, in this case Maarten Houttuyn, a Dutch naturalist, whose name is shortened to Houtt for plant naming. The label also tells us which family the plant belongs to, the Asteraceae, the daisy, aster and sunflower family, so we can make a guess about what the flowers will look like. Finally, it tells us what region of the world it comes from, which helps to understand what kind of conditions it likes to grow in.

Plant names are decided by the International Code of Botanic Nomenclature, and can only be changed by an International Botanical Congress. Names might be changed because a new plant has been discovered that makes previous decisions retrospectively incorrect, or, more usually, because DNA analysis has shown that the plants in question are or are not closely related to each other.

A recent example is the change of Latin name for rosemary, a common garden herb, from Rosmarinus officinalis, to Salvia rosmarinus. Rosmarinus comes from two latin words, “ros” which means dew and “maritimus” which means, of course, connected

to the sea. It is often found growing wild on cliff edges in southern Europe, and is also a popular garden plant. The “officinalis” part of the name means simply that it is sold in shops, from the days when herbs would be kept in an “officina”, a store room in a monastery, and was given by Linnaeus to any plants that had an established medicinal or culinary use. Salvia is the name for the sage family, the name comes from the Latin word “salvere” to mean to feel well, and is connected to the word “salus” which can also mean well-being or prosperity. So rosemary becomes a plant that brings health and is connected to seaside dew.

How do you classify things? In my study, I have dozens of books about plants. I group them by subject, but I could equally have classified them by author, date of publication or even the colour of the cover! How might you go about classifying plants, if you weren’t going to use the Linnean system? By size, by colour, how many petals, what they taste like? There are many projects you can do with kids of all ages, to bring the subject of classification to life.

Start by collecting as many different leaves as you can from your garden or around your school. For younger kids, get them to decide how they should be divided up – big leaves and small leaves, or shiny leaves and soft leaves? For older students, they can look at areas like vascularity, or leaf shapes. Careful observation and note taking are essential for this activity. Who knows, perhaps you’ll come up with a new way of classification to beat Linnaeus!

Hester Macdonald is a garden designer, broadcaster, founder of the Swiss Gardening School and author of “Gardens Schweiz Suisse Switzerland”, a guide to the best Swiss gardens open to the public.

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STEP Strategic

Tracking of Educational Progress WRITTEN BY APRIL REMFREY

D

iversity and collective global experiences are the foundation of an international school education.

Students, parents, and teachers often flourish in the diversity that an international school affords. The varied backgrounds of its community members foster learning that is multicultural and global, with exceptional curriculums and learning objectives that support children as they prepare for today’s global world. But, with all its immeasurable and invaluable benefits, an international education comes with its own set of challenges that must be addressed to ensure student success is maximized.

I have been a teacher for over 20 years in three different countries, teaching 3rd, 4th, and 5th grades as well as extensively with students K-12 who have additional learning needs that fall outside of the general education curriculum. Throughout my tenure, I have noted a pervasive struggle, for families and school staff, to clearly and concisely communicate students’ needs.

Specifically, when students transfer from

one school to another or progress from grade to grade, without a contemporary, comprehensive, and collaborative tool for tracking and monitoring student progress, essential information about students is often lost.

Progress Monitoring Promotes Student Success Over the last 45 years, a significant body of research indicates that when teachers monitor student progress over time, students learn more, curriculum decisions are better informed, and students become more aware of their strengths and weaknesses (Deno, 2003; Fuchs, Deno, & Mirkin, 1984; Good & Jefferson, 1998). In other words, parents and educators must understand that if progress is not measured students may suffer.

Without this data, educators cannot make informed curriculum decisions, accurately pass information to future educators, or clearly communicate about students’ needs.

Ultimately, parents and educators cannot rely on the notion that students will improve INTERNATIONAL SCHOOL PARENT SPRING 2021 | 52

over time without consistent monitoring and measured adjustments; we must recognize that while progress is possible, it’s not inevitable.

Progress monitoring is equally rewarding and demanding, and unfortunately, is an area where international schools particularly struggle. The diversity of learning environments, students and staff, coupled with the sometimes-transient nature of international school attendance, compound the issue. If your family has ever moved to a new school, you will likely remember the transition as a time of uncertainty. Even if your child attends the same school for their entire educational career you may recall that from one year to the next there is a period of adjustment, as the new teacher gets to know your child and their needs. In these times of transition, unified and informed

progress monitoring is essential to meeting student’s needs, and because of the unique experiences of the international school student, consistent and precise progress monitoring should be considered a top priority.

The Challenges of Tracking and Identifying the Needs of International Students Last year, I surveyed 13 learning support teachers worldwide and asked how their international school was keeping track of student goals and progress within their Learning Support programs. Only one teacher reported that they had a comprehensive system to keep track of this information and felt comfortable with their school’s system. Eighty-five percent reported that they wished their school had a platform

beyond Google Docs and Spreadsheets.

Further investigation indicated that there are three obstacles to progress monitoring in international schools: 1. Data tracking is an additional demand on teachers’ time 2. Teachers do not have an easy to use tool to track data and set goals 3. Teachers do not have an efficient and appropriate method of reporting their findings

An Efficient, Reliable and Valid Tool for International School Educators and Families From a personal perspective, as a teacher, I recognized the value of progress monitoring and lived with its challenges. Prior to the beginning of each school year, in an effort INTERNATIONAL SCHOOL PARENT SPRING 2021 | 53

towards due diligence for my students, I would try and create a new and improved data collection system. I was constantly trying to create a method that was efficient, reliable, valid, and met my three priorities: 1. that my students had specific and measurable goals 2. that I could collect data on these goals in a timely and accurate manner 3. that I could communicate this data clearly to all relevant parties.

After years of experimenting, I had finally satisfied my priority, I developed a bank of comprehensive goals and learning objectives. Once this bank was created, I could draw on it, reducing the time I spent on establishing goals and objectives and improving the quality of my goal and

objective setting.

With my goal and objective bank established I turned my attention to data collection and communication. Like so many teachers, I dabbled with customized spreadsheets but found them time consuming and cumbersome when it came to communicating my findings. I wanted something that could be user-friendly for parents and educators, tech-forward, visual, and secure. Fortunately, I was introduced to the Unitus TI platform, a multidisciplinary cloud publishing partner.

I have now teamed up Unitus TI to create STEP: Strategic Tracking of Educational Progress, a subscription-based service delivered through the UnitusTI cloud. Using my enhanced goals and objectives bank, their expertise in data collection, and the newest technology, we were able to create a solution for progress monitoring. We created STEP with the goal of improving student transitions, achievement and growth, by empowering educators, parents, and therapists to establish appropriate goals and objectives, monitor progress over time, collaborate with team members, and enhance curriculums based on real-time, visual data.

STEP simply plugs into a school’s existing learning management system, providing a seamless process to access student goals and progress. Teachers with access to STEP can utilize its bank of over 4,000 goals and

objectives, create their own customized goals, easily track data, and instantly see and securely share visual representations of students’ progress over time. STEP also allows educational teams, outside service providers, and parents to communicate about student progress all within a secure network. One of the greatest highlights of STEP is that it provides both parents and educators a clear picture of student progress in real time. This picture can also support families in transition, as they move from one grade to the next, from one school to the next, and from one country to the next, student data can come with them.

Going forward, we are working with the international school community to introduce STEP to support students and families in a mutual effort to maximize student success. We provide interested schools with a hands-on demonstration and the ability to ask questions not only

of me, the author of the goal bank but the extensive IT masterminds behind the UnitusTI platform as well. If you think STEP would benefit your child or school, please feel free to let your school know about our program. We can be contacted at: www. remfreyeducationalconsulting.com/step References Deno, S. L. (2003). Developments in curriculumbased measurement. Journal of Special Education, 37, 184–192.

Fuchs, L. S., Deno, S., & Mirkin, P. (1984).

Effects of frequent curriculum-based measurement and evaluation on pedagogy, student achievement, and student awareness of learning. American Educational Research Journal, 21, 449–460.

Good, R., & Jefferson, G. (1998). Contemporary perspectives on curriculum-based measurement validity. In M. R. Shinn (Ed.), Advanced applications of curriculum-based measurement (pp. 61–88). New York: Guilford Press.

April Remfrey, MS is the author of STEP - Strategic Tracking of Educational Progress. STEP provides international educators with a contemporary, comprehensive, and collaborative tool for tracking and monitoring student progress. STEP allows international school teachers to easily assign goals for Individual Learning Plans or Response to Intervention plans from a bank of nearly 4,000 goals and objectives. The program gives instructors the ability to systematically document progress over time and instantly see visual data representations that facilitate informed curriculum decisions.

April also serves globally mobile families in their search for the appropriate international school for their child with special needs. She creates a Customized Learner Profile that allows all schools to understand your child’s needs immediately. April can be reached at: april@remfreyeducationalconsulting.com INTERNATIONAL SCHOOL PARENT SPRING 2021 | 54

Write for us Yes, you. We’re always looking for new authors. If you’ve got an idea that will challenge our readers or provide some interesting insights, we want to hear about it.

International School Parent Magazine was created to inform, inspire, and engage the International School Parent Community through informative content. We always welcome having new writers join our contributor pool. You must have a strong desire to produce quality content with actionable advice that readers can apply in their own lives.

What kind of content do we publish?

High-quality: Convincing analysis, Well-Presented and Actionable. Always have in mind what the reader can take away from your article.

Originality: If you are writing about well-covered issues, bring a new perspective that others may have missed.

Compelling title: Your title should reflect the content of the article and tell readers why they must read the article.

Tell us a little about yourself and what you do, which topic areas you have expertise in, and point us towards some of your existing written work.

If you think this is for you, then contact us today: content@internationalschoolparent.com

If you could rewind back to one year ago, what advice would you give to your third culture child?

WRITTEN BY CAROLINA PORTO

T

he head of school started the first yearly meeting with this question.

If you haven’t thought about it, I would like to suggest you do before reading what I am going to write. Better yet, get a paper and write it down. Thoughts can fly away, but whatever you write will be there to be remembered.

It is amazing to see how much knowledge, life knowledge, we have gained through this last and somewhat challenging year. Look at the rear mirror, what do you see?

I gave this question a good thought myself and started reading the amazing learning points the other parents were sharing. Almost immediately the sense of

community and power has grown in the virtual room we were. This conversation fired me up so much that I have decided to share it with you here summarized in 13 points.

There is something amazing that happens when we share our histories, we allow them - the histories - to grow and we allow other people’s histories to grow at the same time.

My family and I moved countries again last Summer, yes, in the middle of a world pandemic, and one of the things that my children missed the most was the presencial school. Not only for the academics, but also - and more importantly - for their social lives. Suddenly we all had to learn how to INTERNATIONAL SCHOOL PARENT SPRING 2021 | 56

arrive in a new country and school without meeting anyone face to face. I can tell you that it was challenging, but I am sure you already know that.

From one day to the other the role that school plays in the lives of cross cultural children is more clear to all of us. This is a space where they find their equals, where peers speak their language and where they feel comfortable being themselves. And these are just the most important points when you are arriving somewhere, or living somewhere new for you!

If I could go back one year in my life I would remind my child to live fully every day, to play with their friends, to do and

be their best. To not wait until tomorrow (or the right circumstance) to talk to that kid sitting in the corner of the room or to approach the boy that you feel attracted to. We have no idea what might happen tomorrow. We always knew that, but now that we have experienced it is easier to relate to this truth.

Once my children have asked me what I meant every time I told them to stay open and I found myself giving them a long lecture on flexibility and life opportunities.

I have to say it was really a long one, as openness is one of my main values and I got all excited talking about it. My son was the one that ended the conversation with one simple phrase: Do you mean that we should be curious? Yes! That’s it. Exercise your curiosity and be brave enough to ask your questions.

Following this line of thought, I avoid telling them to be grateful (my vocabulary).

Instead, I have added to my vocabulary a request to them: Say thank you to a teacher.

Today. When they feel it, if they mean it.

The objective is not to get your child to repeat whatever you say, but to exercise and feel gratitude as one of the main tools for happiness.

Do something you love every day. A habit that will help you to keep your positivity in check. Remember, not tomorrow, not maybe next week, every day.

As we are talking about things you love, how about those you might love and have never tried? Let’s dare a little bit? Let’s stimulate our children to dare and have the courage to be vulnerable, to be in vulnerable situations.

Do you remember one of the first lessons we learn at the playground? Sharing is caring. If I could talk to my children one year ago I would remind them that this must as a child do not grow old. I would repeat over and over how much we gain when we share. How happy one feels when the communion happens. How much value we receive in our lives when we share what we have.

I still remember when I used to surf and the lessons I learned with this sport. And one of these lessons is a good reminder for our children: do not fight the waves, learn to go with it. When we are in the sea surfing, there is no other option. If you try to fight it, you get hurt and do not have fun. Learning to let go of control, of what should be and going with the flow is

“Exercise your curiosity and be brave enough to ask your questions.” an amazing feeling and one I would love my children to experience and be experts on.

That said, remember who you are, your likes, your truth. Stop to check how you are feeling and be respectful towards yourself. If you do it first, others will learn that you are important, that your feelings matter. At the same time, respecting the feelings of others is equally important. Exercise empathy, put yourself in other people’s shoes. Respect, respect and respect everyone’s feelings.

Does it all seem too challenging for you?

Easy? How would you want it to turn? Too slow? Be patient! The year will be a long one, life is a long (short) one and you are here to enjoy it. Step by step, day by day.

And finally, the last point I want to raise and that I would have loved to have the opportunity to tell my TCK’s one year ago: hug as many people as you can! The energy you can exchange with a hug is a valuable and fulfilling one. We never know when

we will not be able to hug those we love anymore. HUG free!

As a shortcut and a reminder: 1. Going to school every day is a gift 2. School is more than academics 3. Live fully the present moment 4. Stay open and curious 5. Say thank you to a teacher every day 6. Keep positivity high 7. Dare 8. Share everything you have 9. Go with the flow 10. Respect your feelings 11. Be empathic 12. Be patient with yourself 13. Hug as many people as you want!

Now that I am thinking about it, I could say all of these to myself too. If only I had the chance to say something to myself one year ago...

Carolina Porto is a multicultural coach with extensive international transition and relocation experience serving the cross-culture and global citizen community. She works one-to-one and does public speaking in 4 languages: Portuguese, English, French and Spanish. She has lived and worked in 4 continents, throughout 11 international moves and currently lives in Spain with her husband and her two cross-cultural children aged 14 and 12. https://www. carolinaporto.net/

INTERNATIONAL SCHOOL PARENT SPRING 2021 | 57

Helping Third Culture Kids Flourish WRITTEN BY ISP EDITORIAL TEAM

T

hird culture kids (TCKs) are kids who grow up in a culture different to the one in which their parents were raised, or of their own nationality.

This means they may identify with elements of two or more cultures, creating a fusion or new identity referred to as the third culture. The term was coined in the 1950s to describe the offspring of missionaries in India but has become a much-used phrase in modern expat life as the world’s population has become increasingly mobile.

With parents taking up new opportunities around the globe, there is a burgeoning generation of globetrotters who have learnt to understand and adapt to new cultures, and embrace new languages, friends and school systems. But beneath the surface of this jet-set lifestyle, are TCKs grappling with feelings of loss and a lack of belonging?

And how can the school system support and celebrate kids as they face the challenge of relocating during their formative years?

A set-up for success?

First, it’s important to remember that moving somewhere new can bring benefits to both adults and kids. Socially, professionally, and economically, there are so many reasons why many people never look back after they’ve taken the decision to relocate. For kids, the benefits of growing up with international experiences are huge. TCKs frequently reach adulthood with fluency or high proficiency in two or more languages. This can open up job opportunities in adulthood, as well as chances to travel and live abroad in future.

TCKs often find that cultural empathy comes naturally to them, allowing them INTERNATIONAL SCHOOL PARENT SPRING 2021 | 58

to build better relationships with people, regardless of background. This ability to communicate meaningfully across linguistic and cultural boundaries can be invaluable in both social and professional for the rest of their lives.

TCKs are also likely to be highly adaptable, with their sense of belonging often based on relationships, rather than place.

Academically, TCKs often excel too.

In fact, a study in the nineties found that American TCKs were four times more likely than the average American citizen to obtain a bachelor’s degree!

Or an emotional strain?

However, while the benefits are clear to see, growing up with a sense of transience, or feeling that your cultural roots differ from

“Help your child or teen to understand the practicalities of where they will be living.”

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empathy at the loss they may be feeling, as well as giving them positive reassurance about the months to come.

Understand what anchors your child Does your child have a passion for singing?

For soccer? Help your child to find the people who will make them feel anchored and importantly make them feel like themselves despite being in a new place.

This could be through school clubs or community groups.

In addition to this, don’t be afraid to talk about anchors which form part of your child’s identity, but not of your new home, for example, family members who live elsewhere. These are all the building blocks that make them feel definite in their identity. your everyday reality, can come with its own challenges. TCKs sometimes report feeling rootless, or without anywhere to really call home.

Some people argue that the unresolved grief of relocating in childhood, without the emotional maturity to process the loss of friendships, wider family networks, and your previous home can store up emotional issues which may only resurface in adult life.

So how can parents help their TCKs flourish?

Build a RAFT before you leave The RAFT acronym was devised by Dr. David Pollock to help TCKs leave their current home in the “right” way, ready to start their next challenge. Parents can help their children to “build a RAFT” ahead of departure (or return to a home country) by focusing on: Reconciliation: Resolving conflicts and understanding the importance of forgiveness, particularly between friends, ahead of a move.

Affirmation: Acknowledging the people who have influenced your life, whether it’s a friend, a teacher or a family member, and understanding that they can continue to have a role in your life.

Farewells: Saying goodbye really is vital when places and people have been important to us. Take time to mark the departure, whether it’s through a ceremony like graduation, giving a gift to someone you want to say goodbye properly to, or hosting a farewell party.

Think Destination: Think ahead and begin planning well in advance so that the

move goes as smoothly as possible for the whole family.

Communicate Start communicating well in advance of the move. Start to talk about what the next few months ahead of the move will look like – maybe searching for schools, packing up, and saying goodbye. Having some sort of roadmap for your kids to understand how the family will get from A to B can make the transition more bitesize and manageable.

This is important at any age right up to older teens who are planning moves to university and so may be about to take on their first solo leap to a country where their parents aren’t currently resident.

Help your child or teen to understand the practicalities of where they will be living.

What will the new house be like? What will the journey to school involve? Will it be easy e.g. for teens to get around on their own, or are there country-specific restrictions or dangers they need to be aware of ? Allowing kids to form a positive but realistic view in advance should help to ease any culture shock and allow them to hit the ground running with their new routine.

Finally, allow the communication to go both ways. Parents aren’t just communicating about logistics, but through every hug or kind word, you’re reassuring your child that even though the family will be somewhere new, they will still have the same loving and supportive family to come home to every day after school. If you sense in their communication to you, verbal or otherwise, their unease or apprehension about the move, don’t be afraid to offer your INTERNATIONAL SCHOOL PARENT SPRING 2021 | 60

Predictability and stability Look at ways to introduce structure and predictability into your family’s new dayto-day. From setting up your furniture in a familiar way, to sitting down for a meal together each evening, take responsibility for quickly creating an environment and rhythm recognizable as “home”.

Value agency TCKs may move from place to place feeling as though they have little agency over their own lives. From furniture to school, they may feel that decisions are being made by pretty much anyone but themselves.

For older teens in particular, as they try to build important friendships and assert independence while following their family to an unfamiliar place, this can be difficult.

Where it’s possible, give your child or teen some agency to make their own decisions, establish their own boundaries, and make their own mistakes, just as you would if you weren’t moving to a new place.

Of course, just like other kids, no two TCKs are the same. No broad definition of how an international upbringing may shape you can ever be correct for every one of the millions who have grown up forging their own definition of what their culture is. While some say TCKs may struggle to feel at home anywhere, anecdotal evidence at least reminds us that the gift of living with a loving family, no matter where that may be, can be the most powerful anchor in any childhood. When done with positivity and open communication, moving abroad with your family can be the path to great adventures well beyond childhood.

Supporting the Mental Well-being of Teenagers WRITTEN BY DR STEVE SIMS

T

here have been welcome signs over the past few years of the beginnings of a shift in societal attitudes towards the subject of mental health. This has been largely a taboo area, but more recently there has been some evidence of an increasing willingness to talk about this hitherto hidden subject. An additional nudge in this direction has resulted from the national lockdowns instituted in response to the Covid-19 pandemic. The normal busyness of life was brought to a stop, networks and patterns of relationships were interrupted, and liberties were curtailed. The suddenness of such enormous changes prompted many to confront, perhaps for the first time, the robustness of their own mental health. The impact for teenagers was heightened

by the need to limit social activity since this forms part of the exploration and striving for independence from parents that is associated with adolescence.

What is Mental Health?

It is widely recognised that one of the barriers to discussion in the area of mental health is its confusion with mental illness. In trying to understand these terms, I find it helpful to draw a parallel with physical health and physical illness. We all have mental health and need to look after it, just as we all have physical health and should protect it. At times, we may experience a mental health issue, just as we might experience a physical health issue, which may be easily

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“When a mental health issue begins to seriously take over a person’s life – impacting work, relationships, education, or social lives – MHAW considers it to be a mental illness.” resolved or something we have to learn to live with, but it is not necessarily an illness or evidence of one. However, if we develop an illness, be it mental or physical, it will impact our (mental or physical) health and will often require some form of treatment or intervention. It should also be noted that whilst they are treated separately above for the sake of drawing the extended comparison, our mental and physical health influence and affect each other. In general, our mental health refers to our ability to cope with life, to process our emotions and feelings, and to manage stress.

Teenagers and Mental Health It is important to remember that the teenage years are a significant developmental stage in the life of a person. As they seek to develop independence from their parents, teenagers are developing the strategies and tools that will enable them to cope with the stresses of independent adult life. This applies as much to a person’s mental health as to any other area of their life, and it is complicated by the intensely personal nature of our individual mental health profile.

Some teenagers by their make-up are, for example, more prone to worry about things than others; some might handle stressful situations with ease whilst some of their friends cannot. This means that any definition of what constitutes “normal” mental health must leave room for personal variation. Ultimately, I prefer to think of a good level of mental health as being a state of mind that enables the individual to enjoy life whilst managing its stresses.

However good one’s level of mental health might be, there will still be difficult experiences in life and teenagers need to learn to distinguish between serious challenges to mental well-being and just having a bad day or a difficult time. Robust mental health enables us to face and deal with difficulties and challenges and to become stronger as a result. In July, an article carried by Heidi News in Switzerland, stated that “The Covid-19 lockdown has affected the mental health of some 40% of teenagers, stressed by being cut off from friends and schools, fears of falling ill and a future that is out of their control.”. However, I would argue that fears of falling ill during a pandemic are a natural human response, and for the vast majority, their mental health will enable them to face and manage those fears. Those most at risk from the experience of lockdown in terms of mental health are those who already have underlying mental health issues, whether they have been previously diagnosed or not. Such underlying issues make it more difficult for them to respond appropriately to the new situation.

A month later, it was revealed that a study conducted in the UK amongst 13-14 year olds had indicated that for some teenagers, mental health had improved during the lockdown. As the NIHR

School for Public Health Research suggests, the mental health improvement “may be due to the removal of stress factors often found in school environments such as pressure of academic work and challenging peer relationships.” With regards to the present discussion, the findings serve to underline the individual nature of mental health.

Teenagers, Mental Health Issues and Mental Illness Given that different people and organisations draw the line between mental health issues and mental illness at different places, I find the comments of the Mental Health at Work Group helpful: “When a mental health issue begins to seriously take over a person’s life – impacting work, relationships, education, or social lives – MHAW considers it to be a mental illness.”

The World Health Organisation (WHO) suggests that 10-20% of adolescents globally experience mental health conditions. Anxiety and depression head the majority of listings of the most common mental health conditions experienced by teenagers, often followed by loneliness and stress. Such listings often go on to include eating disorders, self-harm, drug-taking, and a variety of learning,

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behavioural or personality disorders. The WHO points out also that suicide is the third leading cause of death in 15-19-year-olds.

What can parents do?

Parents are both the best placed and the worst placed to be able to help their teenagers in the area of mental health and well-being.

Proximity within the family enables observation of behavioural changes that might be important signs of a developing mental health issue. At the same time, however, some teenagers are extremely reluctant to talk about personal issues with their parents.

Often, the ability to help relies on a strong pre-existing relationship, which all parents can seek to build with their teenager.

I would summarise what parents can do, as follows: • Model and seek an adult relationship with your teenager.

• Make time to listen to your teenager.

• Take what your teenager says seriously.

• Don’t pretend you know all the answers.

• Seek out quality information about mental health amongst teenagers, including the signs to look out for.

• Be on the lookout for marked behavioural changes – not the same as being faced by teenage stroppiness.

• Don’t be afraid to suggest medical help if you think it is required, or to insist if you think the condition is becoming worse.

Parents need support too Parenting can be hard work and extremely stressful. When faced with possible issues with the mental health of their teenager, parents can also feel incredibly alone. Wise parents will recognise the need to find support for themselves. Whether that support is professional or informal, having someone to whom they can talk about their fears, and who can help them find a way forward, is an invaluable aid to becoming better equipped to help and support their teenager.

Dr Steve Sims is the author of the blog Regarding Teenagers, Director of the Basel Learning Hub in Switzerland, and Director of Learning Hub International. https://www.regardingteenagers.com/

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The benefits and complexities of a bilingual education WRITTEN BY ISP EDITORIAL TEAM

I

n Switzerland alone, there are four national languages for a population of 8.57 million. As well as German, French, Italian and Romansh, many expats use English and other languages to bridge the communication gap. In fact, with nearly two thirds of the Swiss population using two or more languages at least once a week,1 being multilingual in some form is accepted as the norm in Switzerland.

For kids lucky enough to have two or more languages at their fingertips, or for those arriving in Switzerland hoping to build on a second language, there are plenty of opportunities in Swiss international schools to develop their skills.

But is it worth all the hard work? And can

schools really integrate bilingualism without disrupting the academic and social rhythm of normal school life? We’ve spoken to some schools to find out.

Can kids joining with one weaker language ever really become fully bilingual?

This is a question frequently posed to school by parents joining the expat community.

Daniel Ng, Head of Primary School at Obersee Bilingual School suggests that “being successful in a bilingual environment does not require fluid language competencies in both languages. There are many successful graduates who have done well despite joining a bilingual school

1 https://www.swissinfo.ch/eng/multilingualism_how-many-swiss-regularly-use-at-least-four-languages/42495614

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halfway into their schooling career.”

However, there are a number of factors which schools agree can affect the outcome for individual students. For example, age, motivation to learn, academic capacity and family support. The Swiss International School (SIS) reassures parents that “using the immersion method over a number of years results in near-native fluency in the second language,” although “the best results are achieved through extensive early immersion prior to the start of formal schooling.”

School support is of course also paramount in helping kids to accelerate their language skills to a suitable level for learning. At the Institut Montana

Zugerberg, teachers quickly assess new joiners to see if language support beyond mainstream lessons will be needed. Students can then get help from an additional teacher in the classroom, or in more severe cases, students may have half of their lessons taught by an extra teacher outside of the classroom.

Of course, for some kids joining schools for a short amount of time only, or at an age where full bilingualism is unlikely, it’s important to provide an environment where they can learn the language at their own pace without too much pressure. At HautLac International Bilingual School they emphasise that there is “no pressure” to move into the bilingual stream, with many students starting in the Anglophone stream, where they do one French class a day, before ultimately moving into the bilingual stream only when they are ready and keen to do so.

Do bilingual kids do better at school?

Evidence gathered from multiple countries does show that being bilingual can set you up with some advantages in the classroom.

Studies have shown that bilingual children may have better short-term and working

memories than monolingually schooled children. This means bilingual kids should be able to hold on to more of what they hear in class, to translate into long-term learnings - an excellent foundation for academic success.2 Degrees of bilingualism and creative thinking also appear to be positively correlated3, and multilinguals also frequently excel at problem solving versus their monolingual counterparts.4 They can also race ahead with literacy from a young age, having mastered the basics such as deciphering word structure and building a varied vocabulary early on as a result of hearing multiple languages from a young age.5 All in all, a bilingual upbringing seems to set you up with the foundations to make a real success of school. In fact, a US study showed that overall, students in dual-language schools had better academic results and fewer behavioural issues than those learning in just one language.6

Is it hard to make friends when the second language is weaker?

Absolutely not. At the International School

of Schaffhausen, which has a bilingual program in its Early Learning Centre and Primary School, the children communicate in whichever language suits best at that moment: “In our international environment with 35 different nationalities we rarely see friendship groups based on language or national background. The kids easily switch from one language to another, sometimes even mid-sentence.” Daniel Ng adds that “children by default are very caring. We often observe children speak the language that the new child who just joined is more comfortable in.”

In the long term, the gift of intimately understanding more than one culture through being bilingual, can set kids up for building wider and more diverse friendship networks right through into adult life.

How do different schools approach dual language teaching?

It goes without saying that it’s a huge task to coordinate bilingual teaching at any age, but a challenge which SIS claims is fully worthwhile due to how it enriches the lives of the students, teachers, administration and school management.

2 Content and Foreign Language Integrated Learning: Contributions to ... By Yolanda Ruiz de Zarobe 3 https://www.sciencedirect.com/science/article/abs/pii/S0191886911000602 4 https:// www.medicaldaily.com/bilingual-kids-better-creative-thinking-241752 5 https://www.waterford.org/education/why-bilingual-students-have-a-cognitive-advantage-for-learning-to-read/ 6 https://www.npr.org/sections/ed/2016/11/29/497943749/6-potential-brain-benefits-of-bilingual-education?t=1600766880601 7 https://www.npr.org/sectioned/2016/11/29/497943749/6potential-brain-benefits-of-bilingual-education?t=1600766880601

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Many schools switch daily or weekly between languages to ensure equal exposure. For example, at the Institut Montana Zugerberg for example, 50% of the curriculum is taught in English, and the rest in German.

Similarly, at Haut-Lac International Bilingual School, equal immersion in both English and French is also used to build the students’ language skills. The school explains: “At infant and primary level, students attend classes on a one day-one language basis, alternating every day.

The order is then reversed at half term so students get equal exposure to both languages. Lower Secondary students study half their subjects in English and the other half in French, alternating the tuition language of each subject every semester to develop a good knowledge of all subjects in both languages in preparation for the bilingual IB Diploma or Career-Related course. Diploma or Career-Related students who are enrolled in our bilingual section will study half their subjects in English and the other half in French to ensure they get equal exposure to both languages every week.” The school also has intensive integration programs for those joining without knowledge of the second language.

True immersion is also valued at SIS, where this method allows children to “learn unconsciously, lose their initial inhibitions – and allow the foreign language to become second nature.” They explain: “Children begin by developing a passive understanding of the language, achieved through the use of pictures, gestures and symbols, for example. Then, they gradually begin to actively use the second language. In other words, the foreign language is acquired in a similar way to the mother tongue – with the child’s linguistic development and knowledge of the world progressing hand in hand.”

At the International School of Schaffhausen, there is an emphasis on “team teaching” which allows teachers to build strong relationships with the children and the families in their dominant language, ensuring no one falls behind. Working together, teachers try to ensure a smooth learning process for kids as they switch between languages. Terra Nova Bilingual School, has found that something as simple as using the exact same textbooks for both German and English Maths teaching has strengthened this sense of smooth transition

“Evidence gathered from multiple countries does show that being bilingual can set you up with some advantages in the classroom.” between subjects for their students.

These complex systems allow language learning and standard curriculum to exist in harmony, with the flexibility that it fosters in the kids becoming second nature as they look to life after school.

What are the advantages for schoolleavers?

Of course, knowing more than one language can be a huge plus in any career.

Opportunities for travel, doors opening to sectors from hospitality to finance, the advantages of being able to communicate fluently with colleagues and clients in multiple countries is a gift. And beyond this, bilinguals may also carry skills which set them apart from the crowd. Bilinguals are frequently shown to outperform monolinguals in their executive brain function. This controls actions such as task switching, paying attention, and memory.7 It’s easy to see how bilingualism trains your brain in this area: remembering to speak to your parent in one language and your teacher in another from a young age is no mean feat!

Haut-Lac International Bilingual School says that bilingualism is “an extraordinary asset” when it comes to ‘the next step’ because it opens up so many avenues for consideration: “Students who have a good grasp or fluency in French can INTERNATIONAL SCHOOL PARENT SPRING 2021 | 66

apply to many Swiss, French or Canadian universities (although there are also English courses available in those countries) but there is also the option of the Englishspeaking world to choose from. Being able to discuss one’s bilingualism and the advantages it has bestowed upon them also helps students to write interesting and appealing personal statements and CVs.” Undoubtedly, for those entering the job market for the first time, being bilingual not only tells potential employers that you’re a talented linguist, but also suggests flexibility, an ability to think outside the box, cultural understanding…the list goes on!

So is it the right choice for my child?

Being bilingual is a gift which has so many benefits throughout school, career and even into old age. But for kids with one weaker language, or joining school further along in their education, it’s a decision which should be made only after really exploring each individual school’s methodology in getting everyone up to speed, and ensuring no one, and no subject can slip through the cracks.

Don’t be afraid to ask detailed questions to understand for example which language your child will end up using for exams.

Being bilingual can unlock so many benefits while living abroad, but feeling happy, on top of work, and included socially are also vital for kids settling into expat life.

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