International School Parent Magazine - Autumn 2018

The top international schools that are realising the importance of nonformal education Educating for the Twenty-First Century: Seven Global Challenges

AUTUMN 2018

© Guillaume Perret

Digital skills WATCHMAKING

AT THE HEART OF TIME THE CRADLE OF CLOCK AND WATCHMAKING, THE DESTINATION OF JURA & THREE-LAKES IS AN IDEAL LOCATION FOR THOSE WANTING TO EXPLORE THIS FORM OF PRECISION CRAFTSMANSHIP. Moulded by and for clock and watchmaking, the cityscapes of La Chaux-de-Fonds and Le Locle were both granted World Heritage status by UNESCO in 2009. They are the premier gateway of choice for a journey of discovery into this precision artistry. Why not continue the adventure by following in the footsteps of the artisan clock and watchmakers who left their tracks across the entire Jura arc?

As well as housing world-famous museums devoted to clock and watchmaking, Jura & Three-Lakes is also home to prestigious watchmaking companies, some of which, for example Longines, Zenith, Corum or Omega, open their doors to the public for exclusive visits.

There is nothing quite like experiencing watchmaking by standing in the shoes of a watchmaker and learning something of this ancestral savoir-faire while in a watchmaking atelier. The apprentice with one day’s experience will have the opportunity of assembling his or her own watch.

WWW.J3L.CH

Journeys of discovery far from day-to-day life.

Welcome to the Autumn 2018 edition of International School Parent Magazine!

Welcome back!

After an active summer, and no doubt a busy start to the autumn term. You and your family are probably well into the swing of things.

As the temperature drops and the snow starts to arrive, our minds shift to the mountain season! We have teamed up with Swiss Tourism for this edition to bring you an excellent article about four brothers sharing a dream of becoming slalom racing champions. There are also some great recommendations for family friendly ski resorts across Switzerland. So, sharpen your edges and head out there!

For our Francophone parents, Autumn provides some wonderful opportunities to get out in the fresh air.

Retrace the footsteps of dinosaurs with a trip to discover a lost world. The Prehisto-Parc (only in French) among Neuchâtel’s Jura Mountains on the French border is a great day out. There are life-size and lifelike imitation prehistoric animals lurking in the dense forest. Much better than a day in front of the TV! From the enormous to the miniature, check out the fabulous watchmaking tours by Zenith (see page 20) Located high in the Jura mountains, the towns of La Chaux-de-Fonds and Le Locle hide a remarkable watchmaking heritage. Zenith open up their doors once a week for guided tours of their factory.

As usual, we have some great articles and interviews from educational experts. I would like to extend our invitation to teachers, parents, and practitioners in all fields of education to contact us about writing and interview opportunities.

We would love to discuss with you the opportunity to be featured in the magazine and on our website at www.internationalschoolparent.com We remain committed to the task of helping parents and children make the most of the fantastic opportunities an education at an international school in Switzerland provides. All that remains to be said is that I hope you have a wonderful start to the academic year.

Work hard and be the best!

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

Contents 04 Educating for the Twenty-First Century: Seven Global Challenges 12 What goes into preparing a top quality IB Revision Course?

A teacher’s perspective 16 IB tutors reveal how to get the most out of IAs and the EE 20 Deep in time: The World Heritage site that’s open for business 24 Vaccinations – Protecting your child and others 26 Meet the Headteachers – Sean Power 32 360° Learning 38 At home on the slopes 44 Futures & Options 52 A Simple Approach for Getting Your Family Organized, and Ready for Anything 56 Six actions you can take to help your child succeed in their career 60 Helicopter Parenting: The Fallout 68 Finance Articles

International School Parent Autumn 2018

Educating for the TwentyFirst Century:

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Seven Global Challenges

BY DR CONRAD HUGHES CAMPUS & SECONDARY PRINCIPAL, INTERNATIONAL SCHOOL OF GENEVA LA GRANDE BOISSIÈRE internationalschoolparent.com

International School Parent Autumn 2018

THE WORLD TODAY

WHAT IT MEANS TO BE AN EDUCATOR

The world population has quadrupled since World War II (from two to nearly eight billion). Artificial intelligence now effectively has the computing power of a human brain. We are exhausting over 150% of the planet’s biocapacity. Globalisation and social media have made the world far more accessible than ever before, while at the same time growth in income disparity and new forms of terrorism have further created separate enclaves in the planet’s population.

At the centre of this whirlwind is the young person looking into the midst of the future.

The world of today is one of “VUCA” (volatility, uncertainty, complexity and ambiguity). Society would appear unrecognisable (at least technically) to our great-grandparents. And the intuitive response is that the education we are providing for young people should therefore change radically.

Just as the educator nurtures knowledge, skills and dispositions in the learner and helps her along the path to maturity, so should the educator open her mind to the world with the fresh perspectives of youth. So much of the world’s present and future could be reconceptualised dynamically in game-changing ways if adults could embrace the vibrancy, curiosity, hope and thirst for opportunity that characterises growth mindsets as opposed to the fixed mindset of closure and judgement that, unfortunately, characterise so much of the adult world.

As we approach the first quarter of the 21st Century, schools, universities, industries and society at large are asking fundamental questions about education. Whether you like it or not, we are in a paradigm-shifting age where technological, demographic, social, environmental, economic and political shifts are forcing us to redefine what our educational structure should be.

The discussion has also widened from the inner circles of curriculum experts and researchers in education to the wider public: discourses run amok from academics, neuroscientists, TedTalk spin doctors to sound bites from politicians, celebrities and CEOs.

In each child there is the promise of the powerful, ethical, creative, critical and engaged adult she or he will become.

What a privilege to educate but what a responsibility too. The decisions we take as instructors can help shape not only learners’ confidence but the way they act for the future of humanity.

A thread that runs through this book is a series of snapshots and stories of young people that I’ve worked with in my career as a teacher and a head of school. These voices, anonymised, remind us that discussions about the future of education must involve those it implies, those who will carry the present into the future, those with dreams for the future.

I say this because many forecast studies are all doom and gloom and come from generations that will not be on the planet to live through the countless catastrophes that loom on the horizon.

We need to think about the future with wonder and appetite, not fear and regret.

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International School Parent Autumn 2018

Seven Challenges

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CHALLENGE ONE: MINDFULNESS

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In many so-called developed countries and in most schools, human beings are complaining about high levels of stress as they carry out hyperactive lifestyles that can become unhealthy and compulsive. This has led to a number of responses, especially in schools, in the area of Mindfulness. What are schools doing and should they be doing to promote happy, focussed, calm and appreciative people and how well does the Mindfulness movement stand up to this challenge?

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Part of this chapter looks, critically, at new-age attempts to spiritualise life through meditative practice while avenues that can lead to an equally and possibly far more mindful lifestyle are actually fairly simple and have been embedded in school programmes for years. The areas of sports and arts can very well have the effect of allowing the mind to gain focus and stress levels to drop. Needless to say, the interference of new technologies in the average person’s life is a contributing factor that needs to be mediated sensibly.

CHALLENGE THREE: TERRORISM

International terrorism has become a global problem. Few societies feel completely sheltered from the risk of an attack whilst a climate of fear, mistrust and xenophobia grows in response to these attacks. How can schools work with young people to face the problem of terrorism and, hopefully, reduce it?

An educational approach to terrorism must incorporate not only awareness of what terrorism is and why it exists, but the more subtle underpinning areas of identity and faith that are ultimately determining factors in the conversion of moderate people into terrorists. I argue that the spiritual vacuum created by a secular Western approach to life, if left unattended, can be colonised quite easily by fundamentalists.

On the side of victims or potential victims of terrorism, the chapter discusses steps that institutions can take to enhance security and support the community with coping mechanisms in the aftermath of an attack.

CHALLENGE TWO: 2 SINGULARITY

CHALLENGE FOUR: 4 SUSTAINABILITY

The machines that humans have built and the algorithms that drive them are challenging the uniqueness of some of the essential constituents of human intelligence. Human beings, including young people, appear increasingly attached to devices and dependent on them. What are the implications for education?

The planet’s biocapacity is being depleted at an exponential rate and if current behaviours do not stop soon, our planet’s resources will have been depleted and human beings will be faced with a level of resource scarcity that will make life intolerable if not impossible. What can schools do to slow down this time bomb?

The chapter grapples with definitions of intelligence, both human and artificial, and explores how human beings are operating socially and cognitively alongside algorithms and how this might happen in the future. The implications of artificial intelligence are that some areas of human activity can be outsourced by machines whereas others cannot. This leaves a space for schooling to develop those facets of humanity that are uniquely human and cannot be taken over by artificial intelligence.

Such a situation, probably the most urgent for our planet, even if behaviour continues to suggest that biological extinction it is a distant and abstract possibility, requires a deep-seated emotional and intellectual approach to ensure that sustainable action is rooted in a long-term, lifelong attitude to deep change.

I argue that we have to design learning experiences that ensure that young people love and respect nature whilst further understanding the precious, erstwhile neglected knowledge and appreciation of nature that we can learn from indigenous cultures. A further facet of a sustainable education is making students aware of the local parameters of environmentalism so that they do not fall into the trap of seeing planetary causes as generalised, distant needs whilst disregarding their immediate surroundings.

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International School Parent Autumn 2018

This book grapples with seven major challenges to humanity and how we can face them through education.

These are they:

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CHALLENGE FIVE: POST-TRUTH POLITICS

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Political developments in the middle of the first quarter of the 21st Century have led some to argue that truth does not mean what it used to, that we are entering a type of post-truth era where communications strategies supersede the verity of what is being discussed. I argue that whilst it is true that 21st Century democratic politics seems to be saturated in a number of areas, at the core of it, things have not changed that much since rhetoric, oversimplification and mendacity have been standard tools for political gain as far back as we can think.

CHALLENGE SEVEN: CHARACTER

At the core of any response to the global challenges that face us is the age-old question of a person’s character: the moral fibre that will determine the scope and style of their response to any given situation. Today’s world is fast changing and uncertain and therefore requires a particularly developed level of resolve and sturdiness. Character can be determined through three core concepts: discipline, ethics and emotional intelligence. These are fleshed out in this chapter as I address questions related to mastery and determination.

We should, nonetheless, be careful about how we grapple with information in the 21st Century: there are approaches to knowledge construction that are essential in an age of sound bites and alternative, often false positions broadcast on social media. | 9

CHALLENGE SIX: 6 KNOWLEDGE IN THE 21ST CENTURY Because of new technologies and the way that knowledge is made available and distributed in the 21st Century, some believe that we need to rethink what is taught in school entirely and perhaps teach less content, opening more time and opportunities for skills development. This debate is more and more acute and I grapple with it by pointing out some essential features of knowledge that cannot be glossed over. I argue that knowledge in the 21st Century is more necessary than ever and that, on the contrary, skills over knowledge discourses, depending of course on how they are construed, tend to be misguided.

The chapter goes further than this by pointing out where knowledge could be salient for the needs of our times in the humanities and literature. I grapple with the ideologically sensitive issue of a canon and how to situate non-Western experiences and cultural representations in a world canon that transcends WASP, DWEM and Western archetypes without discarding them or attempting to belittle their centrality, for central they are.

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International School Parent Autumn 2018

WHO IS THIS BOOK FOR?

...it is not only about what schools can do but peers, mentors and social structures too.

In this book I look beyond the classroom to everything that forms a person’s character, intellect and dispositions: it is not only about what schools can do but peers, mentors and social structures too. Therefore, this book is not only for instructors and administrators, it is about anyone who is responsible for young people, their futures and the many possible outcomes of their actions on the future.

This book is for parents too because so much of what happens at home has a greater effect on learning outcomes that what happens at school. The kind of dinner conversation you have with your child; the culture of reading, art, discussion and debate you have at home; the values you transmit to your child; the relationship you model towards technology, spirituality and the environment: these are the real backbone of a child’s education.

This book gives parents ideas, contexts, snytheses of educational research and insights from the formal education sector.

Educating for the Twenty-First Century: Seven Global Challenges is published by Brill and can be ordered online at www.brill.com

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ABOUT THE AUTHOR Dr Conrad Hughes Campus and Secondary Principal at the International School of Geneva, La Grande Boissiere.

Conrad teaches philosophy and holds a PhD is in English literature. He is currently completing a second doctorate at Durham University’s School of Education on how education can reduce prejudice. His research interests also include 21st Century Education, Critical Thinking, International Education and Assessment. He is the author of numerous articles in peer-reviewed journals and as Director of Education at the International School of Geneva, he led the publication of Guiding Principles for Learning in the 21st Century with UNESCO. His previous publications include Understanding Prejudice and Education: The Challenge for Future Generations, published

by Routledge and English A: Literature for the International Baccalaureate, published by Pearson.

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International – A D VSchool E R TParent O R IAutumn A L –2018

PREPARE FOR SUCCESS WITH HOSPITALITY MANAGEMENT EDUCATION Did you know that 1 in 11 jobs worldwide is now related to the hospitality industry? This ever-growing industry accounts for 9% of worldwide GDP and offers a wide array of career choices, spanning event planning, marketing and sales, luxury retail, human resources and more.

Hospitality is perfect for candidates who thrive on social contact, love learning about other cultures and dream of an international working experience. If you are exploring further education and vocation options for a high school graduate, hospitality management education is well worth looking into.

World-famous Swiss hospitality education Switzerland is considered the birthplace of hospitality, so it comes as no surprise that Swiss hospitality management education is highly regarded by employers all over the globe.

However, with many schools and study options available, how do you make the right decision? It is important to look at an institution’s accreditations, academic and industry partnerships, career support and quality of practical training.

Swiss Education Group is your go-to choice in this field.

The group comprises 5 schools spread over 7 beautiful campuses in Switzerland, offering 5 bachelor degrees each with their own unique focus. All schools offer internationally accredited university qualifications thanks to the academic partnerships with renowned British and American universities.

While rigorous academic studies are an important component of the curriculum, a lot of attention is paid to developing candidates’ practical skills though industry internships, field trips, student-organised events and hands-on workshops. The twice-yearly International Recruitment Forum, exclusive to Swiss Education Group schools and attended by 135 international companies, gives students a priviledged access to the best career opportunities in the hospitality industry.

Swiss Education Group schools provide a wide сhoice of Bachelor degrees with different areas of focus that come with two industry internships and plenty of unforgettable memories! With multiple intakes per year, your child’s Bachelor’s is just a couple of months away. internationalschoolparent.com

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International – A D VSchool E R TParent O R IAutumn A L –2018

Dual Bachelor’s Degree in Hotel & Tourism / Hospitality Business Management

Bachelor of Arts (Honours) in International Hospitality and Design Management

Thanks to the partnership with Washington State University, USA, this programme awards an American Bachelor of Arts in addition to the Swiss hospitality degree. Students combine practical courses and management subjects with the development of a personalised business plan in the final year. Qualifications have been designed to deliver an appropriate blend of skills and knowledge in academic disciplines, professional hospitality and tourism management and personal and social development.

During this programme, students develop their design-centred thinking and leadership potential to help them pursue careers in hotel, branding, luxury and design management. The course supplements theory, with work on real-life projects and hours in the dedicated design studio, to learn the principles of interior design.

The dual degree is awarded in conjunction with University of Derby, UK, and is fully recognised by the Quality Assurance Agency (QAA), the governing body for higher education in the United Kingdom. Moreover, graduates become members of the Chartered Society of Designers, a professional body for the design profession.

Bachelor of Arts (Honours) in Culinary Arts This bachelor degree, offered in collaboration with University of Derby, UK, is perfect for candidates passionate about food and discovering new cultures and cuisines. The course seamlessly combines entrepreneurial learning and practical culinary skills and includes over 1,100 kitchen hours over a three-year period, preparing graduates for a successful start even in a Michelin12 | starred kitchen!

Bachelor of Business Administration in Hospitality Management (with Specialisation) This dual Swiss and American bachelor’s awarded in partnership with Northwood University, USA, offers three specialisations endorsed by leading industry organisations.

More numbers-oriented candidates can choose Finance specialisation developed in collaboration with Banque Privée Edmond de Rothschild. Those more interested in learning about hiring and developing talent can take the Human Resource Management path supported by Four Seasons Hotel. Finally, for students fascinated by luxury brands, the Luxury Marketing and Business Management specialisation endorsed by Tag Heuer, John Paul and Montreux Jazz Festival would be the right choice.

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International – A D VSchool E R TParent O R IAutumn A L –2018

Bachelor of Arts (Honours) in Hospitality and/or Events Management

Bachelor Open Days in autumn 2018

This degree follows the philosophy of “Learning By Doing”. With campuses situated in two former palace hotels featuring lavish banqueting halls, a grand theatre, fully equipped wet and dry spas and multiple restaurants, students get completely immersed in a truly Swiss hospitality operations education.

The curriculum, validated by University of Derby, UK, follows a three-pillar approach focusing on global trends, business strategy and operational leadership. The first two years the programme follow the same curriculum, with the third year varying depending on the chosen specialisation.

To make it easier for your teenager to choose the right hospitality management degree, we invite you to our complimentary Bachelor Open Days this autumn. It is an invaluable opportunity to speak directly to current students and teachers, experience the campuses and their surroundings and learn about extracurricular activities.

Don’t just take our word for it, hear from Johanna Jensen-Carlén from Sweden, studying Bachelor of Business Administration in Hospitality Management in Montreux:

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“Hotel schools in Switzerland are the most famous in the world so it’s easy to get jobs in the future, it’s a great education and a lot of fun! If you are interested in learning more, my advice is to attend an Open House with Swiss Education Group. It is a wonderful opportunity to visit the different schools, meet the teachers and students and get your questions answered.”

The visits last two days. Hotel accommodation, transportation and meals are offered to your family free of charge.

October: 15.10.2018 - 16.10.2018 November: 19.11.2018 - 20.11.2018 December: 03.12.2018 - 04.12.2018 To book your visit for Bachelor Open Days, please contact:

Mrs Cristele RebeccaMazza Mars Email: cmazza@swisseducation.com Email: rmars@swisseducation.com internationalschoolparent.com Tel: +41 +41 21 21 966 966 4728 4728 Tel:

International School Parent Autumn 2018

What goes into preparing a top quality IB Revision Course?

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A teacher’s e v i t c e p pers

BY MATTHEW BROWN, IB PHYSICS TEACHER AND EXAMINER & TUTORSPLUS PHYSICS TUTOR internationalschoolparent.com

International School Parent Autumn 2018

hen Matt arrived to lead the TutorsPlus Easter Revision 2018 Physics course armed with a self-made, professional, 46-page beautifully bound “Exam Preparation Guide”, our jaws hit the ground. Matt exemplifies the thought, effort and commitment that our tutors pour into supporting students to achieve their absolute best in their IB Diploma.

If you’re considering whether or not a revision course will help your child, Matt gives you an insight here into what it takes to craft an outstanding one. – The TutorsPlus team.

Revision courses provide valuable support to students, alleviate any fears they may have about the final exams and help to shed light on and rectify any misconceptions they may have at this stage in the Diploma programme. All students benefit from revision courses, whether they are struggling in a particular subject or topic, looking for a way to consolidate their learning, or wanting to hone their practice in order to achieve that level seven. A meaningful revision course then needs to be more than just revising content and practising past-paper questions. It should provide students with the tools to unpack exam questions as well as give them thorough approaches to responding in a way that demonstrates all that they know. A great quality revision course ensures that every minute is of enduring value to your child.

The primary question I asked myself when designing TutorsPlus’ 2-day IB Physics revision course is: “What do I want students to take away from these two days?”

A simple enough question, one would imagine, but when you’re trying to compress what is already a knowledge-dense, two-year diploma program into two days, it can be difficult to see how to cover everything you regard as ‘the most important’ without losing potency, especially as there is a lot of content surrounding exam techniques for a course at this level.

SO, WHAT IS INCLUDED IN A GREAT REVISION COURSE? For a revision course to be excellent value, it needs to be a small group of students. This gives students the confidence and opportunity to discuss problem areas more freely and learn different approaches from peers and tutors.

The course obviously needs to be centred around the paper your child will be facing in the exam, dividing the days based on the order of the exams, and dividing the time spent on each part relative to the length of the paper and difficulty of material tested.

A really important aspect that is often not thoroughly covered during the two-years of the Diploma is the expectations of the examiners in each of the papers. There are always very specific skill-sets that examiners want to test in any course and, in Physics, these are tested through particular varieties of questions.

A high-quality revision course will include an overview of the exams; the meaning and organisation of the command terms; grade descriptors and grade boundaries; an explanation of each paper, the format, objectives examined, and the question types that students would face as well as anything else specific to that paper such as pitfalls and common misunderstandings.

A great revision course is not just about reviewing content, it’s also about mastering techniques and processes for success.

Therefore, in my revision course, I wanted to create pathways to understanding and unpacking questions that your child could follow and become proficient in. This helps to alleviate any uncertainties they might have about how to tackle a particular question and allows students to free up their brain’s function to focus on producing the most thorough solutions to questions rather than spending time wondering how to approach them.

A revision course run by an experienced IB tutor, teacher or examiner ensures deep knowledge of IB mark-schemes. They will ensure that your child learns how to optimise their answers to earn the best grades possible. An important element to master in order to achieve this optimisation is to understand what the ‘command terms’ in a question are asking. Because the International Baccalaureate gives students a great wealth of skills that prepare them not only for the challenges at University but also for the longer-term in their professional lives in analytical fields, these skills are embedded into the command terms.

Students are expected to know these and understand what is being asked of them whenever they see a command term in a question. A good grasp of these ‘command terms’ will allow students to efficiently answer questions fully, minimising the risk of them writing something that is unnecessary or irrelevant.

So how was I going to cover all this material in only two days?

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International School Parent Autumn 2018

WHAT GOES INTO DESIGNING A GREAT REVISION COURSE FOR YOUR CHILD One of the major differences when teaching a revision course outside your own school is that you don’t know the students.

Through a well-developed course preparation questionnaire and email communication, we can get to know the ability of your child and their sticking points, and tailor the course to their needs.

A great revision course will pay attention to detail in all aspects of the course, from the ‘Course Prep’ expected ahead of the course to the ‘Homework’ booklets given for students to complete between the first and second day of the course. These will contain a mixture of different question styles, some multiple choice, some long answer and some short answer, from a spread of topics across the entire syllabus.

For each of the question types, it is important that students understand the IB expectation. An experienced revision course tutor will break these down and show worked examples with model solutions along with exam tactics and pitfalls. At the end of each section, I like to consolidate the knowledge into revision advice for each paper, giving practical tips to help your child make the most of the preparation and execution of each paper.

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In order for the usefulness of the course to continue when students leave after day two, it’s important for them to have something physical that they can refer to when, inevitably, they forget a part of what was covered. It should ideally be something they can use to recap techniques or clarify approaches, to use whilst attempting practice papers, giving them methodologies of approach to help improve their exam practice.

I hadn’t gone into preparing for this revision course with the mindset of producing a hard-backed exam preparation guide.

Although a lot of this material already existed in the pantheon of IB Physics resources, I developed the techniques of ‘the four stages’ for breaking down exam questions, created the easyto-follow infographic materials and compiled the systematic

discussion of these techniques in a way that hadn’t been done before. It was necessary to create some new material to illustrate particular points and make graphics to show what I would usually be able to demonstrate in class. It took some long weeks of writing and compiling accompanied by a few coffee-fuelled late nights, but the completed book was well worth the effort as I was sure students would leave the course armed with a truly excellent resource to support them in their final stage of revision!

WHAT STUDENTS WILL GAIN FROM A GREAT REVISION COURSE In summary, a high-quality revision course needs to include the opportunity for your child to: • Revisit any topics they are not confident in and explore any lingering questions.

• Revise command terms so they perfectly understand exam questions.

• Learn key tips about how best to present their solutions under exam conditions.

• Practice applying and transferring knowledge in a variety of question formats.

• Master exam time-management.

• Understand their studying style and revise in the most effective way for them.

• Learn strategies to handle continuing revision of the more challenging areas.

• Approach their final exams with confidence and clarity of mind to be able to exceed their expectations.

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International School Parent Autumn 2018

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TutorsPlus runs a variety of courses related to the IGCSE and IB programmes, including Pre-IB/IGCSE courses, Mock Exam preparation courses, Easter Revision courses and more! See our timetable below for Easter IB Revision courses in Maths, Biology, Chemistry, Physics and Economics. Our highly experienced and qualified tutors also provide private tuition in a range of subjects at any time of year. You can reach TutorsPlus at 022 731 8148 or info@tutorsplus.com

IB Easter 2019 Revision Courses WHEN?

15th – 20th April. See timetable below for subject specific dates

COURSE

DATE

Maths Studies

15th & 16th April

Maths SL

17th & 18th April

Maths HL

19th & 20th April

Bio SL

15th & 16th April

Bio HL

19th & 20th April

Chem SL

17th & 18th April

Chem HL

15th & 16th April

WHAT TIME?

09:00 – 17:00

Phys SL

19th & 20th April

WHERE?

Impact Hub, rue de Fendt, Geneva

Phys HL

17th & 18th April

Econ SL

17th & 18th April

COST?

550CHF per person for 2-day group revision course

Econ HL

15th & 16th April

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International School Parent Autumn 2018

IB tutors reveal

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how to get the most out of IAs and the EE

BY SANDRA STEIGER ACADEMIC SUPPORT MANAGER TUTORSPLUS | WWW.TUTORSPLUS.COM internationalschoolparent.com

International School Parent Autumn 2018

“ I just can’t get started on my Extended Essay…”.

“How do I get in the top band for my Internal Assessment?” “ Seriously? My teacher says my research question isn’t solid enough!”

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“This is all too much work!!!”

f your teen is doing the IB this year, chances are you’ll hear at least one of these at some point! If you don’t feel like you have the answers, TutorsPlus can help. We have years of cumulative experience – since many of our tutors are not only IB-trained and experienced teachers, but also IB examiners.

You’re probably already aware that the IB takes independent inquiry to another level. Solid foundations to lifelong learning in an uncertain future is what it’s all about. But in the not-toodistant future, these independent tasks will give your child a great head start to what will be expected from them at university/ college. And in the short term, aiming for the best grades possible in Internal Assessments and the Extended Essay can alleviate lots of anxiety ahead of those final exams. Success in the IAs and EE means a significant percentage of IB points are in the bank! Well worth the effort, don’t you think?

However, the fact is that students can be unprepared for the level of independent thinking and research expected from these, especially when new to the IB system. Many are quickly overwhelmed with the freedom to choose not only a topic but also the format of the work, or with the challenge to create their own research question, methodology and approach. Some are also unfamiliar with criterion-based marking schemes and struggle to understand the difference between command terms such as describe, discuss, compare, examine, evaluate, justify, etc.

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International School Parent Autumn 2018

SO, WHAT ADVICE DO OUR TUTORS HAVE THAT YOU CAN PASS ON TO YOUR CHILD?

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START EARLY!

Any original piece of work needs time: to plan, to research, to receive “light bulb” moments, to write, to review, to re-write… and often re-write again! TIME is the best resource that can be given to an IA or an EE. So, it’s essential to encourage your child to make an early start. With sufficient time and attention given to understanding and planning out the task, there’s no reason students won’t be able to prepare something solid.

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UNDERSTAND HOW TO DESIGN THE RESEARCH

In the Sciences in particular, our tutors find that students commonly struggle with designing their own method and evaluating it critically, as well as collecting data, applying it and analysing it critically. They have difficulty to see the relationship between their syllabus and its application to a real-world problem. If your child gets stuck at this point, encourage them to talk this through with their teacher, supervisor or tutor until they have a solid understanding of their method.

READ & UNDERSTAND 2 THE CRITERIA 20 |

It can’t be stated enough how important it is to understand the marking scheme of each subject’s IA and the Extended Essay.

Every year we read first drafts or plans of work & portfolios that are missing whole sections. If students keep the criteria handy at all times; plan and structure their investigation, portfolio, presentation or essay around them; and regularly check back through the marking scheme, they are guaranteed to do well.

Draw your child’s attention to the command terms as the appropriateness and quality of their response in relation to these will determine how high a band they receive. Make sure they read plenty of examples of great work and mediocre work so they can see what’s expected. They should look for patterns within those receiving higher grades and consider what it is about them that works.

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HOOSE A TOPIC THEY MASTER C WELL AND THAT INTERESTS THEM

There may be moments during the process where it all feels a little tedious or too much. Your child’s enthusiasm about the topic and commitment to it will keep them going through difficult times, so encourage them to choose something that motivates them. What’s more, assessors are looking for curiosity, interest and engagement in a topic that is relevant and significant to the student. If your child is passionate about the idea, but they don’t master the topic so well, it could be an opportunity to fill that knowledge gap by seeking out some extra academic support.

PREVENT PLAGIARISM FROM THE BEGINNING

You can help by quizzing your child on the sources of their information to help them keep track of these as they go. Their supervisor will surely recommend a citation generator, which can be a great help! Whatever tool they use, WHENEVER they summarise an author or write down a quote they might use later, they should make a note of the source. It is extremely stressful to frantically try to find lost sources at the last minute. Furthermore, the penalties for plagiarism – intentional or not - can result in students not being awarded their Diploma.

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REATE OPPORTUNITIES FOR C YOUR CHILD TO EXPLAIN THEIR WORK

Even if the topic is beyond your understanding, if they can explain it and their research question confidently and coherently to you, then they’re almost always on the right track. Along the way, the perspective and proofreading of friends and family are invaluable. Again, even if not familiar with the topic, an outsider can help see where the flow of ideas is not working well, or where reference to a source may be missing.

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International School Parent Autumn 2018

HOW CAN A TUTOR HELP YOUR CHILD THRIVE IN THEIR INDEPENDENT INQUIRY?

When we asked our IB tutors and the IB examiners on the team how they foster student independence when supporting IAs and the EE, their common answer was: by asking wellcrafted questions that guide the student to come to their own conclusions, as well as insisting on sound justification for these.

• Revise the parts of the syllabus relevant to your child’s topic - often this can provide just the recall needed to prompt them to move forward.

Our tutors are aware of the strict guidelines on the limited amount of mentoring students are supposed to receive for these assessments. But the fact is, they are simply very committed to the idea that students should never be told any answers, or what specific improvements should be made to their work, because this is a student’s biggest opportunity to grow and own their learning.

• Review how to cite sources.

Whether in the early stages or part-way through an IA or EE, even just a few hours with an expert tutor can make a huge difference. Among others, you can expect a TutorsPlus tutor to:

• Ensure a solid research question and/or plan.

• Draw attention to problem areas and subtly guide your child to their own solutions.

• Push for a level of reflection, analysis and critique expected from the IB Diploma.

• Leave your child well-equipped to confidently approach further learning, research, and solving any type of challenge life presents them with in the future.

If your child needs a little extra expert coaching on their IA or EE from a qualified and experienced IB tutor, we’d be happy to match them with one who will bring peace of mind and magnify their knowledge, originality, and skills.

Our tutors know the IB inside-out and truly work magic to draw out each student’s ability to self-direct their learning. You can reach TutorsPlus at 022 731 8148 or info@tutorsplus.com

ABOUT THE AUTHOR Sandra Steiger Academic Support Manager | TutorsPlus Sandra Steiger has over 10 years’ experience teaching English at various schools in Switzerland. During her 6 years at the International School of Geneva, she was also the Service Learning programme Coordinator, International Award Supervisor, Homeroom Mentor and Head of Year 8.

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International School Parent Autumn 2018

Deep in time: The World Heritage site that’s open for business 22 |

Time measurement has been important since the beginning of, well, time. For more than three hundred years, craftsmen have been producing exceptional timepieces in the remote towns of La Chaux-de-Fonds and Le Locle. Now, renowned watchmakers Zenith and Corum have opened their factories to the public, allowing families and fans to experience this time-honoured tradition and discover the magic of a fully operational UNESCO World Heritage Site. internationalschoolparent.com

International School Parent Autumn 2018

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The “Monde Etoilé de Zenith”, Zenith Watch Manufacture Tour - © Fabien Nissels internationalschoolparent.com

International School Parent Autumn 2018

Located high in the Jura mountains, the quiet towns of La Chaux-de-Fonds and Le Locle hide a remarkable watchmaking heritage. The twin towns owe their unique architecture entirely to the watchmaking industry, which shaped the mathematical plan of the houses, workshops and factories to cater to the needs of the craftsmen. Originating as a cottage industry in the 17th century, the watchmaking culture is still very much alive today, resulting in the area’s recognition and protection by UNESCO in June 2009.

With a rich heritage on offer, two of the towns’ longstanding manufacturers, Zenith in Le Locle and Corum in La Chaux-deFonds are opening their doors every week to visitors as part of an exciting new experience. The ‘Monde Étoilé de Zenith’ project offers tourists the opportunity to delve into the world of watchmaking.

The "Atelier des ébauches" in the Zenith Watch Manufacture Tour - © Fabien Nissels

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The mathematical plan of the houses in La Chaux-de-Fonds - © Aline Henchoz

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International School Parent Autumn 2018

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“Grenier Charles Vermot” in Zenith Watch Manufacture Tour - © Fabien Nissels

Offering an immersive, interactive exhibition revealing the mysteries of timekeeping, the manufacturer Zenith, allows visitors to discover the history of their trade through modernday technology. With an invitation to explore the factory floor, visitors can also gain an authentic and intimate insight into the world of watchmaking, from component design to manufacturing innovations.

Set within one of Switzerland’s most beautiful landscapes, the area offers much more than watchmaking. The surrounding Jura Three Lakes District is a nature lover’s paradise, with vineyards to discover, picturesque villages to explore and lakes to enjoy. For those seeking other unforgettable experiences, try taking a boat trip on Neuchâtel Lake or cycling the region’s varied bicycle trails, including two national routes and family-friendly trails through the vegetable plantations.

ZENITH WATCH MANUFACTURE TOUR DETAILS Length 3 hours Price CHF40.00 per person Weekly visitors day Every Friday at 9 am – Reservation only – Possibility to book private tour by reservation only

BOOKINGS VIA EXPLORE SWISS WATCHMAKING Email Télephone Webiste More info

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info@explorewatch.swiss +41 (0)32 889 68 82 www.explorewatch.swiss/en/zenith www.j3l.ch

International School Parent Autumn 2018

Vaccinations – Protecting your child and others 26 |

BY DR MICHELLE WRIGHT HEALTH FIRST

Disclaimer: This article is for information only and should not be used for the diagnosis and treatment of medical conditions. All reasonable care has been taken in compiling the information but there is no legal warranty made to its accuracy. Consult a doctor or other healthcare professional for diagnosis and treatment of medical conditions. Dr Michelle Wright or HealthFirst is not responsible or liable, directly or indirectly, for any form of damages whatsoever resulting from the use of the information contained or implied in this article.

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International School Parent Autumn 2018

ince Edward Jenner successfully vaccinated against smallpox in 1796, vaccinations have become medicine’s best way to safely protect your child from a multitude of infectious diseases and their possible complications.

Vaccinations work by injecting a small dose of an inactive form of a bacteria or virus, or a toxin that it produces. This injection won’t lead to infection or symptoms but it will allow the person’s body to make antibodies and develop an immune reaction against that infection.

If the person is exposed to that bacteria or virus in the future, their body ‘remembers’ the germ that they were vaccinated against and their antibodies and immune cells are launched to fight it off.

Thus infection is prevented from taking hold.

Over the years, vaccinations have undoubtedly saved countless lives. And the human body generally reacts very well towards them - only being recommended when the benefits of protection against an infection and its complications significantly outweigh the potential side effects.

When thinking about vaccinations, it’s also important to consider the concept of herd immunity. This is a form of immunity when vaccination of a significant proportion of a population (a herd) provides a degree of protection for those people who are not immune to an infection because they are unable to be vaccinated – for example children who are too young, people with immune deficiency problems or people too unwell to receive vaccines.

If a high percentage of a population is vaccinated, it makes it very difficult for that germ to spread because there are so few susceptible people left for it to infect. On the contrary, when herd immunity isn’t sufficient, then outbreaks of infection can occur and children and adults may die unnecessarily.

The evidence for herd immunity can be demonstrated by the successful eradication of smallpox worldwide and the eradication

of polio in many regions. Through the concept of herd immunity, by vaccinating your child, you are not only protecting them but you are also helping to protect the whole population.

In Switzerland, the Federal Office of Public Health regularly updates their vaccination recommendations after consultation with the Federal Commission for Vaccination, and in collaboration with Swissmedic (the Swiss Agency for Therapeutic Products). Any new available vaccines, any updates on vaccine safety and efficacy, any changes in disease outbreaks and any updates to vaccination guidelines by the World Health Organisation are all taken into consideration.

It is currently recommended that babies and children have basic vaccinations against diphtheria, tetanus, pertussis (whooping cough), meningitis and laryngitis caused by Haemophilus influenzae type B, polio, measles, mumps and rubella (German measles). Pneumococcal and meningococcal group C vaccination is also recommended if parents would like to protect their children against these infections that can lead to rare but potentially fatal illnesses including meningitis. Compulsory health insurance covers the cost of these vaccinations, except for any deductibles and retention fees.

During the teenage years, vaccination against hepatitis B, chickenpox (if the adolescent has not already been infected when younger) and the human papillomavirus (responsible for the majority of cervical cancers) is recommended. Booster doses of some of the earlier childhood vaccinations are also advised.

If you have recently moved from another country, it’s worth finding your child’s vaccination card and comparing what vaccines they have already received to those recommended here in Switzerland. You can view the full Swiss Vaccination Schedule here in French, German and Italian.

If you have any questions, or if you think your child is missing any vaccinations, then visit your paediatrician who will be able to advise you further. There is also a telephone helpline in Switzerland for vaccination advice: 0844 448 448. The consultation is free but you will need to pay the call charges.

Or you can consult www.infovac.ch for further information.

ABOUT THE AUTHOR Dr Michelle Wright is a British-trained General Practitioner and Executive Director of HealthFirst, providing dynamic First Aid Training and Health Education in English throughout Switzerland (www.healthfirst.ch).

She also has a regular radio show about health on World Radio Switzerland (www.worldradio.ch/healthmatters)

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International School Parent Autumn 2018

Meet the Headteachers – Sean Power Director General of Institut Florimont – Geneva,

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Sean Power brings 30 years of experience in education to his position at Institut Florimont, which he joined in 2004.

He moved to Geneva in 1986 following university studies in London and Lyon and has resided there ever since. He is also the President of the Geneva Association of Private Schools. Sean is married and the father of two boys.

Established in 1905, Institut Florimont is a private, Catholic institution open to all faiths that offers an international education based on French, Swiss, and IB systems. It encompasses nursery, primary, and secondary schooling in a multilingual environment. internationalschoolparent.com

International School Parent Autumn 2018

WHAT INITIALLY INSPIRED YOU TO START YOUR CAREER IN EDUCATION, AND WHERE HAS IT TAKEN YOU? What inspired me was, of course, a teacher. I had the most marvelous language teacher who was an inspirational instructor.

She made me want to learn a language, and I was struck by the idea of being in a position where you can transmit that kind of passion for learning to other people. Everything grew out from there. Since then, I’ve been fortunate to teach in all sorts of educational contexts. I’ve taught in public and private systems, schools abroad, adult education, obligatory education, and I’ve also been a teacher trainer. These diverse experiences within the educational world have been informative to the way I operate every day.

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YOU’VE BEEN THE LEADER OF FLORIMONT FOR 14 YEARS NOW. WHAT IS ONE KEY THING YOU’VE LEARNED DURING THAT TIME? I have a bit of a roundabout answer to that question. At Florimont, we have local and international children, which gives us a great mix of cultures, languages, and student profiles. The students are all also working towards different diplomas, be it the Maturité, the French I.B. or the French Bac; and each of those has a specific path.

What I’ve learned is that within these blends of learning cultures, there’s no one right way to do it. Every child, every learner, has their individual needs and style of learning. It’s about adapting the education to them, rather than fitting them into the system.

IS THAT WHY PARENTS CHOOSE FLORIMONT FOR THEIR CHILDREN’S EDUCATION? That’s undoubtedly one of the reasons. I think the other reason is that we’re not an international school, but a local one, integrated into the local community. It’s for children from around here, if you like. We have a strong re-enrollment rate, so one of the things that characterises the school community is stability they’re here, they stay, and they’re Geneva-bound. French is the core language of a lot of what we do, although the majority of our students pursue the English/French bilingual options. For parents who are looking to be part of the international scene, but are in the local community, it’s quite an interesting option for their children.

FOR PARENTS THINKING ABOUT HIGHER EDUCATION, WHERE DO STUDENTS GRADUATING FROM FLORIMONT GO TO? Our graduates end up all over the globe. Nearly 40% of our graduating students go off to study outside of Switzerland or France, mostly to either the U.K. or the American systems. It’s a testament to the fact that students coming into a Francophone school attain a level of English which allows them to enter higher education.

This is very different from when I first took over the school. At that time, we offered only the French Bac and the Swiss Maturité.

The results were somewhat stereotypical - the ones who did the Maturite stayed in Switzerland, and those who did the French Bac went off to France. Maybe one or two of our students went to the U.K. or the United States. Now, it’s very varied, and there’s a much more global outlook.

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International School Parent Autumn 2018

WHAT WOULD YOU SAY CHARACTERISES THE LEARNING ENVIRONMENT OF FLORIMONT? For me, it’s about making sure that everybody in the school community – teachers as well as students – can achieve their maximum potential. It’s not a “one system fits all” model of education. It’s about looking at what a student’s particular talents and needs are, and giving them the opportunity to shine in the context of the curriculum, school projects, and the unique ways in which that individual works.

WHAT ARE THE FUNDAMENTAL PRINCIPLES AND PHILOSOPHIES THAT ARE TAUGHT TO STUDENTS AT FLORIMONT? The school’s values and ethos are important to the parents, students, the staff, and me. At Florimont, we talk about respect, intercultural understanding, peace, and respect for others - other cultures, other communities, different beliefs or non-beliefs. And it’s not just about having those values in a mission statement and hanging it on a wall. It’s about making sure that the theory is put into practice. That’s often my message at the beginning of each year in the first assembly. Words need to be backed up by actions.

There’s great emphasis on having school projects actually deliver on those values for the benefit of the children involved.

I often say that our school is at the crossroads of tradition and modernity. We’re proud of our culture and heritage, and the values that have been instilled and handed down for the past 115 years. At the same time, we’re resolutely facing the future.

Our curriculum is geared towards ensuring that our students are equipped to be citizens of the 21st century when they leave school, with all the competencies and knowledge that may be required.

HOW YOU GET THE BEST OUT OF YOUR STUDENTS ACADEMICALLY?

HOW DO YOU BALANCE THE STRONG ACADEMIC FOCUS OF FLORIMONT WITH THE WELL-BEING OF THE STUDENTS IN A WAY THAT ENABLES EACH CHILD TO REACH THEIR POTENTIAL? By making sure that workloads are organised, objectives are clear, and that students know what they’re working towards. We look at what we do in and around the curriculum, and make sure that there is a balance in the activities, be it related to culture, arts, or sports, which complement our program. The students do humanitarian work as well, helping others through their involvement in local and international altruistic projects. We support the students in getting the experience of what they’re learning and a broader vision of it in the outside world through such projects and activities.

WHAT OTHER AREAS OF EDUCATIONAL AND EXTRACURRICULAR ACTIVITIES ARE YOU DEVELOPING AT THE SCHOOL? What we’ve been working towards over the past few years is making sure the activities we offer students - whether cultural, artistic, sporting, or humanitarian - bring an added value to our students, to the competencies that they need to acquire, or the values that we want them to live.

Let me give you a couple of examples. At the moment, our middle schoolers are involved in building a library for a school in India. In time, the older students who are helping to run that project will go there to make sure that the project is put into place, with the help of some teachers. We’re also heavily involved with a multi-faceted, interdisciplinary, entrepreneurial project whereby our students are creating a platform to raise funds for mercy ships. It’s these types of programs which really impress on them, and help them develop, those core competencies needed for life beyond school.

We accomplish that through rigour and discipline within the program. That means ensuring there are clear objectives and goals, and a regular working rhythm. However, the rigour shouldn’t become stifling. If students are really going to succeed, there also needs to be bienveillance - a benevolent supervision, if you will. It’s about making sure that students are at ease with themselves as people; at ease with themselves as part of the community; and that they have self-confidence.

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International School Parent Autumn 2018

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HOW DO YOU ENCOURAGE UNDERSTANDING BETWEEN THE DIFFERENT CULTURES AND NATIONALITIES WITHIN THE SCHOOL COMMUNITY? We have almost 60 nationalities represented in our student body.

On an individual level, the understanding happens very naturally.

Our children are so accepting of themselves and of each other, which I think is a testament to the values and ethos of Florimont.

During the year, we also have inter-religious days where we invite the leaders from all the religious communities to come together at Florimont. The students visit the mosque, the synagogue, and the cathedral; and then there’s debate around a general subject seen from the different perspectives.

HOW DO YOU HELP NEW INTERNATIONAL SCHOOL STUDENTS SETTLE INTO FLORIMONT? That process begins at the enrollment stage. Before students enrol, we take time to find out what academic environment they’ve come from. We want to be sure that the match is right, and that they’re going to be happy and will flourish in our learning environment. We want to see how they will adapt to the curriculum of the year that they’re going into, and how we can help them do that. It’s about making sure that we’re informed enough to give them the support they need to integrate into the school and be successful.

We tell staff about where the student has come from and we have a buddy system where we partner the newcomers with other students. This way, when they go into class, they’ve got other students with whom they can spend time with, show them around the school, look after them, accompany them in their studies, and make sure that they’re integrated into the system.

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International School Parent Autumn 2018

WHAT’S THE BEST THING ABOUT LEADING AN INTERNATIONAL SCHOOL IN SWITZERLAND? Switzerland has this image of being sort of staid and mechanical in some ways, but it’s really quite the opposite. Being at an international school in Switzerland, you’ve got this whole melting pot of languages, cultures, and beliefs, and people coming in with many different perspectives and experiences. This creates a fertile environment for exchange and learning, from each other as well as through the curriculum.

HOW DO YOU MAKE THE MOST OF EVERYTHING SWITZERLAND HAS TO OFFER? I’ve been in Switzerland for 30 years now. I really like outdoor activities, and I ski in the winter when I’m not working. It’s the most beautiful country geographically, the mountains and lakes in particular. Geneva has a lot of culture to offer, particularly in music and theatre, so I try to take advantage of that. It’s also close to a lot of other places, so if you need a change, it’s only a twohour drive to visit a completely different environment.

WHAT DO YOU SEE AS THE CHALLENGES OF EDUCATION TODAY AND LOOKING TOWARDS THE FUTURE? One of the main challenges is that we live in an ever changing word and we don’t know what the future looks like! We need to ensure that our students are equipped to deal with uncertainty.

“21st-century learning skills” play a key role. Continuing to develop skills in new technologies will be paramount. We also need to make sure that they’re as ready as possible to find their place in this continually changing workplace: that they’re flexible; can work from a distance; are autonomous; and that they can take their place in a team, whether that’s as a team leader or member.

It’s equally important that students continue to have the fundamental values of self-respect, understanding of other cultures and beliefs, and respect for others to be successful in the future.

As the world is evolving, schools are going to have to develop too, so we want to give our children the best blend of skills and competencies to serve them long after they’ve graduated. Learning doesn’t finish at school or university. It is a life-long process.

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THE INSTITUT FLORIMONT From kindergarten to entry into university: nursery, primary, and high school. Since 1905, Institut Florimont has been preparing young people to find their place in the world. www.florimont.ch

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International School Parent Autumn 2018

360° Learning

BY MELISSA STOKES DUKE OF EDINBURGH’S INTERNATIONAL AWARD FOUNDATION

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The world is changing at a phenomenal rate. Though fast-paced developments in technology mean the world has never been smaller or more accessible, it has also become more difficult to predict what the future will bring. With this uncertainty, it is becoming increasingly important to equip young people with skills that will allow them to be adaptable, confident and resilient to change. As more and more education experts are realising the importance of non-formal education, so too are many top international schools. internationalschoolparent.com

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ŠThe_Duke_of_Edinburghs_International_Award_New_Zealand_2 internationalschoolparent.com

International School Parent Autumn 2018

As today’s young people set out to find their place in the world, they face a broad range of challenges. They are bombarded by information, expectation and uncertainty and are growing up with complexities and challenges unseen by previous generations.

The World Economic Forum’s 2017 Human Capital Report, released last September, highlighted that as well as focusing on ‘developing cognitive skills’, as many current education systems do so well, the soft, behavioural and non-cognitive skills ‘that nurture an individual’s capacity to collaborate, innovate, selfdirect and problem-solve are increasingly important.’

Non-formal education focuses on just that; developing the wider ‘soft’ – or life – skills which help young people, to ensure they are ready for the world. And when paired with a formal education, it can provide an exceptional foundation for a young person to thrive.

More and more leading schools are starting to realise the benefits that non-formal, 360° education can bring, and many have started to offer programmes which support well-rounded, holistic learning both inside and outside the classroom.

Leading the way in this space, is The Duke of Edinburgh’s International Award – a global, non-formal education framework, which operates in more than 130 countries and territories, helping to inspire young people to dream big, celebrate their achievements and make a difference in their world.

Established in 1956, the Award encourages young people to learn new skills, get physically active, volunteer within their communities and discover a sense of adventure outside the classroom. With the support of adult mentors, each and every participant develops their own Award programme and finds something which challenges them personally. The internationallyrecognised Award offers three levels of achievement: Bronze, Silver and Gold: The Duke of Edinburgh’s International Award believes that equipping young people with the skills and confidence to discover their potential has never been more important. This makes a difference not only to them, but the communities they live in.

As more governments, community leaders and leading schools and youth organisations are realising, not all learning happens in the classroom – in fact, some of life’s biggest lessons can happen in the least likely locations.

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International School Parent Autumn 2018

©The_Duke_of_Edinburghs_International_Award_USA

GOING FOR GOLD

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ACG Strathallen sits on the beautiful Hingaia Peninsula in Karaka, Auckland. It is one of five ACG schools in New Zealand; all of which offer both the Cambridge Assessment International Education and The Duke of Edinburgh’s International Award, also known as The Duke of Edinburgh’s Hilary Award, in Aotearoa, New Zealand.

Pryor says the Award is very student-driven, starting with students having to decide on the skill or service they will do.

Once the student selects the skill or service, they have to maintain a regular commitment to each section of the Award over a minimum period of time. “This requires students to take the initiative and be responsible for their own personal development.”

Deputy Principal Robyn Pryor says: “We initially introduced the Award in 2003 to provide students with an opportunity to develop a number of core skills such as leadership, teamwork and confidence. It supports our aim of providing students with a holistic education which complements the academic Cambridge programmes we offer. We find that international students in particular gain a great deal from their participation.”

The wide variety of skill and service activities the school’s students have taken part in include coaching junior sports teams, writing the personal memoirs of a resident at a local retirement village, native tree planting, learning a musical instrument, tutoring younger students, cooking an unfamiliar cuisine, calf rearing, dog training and assisting with theatre productions.

Pryor describes the benefits of the Award programme as “tremendous”: “It is a great way for students to develop their skills and ability in a number of areas,” she says. “The Award develops leadership skills through encouraging self-reliance, perseverance and a sense of responsibility to others. The various components of the Award give students a safe environment to push themselves outside their comfort zone and build confidence and self-esteem. It also encourages a lot of self-reflection, and all of these are life-long skills which help students become the best version of themselves.”

Students who took part in the programme often go on to take up leadership positions within the school, or seem to be more likely to get involved in a range of other school activities.

The Adventurous Journey section of the Award involves undertaking a team journey or expedition in an unfamiliar environment, and Pryor says that this brings both mental and physical challenges: “Students who have a good level of physical fitness can be challenged by having to work as a team and by having to support slower walkers or those less comfortable with the activity, whereas students who have never hiked before can find the experience physically challenging.”

Robyn sees a close link between the skills students develop through the Award and the Cambridge Pathway: “Cambridge International looks to create learners who are confident, responsible, reflective, innovative and engaged. Co-curricular activities like the Award provide an opportunity for students to develop these inter- and intra-personal skills.”

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International School Parent Autumn 2018

WHAT STUDENTS SAY “Throughout the experience, I gained lifelong skills in perseverance, commitment and teamwork. The Award has been brought up in job interviews and has been a great point of discussion for the interviewer to get to know me better.

It motivated me to study and work within the environmental sector and I now have a degree in Environmental Science.

I believe it equipped me with the skills, knowledge and confidence to get where I am today.”

“Completing The Duke of Edinburgh’s International Award programme gives you a point of difference when applying for university and scholarships and when looking for jobs. The programme teaches so many life skills that are invaluable to many aspects of life. Looking back five years after completing my Gold Award, it was one of the best things I could have done.”

– Sarah Balchin –

– Sarah Summerscales –

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©RozleBregar

HOLISTIC LEARNING, INSIDE AND OUTSIDE THE CLASSROOM Recognising the importance of holistic learning, The Duke of Edinburgh’s International Award has recently partnered with Cambridge Assessment International Education, to pilot an exciting new collaboration, which offers schools a broad and balanced curriculum of learning, both inside and outside the classroom. For more information about the partnership, visit The Duke of Edinburgh’s International Award is available via hundreds of thousands of schools, youth organisations, examination boards, and other institutions around the world.

For more information visit: www.intaward.org/our-partnerships

FOR MORE INFORMATION To find out if the Award is available near you, please speak to your school or local youth organisation, or visit www.intaward.org/nearyou.

If the Award is currently not available in your school or organisation and you would be interested in finding out how to get it started, please encourage them to email gbt@intaward.org to find out more.

For more information about The Duke of Edinburgh’s International Award, visit: www.intaward.org

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International School Parent Autumn 2018

Better Results Start Here Tutoring

Maths Experts

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At home on the slopes

BY SWITZERLAND TOURISM

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Switzerland provides a unique and alluring backdrop for unforgettable family holidays. With wide slopes and breathtaking panoramas, Obersaxen Mundaun is an attractive option for families seeking an active getaway. More than 120km of glistening pistes offers diverse skiing for all abilities, and the two dedicated nursey slope areas at Obersaxen Mundaun and nearby Val Lumnezia are ideal for little skiers to find their mountain legs. internationalschoolparent.com

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International School Parent Autumn 2018

“ Every day, the locals used to ski past in their blue ski club jackets. We wanted to wear them too.”

For brothers Jan (15), Ben (13), Finn (11) and Ron (6) the area holds the key to their professional skiing ambitions. The four brothers dream of becoming ski racing champions, spending every free minute out on the piste. They’ve been skiing since they could walk, graduating quickly from the resort’s ski school to the famous Obersaxen Ski Club.

But the boys aren’t Obersaxen locals; they grew up nearly 170km from the slopes in their family’s home in the Swiss lowlands.

Their love for the resort came from their parents; winter sports enthusiasts who spend the winter season at their holiday apartment in Obersaxen.

“Where’s my lift pass,” shouts Finn, half to himself, half to his brothers.

The boys’ day begins in a whirl of skis, poles, gloves and helmets in the excitement of getting onto the piste. They are out into the morning before the first lifts have even started, eager to make the most of the day. Their competitive nature is clear as soon as they push away down the first slope, jostling for position but still remarkable for their style and technique.

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International School Parent Autumn 2018

FOLLOWING IN THE FOOTSTEPS OF THE BIG STARS The brothers have already made an impression on their trainer, former coach to Carlo Janka – the Olympic gold medallist, World Champion and World Cup champion from Obersaxen.

It’s a tough act to follow, but the boys have already shown the dedication and talent that the club is looking for in its future stars. At the slalom course, they concentrate on balancing remarkable speed with an accurate line through the gates, taking feedback from their coach to achieve the minute adjustments that will make all the difference.

Six-year-old Ron, despite being the youngest of the brothers, is barely a beat behind and is always keen to be included in the training. The highlight of the day for him is lunchtime when the family reunite to carve along the unique and breath-taking mountain chain which connects Obersaxen and Val Lumnezia.

And above all, it’s a well-deserved break for lunch and ice tea at the Canorta Bar.

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International School Parent Autumn 2018

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INSPIRED BY THEIR IDOLS, THE RESORT IS A PLAYGROUND… Their training session might be over for the day, but the boys are far from finished on the piste. The foursome explores the resort, seeking out secret forest trails, discovering moguls to build up and jump, and practising the tricks they have seen their professional idols perform in competitions.

The only time their spirits are dampened is when it’s finally time for their last downhill run back to base – and the prospect of returning to their home in the lowlands. But for the boys, their dreams of living in Obersaxen may soon be realised. Jan and Ben have been accepted by the local Surselva Talent School, and the two younger brothers are hoping to follow suit.

With world-class training in one of Switzerland’s top resorts, it’s clear these youngsters have a glittering future ahead of them.

Discover more winter experiences on MySwitzerland.com/winter

internationalschoolparent.com

International School Parent Autumn 2018 Your Swiss winter

Looking for an unforgettable family holiday in the snow?

Switzerland offers custom-made experiences for all family members.

MySwitzerland.com/winter

Learn to ski: blue ski slope after three days.

The Swiss Ski Schools guarantee: we’ll make you a highflyer! Their guest promise packs a punch: Learn to ski in three days – regardless of whether you’re a total beginner or making a cautious comeback! Come to the Swiss Ski Schools and experience it for yourselves. If this promise is not kept, then a repeat course is offered free of charge.

Check out all offers on: swiss-ski-school.ch/en/special-offers

Try to ski: First Ski Experience.

With the First Ski Experience, guests can discover the fascination of skiing and snowboarding at an all-inclusive price. Includes equipment, ski pass and instructor, as well as guaranteed fun after the first successful run.

MySwitzerland.com/skiexperience

Family destinations

Family accommodation

Swiss Snow Academy

Enthralling experiences for unforgettable family holidays.

Book your holiday in a certified Swiss family destination and you can be sure your family will receive the warmest of welcomes.

With everything from excellent infrastructure to exciting activities, they are tailor-made for perfect family holidays for kids, parents and grandparents.

The “Swiss Family Hotels & Lodgings” accommodation label stands for stress-free family holidays. Whether it’s a simple mountain guesthouse, a comfortable holiday apartment or a luxurious hotel – all have one thing in common, namely family-friendly appeal and an approach that makes both children and their parents feel instantly at ease.

Your father isn’t a halfpipe champion? No problem. In the Swiss Snow Academy, you can learn the best turns, tricks and airs from experienced riders on and off the piste. You will be challenged at your level, so it’s great fun. At the end, you will get your own Swiss Snow Academy Card. Upload your ticket to enjoy some top special offers.

MySwitzerland.com/family

MySwitzerland.com/ familyhotels

swiss-ski-school.ch

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

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Futures & Options

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If you want to change the world, come to Somerville

BY DR CLAIRE COCKCROFT internationalschoolparent.com

International School Parent Autumn 2018

s students start to contemplate University applications, Claire Cockcroft talks about life at Somerville College, part of Oxford University, where she’s returned 25 years after her Biochemistry degree to direct a new scholarship programme and spearhead activities to prepare students for life after University.

Somerville is a trailblazer. The College was founded to include the excluded, created for women when they were barred from Oxford University and for people of diverse beliefs – it was the first non-denominational college in Oxford. Opening its doors to male students in 1994, the college’s inclusive ethos has grown even stronger.

At Somerville you’ll meet a community that’s diverse, international and openminded. Across the University, international students make up about 43% of the 24,000 strong student body, about 20% of these are undergraduates. You’ll discover a culture that’s intelligent, hardworking and ambitious, but one where you are encouraged to get involved with things outside your study. Whether it’s football, photography, badminton or baking there’s a society for you. www.some.ox.ac.uk internationalschoolparent.com

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International School Parent Autumn 2018

APPLYING TO OXFORD The University of Oxford is made up of a variety of academic departments and 38 colleges dotted throughout the city centre; it’s not a traditional ‘campus’. While the University departments provide the lectures and laboratory classes, most of the teaching takes place in the colleges, in the form of weekly tutorials with one or two students. The colleges are hubs of vibrant intellectual life, with seminars, panel discussions as well an interdisciplinary events and performances through the year. From medieval European literature, medicine and modern history to understanding the depths of the oceans, linguistics, ‘Big Data’ and ‘Sleep Medicine’, our academics are pushing the frontiers of their fields.

Each summer the college opens its doors to prospective students with Open Days linked with University departments. It’s a great chance to get a feel for the colleges, to meet tutors and chat with current students; the next Open Day is on 14th September 2018 with others planned for summer 2019.

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Hazel Ferguson, who graduated from La Châtaigneraie in 2017, is currently studying history at Somerville. “Having attended the Oxford Open Day in June 2016, I would urge others to do the same,” she said. “Despite all of the online information, and the Student Union’s insightful online alternative prospectus, walking around Oxford’s historic buildings and colleges, and seeing the vast availability of resources and opportunities only confirmed my desire to study here. Visiting is the best way to gauge what living in Oxford as a city would really be like, as well as how you feel about the different environments inside the colleges, as there are many to choose from. Open Days also provide prospective students with the opportunity to experience lectures, specific subject tours, and even to talk to the tutors and current students themselves.”

COLLEGE LIFE Our quad is a beautiful green space where open-air tutorials are held on sunny days. Unlike many Oxford Colleges, you can walk on the grass anywhere you like at Somerville and this reflects an ethos and atmosphere that are friendly and egalitarian. It’s a community that’s big on openness and small on hierarchy.

Somerville boasts one of the largest library collections in Oxford; students have over 100,000 books at their fingertips, so you might never need to buy your own textbooks. Whatever your subject area, this extensive resource is open 24 hours a day to support your study needs.

Studying for a degree can be challenging at times, so having somewhere to relax and know there’s support is important and at the heart of the college’s values. Our welfare support is first rate, with access to professional counselling, trained peer supporters and dedicated provision if you have special needs.

There’s more to college life than study; our students combine learning with sport, music, volunteering and more. The Junior Common Room (known as the JCR) is like a mini student union, arranging everything from political discussions to sports fixtures, concerts and baking competitions. There is an on-site gym which can be used for an annual fee. Every week in termtime there is a formal dinner in hall, when students dress smartly, and an annual formal dinner for your subject.

Somerville offers a generous range of scholarships – such as the Margaret Thatcher Scholarships and Oxford India Centre Scholarships – as well travel grants. The newly established College Development Awards were designed to give students financial backing to pursue an innovative business idea, academic project or volunteering opportunity and bring a positive impact to others.

Tutorial in the garden

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International School Parent Autumn 2018

BROADENING HORIZONS A unique offering at Somerville is its student Development Programme, a series of seminars supporting academic development, enriching students’ transferable skills, providing careers advice, internships and mentoring opportunities. Writing workshops, presentation training, interview skills, interdisciplinary performances (music, literature and science), resilience and mindfulness sessions are just a few of the extras on offer.

Students are encouraged to apply for the annual Development Awards competition, which has provided them with funding to support unpaid volunteering opportunities around the globe, attend academic conferences, undertake research internships or conservation projects overseas and to take a comedy show to the Edinburgh Fringe. The aim of the awards is to help students strengthen their CV and enhance their academic development, while developing their organisational skills and having fun.

LIVING SPACE Somerville is one of only three Oxford colleges to provide on-site accommodation for all undergraduates throughout their course.

The College is next to the Mathematical Institute and a number of major departments, including Physics and Engineering. There are plans for a new Humanities Complex next to the college, which will be home to faculties including History, English, Theology and Philosophy — facilitating interdisciplinary and collaborative work. There will also be a library, space for art exhibitions, films and musical performances and cafes.

Beyond the college walls lies Jericho, a stylish Oxford neighbourhood with an art house cinema, bustling cafés, pubs and restaurants. And if it’s green spaces you’re after, the picturesque Port Meadow and the University Parks are a stone’s throw away.

Students on the quad

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International School Parent Autumn 2018

INTERNATIONAL SCHOOLS’ ALUMNI AT OXFORD

Hazel Ferguson Hazel Ferguson, former student of La Chataigneraie, has just completed her first year reading History at Somerville College. She explains how the Oxford Tutorial system works and how the collegiate environment has fostered friendships, interdisciplinary learning and opportunities to pursue hobbies and new interests.

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How did you find the learning transition from school to University?

What preparatory advice would you give prospective applicants?

Coming from the International School of Geneva and the International Baccalaureate programme, the style of learning at Oxford marks a big change. The shift in focus from six subjects to only one in the English system means that passion for your chosen course is necessary for the degree to be the most fulfilling and enjoyable experience.

I would recommend that they try to engage in similar conversations, particularly with teachers and fellow students at school. My university counsellor, Ben Colliard, was very influential in identifying this potential, and cultivating this approach as I went through the application process. This was helpful preparation for my interview at Somerville.

What’s unique about Oxford’s Teaching System?

What have you taken away from your first year at Oxford?

Oxford’s trademark tutorial system, consisting of generally hour-long discussions between an academic and around two students, usually after submitting a piece of work, can seem daunting before arrival, but prove to be the most engaging and valuable source of learning. Greater emphasis is placed not on the content of essays or discussions, although factual accuracy and knowledge of events and people are vital, but on the approach to these academic tasks, and the flexibility and development of students’ thinking and analytical skills over time. The tutorial system not only helps to promote students as independent workers and critical thinkers, but also stresses the value of collaboration and discussion.

I am a great advocate of the collegiate system at Oxford, as it allows students to easily meet and interact with other pupils from across all subjects and various years of study.

Aside from living and working alongside each other, college societies and sports teams provide students with informal and fun ways to engage with each other, on a smaller scale compared to university-wide societies. The breadth of opportunity is enormous: the diverse range of sports, clubs, societies, music groups, and extra learning courses means there truly is something for everyone, and establishing further societies is welcomed. I have managed to continue my previous interests from school in basketball and football through sport at both university and college levels, and have also gained new interests in becoming a student ambassador for Somerville, as well as engaging in events with Oxford Women in Business and the Law Society.

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International School Parent Autumn 2018

Rosamund Akayan

in and subsequently elected President of the Oxford branch of the international student organisation AIESEC.

Rosamund Akayan graduated from La Chataigneraie in 1993 and studied Jurisprudence (Law) at Somerville. She enjoyed a successful legal career in London before moving to practise in Australia, where she now lives with her family and enjoys theatre, reading, hiking, swimming and skiing when she gets chance.

The International Baccalaureate’s consistent workload and focus on independent study was excellent preparation for my degree at Oxford. But it also made me outward-looking. My international background had instilled a passion for working towards international cooperation, which led to me becoming heavily involved

James Rosenfeld

After completing my Legal Practice Course in 1998, I trained with Norton Rose (with 6 months in their Singapore office), qualifying as a solicitor in their Corporate department in 2000. I loved the excitement of working on corporate transactions and found my experience of juggling essay crises with managing the AIESEC team at Oxford to have prepared me well for the requirements of the job.

I worked at Norton Rose until 2008 — with secondments to both ABN Amro and HSBC — before joining the legal team at Lloyds Banking Group, where I worked on the merger with HBOS. After having children, I focused my career on legal precedent development, which allowed me to work more flexibly (with considerably better hours). I have worked in precedent development roles in the UK for HSBC and Lexis-Nexis and in Australia, where I now live, for Norton Rose Australia and now Bartier Perry. I also requalified as a solicitor in Australia, which involved studying part-time for 3 years and taking 6 further exams.

Throughout my career, I have found that my experience on both the IB and my degree at Oxford have enabled me to accept and turn my hand to whatever new challenges present themselves.

James Rosenfeld left the International School of Geneva in 2008 to take up a place to read History at Somerville College. After gaining a first class degree, he joined the Investment Banking Division of Goldman Sachs in London, having spent the previous summer interning at the firm. James returned to University for a Masters in Real Estate Finance at Cambridge, which paved the way to his current position in Real Estate Private Equity at the Blackstone Group.

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HOW DO I FIND OUT MORE ABOUT APPLYING?

College Open Day

Are you excited about a subject and thinking of applying to Oxford? Choose Somerville and you will find academics who are leaders in their fields, a friendly atmosphere and one of the biggest undergraduate libraries in the University.

We welcome outstanding students from all backgrounds and welcome you to our Open Days, which take place in June and September each year.

You apply to Oxford in the same way as you apply to other universities, using the UCAS system. You can apply before you’ve done your final school qualifications, or afterwards, and we also welcome applications from those taking a gap year.

Contact our Access & Outreach Support Officer access.support.officer@some.ox.ac.uk for further information about Open Days in 2019.

Further information at: www.some.ox.ac.uk/studying-here/how-to-apply/undergraduates

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The Qatar Fund For Development announces scholarship opportunities at Oxford University in the United Kingdom, in cooperation with the Margaret Thatcher Scholarship Trust The scholarship opportunities are offered to candidates with excellent academic performance, who are accepted at Oxford University, with a preference for candidates normally from the State of Qatar or Arab countries.

The scholarship programs funded by the Qatar Fund For Development include undergraduate studies scholarships (The “Qatar Thatcher Scholarships”), and graduate studies scholarships (The “Oxford Qatar Thatcher Scholarships”)

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International School Parent Autumn 2018

FUNDING YOUR STUDIES

THE THATCHER SCHOLARSHIP PROGRAMME

We believe that no-one should be deterred from studying here for financial reasons. By offering financial assistance, we aim to bring together some of the brightest minds from around the globe to experience higher education at one of the leading institutions in the world.

One in five of our undergraduate students receives a bursary and in addition, meals and accommodation are heavily subsidised, reducing the overall cost of your time here. Somerville offers fully-funded scholarships, awarded on merit, that allow students to graduate debt-free. In all, we spent just under £0.5m last year supporting students.

The Margaret Thatcher Scholarship Trust (MTST) was established at Somerville College in 2013, creating a living legacy to one of the leading global icons of the modern political age. Over the past five years, friends and supporters of the late Lady Thatcher have secured an endowment that will fund up to fourteen scholars at her alma mater at any one time in perpetuity.

The Thatcher Scholarships are open to candidates studying at any degree level, from undergraduate to masters and doctoral studies.

The scholarships fully fund students for the duration of study — regardless of nationality, gender, race, religion or financial background — covering University fees, college fees, living expenses and travel costs. More information on the Thatcher Scholarship Programme can be found on the Somerville website. www.some.ox.ac.uk/research/about-mtst/

After reading Biochemistry at Somerville in the ‘90s, Claire pursued her scientific dreams with a PhD and post-doctoral research in plant molecular biology at Cambridge, having been inspired by plant biotech lectures in her 4th year option. After deciding to hang up her lab coat in 2001, Claire pioneered a cross-disciplinary Masters Programme in Bioscience Enterprise at Cambridge aimed at bio-entrepreneurs and future leaders of the life science sector. Many of these students have gone on to set up companies, work in Intellectual Property or manage early-stage companies.

ABOUT THE AUTHOR Dr Claire Cockcroft is the Programme Director of the Margaret Thatcher Scholarship Trust. Armed with a Biochemistry degree from Oxford, she’s worked in a variety of roles — research, setting up a Masters Programme for entrepreneurial scientists, directing communications and designing science exhibitions for a biomedical campus — but above all, has a passion for mentoring students. A science degree opens more doors and diverse careers paths than she realised as a student.

A Media Fellowship at The Guardian, and experience as a freelance science writer, catalysed a career transition into the world of science communication. In 2005, Claire joined the Babraham Biomedical Research Campus in Cambridge. As Head of External Relations, she was responsible for writing scientific press releases and corporate reports, liaising with the media and devising PR strategies for the campus, home to over 40 life science companies as well as a world-leading academic institution. Ever passionate about scientific careers, Claire set up a Science & Society Programme delivering science activities for schools and summer research opportunities to provide students with insight into STEM careers as well as alternative careers on the fringes of science.

Claire returned to Somerville in 2016 to direct the Margaret Thatcher Scholarship Programme and create a programme of academic and personal development events for all college students. If you’re interested in science careers and opportunities at Somerville, please contact Claire at: mtst.programme.director@some.ox.ac.uk or access.support.officer@some.ox.ac.uk for details of Open Days.

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A Simple Approach for Getting Your Family Organized– and Ready for Anything

BY VIRGINIE DOR PROFESSIONAL ORGANIZER AT SPACE OF MINE, SWISS-APO VICE-PRESIDENT (SWISS ASSOCIATION OF PROFESSIONAL ORGANIZERS). RANGEMENT-ORGANISATION.CH internationalschoolparent.com

International School Parent Autumn 2018

ith school back in full swing, your schedule is hectic. Which makes now the perfect time to review—and streamline—your family’s routines. Even small tweaks improve productivity levels which free up precious time and energy. This means less stress and more quality time to enjoy the breaks your children get from the demands of school.

That’s what the Ready-Set-Go approach is all about. It’s a guide, created to help busy families stay on top of what’s important and be ready for anything.

HOW ORGANIZING DAILY ROUTINES KEEPS EVERY MEMBER OF YOUR FAMILY READY Anyone who’s ever raced around looking for a missing backpack knows that being organized is essential for busy families. An organized home helps your daily routines run like clockwork.

Consider the simple act of brushing your teeth. Without thinking, you find your toothbrush and the job is done before you know it.

You can even think about other things at the same time.

Every member of your family needs to be able to find what they need quickly and easily. This saves time as well as physical and mental energy. Getting organized is not about spending hours of your day on complicated color-coded systems. It’s about designating a logical space for things, so everyone always knows where to look.

Below are simple tips from the Ready-Set-Go approach, intended to help you organize your home to suit your family, so even the youngest member can find what they need with ease.

READY-SET-GO The Ready-Set-Go approach revolves around organizing the key areas of your home. This guide lists ways for you to designate zones in your home, so everything you need is at your fingertips.

Once organized, you can move between activities without wasting time gathering supplies. In short, you’ll be ready and set for whatever activity comes your way.

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Ready

Set

Anticipate and prepare.

(the Stage)

Designate zones for separate activities with all the needed supplies close at hand. This helps your child transition from one activity to the next, quickly and with less mess.

STUDY AREA

The Central Command Center: Set up one space where you gather important information to keep everyone on track. Having one calendar to combine all schedules is crucial. Designate a ‘home’ for each item but don’t let this become an ‘unloading zone’ for junk.

• Post a family calendar so every appointment, practice, game, rehearsal, and seasonal events is only a glance away.

Create a quiet space with limited distractions to increase focus and concentration.

• Clear the desk surface of everything but essential items to reduce stress caused by clutter • Stack study supplies on shelves or in child-friendly bins within easy reach • Use a calendar or whiteboard to manage project deadlines • Celebrate accomplishments by displaying awards and artwork

• Update the calendar regularly so you can identify ways to accommodate unexpected events.

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• File important paperwork by month, so you always find what you need • Mount a Bulletin Board or White Board to record running to-do lists or special notices • Set up a charging station and charge devices overnight for the next day’s use • Put out a recycle container for paper

DRESSING AREA Lay out clothes the night before for an easy start to the day.

• Place seasonal everyday clothes at eye level for easy access • Store seldom-used items out of the way • Insert small bins into large drawers to create nooks for socks, underwear and t-shirts • Use over-the-door pocket organizers to keep small items visible and accessible

FUN ZONE Prepare a multifunctional room where your children can relax and play when not studying.

• Create a warm, welcoming space with comfortable seating and good lighting • Put up pictures and memorabilia to encourage reminiscing • Shelve books at eye level and post inspirational images to nurture reading skills • Store toys and games in bins and vertical shelves to keep the room tidy when not in use • Rotate displays of your children’s favorite artwork, pictures and souvenirs

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International School Parent Autumn 2018

DECIDE WHAT WILL WORK FOR YOUR FAMILY

Go Turn your mudroom into a staging area to gets everyone out the door quickly and stress-free.

• Designate space for each member of the family to store their belongings • Install hooks for coats and backpacks to make grab-and-go quick and easy • Provide a bench or chair for seating • Return backpacks to their hooks before bed to keep morning routines simple

As you know, every household is different. You know your family better than anyone, so don’t be afraid to tweak these suggestions to fit your needs. Just try to keep it simple.

BEING ORGANIZED MAKES EVERY DAY OF YOUR LIFE EASIER The truth is, the school year goes by fast. Invest the time now to get organized and you’ll reap the rewards. The energy, time and effort you save will help your days flow smoothly. In addition, you’ll help your children meet the demands of the school term, while never missing a playdate.

Use the Ready-Set-Go approach. It’s designed to keep families like yours organized and ready for the possibilities... for the unexpected... for anything!

As a Professional Organizer, my mission is to help you free up time for the things you love. I specialize in residential organizing and give you the tools you need to take control of your time and space.

As an International School alumni and a mother, I understand the challenges you face. Armed with a degree in psychology and over 10 years of professional experience in the US, I founded Space of Mine – Home Organizers servicing Switzerland and neighbouring France. To learn more about our services, please visit: www.rangement-organisation.ch

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International School Parent Autumn 2018

ac t

s you c a n ion

ke ta

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to help your child succeed in their career

BY ANNA COLEBOURNE NATURALLY EXCEL COACHING internationalschoolparent.com

International School Parent Autumn 2018

id you know that India has more honours graduates in its young people than America has children? With a billion young people entering the workforce, more and more jobs becoming automated or being relocated to low-cost environments, competition is fierce. All parents want their child to have a successful and enjoyable career. What can you do to help them? You can teach them effective career management skills!

Career management skills are what your child needs to navigate their way through life, learning and work. By acquiring these skills, your child is better placed to achieve a rewarding and fulfilling career. Recent statistics suggest that the length of a career for a young person will now be 60-70 years. In order to remain relevant in today’s highly competitive workplace, they will need to continuously update their skills as they will be required to move from job to job.

As parents, we want to prepare and give our children the best start in life we can. Helping them prepare effectively for their career is essential. Work plays a major role in building up a young person’s self-esteem and purpose. Helping your child decide how they spend their Monday to Friday 9-5 could be one of the most important decisions you can help them with in their life. Prepare your child effectively for their futures by ensuring they learn these top six career management skills.

1

2

BROADEN THEIR HORIZONS

Companies are making increasing use of remote working and teams spread across the globe. It is highly likely your child will end up working with people overseas and from different backgrounds. The best person for the job may not live in the same country, let alone the same town. It is vital your child learns how to respect and appreciate other cultures to develop key interpersonal skills that are crucial for the future world of work.

Your child may well speak many languages already which is an excellent way to develop an appreciation of other cultures.

As their parent, you can help them even more by encouraging them to undertake work experience that broadens their horizons. An example of this could be helping them gain experience working in local restaurants, retail stores or hotels near your local airport.

3

HELP THEM BECOME AN EFFECTIVE TEAM PLAYER

Today’s leaders need to be able to work together, complement each other and function as a team. Disciplines such as sales, marketing, design, finance and IT are increasingly being brought together and placed onto cross-functional teams to build products and solutions faster. The performance management systems of top organisations are being changed so that success is no longer measured by an individual employee’s performance but how they improve the results of the team.

By enrolling your child in competitive sports games or business competitions for example, you can encourage the idea of working as part of a team. They will learn how to participate in teams, lead teams and keep people connected and engaged. This will help them become effective leaders later in life.

INSTIL A LOVE OF CONTINUOUS LEARNING

In the past, jobs were static with fixed skills requirements and the way to progress was to climb the career ladder. This is changing. Careers are becoming portfolios of projects and experiences. In future, employees will have to continually reinvent themselves and move from role to role in order to be successful. For example, software engineers must continuously redevelop their skills as technology changes. Professionals in marketing, manufacturing, law, accounting and finance report similar demands.

Give your child space to explore, create and innovate. The more inspired and motivated they are, the more their potential grows.

Let them make mistakes and learn from them. Only through learning about things first-hand do we really learn understand for ourselves what suits us or not. Through this, your child will become more adept at matching themselves successfully to projects that interest them and the learning opportunities that will help them grow. Updating their skills on a regular basis will become effortless for them as they will love what they are doing and want to learn as much as they can.

4

HELP THEM TO DEVELOP AN ACCURATE UNDERSTANDING OF THE JOBS MARKET

With the explosion of social media, it is often hard for young people to sift fact from opinion. Nowhere is this more evident than in the world of work. Far too often, young people’s perceptions of careers and jobs is inaccurate because their understanding is based on information that has been obtained second hand or from TV. The key to your child surviving and coping well in the workplace will be their ability to understand the fast-changing nature of the wider jobs market.

Discuss with your child what they are learning about careers in school and from other people. Encourage your child to think accurately and flexibly by encouraging them to speak to a broader range of people and consider all viewpoints when listening to other people’s stories.

We know that there are more work choices available now than for any other generation. We need to prepare our children for

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International School Parent Autumn 2018

jobs that don’t even exist yet. You should encourage your child to seek out work experience placements, take up volunteering roles and attend “taster” days so they gain an accurate and objective understanding of how the jobs market works.

5

SHOW THEM NETWORKING SKILLS AND THE ART OF EFFECTIVE CAREER CONVERSATIONS

You can help your child by having effective career conversations with them. One example of an effective conversation could be helping your child figure out how they fit into the bigger context of the world economy as global citizens. With a billion young people entering the workforce, there’s a lot of competition. Such conversations help your child develop an accurate self-identity and they begin to realise the world does not revolve around them.

They also begin to understand the world is bigger than they thought and to appreciate the huge numbers of options that may be open to them.

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The art of having effective career conversations is a vital lifetime skill no matter how old you are. Dr Maggie Evans in her recent report discusses how employees benefit from different types of career discussions at different times. Sometimes this might be reflective conversations to think back and assess what they have achieved. Other types of conversation might be to receive honest and frank feedback, whilst at other times it could be helpful for individuals to be given information which could help them with career decision making and planning. Your child should be continuously having such conversations with their teachers when they receive feedback on their performance at school. Speak with your child about the importance of being receptive and learning from such conversations as this will stand them in good stead for when they may have similar conversations about their performance with their manager in the workplace.

Effective networking can help your child realise that the working world operates by a different set of rules from most homes and schools. Teach your child that networking is not always about getting a job. It is about creating new possibilities and learning about others’ experiences, other jobs and other sectors. Help

them to prepare so that they are ready to speak about themselves immediately when the opportunity arises. Teaching your child how to sell themselves effectively early in their working lives enables them to find employment on their own over a lifetime.

All these types of conversations are vital in helping your child learn about themselves and become the best version of themselves so they excel at all stages in their career.

6

ENCOURAGE RESOURCEFULNESS

Teaching your child to be solution-driven, to analyse and find answers to problems themselves, rather than being easily deterred by failure, is essential. When people are resourceful, they will always entertain new ideas, approaches and possibilities. They will become more self-sufficient. Encourage your child to become involved in management skills, entrepreneurship and leadership activities to help them develop such qualities of their own. Help them to take risks, to trust their own judgement, to be selfreliant. By becoming more resourceful, your child will develop the skills, knowledge and confidence to be able to create their own jobs.

CONCLUSION A famous company has as their motto ‘Your career is just that; yours. You choose it. You live it. You make it happen.’ It is hoped that this article has given both parents and young people more understanding of how the current working world of careers is changing, which skills are key and how they should be used to thrive in this digital age.

Still feeling overwhelmed? The good news is you are not alone.

There are many professionals who will work with you to help prepare your child effectively for their career. The teachers in your child’s school, careers advisers or independent professional career coaches like myself have the knowledge and experience to help your child excel in their career. With this advice, you can help your child’s career get off to a flying start.

ABOUT THE AUTHOR Anna Colebourne is an independent careers coach with over fourteen years’ experience working one-on one to help people find rewarding and fulfilling careers. She has an extensive background supporting young people, having worked in various universities, colleges and schools. She is currently a Careers Coach for Regent’s University London, one of the UK’s most internationally diverse universities with over 140 nationalities on campus. In addition, through her own business (Naturally Excel Coaching) she works with executives and professionals in London.

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iLS

International School Parent Autumn 2018

Meet your new teaching toolkit. iPrimary and iLowerSecondary are one-stop international programmes in English, Mathematics and Science for children aged 5 to 14.

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Why choose ISBerne?

• Our ISA test scores place ISBerne in the top tier of schools around the world.

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For more information visit our website at www.isberne.ch.

For questions, please call us at +41(0)31 951 25 58. internationalschoolparent.com

International School Parent Autumn 2018

Helicopter Parenting: The Fallout

BY DR. LAURENCE VAN HANSWIJCK DE JONGE PSYCHOLOGIST FSP / CHILD DEVELOPMENTAL NEUROPSYCHOLOGIST

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“ How to begin to educate a child.

First rule: leave him alone.

Second rule: leave him alone.

Third rule: leave him alone.

That is the whole beginning.”

D.H. Lawrence internationalschoolparent.com

International School Parent Autumn 2018

hat is a “helicopter parent”? It means being involved in a child’s life in a way that is overcontrolling, overprotecting, and over perfecting. They stay very close, rarely out of reach, pay extreme close attention to their child and rush over to prevent any harm, physically and psychologically, to the point of enmeshment. This is where personal boundaries are diffused, sub-systems undifferentiated and overconcern leads to a loss of autonomous development.

If you thought helicopter parents were too much, wait till you learn about Lawnmower Parents. These are the new generation of helicopter parents, who take overparenting to the next level. Rather than hovering, these parents actively prepare the way for their children to succeed, they mow down all obstacles they see in their child’s path; make sure their kids always look perfect and if they don’t, they’ll intervene and make it better right away.

This does not sound good! However, if most parents read this they will likely say, phew that is not me.

So let’s look at a few examples.

Examples of helicopter parenting are:

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• You prevent your child from exploring and stretching his abilities (e.g. your child climbs a tree (or anything), you run over and tell them to not do that)

• You influence your child to work as per your ambitions

• In toddlerhood, you might constantly shadow your child, always playing with and directing his behavior, allowing them no alone time

• You do their academic works or get overly involved

• In elementary school, ensuring your child has a certain teacher or coach, selecting the child’s friends and activities

• You negotiate your child’s conflicts

• You train your child’s trainers, telling them how to do things differently for your child • You hold the responsibility for all your child’s house chores

• You monitor and control their homework, providing disproportionate assistance for homework and school projects

• You don’t allow them to tackle their problems

• You shield them from failure, if they fail then you pull your weight to change that.

• You don’t allow them to make age appropriate choices

• You do for your child what he/she can actually do for herself

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International School Parent Autumn 2018

1 When we look at this list of actions we can see that the difficulty with this often is the degree to which they get exercised. If for instance your child is stuck with homework and he/she comes to you for help it is normal to offer assistance. However, if your child is doing their homework and you consistently check the homework or monitor what they are doing, this is a step further.

If your child climbs a tree that is truly a danger then asking them not to is responsible, however, if they approach any tree and they are told not to climb, well then you restrict the growth of their neurological limitations. As such it is easy to see where a parent might not have the awareness of their own helicopter parenting.

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This type of excessive parenting, even though done with genuine intention, has some serious kickbacks and severe longterm consequences that most are not aware of. Here is a list of these side-effects:

UNDERDEVELOPMENT OF THE BRAIN

Helicopter parenting implicitly involves parents taking decisions for their children, reducing their need to problem solve and make their own decisions. The area of the brain that deals with these components is housed in the prefrontal part of the brain. This part of the brain is found to only have fully developed at 25 years of age. However, it is like a muscle and if not given the chance to exercise it will not grow substantially, meaning that these skills will stay underdeveloped. The brain is exercised by “doing”, this means by doing it yourself, failing and falling, and learning how to better do it next time. This is what increases the connectivity and effectiveness of this part of the brain. Having helicopter parents could be hindering a child’s ability to develop problemsolving and decision-making skills; skills that we want our children to have copious amounts of when they leave the nest, so they can make the most well-informed decisions in all aspects of their life and get through it as unscathed as possible. As such by not letting them fall and learn and do better next time, we hinder the development of brain and with it the copious capacities needed to thrive socially, personally and academically.

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EMOTIONAL BACKLASH

Additionally, if parents exert too much control over situations and step in before children try to handle the challenge on their own, or physically keep children from challenging contexts altogether, they may hinder the development of self-regulatory abilities. Again, this is related to the control of the prefrontal cortex, the more developed it is the more of a lid it can hold down on emotions. This is a well-researched area, for instance a research study published in the journal of Developmental Psychology determined that 2-year-olds exposed to this kind of parenting ended up less able to regulate their own emotions and behavior by age 5. That upped the risk for emotional problems at age 10.

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LOW SELF-ESTEEM AND CONFIDENCE:

Helicopter parenting backfires! The over involvement of the parent makes the child believe that their parents will not trust them if they do something independently. It, therefore, leads to lack of self-esteem and confidence. When we parent this way, we deprive our kids of the opportunity to be creative, to problem solve, to develop coping skills, to build resilience, to figure out what makes them happy, to figure out who they are. Although we over involve ourselves to protect our kids and this may in fact lead to short-term gains, our behavior actually delivers the rather implicit soul-crushing news: Kid, you can’t actually do any of this without me.

It is that which we as parents need to keep at the forefront “what am I implicitly telling my child?” This is what our kids take away, not the physical words but the underlying message.

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International School Parent Autumn 2018

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IMMATURE COPING SKILLS, LOW FRUSTRATION TOLERANCE = DISADVANTAGE IN THE WORK FORCE

When the parent is always there to prevent the problem at first sight or clean up the mess, the child can never learn through failure, disappointment or loss - inevitable aspects of everyone’s life. They deprive the kids of any meaningful consequences for their actions. As a result, the kids miss out on the opportunity to learn valuable life lessons from the mistakes they make; lifelessons that would contribute to their emotional intelligence.

When seemingly perfectly healthy but overparented kids get to college and have trouble coping with the various new situations they might encounter—a roommate who has a different sense of “clean,” a professor who wants a revision to the paper but won’t say specifically what is “wrong,” a friend who isn’t being so friendly anymore, making choices—they can have real difficulty knowing how to handle the disagreement, the uncertainty, the hurt feelings, or the decision-making process. This inability to cope—to sit with some discomfort, think about options, talk it through with someone, make a decision—can become a problem unto itself. When these kids grow up, they don’t know how to resolve difficulties. Hence the fallout is that over-protection makes it nearly impossible for these young people to develop problem solving skills and frustration tolerance and without these important psychological attributes, young people enter the workforce at a great disadvantage.

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SENSE OF ENTITLEMENT COMPLEX:

When parents involve themselves in their child’s academic, social and athletic lives, children get accustomed to always having their parents to fulfill their needs. This makes them demanding as they feel that it is their right to have what they want.

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MEANNESS AND AGGRESSION

Research shows that kids raised by intrusive helicopter parents tend to be meaner or more hostile towards other kids. This is believed to be a response of extreme parental control. Kids act out and assert their dominance as a way to regain a sense of agency over their lives. As such, they tend to become irritable and less patient when faced with having to relate well with peers.

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5

MENTAL HEALTH PROBLEMS:

Helicopter parenting increases a child’s depression and anxiety levels. They are always in look out for guidance, and when left alone, they become too nervous to take a decision.

Multiple studies over the past decade summarize the social and psychological risks of being a helicopter parent’s child. These kids are less open to new ideas and activities and more vulnerable, anxious and self-conscious. The other problem with never having to struggle is that you never experience failure and can develop an overwhelming fear of failure and of disappointing others.

Both the low self-confidence and the fear of failure can lead to depression or anxiety. Studies show that when they reach college, children of overbearing parents are found to be more likely to be medicated for anxiety or depression. The data emerging about the mental health of our kids only confirms the harm done.

At the end of the day we want our kids to be happy. However, driving them does the opposite, it robs them of the ability to discover who they are and what internally drives them. Without this understanding of oneself, happiness hardly ever happens.

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International School Parent Autumn 2018

HOW DOES THIS STYLE OF PARENTING COME ABOUT? The standard of overparenting (helicopter parenting) is a few decades in the making and is largely derived from a cocktail of dread: fear that our children might be injured or kidnapped, anxiety that junior might not be academically or socially successful in the absence of constant supervision, and worry that not tending to a child’s every need will somehow lead to irreparable psychological damage. As a remedy, some parents have embraced intensive parenting styles that are endlessly caricatured, but have nonetheless shifted the collective expectation of what it means to be a responsible, devoted parent and it seems like the situation is getting worse.

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A variety of factors shape the ability to provide such an involved and attached level of parenting, and finances are among the most important. Helicopter parenting is more readily adopted by parents in the socioeconomic stratosphere. Money may not buy happiness, but it creates space and time—including, in some cases, the option for one parent to stay home. Research revealed an interesting self-perpetuating cycle: professional women who left work to prioritize parenthood often justified that decision by making child-rearing a full-time, all-encompassing job, which in turn raised the stakes of what ideal parenting looks like. This shifted goalposts, creating a new, hard-to-achieve standard for others to live up to. In our current times of social media, visibility and connection through digital means offers a new level of support, but also a new level of judgment. Parents—mothers, particularly—aren’t just living up to standards set by moms on the playground or the PTA, but the ones they encounter online.

Social media has upped the ante and parents are desperate to make their kids look as successful as possible in the eyes of online

viewers. Parenting is a race to gain the greatest number of awards and experiences on behalf of their child in the shortest amount of time, and posting these successes on Facebook. In addition, due to the competitive nature of social media, parents fear their children will fail and can’t meet these requirements, and this leads them to take charge of their kids’ problems. For the same reason they fill their kids’ agendas from early age with dozens of extracurricular activities which, they indicate, are aimed to help them prepare for adult life.

Other reasons that parents over parent is a validation of how they did themselves as parents. And so especially senior year is the witching hour, where this parenting style becomes over prevalent.

One principal said, “ I think for a lot of parents, college admissions is like their grade report on how they did as a parent.”

There are many other reasons for this particular parenting style.

For instance due to children being seen as material property of great value. The fact that couples have children in more advanced age, often after undertaking various fertility treatments, means that these children are considered a very valuable asset that must be protected at all costs. So children end up being considered gods, metaphorically speaking. Equally parents do not want to be seen as “emotionally distant parents” so they over compensate by being excessively present. Another reason is what parents “think” is expected of them, if a child loses their ball in the water, rather than letting the kid figure it out they think to themselves “if I don’t run to get the ball others will think I am negligent as my kid might wade out to get it themselves”.

Each one of us will innately know what our reasons are if we sit down with this question for long enough. Regardless of the reasons behind this we must, for the health and wellbeing of our children and in turn their children, move away from this pattern.

Social media has upped the ante and parents are desperate to make their kids look as successful as possible... internationalschoolparent.com

International School Parent Autumn 2018

HOW TO PREVENT HELICOPTER PARENTING 1. A lways, always, think of the long-term goal, not the now.

What is it I want my child to achieve? Can he achieve it with my interference?

A. A child is stuck on a homework problem and you help them by giving them the solution. The long-term goal is that they become their own problem solvers. So, this is an example of what not to do. What you can do is suggest ways of thinking about the problem or nudge them to research the answer to the problem.

B. A child comes home after having a fight with a friend. The long-term goal is for them to learn to be flexible in their thinking and come up with potential solutions. Telling them what to tell their friend would not be the answer. However, offering a listening ear and hearing them out as they track through the possible solutions, is the right thing to do to achieve the long-term goal.

2. Remember to think “what am I implicitly telling my child”. Our children take away the underlying message, not the actual words.

A. Remember their brains grow by letting them do.

If we always pick up what is on the floor, what they drop, then the physicality of checking and reaching to pick up does not wire and they will be hard pressed to become neat as they grow. If I pick up my child’s jumper when we leave the waiting room, what am I implicitly teaching my child? Well, that others will do the work for him (and again they are not creating those neurological connections for themselves).

B. I f I keep checking my child’s work each time he does his homework, what am I implicitly telling my child?

Well, “you need to rely on others to do a good job because on your own you might not do it well enough”.

3. Ask “Whose problem is this?” If these really are kid problems, then our job is not to solve them. It’s to help the kid solve them.

Research on rats shows that when you shock them, it’s extremely stressful. But if you give them a wheel to turn after, it gives the rat a sense of control and the prefrontal cortex activates. Then in similar stressful situations, the rat can leap into a coping mode, even in situations that are uncontrollable. What we want to do is condition kids when they have a problem to leap into coping mode as opposed to waiting for their parent (or someone else later in life) to solve the problem. The latter can again also lead to learned helplessness, anxiety and depression. There are some problems a kid can’t solve themselves. If they’re being mercilessly bullied at school, an adult needs to step in. But we want as much as possible for kids to develop that coping impulse.

It almost inoculates kids from stress by experiencing that.

There’s a big difference between coaching a kid and trying to solve problems for them.

SO, HOW CAN PARENTS GIVE UP CONTROL WITHOUT CHECKING OUT COMPLETELY? When kids feel securely attached to a parent or caregiver they feel safe, and when they feel safe, they explore and take risks appropriately. They’re more adventurous. Having the internal sense of safety, or a “safe base,” is simply good for human beings. In one study, researchers separated baby rats from their mothers every day for a couple of weeks, which was extremely stressful for the rats, and then bring them back to their mothers.

When mothers licked and groom them for a long time after and let them know they were okay, these rats became almost impossible to stress as adults. But you have to have that den, that environment to let your guard down.

• Stop saying “we”! I catch parents saying this a lot “we need to go home to do homework”. Huh, no, it should be “we need to go home so you can do homework”. I hear “we didn’t do so well on that test”. Hum? Who’s test is it?

• Stop arguing with adults in your kids life. Let them do the problem solving, but you can guide them.

• Stop doing their homework! Stop checking their homework! Parents seem to find this the hardest. When this is stopped from a young age, kids will learn to selfmonitor. Don’t worry the negative consequence of looking bad before their teacher and peers will mostly motivate them to do their homework. When they are coached through their homework and suddenly at 12 years they are expected to do it on their own, this becomes a terrifying chore with no internal self-regulation.

• Stop solving your kids problems!! Ask them, “ well what do you think you should do”. Ok, go try it out and then tell me how it went. Do not give them the answers! Let them trial and fail and trial and succeed. Do you know how much effort and energy parents put into trying to find solutions or giving the answers? I am sure you know!

• We need to stop over-scheduling our kids and let them play outdoors on their own, without adult supervision or control. We need to trust our kids and recognize that they’re smart, resourceful young people, better able to care for themselves than we might imagine. When our kids can spend time just playing and hanging out with one-another, they’ll learn essential life skills including leadership, cooperation, problem-solving, flexibility and compassion.

• Keep in mind a good moto: “ Our job as parents is to put ourselves out of job!!”

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International School Parent Autumn 2018

LET THEM FALL! The main message here is clear and bears overwhelming importance: LET THEM FALL. Oh I can hear it already “what! that is totally irresponsible and dangerous”. Hear me out... Yes let them fall... but...this is the image you need to keep in your mind: Your child is a tight rope walker in a circus (life), his aim is to walk that tight rope as safely as possible and get through the walk with his head held high, a sense of accomplishment, joy and unscathed as much as possible. So! If you hold your child’s hand as they try and walk that rope, what happens? Well, they will do quite well, they might wobble a little nevertheless they will get through it... but... will they learn it for themselves? What happens when you let go of their hand? Well, they won’t have made the neurological pathways to be able to sustain themselves on that rope, their brain will not have grown in those areas and they will fall, hard on to the ground. Now, if you are not the hand holder but are the net, what happens?? Your child will get up there with fear in their hearts, sweating profusely, knees like jelly but at some point they will get the courage to start that walk as they know that if they fall the net is there, you are there to catch them. And they WILL fall, no doubt about that, many times. But what happens?? Well, they gain the confidence in themselves that bit by bit they can maneuver this challenge better, they gain the confidence that they can do it themselves but have someone there to not make the fall too hard when it goes wrong. Slowly slow, the fear subsides, the sweating subsides, the wobbly knees dissipate and they start walking straighter, they start walking with confidence, they start smiling, they are sturdy, they are happy and they know in their gut and in their heart beyond a shadow of a doubt that I CAN DO IT on my own. Now when they leave your nest at whatever age it may be YOU too will know in your heart of hearts that YOUR child can make it in this world with or without you and that my dear parent is something worth striving for!

Let them fall...but be the net!

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ABOUT THE AUTHOR Laurence van Hanswijck de Jonge is a Developmental Neuropsychologist and Coach who provides developmental and psychological assessments for English speaking children between the ages of 3 and 18 in Geneva and neighbouring Vaud, Switzerland. Her practice is rooted in Positive Psychology and her belief in the importance of letting our children flourish through building on their innate strengths.

She is certified by the University of Pennsylvania, USA, to run the cutting edge resilience building programme for children. She is also a CogMed coach, an evidencebased Working Memory Training program (computer-based) which sustainably improves attention by training working memory.

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International School Parent Autumn 2018

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Welcome Drink - 3 night in a comfort double room - rich Ticino Gusto Breakfast Buffet & Dinner Buffet - Kids activities - Family Vespa ride - 1 Family Excursion - use of whole infrastructure with Heated Pool - Outdoor Sauna - Miniature Golf - covered Trampolin - Playgrounds & indoor Playrooms Transfer from and to train station S.Nazzaro or parking - Wi-Fi. Starting at CHF 999.00. Book online on www.campagnola.ch or call 091 785 2500.

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internationalschoolparent.com Ask for our 3 Generation-Special with halfboard during off season and let the GRANDPARENTS stay for FREE including breakfast!

International School Parent Autumn 2018

FINANCE

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ARTICLES internationalschoolparent.com

International School Parent Autumn 2018

Wealth or Health’ Which is more important to you?

BY RICHARD HEATH

“Life is like a box of chocolates, you never know what you’re going to get”!

Switzerland has one of the longest living populations in Europe.

Will its Mandatory pillar system be able to support this?

This quote from Forrest Gump could sum up the problems of the western world today. People are living longer, and with increased health issues. Living for 30 years into retirement is now statistically highly likely. But what are the implications and how will you be able to maintain your desired lifestyle on a reduced income?

Most people see Health as more important than Wealth. However, wealth provides the opportunity to have a healthier life providing ability to spend on holidays, gyms and other lifestyle expenses.

HEALTHCARE The prospect of living longer makes it more important than ever to look after and regularly review your mind, body and finances, and there are many questions to consider? Have you got the right health cover in place? Does it meet all your requirements?

Are there additional conditions or restrictions added to the policy when you reach a certain age? How much will it cost now and what is the potential cost in the future? It is essential that health cover costs are given high priority when considering overall expenditure in retirement.

PENSIONS What income will you receive from your pensions? Is this sufficient? Will it increase each year? If not, what other investment vehicles need putting in place to cover any shortfall? Are your other investments well diversified? Structuring your investment portfolio correctly is vital in the preservation of your wealth during periods of uncertainty and market volatility. Smart asset allocation is one of the key drivers of long term wealth creation and capital security. There are so many things to consider it is frightening!

Retirement needs planning for carefully, and early too.

SO WHAT DOES RETIREMENT LOOK LIKE FOR YOU? WHAT TYPE OF LIFESTYLE DO YOU WANT TO HAVE? There are 3 broad levels: 1. Basic This primarily covers basic expenses including food, rent, medical treatment. This allows for a small amount to be left over for leisure activities each month.

2. Comfortable This provides for you living in a nice house in a nice area and spending money on leisure activities, travelling, dining out and sports activities.

3. Luxury Here you wish to travel the world, stay in quality hotels and go out as and when you wish.

THE IMPORTANCE OF LONG TERM FINANCIAL PLANNING There are a number of financial implications of Longevity, including; 1. R ising Healthcare costs.

2. The need to carry on working longer before retiring.

Review or adjust your work / life balance. However, work can have a positive effect on health - if you enjoy it!

3. Living longer means more expenditure over a longer term.

This can reduce the value of overall assets resulting in less wealth to pass onto successors on death. Increasingly funds are passed on to support children during a lifetime.

Longevity is prompting investors to act differently- Adjusting spending habits and financial plans.

So let us follow the wise words of Winston Churchill…

“Let our advance worrying become advance thinking and planning”

Richard Heath Richard has over 40 years experience within the Financial industry.

Qualified (Diploma in Regulated Financial Planning) Richard has an extensive knowledge of underlying services, products and best practices. He would be delighted to undertake a confidential review and assessment of your individual circumstances. For more advice please contact Richard Heath DipPFS at Blackden Financial in Geneva.

Telephone +41 22 755 08 00 Email rheath@blackdenfinancial.com Website www.blackdenfinancial.com

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International School Parent Autumn 2018

How did the new US Tax Cuts and Jobs Act (TCJA) change saving for college?

BY CATHERINE K. QUERIO

Saving for your child’s college expenses is a priority for many parents.

For US expatriates (U.S. citizens and green card holders), it is a good idea to review the available options that could be of benefit in providing for future college expenses. The TCJA changed or eliminated some of the tax benefits for those paying for or saving for college.

The tax benefits available to US taxpayers vary depending upon circumstances; there are different benefits available if you are currently attending college, have completed college and are making payments on student loans or are a parent saving for your child’s education. This article will focus on benefits available when saving for college.

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It is important to know the difference between a credit and deduction. A tax credit may be refundable and directly reduces the amount of tax due. A deduction reduces the amount of income subject to tax, which indirectly could reduce the amount of tax due. There are college savings plans that allow either tax-free growth or tax-free distributions or both.

COVERDELL EDUCATION SAVINGS ACCOUNTS (ESA) A Coverdell ESA is a custodial or trust account set up in the United States; it is used solely for paying qualified education expenses for a designated beneficiary.

The TCJA did not change the rules governing this type of savings plan and it is still possible to continue making contributions to a Coverdell ESA or start a new one. Contributions are not deductible, but growth is tax-free. The maximum contribution is $2,000 per year.

This amount is reduced if your modified adjusted gross income (MAGI) exceeds a threshold amount, currently $190,000 for joint filers. Distributions can be used for elementary, secondary and higher education expenses and are tax free if the distribution is less than the beneficiary’s qualified education expenses.

SECTION 529 PLANS The TCJA expanded the types of expenses that can be paid using funds from a Section 529 plan. A Section 529 plan is a qualified tuition program that allows amounts to grow tax free until distribution. Contributions are not deductible, but there is no annual limit on contributions for federal tax purposes, although states do provide limits, up to $520,000 in some states. As there are no MAGI limits as there are with the Coverdell account, this type of plan is more interesting to US expatriates.

It should be noted that contributions to a 529 plan are considered gifts and if more than $15,000 is contributed in a year to any one individual, a gift tax return may be required. However, there is a 5-year election available that allows you to make a larger contribution currently, utilizing the future year gift limits in current year. This allows you to contribute up to $75,000 to one person in the current year without gift tax consequences.

The TCJA expanded the definition of qualified education expenses and a 529 plan can now be used to a limited extent for K-12 elementary and secondary school tuition for public, private and religious schools. Additionally, some US states provide a state tax benefit for a state 529 plan.

The complexity of the provisions governing the variety of tax credits, tax deductions and savings plans can make it difficult to know the options available for college savings as well as the potential tax benefits of paying for college. We can help you determine the tax savings available to you based on your particular circumstances. Learn more about these issues by searching for ‘Internal Revenue Bulletin: 2009-45’.

Catherine K. Querio Catherine is a Certified Public Accountant with over 15 years’ experience in taxation, business consulting and accounting. Her public accounting tax experience includes large corporate and partnership clients in tax compliance and planning, as well as consulting. Catherine attained her CPA qualification with a Michigan firm and spent 12 years in public accounting before moving into industry. She advised partnerships on consolidation of accounting records and as financial controller for an early stage energy company assisted in successful venture capital financing and the development of an internal control structure. She joined US Tax & Financial Services in 2014 and is based in our Geneva office. Her clients include trusts, funds and private equity partnerships. She is experienced in the preparation of US tax returns and has broad technical knowledge of issues faced by US citizens living abroad. She is also experienced in the application of the IRC and Swiss-US double tax treaty for items of income and expense.

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International School Parent Autumn 2018

Buying a house in Switzerland? Here’s how to finance it.

BY FINN TOENNESSEN

investment in a 3rd pillar pension policy in a bank or insurance company.

THE TAX IMPACT Buying a house in Switzerland is an exciting thing to do. It’s a rite of passage for any expat, and you can finally feel at home. Mortgage rates in Switzerland have never been better but there are many hoops that you must jump through to get the keys. The best thing to do is start with financing.

Choosing a 3A you benefit from favorable tax reductions. With a 3B (only insurance), there is no tax reductions (exceptions: canton Geneva and Fribourg). But you are covered from; loss of income and death.

Once you have a budget in mind, you should contact a mortgage broker to decide the level of debt that you can take on. This is linked to your choice of property and the legal maximum debt ratio based on your annual salary.

Note: For the foreigners coming for a short period, it’s better to do a 3rd pillar with a bank, because the repurchase price in insurance is too high when you leave. For a longer stay, a 3rd pillar with an insurance company can be of advantage.

Here is where the fun starts. One of the main difficulties is to know and be aware of the additional expenses linked to buying a property in Switzerland. In addition to your own funds of 20%, of which you can use up to 10% from your LPP or 2nd pillar, required for the future mortgage financing, you need to add notary and “cédule” fees.

With also other aspects to be considered for a 3rd pillar, 3A or 3B, depending on your personal situation and where you live, our advice: Ask a neutral expert what’s better in each case and who will find a right balance between the amortization and the taxes.

Then there is the tax impact. Switzerland has three different kinds of taxes. Income, wealth, and asset rental value. The last of these will make an impact on the amount you have to pay. A good mortgage broker will be able to advise you of these costs. This amount is being calculated based on different factors and vary from canton to canton.

The above-mentioned points indicate some reasons why it’s essential to do the calculation by an independent expert prior to the mortgage, so you can choose the best solution.

WHY MYPROJECT? We help our clients obtain mortgages which are best suited to their personal situation, at the lowest interest rates available, and smooth the process of buying a house in Switzerland.

WHAT ABOUT MY THIRD PILLAR? The 3rd pillar is a voluntary, tax-deductible pension. Its purpose is to maintain the standard of living at the time of retirement and have a supplementary income.

Sometimes, with a slightly higher interest rate, and due to the impact of the tax reductions, total annual costs can be lower than with a lower interest rate.

For the repayment of a mortgage, you can do a direct repayment, where the mortgage is paid off on an ongoing basis, but you risk an increase in taxes. Or you do an indirect repayment, which involves

Finn Toennessen MyProject Sarl

Head of the International Community Partnerships

Telephone +41 79 552 96 88 Email finn.toennessen@myproject.pro

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Old City of Bern

International School Parent Autumn 2018

UNESCO World Heritage in Switzerland Three outstanding natural phenomena and nine great cultural achievements in Switzerland bear the most sought-after emblem of UNESCO, as Natural and Cultural World Heritage properties. Each of them stands for authenticity, quality and diversity for many generations to come. These values are part of the identity and mentality of the Swiss population.

1 Convent of St. Gallen St. Gallen’s magnificent emblem is its sublime cathedral, which together with the Abbey District forms a historic ensemble. A visit to the Abbey Library is a must.

7 Swiss Alps Jungfrau-Aletsch Dramatic mountain ranges, valleys steeped in traditions and the largest glacier in the Alps entice, as does the region’s rich cultural heritage.

Swiss Tectonic Arena Sardona Over millions of years the continental collision between Africa and Europe created a pile-up of peaks. The Swiss Tectonic Arena Sardona reveals the extent of this phenomenon.

Lavaux, Vineyard Terraces The Lavaux Vineyard Terraces are part of Switzerland’s largest wine-growing region and are a shining example of how people harness their natural environment.

3 Convent of St John at Müstair The monastery complex was founded by Charlemagne in the eighth century. It hides a fascinating blend of architectural styles and cultural treasures spanning 1,200 years of history.

9 La Chaux-de-Fonds / Le Locle, Watchmaking Town Planning The towns are important watchmaking centres and successful symbiosis of urban and industrial planning.

4 Rhaetian Railway Albula / Bernina The spectacular 122 km stretch between Thusis and Tirano is a masterpiece of engineering from the early days of rail travel.

10 Prehistoric Pile Dwellings The site counts 111 prehistoric settlements in six countries – of which 56 are in Switzerland.

The best way to experience them is to visit the Laténium near Neuchâtel.

Three Castles of Bellinzona The three castles of Bellinzona – Castelgrande, Montebello and Sasso Corbaro – are among the most significant examples of medieval defensive architecture.

Old City of Bern Founded in 1191, Bern features a historic Old Town quarter renowned for its medieval magic, impressive cathedral and attractive arcades.

6 Monte San Giorgio Marvel at perfectly preserved fish and marine reptile fossils at the Fossil Museum of Monte San Giorgio in Meride and be transported 240 million years back in time.

Discover now Embark on a journey to these natural and cultural treasures. Take advantage of our attractive offers:

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www.whes.ch/ticket

Event World Heritage Days Every second weekend in June

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The World Heritage Sites open their doors and invite you to discover their secrets, their uniqueness and their extraordinary value. www.worldheritagedays.ch

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internationalschoolparent.com

International School Parent Autumn 2018

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WHICH SCHOOL IS RIGHT FOR YOU? Choose from our 5 schools to study undergraduate and postgraduate programmes in hospitality management combined with: › International Business › Hotel & Design › Event Planning › Resort & Spa

› Hotel Operations › Food & Beverage › Culinary Arts & Entrepreneurship

Contact us to learn more about our campuses and programmes or join us at one of our next Open Day events: 15th - 16th October 2018 | 19th - 20th November 2018 3rd - 4th December 2018

www.swisseducation.com internationalschoolparent.com

Mrs Rebecca Mars Email: rmars@swisseducation.com Tel: +41 21 966 47 28

International School Parent Autumn 2018

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Exceptional academic results and top university admissions Inspirational teachers committed to students’ success Internationally accredited IB school for ages 3 to 18 Pre-school and kindergarten programmes include German lessons approved by Bildungsdirektion Kanton Zßrich

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Strubenacher 3, 8126 Zumikon, Switzerland internationalschoolparent.com www.icsz.ch