International School Parent Magazine - Summer 2016

The Worst Advice You Can Give to an Unhappy Expat Spouse

Summer Camps Extravaganza!

The Art of Music Practising

Geocaching! Get Your Kids Outdoors With iPhone in Hand!

Looking Beyond the Brand Names Choosing the US University That’s Right for You

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Summer 2016

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Welcome to the Summer 2016 edition of International School Parent Magazine!

Dear Parents,

Welcome to the Summer 2016 edition of International School Parent Magazine!

In this edition, our featured expert Edward Smallwood ensures you are up to speed with US University Applications in ‘Looking beyond the brand names – Choosing The US University That’s Right For You’ and GEMS World Academy Switzerland tell us how they have been instigating Wellbeing at their school in ‘A Three-Pillared Approach to Wellbeing’.

We are also taking a fresh look at life abroad with Sundae Bean and her article ‘The Worst Advice You Can Give to an Unhappy Expat Spouse’ and we hear from Anne Ferguson, founder of the TheCenteredMamaProject.com in our Inspirational International School Parent feature. The article, ‘Raising Kids Away From Home’ also touches on how living abroad is a is a challenging, and at times stressful, but ultimately a rewarding experience for families. We’d love to hear what you think, and any perspectives you have on making the most of family life in a foreign country.

Many of you will be looking forward to the Summer holidays and searching for things to keep your children entertained. We have a great article about the benefits of Summer Camps, and a select list of some summer camps across Switzerland. Izzy Brook also looks at Geocaching and how it can help kids get off the sofa and into the wild with their devices. We hope you enjoy it!

We remain committed to the task of helping parents and children to 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 end to the term and a fantastic Summer break.

Work hard and be the best!

Best wishes Nick Gilbert Editor & Publishing Director International School Parent Magazine Tel: +41 787 10 80 91 Email: nick@internationalschoolparent.com Visit: internationalschoolparent.com Facebook: facebook.com/internationalschoolparent

Contents 04 Today Geneva, tomorrow the world

25 Meet the Headteachers: Vicky Tuck

08 Looking Beyond the Brand Names

28 School News

12 Imagine Studying in Canada 20 Developing A ThreePillared Approach to Wellbeing in Schools

36 Winners of the Young Hoteliers Summit 38 Raising Kids Away From ‘Home’

42 Geocaching 46 Summer Camp Extravaganza 54 The Worst Advice You Can Give to an Unhappy Expat Spouse 56 Inspirational International School Parent

61 The Perfect Pairing: Luxury and Hospitality in the Heart of Montreux 64 The Art of Music Practising 68 3 steps to finding help for your child who has learning differences

International School Parent Summer 2016

Today Geneva, tomorrow the world!

EOGHAN O’SULLIVAN, HEAD OF ALUMNI RELATIONS AT THE INTERNATIONAL SCHOOL OF GENEVA

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International School Parent Summer 2016

Hanging in my office is a framed photo of Lord Mountbatten presenting the first International Baccalaureate diplomas in September 1971. It serves to remind me that I work for a unique institution: the student receiving her diploma in the photo is Peggy Ray, one of our alumnae, and the photo was taken in the iconic Greek Theatre (constructed by our students in the 1950s, but that’s another story!) on our La Grande Boissière campus.

The IB had its genesis here in the 1960s. It owes its development to a group of enthusiastic and visionary educators at Ecolint (as the International School of Geneva is commonly known). Foremost among them was historian Robert Leach, who was described by the IB Organization’s first director general Alec Peterson as “the original promoter of the International Baccalaureate”.

Almost half a century later, the IB programme is now offered in more than 4,000 schools globally, with over 140,000 students sitting the Diploma Programme exams in 2015. It remains at the heart of the Ecolint offer, with the vast majority of our Year 13 students across our three campuses graduating with an IB diploma. (A small number still take the Swiss Maturité programme at La Châtaigneraie, and students at Campus des Nations can also choose to follow the IB Career-related Programme.) In a typical year around 40% of Ecolint graduates leave with a bilingual IB.

Prepared for success

Ecolint and the IB are, then, inextricably linked. The programme’s strengths are clear and well-established: inquiry-based learning that develops students who have excellent breadth and depth of knowledge. Research undertaken by Katie Wright at the University of Melbourne in 2015 found that the IB produces a range of enduring student outcomes.

“These include the development of internationalmindedness and a broader perspective on the world, critical thinking, analytical and writing skills, and positive dispositions towards lifelong learning. More instrumental dimensions, notably advantages for university admission and earning advanced credits, were also frequently mentioned, as was the benefit of IB studies for university preparedness.”

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The qualification itself is recognized by universities throughout the world, as is clear from a look at the university destinations for Ecolint’s Class of 2015. Within that cohort there are now around 140 studying in the UK, including 11 at Oxbridge, more than 100 in North America, including at Harvard, Princeton and Yale, and 50 who have remained in Switzerland to attend university.

A further 35 graduates are studying in other countries including France, Germany, the Netherlands, Spain, India, Australia, etc.

Alumni of Ecolint, of whom there are around 30,000 living around the world, have followed a rich diversity of career paths. This is not at all surprising given the diversity of our student body: in a typical year the school welcomes students of around 140 nationalities with more than 90 mother tongues. Being located in Geneva and having close ties with the United Nations – Ecolint was founded in 1924 to provide an education to the children of League of Nations’ staff – means internationalism is in the school’s DNA. Wherever they end up, our alumni never lose their special connection with Ecolint, and they often proudly introduce it to friends as the birthplace of the IB.

Where are they now?

An examination of our own database coupled with data pulled from LinkedIn profiles provide useful insights into where our students go after they leave us. For third level studies, the top five subjects for Ecolint graduates (according to LinkedIn) are Economics, International Studies, International Relations, Business Administration, and Political Science. Our internal data reflect these same subject areas, with Engineering and Science figuring strongly as well.

More than 3,000 members of our alumni web community have shared information about their professional activities with us. Based on a list of predefined sectors, the most popular career area for our alumni is “Education, Teaching and Training”. Next are “Banking and Finance”, “Health and Medical”, “IT, Web and Telecoms” and “Management Consulting”. With such a large alumni community, there is naturally a long tail on the list of professions, including a liberal sprinkling of alumni throughout Geneva’s UN agencies and non-governmental organizations. (Take a look at the ALUMNOGRAPHIC 2015 on our website for an overview of where our alumni are to be found and what they are up to.)

Emma-Julia Fuller did her IB at Ecolint in 2006 and went on to study at Geneva’s Haute école d’art et de design - HEAD. She now runs her own architectural practice in Geneva. She says that the IB prepared her well for university: “It gave me the keys to tackle assimilating information, synthesizing it, revising and exam stress, as well as time management”. But it also helped lay the groundwork for her subsequent career.

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“My IB focused essentially on visual arts and languages.

The principles of composition, balance, colour, etc. translate to all sorts of creative professions including architecture. The language side was essential in order to learn how to describe and discuss the artistic work I was doing.”

While Emma-Julia tailored her IB subject choice to her desire to work in the creative arts, Jeff Belkora, Ecolint Class of 1986, took the opportunity to challenge himself in areas where he felt he didn’t have a natural affinity. Thus, despite being more of a history and literature buff, he took maths and physics at the higher level. His hard work paid off, and the confidence that gave him has served him well. He is now an Associate Professor at the University of California in San Francisco: “Now my career, which focuses on consumer education and decision-making in healthcare and financial services, combines qualitative and quantitative areas. I continue to find the qualitative work (e.g. helping people clarify their goals and priorities) very easy and engaging. The quantitative aspect (communicating complex risk information to laypeople) is much harder for me, but thanks to the IB and my subsequent studies, I am well trained. Most important, I am confident that I can achieve some level of mastery of any topic with enough effort.”

For many graduates, this enduring impact of the IB is strongly related to a core element of the diploma programme, namely Theory of Knowledge – or TOK to IB aficionados. Students study the nature of knowledge, and on how we know what we claim to know. Ian Holderbeke (Class of ‘95), for example, describes it as “a great way of introducing me to critical thinking concepts that carried me through university and probably continue to have an influence on me today.”

From IB to university and beyond

A theme that comes back again and again when discussing the impact of the IB with our alumni is how well it prepared them for university. Jeff Belkora found that he did well in courses that required self-directed research and writing, with university professors commenting positively on his level of preparation. “This was at a very competitive university, and they were used to seeing well-prepared students, so I think this was a positive reflection on the IB.” It’s an oft-stated benefit of the IB. When she left Ecolint in 2001 to continue her studies at New York University, Claire Hobden found that the critical thinking encouraged by the IB, with lots of discussion and debate, helped her to adapt quickly. She also found she had more advanced writing skills than many of her freshman classmates thanks to the written work required by the IB.

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Matt Balogh (Class of 1980), who runs a social research company in Australia, echoes this, particularly with reference to the Extended Essay, a core element of the IB. “When I started my first degree, most of my co-students lacked experience in writing a long paper with references.

The first university assignments of 1,200 or 1,500 words were challenging for them, but easier for me, having written a 5,000 word paper at school.”

Ian Holderbeke (Class of 2005) is another alumnus who found that he was much better prepared for university thanks to the IB. In addition to being more comfortable with long form writing, he remarks on the high standard of the science courses. Taking Chemistry and Biology gave him an excellent basis to study Medicine in the UK. He works now as a medical writer in the pharmaceutical sector and attributes his ability to structure his scientific writing “a solid basis developed during the IB”.

For Emma-Julia Fuller, the IB served to give a taste of how university studies would be in terms of moving from a broad to a more narrow focus and eventually picking a specific career path. For her the IB was an essential transition “between the wide variety of subjects in the earlier years to the highly specific choices you have to make when you go to university”.

Claire Hobden, who works now in Geneva for the International Labour Organization, reflects that her subject choice more than fifteen years ago has served her well.

She chose to take Art, Geography and English at higher level and says that all three help her on a daily basis in her job. “If I were to change careers, I have no doubt that the lessons I learned from these three subjects would continue to serve me, and guide my choices.”

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International School Parent Summer 2016

Jeff Belkora credits the IB with inspiring him to think about learning as a lifelong activity, where his “job as a student is to integrate or synthesize many different sources of knowledge”. The aforementioned Extended Essay was one key element, but also more generally the challenge of creating long form projects while working independently.

I mentioned already the global recognition that the IB enjoys. Matt Balogh offers a perspective from Australia where, from a situation in the early 80s where hardly anyone had heard of it, today there is broad acceptance.

Each of the country’s six states runs its own school exams system, and while these have gradually become more aligned with each other, the IB offers national and overseas recognition. “An ever-growing number of schools are offering the IB as an option,” Matt says, “and several states have seriously considered adopting the IB over their own state system.”

Talking to our alumni about the IB, the high regard in which they hold the programme comes shining through.

The vision of Robert Leach and those like-minded educators he inspired at Ecolint and elsewhere has given rise to an educational programme that, I have no doubt, makes the world a better place. The internationallyminded, inquiry-driven lifelong learners that graduate from Ecolint and the other 4,000 plus schools that deliver the IB programme are fully primed to make a positive difference in a myriad of ways. As Claire Hobden puts it, “wherever you go in the world, if you meet someone who also did the IB, you usually find a depth of understanding and ability to think laterally and cleverly about the world around you”. We’re proud of our school’s part in making that happen!

“...if you meet someone who also did the IB, you usually find a depth of understanding and ability to think laterally and cleverly about the world around you.” internationalschoolparent.com

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Looking Beyond the Brand Names Choosing the US University that’s Right for You

BY EDWARD SMALLWOOD A-LIST EDUCATION

In the 1990s, as a student at a British independent school, I made a decision that has had a profoundly positive impact on the rest of my life: I decided to apply to universities in the United States. While I was not the only pupil at my school to do so, we were certainly a very small group. During four fantastic years at Harvard I was able to study subjects ranging from astronomy to opera to South American literature, become a more confident person and build lasting friendships with remarkable individuals from all over the world.

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These days more students from around the world are looking to the US for higher education. For instance, every year more than 5,000 students from the UK opt to attend a US university for their undergraduate degrees. While it is not for everyone, it is a move I highly recommend for motivated students keen to expand their horizons.

There are over 4,500 US universities offering undergraduate degrees. Selecting the right one for you can be a daunting task—you may not have even heard of some of the top universities in your field! The most frequent mistake we encounter from international students who express an interest in an American undergraduate degree is that they want to target only the ‘brand name’ universities.

If students focus on the perceived reputation of a university rather than looking for the best-fit institution, they may miss out on finding the place where they will most excel as undergraduates. I have met teenagers who tell me that they would like to be in a rural, idyllic environment and in the same breath mention NYU in the heart of New York City. Alternatively, students who love a particular subject – be it engineering or studio art – should make sure that they are seeking out universities that offer those courses and have excellent faculty and opportunities in the field.

Applicants should look for institutions where they will be engaged, challenged and happy.

The first step is to determine if the US is the right destination for you. In many ways, the decision to explore a degree in the US is about choice. In addition to the sheer volume of quality institutions to choose from, students can try out different courses before finalising a major and can choose from a rich array of campus activities.

While we are seeing more broad-based ‘Liberal Arts’ style programmes on offer in Europe, it is fair to say that most degrees on offer are focused on one area of study. For many international students, the attraction of a US degree is the opportunity to further their academic studies in a wide range of subjects. When students arrive on campus as freshmen, they can explore different subjects for a year or two before declaring a major. So if you are a student with broad interests and you don’t want to focus on only one area then the US may be right for you. Of course there

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International School Parent Summer 2016

are opportunities to focus more narrowly in the US at specialist institutions like MIT for science and technology or RISDI for visual arts.

There are many good reasons why a student may elect not to apply to US institutions. Medicine and law are both graduate degrees in the US and while students can pursue an undergraduate degree in the US and return to their home country to take medicine or law as post-graduates, it is important to fully think through the cost implications.

It is incredibly difficult for international students to gain entry to US medical schools and a US law degree may not be the most valuable when a student returns to their home country.

Once you have decided that the US may be the right fit for you, the next step is to start building your list of target universities. In the rest of this article, I have included some critical points to consider when building your university list.

The most competitive US universities accept fewer than 10% of applicants, so even if you have stellar exam results there is no guarantee that you will be accepted. Your list must consist of a range from these highly competitive “reach” universities to “accessible” options where your exam results and SAT/ACT scores are significantly higher than last year’s admitted students. If you are also applying to universities in your home country you will want to develop your “US list” and your “home country list” in tandem, ensuring that you have a good range spread across both. For many European students, options in their home country will be more affordable and so it can make sense to allocate more “accessible” options to the “home country list”.

Going to a US university can be a major financial commitment for a family, so make sure you have researched funding options while you are drawing up your list. Funding is available in a variety of formats for international students including merit scholarships, sports scholarships, ‘need-based’ financial aid and scholarships from external sources. While over 600 universities offer scholarships of $20,000 or more to international students, often this large scholarship will only cover about onethird of the total annual cost. Unfortunately, at most US universities, an international student’s need for financial aid will be considered in the admissions process. Fewer than 10 US universities offer to meet international students’ full financial need and do not even consider need in their admissions decisions. We advise families to run the numbers early in the selection process to identify how much they will be able to contribute and how much external funding they will need.

There’s a wonderful assortment of universities located all over the US so you should consider: location (East Coast, Midwest, West Coast etc.), rural vs. urban and size. For

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most international students, access to an international airport will also be important. In terms of size, do you want to be at a school like the University of Michigan with 28,000 undergraduates or one like the California Institute of Technology (CalTech) with only 1,000 undergraduates?

Consider the size of the student’s secondary school and how he or she feels about that environment and then try to imagine (or visit) being one of over 100,000 American football fans watching the University of Michigan Wolverines at the Big House stadium!

The wide selection of possible majors and a Liberal Arts curriculum are big attractions for many international students. However, some institutions are particularly strong in certain areas so it’s important to research which professors teach in a department and what courses are offered. Consider how you learn as a student—do you want to be in a large lecture hall to learn microeconomics or in an intimate seminar with 12 students and a professor?

Adjusting to life in the US can be a big challenge, particularly for international students who have not spent prolonged periods away from home. It’s important to look at how many international students attend an institution, as there’s a significant range from 17% at Claremont McKenna College to 5% at Bowdoin College to many institutions with only 1-2%.

A large draw for overseas students is the rich campus experience on offer in the US. Students are given the opportunity to participate in a wide range of clubs and activities covering areas like student government, sports and special interest groups. If there are particular interests or causes you’d like to pursue, be sure to check out what’s available at your target colleges.

While much attention is focused on acceptance rates, we should really be looking at how well prepared graduates are for their careers and life after university. In your research, investigate what jobs recent graduates are taking and what alumni have gone on to achieve. In many ways, this is a key factor in shifting the focus from perceived to actual value.

The summer is a perfect time to get started on your university list: research on the Internet, speak to local alumni, call admissions departments and even visit a campus or two if you can!

Ed Smallwood is the Managing Director of A-List Education UK, a leading educational consultancy that guides international students through the US university application process. Ed attended Harvard for his undergraduate degree, New York University for his Master’s and Columbia for his MBA. Go to www. alisteducation.co.uk for more information.

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Education in Canada A World of Possibilities Awaits

Canadian Tourism Commission

International School Parent Summer 2016

Imagine Studying in Canada If you are looking for an unforgettable experience that will last a lifetime, an education in Canada offers you a world of possibilities.

Canada is known for its excellent quality of life. Visualize vibrant cities, beautiful spaces and welcoming multi-cultural communities.

Besides providing exceptional standards of living, safety and first class healthcare, Canada is also internationally recognized for a competency-based teaching approach that prepares students to be productive in the workplace immediately after graduation.

Canadian universities, colleges and polytechnics are primarily publicly-funded and highly accountable for quality assurance in teaching, research and campus facilities. What’s more, tuition and living costs are very competitive when you compare top ranking destinations for study abroad.

Canada’s systems of education

Canada’s college, polytechnics and university system commences after high school. You can also choose to complete some or all of your primary and secondary school in Canada in either the public or private system. Both offer global graduation standards to continue post-secondary studies, as well as exceptional student services. Beyond high school, career choices are endless with thousands of postsecondary options to suit every interest!

Canada represents a tremendous opportunity for International and Swiss students to advance their career

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opportunities. An increasing number of students are choosing Canada as their preferred destination for language learning, high-school and post-secondary education. In fact Canada hosted more than 600 Swiss students in 2015 and would love to welcome more.

In 2015, there were more than 350000 international students in Canada pursuing a premier education, access to global career opportunities and an exciting cross-cultural experience. Choose from among Canada’s top-ranked colleges, polytechnics and universities for the highest quality education and return home with a globally recognized degree or diploma.

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Universities

Canada’s 125 public and private not-for-profit universities offer high quality education at relatively low costs. The universities offer a vast choice of undergraduate and postgraduate programs, as well as professional designations, certificate and diploma courses, and short career-focused programs. Canadian institutions are known for their cutting edge technology and research labs. They also provide opportunities for cooperative education and internships. International students can often work while they study.

Research Focus

Canada’s universities, colleges and polytechnics are engaged in innovative research in the fields of health, nanotechnology, biotechnology, high-performance computing, environmental technologies, nutraceuticals and renewable fuels, among other sectors. R&D crossfunding between the private sector and post-secondary education institutions is high by international standards.

New economic research is also highlighting the important role of universities, colleges and polytechnics as knowledge hubs connecting business, government and post-secondary education institutions with commercial firms that help deliver on discovery. If you’ve got ideas to change the world, we’ve got the programs to help you realize them!

MITACS is a national not-for-profit research organization that offers funding for internships and fellowships at Canadian universities for international undergraduate and graduate students. The Mitacs Globalink program

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invites undergraduate students from around the world to experience Canada as a leading destination for research & innovation. This competitive program pairs top-ranked students and faculty at Canadian universities for a 12-week research project of mutual interest in the period of May to September.

Canada is a world leader in postsecondary research, outpacing most G-7 countries on overall investment in education, according to the OECD Education at a Glance 2015.

The College System

Programs are taught by highly experienced faculty.

Canada’s colleges and polytechnics are leaders in applied higher education. Over 8,000 programs at 150 public institutions offer credentials that prepare students for the job market. Colleges and polytechnics offer a variety of recognized credentials including certificates, diplomas, university transfer programs, academic and applied degrees, and post-graduate diplomas. Programs are available with varying lengths of study, from a few months to four years.

Practical programs are designed with potential employers that offer work placements. Some colleges have transfer agreements with universities and can be an alternate pathway to a top-ranking Canadian university.

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International School Parent Summer 2016

Budgeting for your stay

Language Training – French and English

Canada is a world-leader in second language training, whether for academic upgrading, entry to further study, preparation for language proficiency tests, business applications, or personal use and enjoyment. Language studies are often seen as a pathway to further postsecondary education opportunities in Canada. English and French Second language programs that can shape your accent and vocabulary to fit Canadian educational needs and professional life is offered at elementary and secondary schools, colleges and universities. A number of private language schools and colleges also offer programs exclusively to international students and immigrants.

Languages Canada provides a database of public and private programs that have met or surpass the standards of internationally recognized quality assurance.

Work-study options

Eligible full-time international students are able to gain valuable work experience, thus helping to finance their stay while studying in Canada. A valid study permit allows international students to work on or off-campus up to 20 hours per week while classes are in session and full-time during regularly scheduled academic breaks (for example, winter and summer holidays, and spring break). The Post-Graduation Work Permit Program allows students who have graduated from a participating Canadian postsecondary institution to work in Canada for up to three years. Skilled Canadian work experience gained through this program helps graduates who wish to stay longer qualify for permanent residence in Canada through the Canadian Experience Class (CEC).

Balancing academic achievement with direct learning in a career-related job can provide these students with a competitive advantage after graduation.

Learn more: www.cic.gc.ca

Scholarships and financial aid

Scholarships are generally based on academic merit and are often awarded automatically at the time of admission.

Some scholarships are specifically for international students and researchers and require a separate application outlining your extracurricular activities. Learn more: www. scholarships.gc.ca

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Canadian tuition offers excellent value compared to other countries. Depending on location and program choices, a recommended annual budget for an international student can range from as little as CDN $11,000 to as much as $46,000, which includes tuition, accommodation, books, supplies, health care and personal expenses.(costs go down significantly in rural areas)

Admission cycle

Students can do their own research to identify the schools that are the best match for them. The Government of Canada’s official site www.educanada.ca is a key step in accessing useful information. Students can use the site’s search feature to generate a list of schools and programs that meets their needs. The admission process usually begins in the summer months [May/June/July] when students would begin to do research on their schools and programs of interest. Application deadlines vary from institution to institution as well, depending on when their main intake is. For schools which accept students in September, deadlines range from the fall to winter. For schools with intakes in January, and/or May-June, the deadline could be several months ahead.

Ideally, students should check websites of each institution, which can be found through the www.educanada.ca site.

For specific admission requirements and applications, contact each institution directly.

For schools in Ontario, there is an electronic application process which allows students to apply to three schools for the same rate. Some other provinces also have common application procedures. Please visit their web sites for more details: • Ontario: www.ouac.on.ca • British Columbia: www.applybc.ca • Alberta: www.applyalberta.ca

Education Agents

If you feel the need for professional advice and support in your choice for a study destination, education agents can be a good resource. However, be careful how you select your agent and make sure to verify their credentials. To ensure high standards for agents wishing to advise students about studying in Canada, the Government of Canada established the “Canada Course for Education Agents” (see www.canadacourse.ca). Those agents who have passed the course and the final exam successfully are listed on the ICEF website (List of CCGs).

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International School Parent Summer 2016

Immigration considerations

International students studying for more than six months must receive a study permit before arriving in Canada.

In some cases, a temporary resident visa may also be required depending on your country of citizenship.

Details regarding applications and requirements can be obtained from the website on Immigration, Refugees and Citizenship Canada IRCC (www.cic.gc.ca).

Students planning to study in the province of Quebec must also obtain a certificate of acceptance (CAQ) from the Quebec government before applying for the study permit.

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Key Figures on Education

• Consistent high quality of education across the country • Academic credentials valued worldwide • Canada consistently invests highly in education.

According to the OECD Education at a Glance 2015, Canada invests more in its colleges and universities every year than any other OECD member country.

• Canada has one of the most educated populations.

According to the OECD, Canada has the highest percentage of individuals 25-64 year-olds (54%) achieving at least college or university education, among OECD member countries.

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International School Parent Summer 2016

Key Figures on Canada’s Economy

• Canada is ranked 5th of the Top 10 entrepreneurial economies in the world according to the IMD World Competitiveness Yearbook 2015.

• Canada has the lowest net debt-to-GDP ratio in the G-7 in 2014 and will continue to hold this standing during the 2015-2016 forecast period according to the IMF. • For the eighth consecutive year, the World Economic Forum (WEF) has declared Canada’s banking system to be the soundest in the world.

• According to the World Bank, Canada is the second easiest place to start a business in the world and the easiest place to start a business among g-7 countries.

Specific Programs Business Schools and MBAs • 7 Canadian universities in the 2015 ARWU Top 100 for their business and economics programs • 6 Canadian schools of management are ranked among the top 100 in the world according to the Financial Times (UK) Global MBA rankings for 2015. University of Toronto (Rotman) 53rd; University of British Columbia (Sauder) 81st; Queen’s University (Smith) 86th; University of Alberta 86th; Western University (Ivey) and McGill University (Desautels) 100th Science and Engineering • 6 Canadian universities in the 2015 ARWU Top 100 in Computer Science • 4 Canadian universities in the 2015 QS Top 50

Canada in the Rankings Overall Scores • 3 Canadian universities ranked among the Top 100 of The Times Higher Education’s 2015-2016 World University Rankings – The University of British Columbia, McGill University, and the University of Montréal and 10 others ranked among the Top 200.

• 4 Canadian universities ranked among The Times Higher Education’s 2015 100 Under 50 world ranking – the University of Calgary, Simon Fraser University, the University of Québec in Montréal, and Concordia University.

• 4 Canadian universities ranked in the Top 100 of the 2015 ARWU Shanghai Ranking and 21 in the Top 500.

• 3 Canadian universities ranked in the Top 50 of the 2015/2016 QS University Ranking and 20 in the Top 500.

• 2 Canadian Universities ranked in the world’s top 100 innovative universities 2015 according to the list compiled by the Intellectual Property & Science business of Thomas Reuters

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USEFUL RESOURCES For additional details about studying in Canada, consult these helpful online resources:

GOVERNMENT RESOURCES: Official Study in Canada portal www.educationau-incanada.ca Includes a program finder, cost calculator, study permit information, and links to provincial, territorial and individual school information.

Canadian Bureau of International Education (CBIE) www.cbie.ca Dedicated to the promotion of Canada’s international relations through international education.

Languages Canada

www.scholarships.gc.ca

www.languagescanada.ca Canadian language schools accredited under an internationally recognized quality-assurance mechanism.

Immigration, Refugees and Citizenship Canada IRCC

Canadian Association of Independent Schools (CAIS)

www.cic.gc.ca Offers information for international students considering Canada as a study destination, including study permits, visa details and work permits.

http://www.cais.ca/ Represents 95 Canadian elementary and secondary independent schools from across Canada, some of which offer boarding to international students.

Canadian Information Centre for International Credentials (CICIC)

Polytechnics Canada

Government of Canada Scholarships

www.cicic.ca Provides the only Canadian online and authoritative directory of universities, colleges and schools recognized and authorized by Canada’s provinces and territories. This site includes information on foreign credential evaluations and qualification recognition.

ASSOCIATIONS Colleges and institutes Canada (CICan) www.collegesinstitutes.ca Represents colleges and institutes to government, business and industry, both in Canada and internationally.

Universities Canada www.univcan.ca Represents 95 Canadian public and private not-for-profit universities and university-degree level colleges.

Canadian Association of Public Schools – International (CAPS-I) www.caps-i.ca Represents 75 Canadian public school districts/boards that recruit international students at the elementary and secondary levels.

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http://www.polytechnicscanada.ca/ Polytechnics Canada is a national alliance of Canada’s leading research-intensive, publicly-funded colleges and institutes of technology.

Mitacs http://www.mitacs.ca Mitacs, an association of top research institutions in Canada, provides scholarships and exchange programs for undergraduate students.

CONTACT Trade, Investment, Innovation and Education | Commerce, investissement, innovation et éducation Embassy of Canada | Ambassade du Canada Kirchenfeldstrasse 88, CH-3005 Berne Switzerland/Suisse Email: berntd@international.gc.ca www.switzerland.gc.ca | www.suisse.gc.ca www.tradecommissioner.gc.ca | www.deleguescommerciaux.gc.ca Government of Canada | Gouvernement du Canada

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International School Parent Summer 2016

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Win a scholarship Compete in our online business simulation game, test your business sense, and convince us of your potential.

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For more information and registration: www.rochester-bern.ch

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We’ll change the way you think.

In Switzerland since 1995.

| 19 www.rochester-bern.ch

International School Parent Summer 2016

Developing A ThreePillared Approach to Wellbeing in Schools

BY DANIEL JOHNSTON - DIRECTOR OF STUDENT WELLBEING - GEMS WORLD ACADEMY SWITZERLAND

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Wellbeing. It’s a concept that’s grown in prominence over the last few years but beyond launching a thousand self-help books and gaining an increasingly important role in schools like my own, what does it actually mean? And is it a genuinely important goal or just another passing fad? internationalschoolparent.com

International School Parent Summer 2016

Well, at GEMS World Academy Switzerland (GWAS), we believe it’s important enough to have made it a cornerstone of how we teach and care for our students. And as Director of Student Wellbeing, it’s my role to ensure that far from it being just a passing fad, everyone understands what it means and the benefits it brings our students.

So whenever I’m asked to explain what wellbeing is, the answer I usually give is simple: it’s a way of dealing with life’s contradictions. Or, to put it another way: it’s the process of developing the knowledge, skills, understanding and dispositions to successfully navigate those contradictions and to carve out a sense of identity, purpose and meaning along the way. “…for an international school like GEMS…wellbeing is even more important.”

It’s in this context that student wellbeing has moved into the international education spotlight. The International Baccalaureate Organization, whose International Baccalaureate (IB) curriculum forms the heart of our educational approach throughout GWAS, says that the IB “aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.” Right from the start, the admirable values at the heart of the IB programme bring into the spotlight that tension between the world as it is and our hope that it could be otherwise: “better and more peaceful.”

“…for an international school like GEMS… wellbeing is even more important.”

In a sense, that process should be the goal of every type of educational establishment, but for an international school like GEMS - continually welcoming students and families from all over the world - well, it’s even more important. Because for international students and families, those normal human contradictions can seem to take on particularly stark contrasts and even become quite daunting obstacles to personal and communal wellbeing.

In our ever more globalized world, the tensions between cultural identity and open-mindedness, welcoming immigrants and constructing security fences, environmental awareness and food waste, between learning from mistakes and getting measured by test scores, can sometimes seem almost too insurmountable to acknowledge.

As adults, most of us manage to compartmentalize the areas of our lives that don’t seem to fit together so that we’re not having to constantly deal with the tensions they produce. Although even then, frustration, depression, and even despair are common. But for our children, who are still trying to build their own mental maps of the world around them, figuring out how to keep all of these contradictions together can be a constant and confusing source of stress and uncertainty. Small wonder, then, that recent research seems to show trends of increasing stress, anxiety, and depression in students in schools around the world.

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“…the IB aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world.”

Building on that aim, GEMS World Academy Switzerland is drawing on well-established tools and resources - with a proven track record of making a positive impact on school cultures & human relationships - to create a community of educational professionals, students and families who are equipped to face these contradictions together. In other words, to give structure and a common understanding of wellbeing and its benefits.

The Language of Wellbeing

We’ve done this in several ways. Firstly, we’ve developed the ethos of our community and pastoral care systems around the language of wellbeing. By naming a Director of Student Wellbeing responsible for the “Wellbeing Team” within the school, we’ve made the idea of wellbeing an inescapable part of life in the GWAS community. And for students, parents, staff - even visitors on one of our Open House Days - being exposed to the language of wellbeing provokes a moment of self-reflection where everyone, consciously or unconsciously, checks in on how we are feeling in that moment. “Wellbeing… what’s the state of my wellbeing right now?”

That self-awareness is a simple but crucial step in recognizing and dealing with those contradictions of human life that can become so overwhelming. And even simply using the language of wellbeing pushes us towards this first step.

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International School Parent Summer 2016

A Three Pillar Approach to Wellbeing

Another way we’ve placed wellbeing at the heart of GEMS has been to try and articulate what wellbeing means to us as a community - and the rules and framework by which we can measure it.

As a Wellbeing Team, we’ve identified three programs or tools that have been used successfully for decades - even centuries - to improve human wellbeing in communities around the world. Each of these tools emphasizes one of the three main types of relationships in our lives that greatly impact our wellbeing. We call it our Three Pillar Approach to Wellbeing - the three Pillars being Mindfulness, Nonviolent Communication (NVC), and Restorative Jus-tice.

Mindfulness

NVC

Restorative Justice

In addition, we regularly use mindfulness exercises to begin school assemblies and meetings or to help students transition between classes. In the MYP years (Grades 6-10), a designated Wellbeing Course provides the opportunity for students to learn mindfulness exercises and to practice them together once a week.

Mindfulness leads to presence, which allows for the true empathy that is necessary for NVC and Restorative Justice.

If we are not able to be truly present to another person, then we cannot truly listen to their feelings and needs in a way that enables wellbeing.

2. Nonviolent Communication

While mindfulness, in a narrow sense, can be said primarily to be about our personal wellbeing, about our relationship with ourselves and the world currently around us, nonviolent communication deals more directly with our relational wellbeing - in other words, how we communicate with others.

This process language was developed by Dr. Marshall Rosenberg through his work in conflict resolution and civil rights in the 1960’s. The process of NVC can be summed up in four seemingly easy steps: 1) State the observations that are leading you to feel the need to say something without including any judgments or evaluations.

2) State the feeling that the observation is triggering in you. Or, guess what the other person is feeling, and ask.

1. Mindfulness

The practice of mindfulness, brought into the mainstream western world by Jon Kabat-Zinn at the University of Massachusetts Medical School, has become an essential element of ho-listic wellbeing. In recent years, study after study has demonstrated that mindfulness prac-tice actually rewires our brains in ways that improve wellbeing, “over time making mindfulness and compassion the automatic response to stress.” (“The Science of Mindfulness Mindful,” n.d.)

Since the opening of our school in Etoy in 2013, we’ve been incorporating mindfulness into our community in a variety of ways. We have hosted Mindfulness Based Stress Reduction (MBSR) courses for teachers and parents so that our adult community can begin to under-stand the concept of mindfulness and the benefits it can bring through developing the skills and habits of mindfulness in their own lives. By encouraging our adults to be mindful, we hope to create a more peaceful environment for learning and to model a way of living for our students that allows them to respond to contradiction and stress by becoming more aware of themselves and others.

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3) State the need that is the cause of that feeling.

Or, guess the need that caused the feeling in the other person, and ask.

4) Make a concrete request for action to meet the need just identified.

The Science of Mindfulness - Mindful. (n.d.). Retrieved May 5, 2016, from http://www.mindful.org/the-science-ofmindfulness/# By applying these steps in our communication, we can improve the quality of our relationships with others (one of the keys to happier living).

As Rosenberg says in his book, Life-Enriching Education, “Our goal in a Life-Enriching organization is…to express our needs without blaming others and to listen respectfully to others’ needs, without anyone giving up or giving in – and thus create a quality of connection through which everyone’s needs can be met.” (p.3)

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International School Parent Summer 2016

At GEMS World Academy Switzerland, we’ve started to introduce the NVC process to our staff and students this year. While mindfulness helps us get in touch with the feelings and needs we must be aware of if we’re to communicate nonviolently, NVC helps us to avoid many of the ways that we hurt each other, intentionally and unintentionally, that can lead to and escalate conflict.

• It helps us to talk about observable actions rather than make judgments about people that limit their dignity.

• It encourages teachers to communicate with students more authentically, without falling into the trap of relying on their institutional authority.

• And it helps us to identify and articulate the requests that will help us have our true needs met, leading to improved wellbeing.

3. Restorative Justice: The Next Step

“…the IB aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world.”

Finally, building on the awareness and compassion nurtured by mindfulness and the clarity of communication provided by the NVC process, the principles of Restorative Justice provide a framework for our relationships with the community as a whole.

“In broad terms Restorative Justice constitutes an innovative approach to offend-ing and inappropriate behaviour which puts repairing harm done to relationships and people over and above the need for assigning blame and dispensing pun-ishment. A restorative approach in a school shifts the emphasis from managing behaviour to focusing on the building, nurturing and repairing of relationships.” (Hopkins, B. (2003) ‘Restorative Justice in Schools’, Mediation in Practice, April, pp 4-9) While we’re only in the early stages of implementing restorative justice at GEMS, the idea here is simple: to move from the traditional method of behavior management (retributive justice) involving setting up rules and then punishing students when the rules are broken, to a system of relationship management that helps students to recognize the impact their actions will have on themselves

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and others and to develop the skills and motivation to identify and repair any harm that is done.

Restorative justice acknowledges that both victims and offenders are unique and valuable and strives to ensure that victims and offenders alike can be restored to being healthy, contributing members of the community. This means moving away from expulsions and suspensions and other methods that remove students from the learning community and towards restorative practices like circles, conferences, and contracts.

It’s important to note that restorative justice doesn’t mean that actions are without consequences; rather, the approach of restorative practices is to guide students to identify the natural consequences of their actions and to accept responsibility for the full weight of these consequences, including any harm done. “Restorative Justice is focused on the belief that those affected by harm can work together to repair it and that this collaboration leads to true accountability” (“Restorative Justice: A Working Guide for our Schools, SHS Coalition, 2011).

Leading through Innovation

Like mindfulness and nonviolent communication, restorative justice requires a “change of mind” from the common habits and practices of the global community that so often lead to conflict and unhappiness. This change of mind is no small feat, but it is surely required to truly make progress towards “a better and more peaceful world.”

At GEMS World Academy Switzerland, we are committed to leading through innovation in the wellbeing of our students, our community and our world, and we believe that our three pillar approach to wellbeing will provide the tools that we need “to develop inquiring, knowl-edgeable and caring young people” who are equipped to face a world full of challenges and contradictions with resilience and to bring an healing touch.

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International School Parent Summer 2016

Meet Vicky Tuck Director General of the Ecole Internationale de Genève 24 |

internationalschoolparent.com Photo: Ecolint

International School Parent Summer 2016

1. What initially inspired you to pursue a career in education?

Two things: Firstly, by the time I came to choose a career, mastery of French and Italian was a big part of my identity and influenced the way I saw the world. I wanted children to love language learning as much I did.

Secondly, I had some really inspiring teachers at school and some rather poor ones. I felt very strongly then, and still do, that good teachers transform lives. I wanted to see if I could be one of those teachers that did that!

2. Before leading Ecolint, what was your career path?

I started out as a teacher of French and Italian in London.

At 27, I became a head of department for 5 years and then took a career break to bring up my two young children. Once they were both at school, I went to work at London University’s Institute of Education, training beginner teachers which was a fantastic opportunity. In 1996, after 2 years as a Deputy Head in a London day school, I was appointed Principal of Cheltenham Ladies’ College, the renowned UK boarding school which has a great mix of international as well as British students. I stayed there for 15 years during which time we introduced the International Baccalaureate. It was a truly remarkable, joyful school; an extraordinary learning community.

3. How do your own life/work experiences inform your approach to your work?

Where to begin?!

1. Fail to prepare and prepare to fail! I inherited a great work ethic from my mother. You cannot succeed as a teacher or as a school leader unless you prepare well and have a lot of self-discipline. School leaders must be reliable and organised, able to keep plenty of plates spinning at the same time, be calm under pressure, resilient and highly reflective.

2. A good education is a holistic one. Throughout my career but particularly in my time at Cheltenham, my concept of a holistic education has influenced my approach. High quality classroom learning goes handin-hand with excellent mentoring and care together with plenty of opportunities in the co-curricular programme: theatre, music, sport, community service etc. Young people have extraordinary potential and many of my sweetest memories are of students performing in plays or concerts, competing in matches, organising a fun-filled fundraising activity that involved the whole school community, being original and showing leadership. So much of their confidence and self-belief comes from these opportunities. At the same time, it can be tough being a teenager so the nurturing support of staff is also an important element of our schools.

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3. There can’t be autonomy without accountability. It’s a fine balance to strike between requiring professionals, one’s colleagues, to meet a set of high expectations and giving them enough freedom and discretion to be their own person in the classroom. Teachers are rightfully independent spirits and we don’t want a cloned workforce. As long as everyone understands that autonomy and accountability accompany each other, all will be well.

4. The more you give, the more you get back. Teaching is a vocation, an opportunity to influence lives.

Former students always reminisce warmly about the teachers who went the extra mile for them, believed in them.

5. Have fun at work. Although I take my work very seriously, I have always been lucky enough to have some colleagues with a great sense of humour. This has always helped when the going gets tough.

6. It’s all about the team. Both at Cheltenham and at Ecolint, I have had the opportunity to build a great senior leadership team. Such a team is essential for successful schools today. There are few things more fulfilling professionally than watching highly competent people you have appointed having a positive impact.

4. What have you learnt from your time as a headteacher of an international school?

The experience has been deeply enriching because your assumptions are constantly being challenged: the highly diverse community means that there are always interesting perspectives and nothing can be taken for granted. You have to do even more listening and even more reflecting.

Colleagues are accessing research and training from around the world so the level of pedagogical discourse is much higher, in my experience, than in a national school which makes it very exciting. Also, at least here in Geneva, there is no shelter from the world’s complexities and dilemmas - you genuinely feel that you are educating your students for this world stage. It makes me even more resolved to provide a first class education.

5. What characterises the students graduating from your school?

Quite genuinely, they leave the school hopeful that they can make the world a better place by living according to the values of respect and tolerance that have been fostered during their time with us, in particular through having lived and studied alongside students of 139 other nationalities. As someone said: “Ecolint is where human beings learn about being human.” We know from talking to our alumni of all ages that they feel a great affection and sense of connection with their alma mater even when they are far away from Switzerland. They tell us that Ecolint was a place where they learned how to learn, and, because they were allowed to be themselves, developed self-confidence and open-mindedness.

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International School Parent Summer 2016

The other important characteristic, of course, is that most of our students leave bilingual and many have mastery of one or two other languages too.

6. What would you say makes the learning environment extra special?

It has to be, firstly, our core values of a child-centred pedagogy; educating for peace; respecting the equal value of all human beings and promoting bilingualism as a part of international mindedness that inspire our work.

We have an incredibly talented and dedicated staff, including a large number of specialist educators focused on language acquisition and support for children with particular learning needs. Our facilities for learning are of a high standard.

In the past five years we have transformed our provision for use of technology for learning.

7. Which features of the school do parents value the most?

Above all they appreciate the very positive staff: student relationships. Parents are happy because their children are happy to come to school!

9. How do you get children to do their best academically?

1. Recruiting, inspiring and enabling teachers who exude a passion for learning, making it a journey of discovery

No other school in the world has 140 nationalities and 80 mother tongues, and that, really, is the real bonus for me, my colleagues and all our students.

Then, it’s the ones mentioned above: international diversity and bilingualism; our humanitarian values and culture; our learning support and extended support programme which means we are able to cater for individual needs; our ability to motivate students who have been failed in the public system or other private schools so that they find their self-belief and go on to succeed academically and socially. Parents also appreciate our university guidance and the general approachability of teachers and management if they have a concern. Although our fees are not the lowest, parents appreciate the fact that we are a ‘not-for-profit’ institution and that our spending choices are always based on what is right for the students, not based on commercial imperatives.

8. What are the main principles and philosophies you promote at the school?

Again, it’s the aforementioned principles: the equal value and respect owed to all human beings; the importance of dialogue and collaboration; recognising that ‘no man

26 |

is an island’, but that our fulfilment in life comes from the contribution we will make to the communities we will join; the sense that students have choices and are responsible for their lives so we hope to equip them with the wherewithal to be independent and astute in the choices they will make.

2. Knowing the students well so you can gauge where they are at and where they can go next, making the learning challenging but accessible, spotting what might be getting in the way and also allowing early intervention 3. Continuing to place an emphasis on literacy, accurate spelling and grammar 4. Discouraging the teacher from doing all the talking 5. Giving regular constructive feedback and moderate but meaningful praise 6. Getting students to selfevaluate, articulate what and how they have learnt, teach others 7. Make it clear that there is no substitute for hard work 8. Foster ambition so that they have goals and drive

10. Which other areas of education and extracurricular activities are you developing?

In each of the eight schools of the Foundation, we are focusing on what we consider to be the key domains of a relevant 21st century education: These include information and scientific literacy; critical thinking; creativity and entrepreneurship; STEM learning; the development of character; concepts-focused learning; health and mindfulness; service learning and international mindedness; learning support and assessment. This is leading to a number of exciting developments from the creation of an outdoor learning centre at our Early Years school in Pregny, to the development of a STEM centre at La Grande Boissière; from a programme of philosophy for children at LGB’s primary school to technology camps at

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International School Parent Summer 2016

Campus des Nations, from entrepreneurship opportunities at La Châtaigneraie to a programme to help students understand the refugee crisis at LGB middle school.

11. How do you encourage understanding between cultures and nationalities?

I feel that this is daily life at Ecolint but perhaps our most visible manifestation of this is our annual Student League of Nations held in one of the huge debating chambers at the United Nations. Students are allocated different countries which they represent in a series of four resolutions which are discussed over a period of two full days. The resolutions, proposed and presented by students, cover the social, political and technological issues of the day, for example, the military intervention of foreign powers; mass migration and the refugee crisis; internet pornography and artificial intelligence. Every year, I never fail to be inspired by our students’ mastery and ability to debate the issues from the perspective of their allocated country.

That apart, we take full advantage of our surroundings with ski days for our primary children, many expeditions in the mountains, particularly for students undertaking the International Award, and also strongly leverage our long-standing connections with the United Nations and other Swiss-based organizations to provide pedagogical opportunities for our students.

Switzerland is a beautiful, safe and stable country so a wonderful place to bring up children. I cannot think of another country where parents can give their children such a carefree and healthy childhood.

14. How do you help international students settle in when they first arrive?

With so many nationalities and over 90 years of experience, we believe that the whole community is accustomed to welcoming new students and helping them to settle. We never underestimate how much our students support and teach each other well away from our gaze. More specifically, we have a large team of specialist educators offering support in English or French as an additional language to enable new students to access the curriculum as swiftly as possible.

The future of education: 15. What are the main trends in education that you are seeing at the moment?

A focus on mindfulness and wellbeing, no doubt in response to the worrying statistics about mental health among young people. The other big buzz word is ‘resilience’ and how to develop it. Then, the challenge to make sure that our use of technology is genuinely adding to the quality of learning.

12. What is the best thing about leading an international school in Switzerland?

The real privilege is not so much being in Switzerland, despite all its advantages in terms of quality of life, but being in Geneva, the city of peace and the base for so many international organisations. When Ecolint was founded, as the first ever international school, it was with the intent to serve this international community and we are proud of our rich heritage and our part in the history of the international school movement, particularly the development of the International Baccalaureate in the 1960s.

13. How do you make the most of everything Switzerland has to offer?

I would say that the best thing here at Ecolint is actually the diversity. No other school in the world has 140 nationalities and 80 mother tongues, and that, really, is the real bonus for me, my colleagues and all our students.

16. What are the main challenges for education as a whole in the future and how are you equipping your students for future success?

The questions we must ask ourselves as educators are manifold, but some of the key ones include: “What will be the role of school and of university when so much can be learned via a computer?”, “What will we need to assess and how, or in other words, what is the future of exams?”, “How do we make sure the partnership with parents evolves in the most positive way?”

The most important, I believe is “How will we prepare our students for the volatile, uncertain and complex world which awaits them after leaving school?” Students need to learn to form strong values; to learn how to learn so they can go on learning; to have close, sustaining friendships and a network of contacts that is global; to have not been spoon-fed; to be able to live with doubt and pressure and to believe that life can be fun and beautiful! I think we are doing quite well!

The latest news from Switzerland’s top International Schools.

SCHOOL NEWS: The British School of Geneva p to Barcelona AS Geography Tri their project on In March, as part of nts AS Geography stude “Investigations”, the of ncing the vast array spent 5 days experie culture. , history, cuisine and Barcelona’s finest art of about city, walking a total They explored the dmarks use and historic lan 18 km visiting the ho e Sagrada Familia (th of Antoni Gaudi, the d urch in the world) an soon-to-be tallest ch d an y aluable opportunit the Ramblas. An inv all! unforgettable trip for

www.britishschoolgeneva.ch Olympic Museum Year 12 (AS level) Geography stude nts spent a day at the Olympic Museum in Lausanne where they explo red the heritage of the World’s many Olympic events and gaine d further insight into the

games’ success in bringing countries of the this spectacular event.

world together through

Girls in ICT

tics workshop the opportunity to take part in a Robo Years 10, 11 and 12 girls were given girls and event was to encourage and empower run by the ITU. The objective of this t, the field of ICT. The ITU provided the robo young women to consider jobs in the the robot to nts had to program and command program and the laptops and stude ward, the pick up objects and play music. After perform certain tasks such as dance, participants al Girls in ICT Day at the ITU where group was invited to attend the annu US Ambassador, Pamela Hamamoto. presented their work to VIPs including

Peace Run For the 2nd year, BSG primary children enjoyed taking part in the UN Peace Run to lend their legs, smiles and spirit to promoting peace across the world. The children were able to carry the Peace Torch, as well

Trip to Iceland

ents. After a quick hlight for Years 9-11 stud A trip to Iceland was a hig ted the Þingvellir up of BSG adventurers visi stop in Reykjavik, the gro inating geology ut its rich history and fasc National Park to learn abo with whale an plate drift apart. Along as the Asian and Europe s visited geothermal ik’s old harbour, student watching around Reykjav favourite was an ched over 44oC! A class pools where the water rea breathtaking beauty ere students took in the excursion to Gullfoss wh geyser which lent tinuing on to Geysir, the of the waterfall before con nomenon. its name to the natural phe

as sing songs and share their thoughts and wishes about peace.

KS3 Peace Project As part of a project organised by La Maison de la Paix in Geneva, students aged 11-14 took an active part in the International Day of Mine Awareness.

They posted selfies with the campaign logo on their social networks and attended workshops on landmine clearing techniques at Place des Nations on April 4th. Several groups of students participated in an exciting competition by submitting videos illustrating what peace means to them. BSG teachers are very proud that three of our students, Inga, Ariana and Shana won the jury prize (Coup de Coeur), as announced in the awards ceremony covered by the Geneva TV channel Léman Bleu on 11th April.

SCHOOL NEWS: Collège Champittet Pully

Sciences Championship at EPFL Three 6th grade students participated in at the EPFL.

www.nordangliaeducation.com/our-schools/champittet

the Sciences Championship “Curious and

Inventive”

The team comprising Clara, Caesar and Julian (all three in 6thA) won the bronze medal.

The “Curious and Inventive” championship is set up to give children and young stude nts a taste of reflection and research and to encou rage scientific discussion and collaborativ e work.

It takes place in several stages: a problem to be addressed, an experimental challenge, a competition to test the team spirit and a quiz for each team.

Congratulations to our three students!

to Thailand Humanitarian trip a team of 10 de students joined Three of our 13th gra to the small on a humanitarian trip students and adults northern Thailand. in a Lahu hill tribe in village of Baan Tee nts helped build April 5th, our stude From March 25th to rgarten students ssroom for 20 kinde a building with a cla ilding with two hen and a small bu with a separate kitc g cement, worked hard: mixin toilets. Our students decorating the painting and finally building walls, tiling, m. walls of the classroo er to the villagers was then handed ov The school building officials from the with the presence of during a ceremony i region. ent of the Chiang Ra education departm ports the annual pittet Foundation sup The Collège Cham ’000 CHF to the ject by donating 20 school building pro the project. tion who is leading Jan & Oscar Founda

Junior entrepreneurs visit Le Temps On April 11th, participants of the extracurricular activity Graines d’Entrepreneurs (junior entrepreneurship) visited Le Temps newsroom in Lausanne. The students were accompanied by Laurence Halifi and Nadine Reichenthal, organisers of the activity, as well as their coache s Caroline Brenot and Alexandre Peyraud.

The digital editor and his team had invited the students to the newsroom to discuss what future readers expect from a newspaper, the meeting took place in the context of the editor’s digital strategy.

The students expressed their opinions on the various media used by Le Temps, shared ideas as well as

positive or negative criticisms. This unique experience was introduces them into the world of entrepreneurship.

part of the students’ extracurricular activity which

Le Temps’ digital newsroom will benefit from our junior entrepr eneurs’ input and use the information received during this exchange. A second follow-up session with the students is already planned.

SCHOOL NEWS: Geneva English School

the r School Show had al and moral Lowe A fun-filled, music in the tale g sympathetically , crying and sighin audience laughing and in the words of ll done to you all We r! he nc Mu ter of The Lit your a Litter Muncher in ky enough to have luc are u yo “If ird Mr. Ba it!¨” village - look after

www.geneva-english-school.ch

What a fantastic ‘Let’s go fly a kite’ day we have all had! The children enjoyed

a morning of activities from making brea d and pizzas, to zorbing, trampolines, boats, cars, mini-golf, beach volleyball and communing with baby goats! Then over 300 kites took flight (and twirle d, and soared, and crashed) with smiling, laughing children - magical! Thank you, Mr. Baird!

Happy Birthday Your Majesty.

Geneva English School wish HRH Queen Elizabeth II a very Happy 90th Birthday.

SCHOOL NEWS: GEMS World Academy

www.gemsworldacademy-etoy.com

Charity GALA evening For the third consecutive year, GEM S World Academy Switzerland hoste d a Gala evening with dinner, music and a raffle in honour of two charities; “Making Ghanaian Girls Great” and “L’Espérance”.

Supported by the Varkey Foundatio n, Making Ghanaian Girls Great! (MG Cubed) is Ghana’s first interactive dista nce-learning project.

It will impact more than 4,000 marg inalised girls (aged 9-14 years) in 72 schools, within two regions in Ghan a (Volta and Greater Accra) and offer them an enhanced quality of education to improve their lives and transform their future. The second charity chosen was “L’Espérance”, a local foundatio n supporting the handicapped from age 4 upwards in Etoy, Switzerland.

They look after 300 people of which 216 live in their “villa ge” of 17 buildings comprised of apar tments, residences, classrooms and ateliers.

The evening was initiated and organised by the GEMS Parent Group in collabora tion with the school and intended for GEMS parents and staff. The evening was an occasion for all parents to socialise and to get to know each other better as well as raise money for the two chosen charities.

A James Bond “Casino Royale” them e was chosen for the evening and arou nd 100 guests dressed in black, white and red enjoyed a delicious dinner, great music and a raffle of donated items that raised just over CHF 10,000 for the two charities.

Music Academy Concert Evening Applause for all our Music Academy during students who performed beautifully of a concert held on Thursday the 10th y March in the evening. Parents, famil ing and friends had the pleasure of listen to pianists, violinists, cellists, guitarists, our drummers and singers. Well done to in students and we hope to hear lots more the future!

Reflective Tim e for Grades 9 and 10 On Wednesday 20 April, grades 9 and 10 had a reflecti ve day on peac e and conflict and their impact on hum an life.

After supportin g the training pr ogramme of Medair via on e of their fieldtri ps, they had a discussio n with Mr Junio r Nzita, former child so ldier from the De mocratic Republic of Co ngo. Ambassad or to the UN programme against child so ldiers, Mr Nzita is the foun der of the NGO Paix pour les Enfants. The conversation be tween the students an d him was filmed by the organisation Te energy, and will be part of a movie supporte d by the Swiss go vernment and broadcaste d on TV5 Monde .

SCHOOL NEWS: GEMS World Academy

SportSmile Sports Day “Bougez-Bougez”

a free sports day “Bougez-Bougez” on Saturday, April 30th on the To celebrate its tenth anniversary, the foundation SportSmile organized personalities were present and the event was a great success campus of GEMS World Academy Switzerland. Various sports and political with families.

for tourism in Lausanne, had the privilege to organize an event Mandated by the Sportsmile Foundation, students of the EIT - High school Stricker and Carl Emery shared their sporting passion with children. involving various sports and recreational activities. Lea Sprunger, Martin of the Foundation in the presence of Mr. Pierre-Yves The event ended with a speech by Doctor Farpour Nathalie Lambert, founder of the State Council of the canton of Vaud.

Maillard, head of the health and social action department and Chairman for the Sportsmile cause. After the effort, participants were able During the day, children and adults participated happily in the charity race Council of Vaud oppose a local team. With this sports day, the to attend the much anticipated soccer game that saw the team of FC Grand of health problems by promoting sports and a balanced diet.

Sportsmile Foundation managed to raise awareness amongst the visitors

GEMS staff member produced the main

theme for a foreign film nominate d at the Oscars We are proud to announce that Juan -Felipe Pardo, educational facilitator and audio-visual technician at GEM S World Academy Switzerland, produced the main them e music for the film ‘Embrace of the Serpent’ directed by Ciro Guerra and nominated this year at the Oscars in the Foreign Language category. Last year, the film received the Art Cinema Award at the Quinzaine des Réalisateurs in Cannes. The story is set in the hear t of the jungle and features a shaman who meets an American ethno-botanis t in search of a mysterious sacred plant. Born in Colu mbia, Juan-Felipe is passionate abou t the Amazon forest, indigenous med icina l plants and traditional healing songs, making him the ideal candidate to share his musi c for this film. This nomination highlights the expertise and professionalism of the teaching staff at the school.

“This is a real honour for me. I am prou d that Ciro Guerra asked me to use my music for his film. The Amazon mea ns a lot to me and to compose music using traditional elements of my country is a real inspi ration for me,” declared Juan-Felipe Pardo. “To tell a story and transmit a message in music or film you need to hear and see with your heart, feel with your guts and then just do it.”

“Juan Felipe has empowered our stude nts to use very sophisticated sound and film equipment that transforms their learning experience,” added Audrey Peverelli, Head of School at GEMS World Acad emy Switzerland.

Juan-Felipe Pardo Born in Colombia, Juan-Felipe is a musi cian, sound engineer, film producer and educational facilitator. He has work ed several years promoting traditional cultures from his home country and creating his own artwork. He has 10 years of experienc e in independent music labels and audio-visual productio n companies and his mission is to help cultural heritage. Juan-Felipe is spec ialised in the documentary field, in the productio n of audio-visual projects and he likes engaging culture beyond any frontiers.

He has worked as a sound engineer for companies like FOX , MTV, National Geographic, Aljazeera and NGOs. Juan-Felipe earned his qualification of socio-cultural manager in the field of contemporary music in Switzerlan d where he continues to share his knowledge with GEMS students. His close collaboration with Mark Shillitoe, Digital Media Director at the school, has allowed them to bring innovation and change to the programmes.

For more information, please visit: http ://www.pardomanagement.com

SCHOOL NEWS: ISBerne

ISBerne’s Annual International Day ISBerne’s Annual International Day Every June at the end of the school year the ISBerne PTC (Parent Teacher Committee) holds its International Day fair, a fantastic family event open to the public. Each year the games and entertainment may vary, but the

http://www.isberne.ch/

camaraderie, community, and the amazing international food is always constant! This year International Day will be held on Saturday, June 18 from all 11:00-15:00. A great family event that are welcome to attend!

ISBerne Sports Day Every Spring ISBerne holds a sports day

where all students have the opportunity to compete in track and field events. And for our younger children, each earns a medal by com peting in fun, team-orientated relay races. This event also serves as a time trial to see who will compete in the 8-School Invitationa l, also held annually and hosted

by ISBerne. This year’s event was held on a warm May day which was enjoyed by all!

New Campus Update Our new campus is in its finishing stages with the major construction now complete. Senior Management had an opportunity to tour the building and grounds once the roof was finished. It was very exciting to stand in a space that until recently was only a plan on paper! The campus reflects and blends with the natural surroundings of green fields and hillsides, with the use of an exposed wood construction, local stone, and ample windows that will flood the interior with light. The windows open onto the surrounding grounds and give all classrooms direct outdoor access with a lovely view.

International School Parent Summer 2016

Winners of the Young Hoteliers Summit The Swiss School of Tourism and Hospitality

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internationalschoolparent.com

A D V ERT O RI A L

International School Parent Summer 2016

The Swiss School of Tourism and Hospitality (SSTH) has long been a front-runner in Swiss hospitality management education. Part of the Ecole hôtelière de Lausanne Group and the Swiss Hotel Association, its outstanding reputation continues on a global scale as a College of Applied Sciences. SSTH offers two top degree programs, the Swiss Professional Degree and Bachelor of Science in International Hospitality Management. Both degrees are Swiss federally accredited.

The SSTH has plenty to celebrate this year. Not only are they celebrating their 50th anniversary, but SSTH are the winners of this year’s prestigious global challenge, the Young Hoteliers Summit.

The Young Hoteliers Summit is hosted every year at the Ecole hôtelière de Lausanne. This year, forty hotel management schools from across the globe sent their top students to take part in the competition. The competition tests the skills, knowledge and competencies of these ambitious future hoteliers and this year SSTH was represented by Hannes Schild and Dominique Andrea, students in the 5th semester of the degree program at SSTH. In addition to keynote speakers, workshops and panel discussions, students were assigned a real-life challenge to reduce an existing 15 year training and development program for General Managers in the Four Seasons Hotels and Resorts, to only 9 years. The proposed training programs that students presented had one objective. They had to demonstrate a level of understanding and accuracy regarding the content of the training program that would ensure its successful introduction into the Four Seasons Hotels and Resorts. Five leaders from the Group were judges.

After many presentations and many in-depth questions, the judges delivered their verdict. Hannes Schild’s team, had not only delivered a visually striking presentation but the content was, in their eyes, extremely comprehensive. They had also demonstrated clear training and development stages with very realistic outcomes, something they were certain would be easily introduced into the Group.

internationalschoolparent.com

Hannes, the team leader who presented the winning solution to the panel commented on the overall experience: “As an ambitious future hotelier, I really wanted the SSTH representatives to present one of the most dynamic and realistic solutions we could, and we did it! Of course, this was a team effort and my team colleagues from different hotel management schools and I couldn’t believe that out of all the excellent schools from across the world, we came out top.

Personally though, I benefited not just from the winning, but from the whole summit. It is a spectacular and very professional event. I met so many like-minded colleagues with the same passion and drive and also many key figures in the industry. With only one year left of my degree, I genuinely can’t wait to start my career.”

“As an ambitious future hotelier, I really wanted the SSTH representatives to present one of the most dynamic and realistic solutions we could, and we did it!

The prize for the winners was a weekend in a leading 5 star hotel with the opportunity to shadow the General Manager as well as relax and enjoy the luxuries on offer.

Read more about other students from SSTH on the International School Parent website: http://internationalschoolparent.com/ For further information about SSTH or to arrange a personal visit Tel: +41 81 255 1725/1111 Email: admissions@ssth.ch https://www.facebook.com/YoungHoteliersSummit/photos

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International School Parent Summer 2016

Raising Kids Away From ‘Home’

BY INTER-COMMUNITY SCHOOL ZURICH

Living overseas, away from our home cultures, our extended families, networks of friends and support systems presents both a world of opportunities and some significant challenges, especially for children and adolescents. Those of us who choose to live overseas often worry about how much of an impact raising our children away from their parent’s home culture will have on them and their future lives. However, a great deal of research into expatriate children has shown that there are many advantages to raising a child internationally.

Children from expatriate families have been called “third-culture kids” and David C. Pollock, one of the key researchers in this area, offers a definition: “a third-culture kid is an individual who has spent a significant part of his or her developmental years in a culture other than that of the parents, resulting in integration of elements from both the host culture and parental culture into a third culture. ” Researchers have identified some important characteristics that third culture kids share (also referred to as “TCKs”).

For example, they are often able to develop friendships

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quickly and at a deeper level, because they have had to do so with each move. They are self-confident, possess flexibility and adaptability and often a high degree of independence. They often become innovators and leaders.

In addition, teenagers may exhibit higher levels of maturity than their home- based counterparts.

Importantly, they also develop the ability to move between cultures, through their linguistic skills and their crosscultural awareness. They develop what Pollock calls a “three dimensional world view”:

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International School Parent Summer 2016

this stage of development feel emotions intensely, the kinds of disruption – to social life, sense of stability and so on – that they experience during moving can put a great deal of stress on them and their families.

Stressful transitions occur in everyday life regardless of whether we are in our home countries or moving abroad. They can range from moving house, or changing schools, to the bigger transitions of a death in the family, for instance. However, there are aspects of the processes of transition for the third culture kid that can intensify the experience. For example, the transition cycle can occur more frequently for TCKs than for other children.

Children might be moving every couple years, moving from entry to leaving stages (see below) very quickly, with little time to establish themselves in the new host country and experiencing multiple cycles of change.

In addition, TCKs are changing cultures as well as places and they can experience the added stress of cultural shock as they find they have to adapt to new languages, customs etc. It’s also important to remember that “’culture” can also mean a different school culture, particularly when moving from a home country to an international school.

The research on third culture kids suggests that there are five stages in making a transition from country to country.

These are: Involvement, Leaving, Transition, Entering and Reinvolvement (taken from David C. Pollock and Ruth E. Van Reken, Third Culture Kids: Growing Up Among Worlds and Mary Hayden Introduction to International Education) At the Involvement stage, before leaving becomes an issue, life seems normal: we are part of a community, we follow its customs and we are focused on our present and immediate relationships.

It is three-dimensional, with not only knowledge but understanding and empathy. The sense of security in getting around in the world and acting appropriately in it is significant preparation. The person can become a cultural bridge and an active, positive influence in an increasingly intercultural world.

So there are many powerful benefits that come from living internationally, but there are some challenges. For example, during the adolescent years, young people are working out their identities, distinct from their parents, and friends and peers become central to their lives. Since many teenagers at

internationalschoolparent.com

The Leaving stage begins when leaving is raised and ends with the point of departure. The leaver begins loosening emotional ties and moving away from the relationships and responsibilities they have had. Added to this, we start to see a gap emerge between ourselves and the community: people are making future plans without us and we are beginning to feel like an outsider.

The Transition stage begins with the departure and ends with the decision to settle in and become part of the new place. This can be a chaotic time for families as they lose their previous anchors and support systems. This is the time families experience the enormous change directly in the difference between the everyday life of the old and new communities. Their connections with the past seem gone and they enter a community where relationships are already well-defined and where they seem without status.

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International School Parent Summer 2016

“In an increasingly inter-dependent world, we need people who are able to see things through the eyes of other cultures... In many ways, children with an international education are at an advantage.”

At the next stage, the Entering stage, the individual has decided to become part of the new community but is still discovering what that means. While they may still feel vulnerable, and may fluctuate between excitement at being in the new place and homesickness for the old, life is no longer chaotic. There is the beginning of a sense of belonging to the new community.

Finally, at the Reinvolvement stage, the individual once again becomes part of the community. They accept their home and new community and their role in it.

They discover a sense of intimacy and a feeling that their presence matters.

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All these stages present challenges for parents of young children and teenagers. Pollock and Van Renken argue that it is important that dealing with the upcoming transition begins early. They suggest that once a move is confirmed, it’s important to communicate that to children and make it public, so the process of closure can begin. Parents and others in the community, such as teachers and support staff in schools, then need to work proactively to help students with the skills and knowledge they need to make a successful transition.

They also suggest thinking in terms of what they call a “RAFT,” or Reconciliation, Affirmation, Farewells and “Think Destination.” Essentially, this is a checklist of

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International School Parent Summer 2016

things to think through when helping children prepare for the transition and to provide effective closure for their time in their old host country.

Reconciliation means resolving any conflicts that may exist between friends, for example, to ensure that there is no unfinished business in existing relationships.

Accompanying this, Affirmation means acknowledging the importance of those significant in our lives at the current place in order to prepare the ground for the future maintenance of these relationship.

Scheduling time for Farewells is crucial too: farewells may involve people, places and even possessions that may not make the cut in the shipment. On this, Pollock and Van Renken suggest that parents should talk with their children about what to take and what to leave behind. They state that, “everyone needs to carry some treasured item to the new location” to help “connect one part of the global nomad’s life to the next.”

Their final point, “Think Destination,” they define as the need to think realistically about the destination (such as, for instance, providing pictures of the new house and school for the children), even while saying goodbye to the old.

The research on third culture kids gives us some further strategies for dealing with the impacts of such transitions.

The first point to emphasise is how central the family is to the well-being and sense of stability of third-culture children. For third-culture kids, relationships are more important than geography, and their families become extremely important in providing a centre to their lives.

Bill and Ochan Powell, two experts in the area of third culture children, affirm the importance of stable families and state that “children need parents to share a strong set of values and beliefs with them (and if they don’t have that framework of values, it is damaging). They don’t necessarily need to have their roots in their national culture.”

living abroad. They argue that third culture kids need to be valued, to be thought of as special, to be protected and to be comforted. These factors are true for all children, but in the context of living far from home the need for this kind of care becomes acute.

They suggest some simple strategies that can help to meet the emotional needs of international children. Parents can listen carefully to their children’s concerns and behavior and try to understand the reasons for it. They can value children’s contributions to discussions of things that will affect them, such as a global move.

They can also ensure that there is family time available for being emotionally (and physically) present.

There are also a number of ways families can help their children adjust when they relocate.

The Powells suggest that parents “should work with the school their child is leaving to support children in saying goodbye.”

Schools like ICS have programs that help with the transition both into the new school and which assist families when they have to leave. After the move, parents can support their child by helping them find new groups of friends and ways to connect with others. Parents can also work to maintain bonds with family left behind at home, a process greatly assisted by current social media technologies.

Living abroad is a challenging, at times stressful, but ultimately rewarding experience for families who have the good fortune to do it voluntarily. As the Powells state: “in an increasingly inter-dependent world, we need people who are able to see things through the eyes of other cultures. That is a great opportunity for Third Culture Kids. In many ways, children with an international education are at an advantage.”

David C. Pollock and Ruth E. Van Renken, in their book Third Culture Kids: Growing Up Among Worlds, argue that the parent-to-child relationship is the most important factor in how international children face the challenges of

internationalschoolparent.com

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International School Parent Summer 2016

Geocaching

BY IZZY BROOK

We all worry about the amount of time our children spend glued to a screen nowadays, but as any parent knows, getting them un-stuck isn’t as simple as just pulling hard. UK government guidelines recommend that young people (5 – 18 years) participate in at least 60 minutes, and up to several hours of exercise a day – not so easy when you’re engrossed in the latest Minecraft adventure or trying to top your score on Angry Birds. Monday to Friday we can assume that our children are experiencing some form of physical activity at school, but it’s the weekends and holidays where it can become increasingly difficult to get kids interested in anything but their iPad. That’s where Geocaching comes in. Described as the world’s largest treasure hunt, the premise is simple. There are millions of geocaches hidden around the world in all manner of different locations – your job is to find them.

The finder decides on a cache to hunt for by searching online. Then, using a smartphone or GPS tracker, they search for it using the given coordinates. Each cache contains a few bits and bobs, usually of low value – this is your treasure. The finder will swap an item and then log on the website that they’ve found the cache. Of course, you can also place caches yourself, though the Geocaching Association of Great Britain (GAGB) recommends that you commit to the game for 12 months as a finder first, so as to limit the amount of boxes that may litter the environment. The benefits are obvious; it’s the perfect way to combine the internet with the great outdoors, and it’s a great way to stretch the mind, as well as the legs. It’s also fun both as a group expedition and for the solo explorer.

So, how do you get started? Well, actually you’ll need to get your kids to go online before they can get outside.

Geocaches are listed on websites, the most prominent being www.geocaching.com. Other popular sites include Opencaching.com, Opencaching UK, and Terracaching, which provide both information and coordinates.

You’ll also need a Smartphone or a GPS, so that you can accurately hunt down your prize. There are also Geocaching apps available for most Smartphones, so you may even have a device you can use to play already! Just search for “Geocaching” in the App store on your device.

Once you’ve successfully navigated your way to the cache, and managed to find it (some of these are extremely well hidden!) every cache contains a logbook which has a record

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of everyone who has found it. Make sure you take the time to flip through it – it’s fun for kids to see who has found the cache before them and how long ago it was since the last intrepid explorer ventured there. As you play more and more in a local area, you might even start to recognise some of the other cachers’ names out there. Be sure that your child adds their own entry. Geocachers use aliases so it’s a great opportunity to be creative. Some examples include Geovoyager, Iceman and Pirate but your kids can come up with anything – the sillier the better! They need to add the date (and time if they wish) and their ‘name’ as well as any additional information such as how long it took them to find, who they were hunting with, where they’re from – as much or as little as they want.

You may also find a number of small objects hidden inside the cache when you discover it. Remember, the principle here is “take something, leave something”. The original geocache hider may have placed a few goodies inside the cache when they first placed it, and it’s up to each finder to replace the goodie with something new when they discover it. Your child might like to think of a signature item or make their own calling cards before they set off. You can find various examples and templates online, or you can create something completely new and original.

Obviously some items shouldn’t ever be left in a cache, here’s a helpful guide for what is and what is not appropriate: • No food. For obvious reasons – food can attract animals as well as going rotten and it can be a nasty surprise for the next person who opens it.

• Nothing illegal, dangerous or offensive. The GAGB

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International School Parent Summer 2016

guidelines state that ‘Only items that would be deemed safe and acceptable for an unaccompanied child to find should be placed in a cache.’

• Try to trade up, but always exchange something of equal value. As we said, plenty of adults do this and will leave items of higher value in the caches, it’s polite to respect these objects and not let your child swipe them and replace it with a bouncy ball!

• Travel Bugs. These are items to be taken and moved on. If you want to take it, you must be sure that you’re going to visit another cache.

• Be creative! Think of something fun and unusual that the next person will find and enjoy.

Once you’re done with your cache, and hopefully ready to find the next one, there’s a few things you should remember. Obviously, the cache should be left exactly where it’s found – it is a treasure hunt after all and you don’t want to make it too easy for the next person! If it was hidden under a rock or under some grass make sure it remains well hidden, and remember to ensure it’s properly sealed.

The fun doesn’t stop there. When you get home they can also share their experiences online by reporting their find on the Geocaching.com website, and interact with other enthusiasts. It’s free to sign up for a geocaching account, though there is an option to go Premium if you get really into it.

internationalschoolparent.com

In case you needed any more convincing, we spoke to a couple of Geocachers about their own experiences.

Helen Slaski and her son Mark, 13, have been Geocaching for over a year now, in and around Cambridgeshire. Helen told us, “It’s an amazing concept and for kids like Mark who are techno-addicts, it makes being out and about a much easier sell. I enjoy it as well – it makes for very long walks as we always want to do ‘just one more’! I also love the treasure hunt aspect.” Mark was equally enthusiastic, having found out about the idea from one of his tutors and has since discovered over 110 caches. We asked him if he’d recommend it to others; his answer “Yes, 110% I would!”

Helen adds, “It’s extremely easy to get started – even I can do it.”

Next time your child refuses to shift from the couch or moans at the idea of setting a toe outside the living room, why not suggest this online treasure hunt and watch their face as you tell them, yes of course you can bring the iPad along. A word of warning though – the deeper into the countryside you go, the more likely the chance that 3G will disappear and the precious tablet will be rendered useless, though of course for many parents that would be no bad thing!

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Grand Tour of Switzerland.

Old Town of Bern, Bern-Bernese Oberland

If you want to discover the best of Switzerland in one single route, look no further than the Grand Tour of Switzerland, which stretches for more than 1,600 kilometres and whisks you through the country’s most beautiful regions. You’ll encounter four linguistic regions as you take in five Alpine passes, 11 UNESCO World Heritage Properties, two biosphere reserves and 22 lakes. Enjoy an unforgettable journey packed with adventure from start to finish!

MySwitzerland.com/grandtour

Chapel Bridge, Lucerne, Lucerne-Lake Lucerne Region

Basel, city of culture, Basel Region Creux du Van, rock amphitheatre, Jura & Three-Lakes

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Swiss Alps Jungfrau-Aletsch, Bern-Bernese Oberland / Valais

Jet d’eau, Geneva

Château de Chillon, Montreux, Lake Geneva Region

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www.swisstravelcenter.ch

Grand Tour of Switzerland Autobahn Hauptstrasse Bahnlinie Autoverlad The Grand Tour of Switzerland is a suggested route that makes use of the existing Swiss road network. Visitors follow Flughafen the route at their own risk. Switzerland Tourism and the Grand Tour of Switzerland association accept no liability

for construction works, diversions, signage relating to special events or safety provisions along the route.

Grand Train Tour of Switzerland.

Grossmünster church, Zurich, Zurich Region

The Grand Train Tour of Switzerland represents the very best of Swiss public transport and can be enjoyed all year round. And best of all you need only one ticket – the Swiss Travel Pass. It covers trains, buses, boats and 75 city transportation systems. It also provides access to over 480 museums.

With the Swiss Family Card children under age 16 travel free of charge when accompanied by at least one parent. For more information see SwissTravelSystem.com/grandtraintour

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The Grand Tour is signposted in a clockwise direction.

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Rhine Falls, Eastern Switzerland /Liechtenstein

Muottas Muragl panoramic peak, Graubünden

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Locarno, Promenade along Lago Maggiore, Ticino

More Information.

Travel within Switzerland

Switzerland Travel Centre

Convenient, comfortable and carefree: a dense public transport

No one else give you so much Switzerland as STC!

network and optimal connections guarantee flexible travel and

Their incoming services: Online hotel booking,

enjoyable explorations throughout Switzerland.

FIT packages, group holidays, scenic rail journeys,

MySwitzerland.com/travel

MICE and affiliate programs. www.switzerlandtravelcentre.ch

Booking accommodation From design & lifestyle hotels to wellness retreats and farm stays: Switzerland’s accommodation options at a glance. With, of course, an easy and convenient booking facility.

MySwitzerland.com/accommodation

International School Parent Spring 2016

OUR PICK OF TH I SUMM S ER’S BEST CAMP S

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International School Parent Spring 2016

International Camp Suisse

TO FIND OUT M O

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RE

Email: info@ca mpsuiss e.com Telepho ne: +44 84 5 5191 031 Websit e: www.ca mpsuiss e.com

The Experience of a Lifetime International Camp Suisse is a European summer camp

English), a comprehensive sports programme (with on-site

like no other.

facilities) and a range of adventurous outdoor pursuits.

For almost 15 years we’ve been providing multi-activity summer

All of these help campers to grow as people – improving

camps for children and teens (7-17 years) from all over the world.

self-belief, confidence, responsibility and time management –

Our private, purpose-built centre is situated 1100m above the Rhone Valley and Lake Geneva in the beautiful Alpine village

with the chance to forge lifelong friendships with like-minded individuals from a range of backgrounds and cultures.

of Torgon. With space for 140 campers, we have access to a

Individual camps (one and two weeks) run from the end of

wealth of facilities that enable our young people to live and

June to August – we also welcome school and group trips

learn in a serene, safe and great fun environment.

throughout the year.

Every day is action-packed with events that are delivered by dedicated and enthusiastic staff. There are supervised cultural excursions, language courses (Spanish, French, German or

International School Parent Spring 2016

Haut-Lac Camps

Regis ter o n HAUT -LAC CAM P. C H

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Haut-Lac Activity Camps 2016 The ultimate summer experience for children and teenagers aged 5 to 17.

Three great reasons to put your trust in Haut-Lac: 1. Staff/Safety - Our staff are qualified in their various

Haut-Lac offers day and residential camps with prices starting

fields and all have experience working with children. They

from CHF 350.00 with over 25 years’ experience of running

are devoted to ensuring that each child gets positive life

high quality camps in Switzerland.

experience at our camp.

Some of our camp options: (Camps can be taken as half day or

2. Choice - There is an unbeatable choice of activities.

full day) Fun Camp - Fun all day camp with sports and activities such as basketball, football, art, dance, badminton, swimming, archery, climbing wall, mini-golf and visits to Aquaparc, the Labyrinth and the Marecottes zoo and pool.

3. Quality/Price - We run a high quality programme at one of the most competitive prices in the region.

DISCOVERY DAY: 11.06.2016 Try out a variety of different, school based sports, for FREE.

Fun Camp with Language - Language lessons in the morning (French or English) with sports and activities in the afternoon.

Trailblazers - An all action camp with adventure sports all day including skydive simulator, adventure park, karting, water skiing, rafting, bridge jumping and more.

re ut mo F in d o ac Haut-L about w w. s at w Camp .ch c-camp h a u t - la

International School Parent Spring 2016

Why Send My Child To A Summer Camp?

We decided that our role should be to instill a passion for

BY HAUT-LAC INTERNATIONAL SCHOOL

with the students and also putting them in situations where

the language by showing students how amazing it is to communicate in another language. We therefore changed our method to spend a maximum amount of time working orally they had to interact using their new language skills. This takes

Summer camps are extremely popular throughout the world and take very many different forms, providing a multitude of possibilities for parents and children alike.

The long summer break from school that is commonplace in most countries provides both problems and opportunities for parents who are concerned about how their children can make the best use of their time.

In today’s society a lot of families have both parents working.

This means they will not be able to take the equivalent amount of time off work that their children have off school. As people also move further from their original home for their careers they do not always have access to an extended family system to help in these situations.

When faced with logistical problems such as these then a summer camp is one of the options open to the family, although the prices of camps vary widely so it may not be the optimal solution financially. For this reason it is important to consider carefully what benefit for your family and your children you would like to derive from a camp.

During the summer break a lot of families also look at this period with a view to improving some aspect of their children’s life or education. Camps now provide a multitude of programme variations and so, depending on the interests of your children, they may have a chance to improve their

the students out of their comfort zones but forces them to quickly develop new methods and systems to improve their communication. The results over the last ten to fifteen years have been very positive.

Taking children out of their comfort zone is something that all camps can achieve and they can do this in a positive way.

On residential camps students must cope with daily life - looking after their own belongings, getting themselves organized for classes or activities, looking after their pocket money etc., which encourages them to take a more mature outlook on life. They must also learn to communicate, often in different languages and to meet children from other countries and other cultures and which helps them to understand more about how the world outside of their own experience works.

One of the best aspects of camps is the interaction which takes place right here, right now, face to face!! In camps we have many other activities to take our students interest away from their phones, iPads and computers.

Face to face communication skills are vital to the wellbeing of our children but something that the next generation are doing less and less as our use of technology grows. Camps provide an opportunity to take a step back from constant use of technology and to learn and experience different vital skills as well as the inevitable keypad or touchscreen.

sporting, artistic or language abilities. This can be hugely

For any well run summer school or camp, the staff are an

beneficial to your children as they get the opportunity to grow

extremely important aspect of the overall experience. As we

and learn during their holiday time.

stress to our staff throughout our training programmes – this

Activity and language camps such as those available at HautLac always provide the opportunity for a real and positive life experience for their students. Camps in general have a very important role to play in children’s development and I would say that this is even more relevant today than in the past.

Why are camps so relevant and vital in today’s, often hectic, lifestyle?

is the biggest responsibility they will ever have, as they will potentially have a huge impact on the outlook and possibly future of a young person. A good staff member can be a very positive role model for the children they work with at camp so that is what we look for when we are hiring.

Our staff are young, qualified, energetic, enthusiastic and dedicated to working with young people. They provide them

For camps providing an educational component such

with a fun, vibrant and safe atmosphere, where they feel

as language learning, computers etc., one of the main

comfortable meeting new people and having new experiences.

advantages is that they are not constricted by a particular

They conform to the highest standards in order to show our

curriculum or the need to prepare for specific exams.

students how important it is to be active and enthusiastic in life.

In our Haut-Lac language programmes in particular, we have

Since 1987, Haut-Lac has been running camps for children

found that the same problems present themselves with

and teenagers and we truly believe that a camp provides a

students from all over the world. In school, students get to

unique growth opportunity for your child. It provides a secure

focus a lot on grammar, writing and translation in their foreign

environment where they can start to take their first independent

language learning, but almost all have a minimum amount

steps away from family and school, where they can look at the

of time and practice at speaking. We found out, many years

bigger picture in terms of the world they live in, where they can

ago, that providing the same language instruction as students

learn to look after themselves and connect with others. All of

received at school, during their summer break often just

this can be achieved while they are still being closely looked

switched them off so we had to re-think our approach.

after and supervised in order to ensure their safety and well-being.

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International School Parent Spring 2016

NEW:

Dates: 27 June - 9 July & 11-23 July 2016 (other start dates during the camp can be agreed upon demand) Location: Collège Champittet, Pully-Lausanne, Switzerland

Champittet Summer Leadership Course: gain self-confidence, become a positive leader, learn team work

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Programme: Practice sports and pick up challenges while learning leadership skills, communication techniques, teamwork Description: Sports, games, challenges, cultural trips.

Development of skills in a unique and safe Swiss environment Age: 12-17 Places: 95 maximum in boarding, unlimited for day students Residential: Day & Boarding Options Cost: CHF 4’000 (2 weeks boarding) - CHF 2’300 (2 weeks day) Info: www.challengecamp.ch, www.champittet.ch

International School Parent Spring 2016

Village Day Camps Village Camps S.A will be celebrating its 45th summer in

The ever-popular Language Camp permits campers to spend

providing fantastic summer camp experiences to children

3 hours in the morning learning either English or French taught

from around the world. The general welfare and safety of each

by qualified native speakers! This unique programme focuses

camper is our top priority and this is reflected in the enviable

on the spoken word and comprehension. Campers then join

Counsellor-Camper ratio of 1:6.

the multi-activity programme in the afternoon!

This summer Village Day Camps has three different camps

Village Camps also organizes international residential camps

on offer:

in Switzerland and 6 other countries with well-structured

The classic Village Day Camp™ which is multi-activity programme encouraging campers from around the world to try

programmes focused on languages, sports, the arts and leadership training.

new activities in a secure, social environment, helping them to

With such an array of different choices, parents are sure to find

build self-confidence, explore new interests, make new friends!

the perfect option for their children! The best way to register

The Football Camp takes place for 3 hours every morning.

Young footballers will learn to perfect their skills, and enjoy the

or to get more information is via the website www.villagedaycamps.com

world’s most popular sport under professional guidance. In the afternoon, football campers will join other campers in the multiactivity programme giving them the opportunity to develop new interests.

CALL AT

US

+41 22 990 941 6 and we will be happy to advis e furth er!

See yo u this s ummer !

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International School Parent Spring 2016

TO FIND OUT M O

RE

Email: info@in tersocc er.ch Websit e: www.in tersocc er.ch

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InterSoccer InterSoccer offers a wide variety of Football Courses & Football Holiday Camps from 1 to 5 days for 2-14 year-olds throughout the year aimed towards fun & learning new skills in

Camps • Mini Camps (3-5 yrs) are morning only and fantastic fun for all abilities whether children played before or not.

• Junior Camps (5-9 yrs) are full day & children are split into age and ability and for the older ones great chance to start laying

a challenging & safe environment.

fun but also more competitive football.

Everybody is welcome at InterSoccer, no matter how good or

• Academy Camps (10-13 yrs) are Full Day and children get

experienced they are.

It is a great way to have fun playing football, whilst learning new skills, techniques & making new friends. We have great

great training and coaches will help get children to next level with more competitive but fun football.

• Goalkeeper camps (8-13yrs) great fun camps for children, all

Qualified Football Coaches, First Aid trained who give the

levels welcome.

children a fantastic time! English is the main language but many

• Girls Only Camps (5-13yrs) great chance for Girls to be able to

coaches have a great knowledge of French & German plus many other languages. Children from all nationalities attend the Courses & Camps.

Football Holiday Camps Camps are usually Monday to Friday, & possible to join for

do camp just for Girls, all abilities from beginners to those who might play for team, we can cater for all • NEW: Tottenham Hotspur Player Development Camp (5-14yrs) – English Premier & Champions League Team will be sending 2 UEFA B Licence coaches to run camps in Geneva in

1,2 3 or more days for maximum flexibility. It is a fun way to

July with InterSoccer

spend your Summer holidays, staying active & playing football

Locations

& meeting lots of new friends. We also do specialist camps including Girls only & Goalkeeper Camps.Type of Summer

Courses & Camps run at multiple locations around Switzerland including, Geneva (Chene Bougerie, Cologny, Thonex, Veyrier, Vessy, Varembé) Echenevex (France), Versoix, Founex, Gland, Morges, Vevey, Lausanne, Montreux, Zurich, Zug & Basel

International School Parent Spring 2016

Mountain Adventure Camps

| 53 Mountain Adventure Camps provide award winning

range of activities designed to develop self-confidence, core

International residential summer camps in Tignes les

skills, and develop interests whilst building lasting friendships

Brévières, French Alps.

and memories all within the settings of our home-from-home

Our 10 day international summer camp sessions, run by

environment.

qualified and enthusiastic staff, include daily English, French

At Mountain Adventure Camps spaces are limited to ensure

or Spanish language lessons, morning sports sessions and a

the highest-quality summer camp experience. Based in a large

variety of activities such as White water rafting, Kayaking, Stand-

luxury alpine chalet, children get to stay in fun quirky en-suite

Up-Paddle boarding, Mountain Biking, Mountain Walking, High

bedrooms and can enjoy downtime in any of our two large

ropes and Zip-line Course.

lounges or outside terrace. We have a staff to child ratio of 1:5

As accredited ‘Adventuremark’ and LOtC Quality Badge holders, every day is action-packed and educational with a

LEARN M O R E AT Email: mps.com info@mtnca Telephone: 4 0658 +44 (0)845 64 Website: ps.com www.mtncam

who also live onsite providing 24hr supervision and fun. The onsite chef provides freshly made healthy meals 3-times a day.

International School Parent Summer 2016

The Worst Advice You Can Give to an Unhappy Expat Spouse

BY SUNDAE SCHNEIDER-BEAN

You are on the phone with a friend you’ve known since you were small. Or maybe you’re out for dinner with your partner. You two are close and you’ve been carrying a heavy load on your shoulders for a while. You decide to say something.

You reluctantly concede that, while you are okay, you’ve been feeling off track.

You explain that most of the time you’re fine with living abroad but deep down you’re sensing a growing hunger for more from your life. Finally, you admit that you are having more moments when you feel unsatisfied but you can’t put your finger on exactly what’s missing.

There is a small moment of silence.

Then the person responds, “You should take advantage of your situation.”

Your immediate thought is, “Thanks, I hadn’t thought of that”, (with extreme sarcasm).

If you are an accompanying partner, you’re probably – as they say in U.S. English – a smart cookie. You’re someone who is really good at finding a solution to difficult challenges. You can bring your children to the doctor with only limited knowledge of the local language and come out with answers to your most important questions. You can orchestrate an international move in your sleep. Expat spouses change continents like other families change tables at a restaurant.

If an unhappy expat spouse could muster up the energy and clear sense of direction to “take advantage” of his or her situation they’d be doing it already.

But sometimes, they’re just a bit stuck.

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Asking an unhappy expat spouse to get “unstuck” is like telling a clinically depressed person to “cheer up”.

It is hard to do on your own. And it is hard to explain the problem to others.

I’ve worked with expat spouses from around the world to get unstuck and start living the life abroad they imagined.

Although a huge variety of factors affect how satisfied we are with our life abroad, broadly speaking, in order to “take advantage” of your situation, you have to do these three things:

1. Get crystal clear on what you really want.

A big mistake I see expat spouses making all the time is that when discontentment hits, they start by focusing on what they “could” do before they fully understand what they want to do. This is like eating a salad when you are really craving pizza. It sounds like a good idea, but it’ll ultimately leave you feeling unsatisfied.

Honesty check: What do you really want? If you knew it would all work out, what would you choose to do with your time, energy and talents?

internationalschoolparent.com

International School Parent Summer 2016

2. Identify the lies your brain tells you to keep you safe hold you back.

So you’ve allowed yourself to get clear on your big dream or what you really want. But before the feeling of excitement even has a chance to rush in, your chest starts to tighten and your mind begins to race. A combination of these thoughts crosses your mind: • • • • • •

That’s going to be really hard.

It’s not possible.

I can’t do that here.

Are you crazy?! I don’t have enough time.

There is no way I can do that on my own!

I don’t have nearly enough energy to do that.

This sounds a lot like sabotage. Your brain is crippling the power of your big idea before you even get started. But why?! Because your friend the amygdala is trying to keep you safe, but in fact these fears are actually preventing you from moving forward.

3. Take action on your big plan every day.

Once you know what you really want to create in your life, make an excruciatingly detailed map of all of the steps you need to take to get there[1]. We are more effectively motivated when we know something is doable and we know the next steps. It is much less intimidating than looking at the big, insurmountable idea as a whole.

Once you have this, you can hammer out a small portion of that plan every day.

Honesty check: What are the seven biggest steps you would have to take to make your big idea happen? How do you feel when you see these “big chunks” as doable?

If you take these steps with diligence, in three months’ time you will not only be “taking advantage” of your situation, you will be on your way to creating a life filled with purpose and direction. The life you imagined.

Wishing you the very best of luck on your journey!

Honesty check: What are your most popular excuses?

Naming them is the first step in invalidating them.

Sundae

P.S. If you’re looking for someone to help you figure out just exactly what you really want and how you are going to get it, let’s discuss your options! sundae@sundaebean.com.

About Sundae Schneider-Bean

Sundae an intercultural specialist, coach and fellow expat on a mission to help expats and their families make the most of life abroad. Her professional skills are backed up by deep experience, bucket loads of empathy, and a healthy sense of humour. Her clients range from European multi-national organizations to international NGOs, from West and East African country directors to new and seasoned expat spouses, representing over 40 countries across 6 continents. Find out more at www. sundaebean.com.

[1] For a detailed guide on how to do this, check out chapter 14 of Dr. Martha Beck´s New York Times bestseller: Finding Your Own North Star.

internationalschoolparent.com

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International School Parent Summer 2016

Inspirational International School Parent

BY ANNE FERGUSON THECENTEREDMAMAPROJECT.COM

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internationalschoolparent.com Photo: Ecolint

International School Parent Summer 2016

1. What initially brought you to Switzerland?

4. Can you briefly describe The Centered Mama Project and who it’s aimed at?

2. What inspired you to start The Centered Mama Project?

At past events I’ve welcomed women from all walks of life: expats, international mothers, even Swiss mums who have lived abroad and come back, or have moved a few hours up the road (or over the mountains!) from their families.

These mums have many things in common, but mostly this: they have no family or old friends around, and they feel isolated and alone.

We came to Switzerland eight years ago when my husband’s company moved their offices from Barcelona to Geneva. I was thrilled to move to a French-speaking place.

We love the mountains and are very happy here.

A few years ago I had a lot going on – we were building a house, I had a full teaching schedule and my husband was away constantly. I was solo-parenting my two small children and had been for years. I wasn’t taking proper care of myself and I fell ill, eventually spending 24 hours in critical care. My husband was in the US at the time and I cobbled together a solution for my girls, but I was very afraid.

In the years that followed I spoke to countless mums who faced similar situations: everything was fine and “handled” until it wasn’t. When things fell apart they tended to do so quite spectacularly. I realised that many mothers (and fathers) haven’t learned to factor themselves into the family equation and as a result neglect their own needs. Doing this for a day or two is fine, but as a consistent behaviour it often leads to illness or other problems that could be avoided if we took care of ourselves FIRST. So I created The Centered Mama Project to give international mums a place to build joyful community while re-learning to take care of themselves. I guide mums back into the centre of their own lives through selfawareness and self-care practices that leave them feeling healthy. Along the way the mums create friendships and establish the support they’ll need when life gets a little shaky. Because it takes a village to raise a child, and it also takes a village to support a mum.

3. How does being a parent yourself influence and shape your business?

My business was born for and because of mothers, so everything I do is geared toward their timings, needs and experiences. That said I have to balance my tendency to work all the time with my family’s needs and our treasured time together.

Working mums often ask for The Centered Mama Project events at weekends or in the evenings. While I’m looking into different possibilities, I always check that whatever I plan works for my family, first.

Balancing work and family often means late nights for me but I love what I’m building so I have a lot of energy for it. Working this way I get to be fully present for my family while growing my business and my career. Everybody wins!

internationalschoolparent.com

Parenting far from home and loved ones can be really difficult. The Centered Mama Project helps mums take care of themselves and build joyful community right where they are, no matter how long they plan to stay.

The Centered Mama Project helps build joyful, huggable, invitable-over-for-tea community right where mums live, and offers support 24/7 via our rapidly growing online community. Mums can join that community by visiting the following link and asking to join. It’s a free group and a great resource: https://www.facebook.com/groups/ CenteredMamaOnlineHub/ I’ve been asked a few times if dads can also join The Centered Mama Project. The vast majority of “trailing spouses” in Switzerland are women, and they also represent the majority of caregivers at home. I may plan something to include dads in the future, because I’ve heard from many that they have their own challenges in being the main caregiver and support away from home. For now though it’s all mums at The Centered Mama Project.

These mums have many things in common, but mostly this: they have no family or old friends around, and they feel isolated and alone. | 57

International School Parent Summer 2016

5. What are the principles that guide you when helping mums on their journey?

Every Centered Mama Project offering greets mums the way I’d like to be met: with kindness, compassion, full transparency, vulnerability and a healthy dose of fun! My main aim is for mums to connect: first to themselves, to remember what lights them up and gives them joy, and second to connect with other beautiful mums in the area and beyond.

The Centered Mama Project’s events are basically conversation starters. Each gathering is an invitation to step into a circle with other women and discover the resources within each person and then in the broader group.

Creating spaces to let mums rediscover themselves and remember (in the sense of reattaching a member) their likes, loves and dreams is magical. Once they’ve reconnected, then mums rediscover their own beauty and uniqueness.

It’s powerful and life changing. When we all show up vulnerably and honestly, with a great sense of humour, we have fun and leave feeling nourished.

6. Tell us about your Mini Mama Breaks, what you do and why they’re great?

Mini Mama Breaks happen on weekdays, while the kids are at school. Mums drop their kids at school or crèche and join me for four hours… when it’s all done they slip back into their lives, and no one needs to know they were away!!

I created these mini-breaks because many mums would love to get away for a full retreat, but family logistics and lack of support make it almost impossible.

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This way they enjoy the nourishment and community and can still show up where they need to be at the end of the day. We enjoy gentle yoga (no experience required), meditation, journaling, lots of time for introspection and a whole lot of sharing within the group.

Throughout the day we nourish our bodies with great, plant-based food and smoothies provided by a brilliant local, mum-run business called BonJu. We do a little dancing if time permits and everyone leaves smiling, rested and with hearts full of love and new friendships. It’s a fun way to feel nurtured and refreshed.

7. What do you most enjoy about what you do?

I love meeting mums from all over the world and getting to know their stories. There are some incredible women mothering in Geneva and elsewhere. They have such capacities, intelligence and varied experience. Learning about them is something I could do all day, every day.

Whenever we gather, I see connections happening. One woman tells her story and it sparks realisations for others

in the group. There’s such a power in being in circle with other women. Watching those “clicks” and witnessing the bonds as they form is deeply fulfilling for me. I see how much the participants benefit from taking time for themselves and opening to receive care, attention and time.

It’s magical.

8. You are also a yoga instructor. How can yoga and meditation help parents and their children? How has it helped and influenced you?

internationalschoolparent.com Photo: Ecolint

International School Parent Summer 2016

I initially started working with international mums through www.pauseyoga.ch, offering yoga+community classes in Geneva. There are many places to practise in here but few provide an intentional space and time for community. The classes are very successful because women are finding what they want there – movement and quiet and meditation – and also getting what they need: deep connections, both inside and then more broadly within the group.

The mums say that their Monday class is the best start to the week, because they begin with themselves and are ready to meet whatever comes next. That’s the beauty of a yoga practice for anyone: the mindful setting aside of time, the pause in the midst of life’s chaos and a return of focus, love and attention within.

I know from my own experience that yoga has huge benefits for international living. When you’re away from home, the places or people you might turn to for comfort or reassurance are not available. Sitting in meditation – no matter how brief – or practising even a few yoga poses per day can make the difference between a wildly frazzled mind and one that allows you to pause and reflect before responding. And that can quickly change a family dynamic.

Like many mums, I struggle to keep my yoga practice as consistent as I’d like, but when I practise regularly it changes the way I feel in my body, and my connection to my own strength. It changes how I parent, how I show up in all of my relationships and most importantly how I feel within myself. My kids join me on occasion, and I know they’ll come to it more fully when they’re ready. For now it’s all fun and play and that’s a great way to begin.

I’m hopeful my girls will become more interested in the future because children really benefit from practising yoga.

Their concentration improves, they are often calmer and start to become aware of, and grounded in, their bodies.

It’s a practice that evolves and grows through life, and sharing it with children is an immense gift. That said, even if children don’t practise themselves, they still benefit from calmer, kinder and less reactive parents!

9. How can other mums get involved? What are the most important issues to the mothers you engage with?

The mothers who join The Centered Mama Project hail from all walks of life and countries all around the world.

Without exception they are educated, well travelled and usually frustrated that they can’t or aren’t using their mind and professional experience more fully.

internationalschoolparent.com

Whether they’re living in a big house with land and paid help or a tiny apartment without any support, mums share this: they’re overwhelmed, lonely, isolated, feel lost and often can’t remember what fun means for them. They spend their time and energy ensuring that children, house and partner are well, happy and cared for, and seldom turn their attention within. They sometimes struggle to build relationships that are more than a casual hello at the school gates and crave familiarity and closeness with other women.

Another recurring theme is the loss of identity – many never dreamt of being stay-at-home mums and don’t feel fulfilled. For many, the high cost of childcare means working doesn’t make financial sense, so they stay home and grow frustrated by what they feel is a narrow life.

Finding the balance is something they all strive to do.

The Centered Mama Project allows mums to see that they’re not alone, and they often share ideas and leads during our gatherings. Seeing the sparks of joy and possibility is exciting.

Mums who are feeling this way and looking for more fun, connection and direction can get involved with The Centered Mama Project in many ways: • Attend the monthly workshops in Champel and Nyon where we discuss specific themes and start to build connection • Participate in a Mini Mama Break to give themselves some of the care they crave • Join our free virtual community for 24/7 support at https://www.facebook.com/groups/ CenteredMamaOnlineHub/ • Step into a small group of mums for a six-week journey in the International Mama’s Circle, which will be kicking off in September 2016, and in which they will build strong bonds of community and make significant shifts in their lives • Suggest ideas for events and activities either in the online group or directly to me at anne@ thecenteredmamaproject.com

10. What would you say are the three main things you have learnt from creating and developing your business? a. It’s a lot easier to set up a business than you think (legally and financially) and it doesn’t have to cost much (depending on the type of business you create).

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International School Parent Summer 2016

b. Thinking and planning are important but taking your ideas into the world, testing them and being open to adjusting your direction slightly is where the true magic lies. The sooner you do this, the better, because you’ll save time and potentially avoid spending money in places that won’t benefit your business. c. Listen: offer your best to the people you serve. Then listen. They will tell you what they need, and you can choose how and whether to serve those needs in a way that aligns with your calling, your business and your deepest intention.

11. What were the main challenges when setting up your business in a foreign country? a. Terminology and process – even though I am completely fluent in French, I didn’t know anything about the process of setting up a business here, and the terminology is often complicated. I worked with a notary to simplify things but might have saved money by registering the business myself. b. Understanding what resources are available – Geneva is an incredible place to create an association or a for-profit business, if you know where to go and whom to ask for help and funding (where applicable). c. Finding a way to structure the business that makes it portable. We hope to stay in Geneva but if we ever left I’d want to take my business with me, so I’m looking at ways to support mums around the world while growing “live” communities here in Switzerland, so that I can eventually work from anywhere.

12. What advice would you give to other parents living abroad who might be thinking about starting a business?

Find a group of entrepreneurs who live near you and ask smart questions. Fellow entrepreneurs are often happy to share information and experiences. Do as much research as you can within the limits of your language skills, and collaborate wherever possible to grow your business more quickly.

Finally, think about the future. If you’re creating a business that you plan to sell if you leave the country, build that into your plans now. If you’d like to take your business with you, think about its structure and look at where it’s best to base your business (home country vs. where you live now).

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13. What is family life like for you in Switzerland? How do you make the most of living here? What do you like to do at the weekends with your kids?

Right now our life is fairly quiet. One of our children is dyslexic and attends Oak Hill School in Nyon every morning while her sister is in school in Geneva, so our family logistics are a little complicated. As a result weekends tend to be fairly quiet and extra-curricular activities are kept to a minimum to ensure we all stay healthy and sane. We place a high value on space and time to do nothing. Boredom is ok in our house!

We also place a high value on the relationships our kids have with other adults. With extended family far away our children are missing the opportunity to inter-generational relationships. So we made the commitment early on to ski at the same resort every year so our children could know their instructors very well and have “their people” as a fixture in their lives. Four winters later those instructors are some of the girls’ best adult friends.

As for exploring Switzerland, we’ve been doing more and more of that as our children have grown. Last summer we ventured to Ticino, which was incredible (especially the Valle Verzasca), and also enjoyed a beautiful stay in the Valais. This year we’ll be taking advantage of the brilliant rail system to visit Basel, Bern and Zurich. We’ll probably explore a few new mountain villages and hopefully a glacier!

14. What does the future hold?

I’m excited to expand the number of yoga+community classes I offer via www.pauseyoga.ch across the canton of Geneva, and will be making announcements soon about the autumn schedule. I’ll also be creating weekend retreats for mums close to Geneva so they can get away but still zip back home if needed.

The Centered Mama Project will be launching the first six-week International Mama’s Circle this September, and I’ll be hosting more frequent and varied events as the year progresses. In the autumn I’ll also be inviting mums into a deep dive experience where we look at building a life based on desire – joy, happiness, whatever each person craves – rather than on a to-do list. Those Desire Mapping workshops will start from the autumn and happen a few times throughout the year.

I’m excited to have collaborated with mum-run businesses this year and look forward to many more collaborations in the year ahead. I love supporting other mothers and drawing on their incredible skills and knowledge to move our businesses forward. When one of us is stronger, we’re all stronger, and I look forward to building more villages (real and virtual) around mums in Geneva and around the world.

internationalschoolparent.com Photo: Ecolint

A D V ERT O RI A L

International School Parent Summer 2016

The Perfect Pairing: Luxury and Hospitality in the Heart of Montreux Choosing Switzerland to study hospitality management is a natural choice given its heritage and tradition. After all, Switzerland is as synonymous with luxury and hospitality as it is with chocolate and cheese. Factor in the industry’s growth (1 in 11 jobs worldwide currently relates to hospitality) and it is a perfect choice for young students exploring their options. internationalschoolparent.com

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A D V ERT O RI A L

International School Parent Summer 2016

Furthermore, while the tourism industry is experiencing a steady annual growth rate of 4%, the luxury hospitality industry is surging ahead, with a growth rate of 48% over the past 5 years. As this industry continues to grow significantly, so too does the need for personalised service.

Boutique and lifestyle hotels go hand in hand with guest engagement, denoting that fully understanding the customer and strengthening their loyalty are key strategies for future success.

With millennials keen to carve original career paths in an era of job instability, studying hospitality is rapidly gaining traction. Additionally, luxury hotels are now competing with more and more “nonhospitality” companies looking to recruit from this specialised skillset. After all, “the customer is always right” is no longer an expression reserved for ever-smiling restaurateurs, but an essential phrase for any company worth their salt in customer service.

As a successful brand, we must share our expertise because this young generation embodies the managers of tomorrow”

To meet this new need, Swiss Education Group has teamed up with Hublot, official Fifa World Cup timekeeper, to combine the best of both worlds with their Luxury Business specialisation at one of their schools, Hotel Institute Montreux. Launched in October 2015, it provides a unique collaboration with Hublot to enhance students’ education. Benoît Samson, Swiss Education Group Chief Brand & Marketing Officer is “confident that Hublot’s insights into Haute Horlogerie and luxury brand management will extend students’ standing as talented, versatile and capable candidates for luxury employers.”

Founded in 1980, Hublot has rapidly become a household name in a few short years, having navigated a solid path to success with a few twists and turns along the way.

Their role as Official Timekeeper at the 2014 Fifa World Cup in Brazil cemented their global reach. Students from Hotel Institute Montreux have the opportunity to study the brand in depth and visit the manufacturing site and headquarters based in Nyon, Switzerland. They benefit from real life case studies, partake in guest lectures and develop their network. Having the chance to observe highly skilled watchmakers in action is the perfect opportunity for them to see how this modern watch brand differentiates itself from the grandfathers of the industry.

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As part of Hublot’s philosophy to share with the next generation, their experience is one that the current Hublot CEO, Ricardo Guadalupe, is keen to pass on to future graduates: “We are proud to be able to share our various success stories and also some of the challenges we have had in the past with the students of the schools. As a successful brand, we must share our expertise because this young generation embodies the managers of tomorrow”.

As the Hotel Institute of Montreux looks towards the future, their latest partnership joins other such prestigious companies as Banque Privée Edmond de Rothschild, the Montreux Jazz Festival and Four Seasons Hotels and Resorts to offer their hospitality students a comprehensive education in global business.

One thing is for certain, there has never been a better time to experience a Swiss hospitality education. To find out more, discover the Luxury Business Specialisation at the Hotel Institute of Montreux.

About Swiss Education Group

With around 7,000 students per year on seven campuses, Swiss Education Group is Switzerland’s leading hospitality educator. With the establishment of its first school in 1992, the group stays true to tradition and training excellence, focusing on the practical aspects of hotel management in order to meet the requirements of the principle operators in the business. All courses are offered in English. A wide variety of programmes are offered with qualifications ranging from Diploma to Master level. Partnerships with the University of Derby (UK), Northwood University (USA) and Washington State University (USA) ensure that students’ qualifications are internationally transferable. As a worldwide ambassador of best practices in Switzerland, Swiss Education Group enjoys the benefit of being highly esteemed by tourism and hospitality industry professionals.

Locally, the group is an appreciated economic player bringing many international students and visitors into the regions where the schools operate. The group employs more than 700 staff. Swiss Education Group is a member of ASEH, the Swiss Hotel Schools Association, meeting the required quality criteria.

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A D V ERT O RI A L

International School Parent Summer 2016

For more information about SEG schools, programmes, Open House events or to book a private visit. Please contact : Mrs Rebecca Mars, Regional Manager Swiss Education Group Avenue des Alpes 27 CH-1820 Montreux, Switzerland

Source:

1= Transparency Market Research – Luxury Hotels Market

By Type (Business Hotels, Suite Hotels, Airport Hotels, Resorts) - Global Industry Analysis, Size, Share, Growth, Trends, and Forecast 2015 – 2021 - published 2015-07-24 http://www.transparencymarketresearch.com/luxuryhotels-market.html

Tel: +41 21 966 47 28 Email: rmars@swisseducation.com Web: www.swisseducation.com

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The Art of Music Practising

BY VIVIAN CHOW KWAN PYP AND MUSIC EDUCATOR

Many parents dream about their child one day playing a musical instrument to an advanced level. Many set their child off onto this journey with a vague idea of what to expect ahead.

They know the child will need to “practise”. The child knows this himself, as the music teacher tells him each week that he must “practise”. Strangely enough, it is rare to find a teacher who goes into much detail what is meant by “practice”.

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At the beginning of learning an instrument, students start off playing simple and short pieces. They sit down to practise and play through all the required pieces from beginning to end. They do that many times over, and occasionally stop to correct something if they hear a problem. Rather than concentrating on the music, the focus seems to be more on the hands of the clock while willing the time to pass faster.

This strategy works for the early years of music practicing, but as the pieces get more advanced and lengthier, this strategy needs to change. I do not find it common for music teachers to address the changes needed at this point.

My purpose in this article is to teach intermediate and advanced music students (and their parents) the “art” of music practicing.

Work by Goals and not by Time

As music pieces get more complicated and lengthier, it is no longer useful to play a piece from the very beginning to the end. It’s a great temptation to do so when the session starts. The problem is that the student spends a lot of valuable practice-time playing from the beginning to the end, without having improved the piece at all. Worse yet, mistakes are often repeated and thus reinforced along the way. I know it is a very gratifying to play through a piece, but this is not practicing.

When parents find out that I am a music teacher, their most common question for me is, “How much time should my child be practicing?” Without a clear understanding of what their goals are, they could actually spend that entire time quite wastefully. So, I suggest that it is better to work by goals and objectives and not by time.

A child should have a little notebook for the music teacher to write down weekly “practise-points” for each piece.

Theses are the little goals and objectives that the child should focus on. On the piece of music, mark down these “practise-points” with a pencil. In my music, they are written down like this, “PP1, PP2, PP3, etc.” Your pencil is your BEST friend. I cannot emphasize this enough. I actually tell my own children to not bother practicing if they don’t have a pencil with them. The music student should circle and make notations by every spot where she stumbles. If she doesn’t know the letter name of the note, then write down the letter name. Erase these markings when they are no longer needed. After several weeks of practicing, a piece of music should look like a messy road map!

If a child has a habit of ignoring some pencil marks, flag the different practise-points with small coloured sticky notes.

At the start of each practice session, have in mind what the goals are going to be for that evening. Depending on how

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lengthy and difficult each “practise-point” is, the student might only have one practise-point to correct for that evening. He might have 10 or more! You want to strike a balance between practice feeling too quick and easy, and feeling too long and arduous. A music teacher should help in finding that balance. It might be an idea for the teacher to silently observe a student at one of her practices.

The student is finished the practice session for the evening when she has reached her goal of correcting however many practise-point(s) she wanted to for that session, and is able to play through them accurately at least 3-5x in a row. In this way, you are working according to goals and not time.

If a student is mindful while she is practicing, she will be able to make more progress in much less time.

As your music student grows older, he’ll become more efficient and this is particularly important because students’ academic workloads also increase, as they grow older.

They’ll be faced with the dilemma of longer and more complex pieces of music to learn, while juggling increased schoolwork and extra curricular studies. Here is a strategy that will help them maintain progress in music learning, despite growing pressures on their time.

Perfect Practicing means to “Practise Perfectly”

I didn’t invent this phrase, but feel that it holds great wisdom for music learning. What this phrase means is that students shouldn’t play their mistakes over and over.

They are actually reinforcing their mistakes each time they play something incorrectly. They are building neural pathways in their brain that will return to haunt times during times of stress, like in recital or situations. They say that it takes playing through something 7x to put it into memory but 35x to undo it if it is a mistake. So, it is truly worthwhile to practise as accurately as possible.

So the strategy to avoid reinforcing mistakes while practicing is this:

1. Slice up the piece into manageable sections. There might be only one phrase (musical sentence) in one section. There might be several.

2. Slow down the tempo (speed) to the point that each section can be played through with perfect notes, fingering, rhythm, and articulation. This tempo will feel as slow as molasses, but this is exactly what is needed. Different sections will have different tempos but this is to be expected. Mark down the tempos for each section.

3. After the student can perfectly play through a section 3-5x in a row, then go to work on the neighboring section.

4. After the student can play through that neighboring section 3-5x perfectly, then it is time to connect the two sections together. Now, practise the two sections

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together so they can be played through perfectly 3-5x in a row.

5. Then continue on so that, section by section, the song is constructed. Increase the tempo gradually while maintaining accuracy.

As a reward at the end of the practice session, play the piece from beginning to end and note the improvements of each practise-point!

I also find it extremely motivating to create a chart before beginning a piece to outline how I will tackle a piece.

Work on the most difficult sections first. I leave room on the chart to indicate tempo markings and to write down increases in tempo with each passing day. Your metronome is your second BEST friend.

If one organizes her practice-time thoughtfully, pieces can be learned a lot more quickly.

21st Century Tools for Music Learning

I would be remiss as a graduate student of educational technology, if I didn’t point out some technology resources for music learning. It has been greatly underestimated how important listening to recordings of pieces is. It was never suggested to me when I was studying music as teenager that I try to find recordings of my pieces to listen to. The implied message was that this might be a bit like “cheating”. The truth is quite the contrary! Many years later, I learned about the Suzuki method of music learning. The Suzuki method makes daily listening of pieces of paramount importance. I do not necessarily elevate listening as high as Suzuki would, but it is still invaluable at the start of learning a piece to spend time listening to good recordings of the piece. We are extremely fortunate to have YouTube as a resource and most likely the piece your child is learning can be found there. Be careful to listen to only good recordings though. Your teacher should be able to point you to good examples.

Listening to good recordings of pieces can accelerate the learning of the pieces. The students’ ears know right off from the start what is “correct” so that makes it easier to spot anything that is “incorrect”. Listening to recordings helps with pitch, intonation, rhythm, articulation, and expression. It is particularly important for learning the stringed instruments where correct intonation is such a great challenge.

It cannot be overlooked how motivating it is for young people to record their playing and to share it via YouTube or Sound Cloud. This not how we grew up, but social media is an important part of young people’s lives. Your advanced musician might consider creating an online blog to showcase his abilities. Even if your child does not intend to study music in post-secondary, any curated online profile of theirs becomes a priceless résumé of who

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they are, when applying for university entrance. My daughter, who is in her last year of her IB Diploma studies, wasn’t thinking of university admissions when she started her blog, but we capitalized on it when applying for university admissions and it made a difference!

There are also many more opportunities than in the past, for young people to transfer their “traditional” music learning over to playing contemporary digital instruments. It is affordable now for young people to build their own bedroom sound mixing and recording studios. Look for MIDI (musical instrument digital interface) keyboards and music controllers. They can become any instrument they want through software.

Young musicians can compose their own music, layer different instruments together, and produce their own original recordings. Some may want to go on to DJing parties and school dances for extra pocket money.

It is worth noting that for IB MYP and DP Music, students will use music software during their studies and IB Diploma students are allowed to choose music technology as a performance instrument.

Beyond music and video sharing sites and music technology, there are an amazing number of online resources that I could only have dreamed of prior to the Internet: Apps to practise note-reading abilities, games to practise rhythms, software for aural training, websites for studying music history etc. Do not over look the wonderful resources available to us through technology.

The Art of Music

There are numerous studies that have been undertaken that prove that music learning has positive transference to other parts of our lives. It aids in developing emotional well-being, self-esteem, and perseverance.

It enhances brain functions necessary for math, engineering, and science. If there was a “magic pill” to boost our children’s chances of academic success, it would be learning a music instrument.

I am not too sure parents have these in mind when enrolling their child for music lessons, but they are definitely reasons to persevere through the inevitable ups and downs of music studies. Learning the “art” of music practicing is an invaluable skill to sustain you along the way---making it a more rewarding, thus happier time.

Vivian is a Canadian living in Switzerland working on a Masters degree in Educational Technology Integration. She is a PYP Classroom and Music Educator, and an International Parent to 4 musicians of her own.

Twitter @ChezVivian

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3 steps to finding help for your child who has learning differences

BY JACQUELINE MARTIN ASK ALL SPECIAL KIDS (MOTHER OF TWO DAUGHTERS, ONE WITH DOWN’S SYNDROME AND ONE WITH DYSLEXIA)

International School Parent Summer 2016

3 steps to finding help for your child who has learning differences 1. Gather information

As soon as you realise your child has some sort of learning difficulty, arrange for a consultation or an assessment with a paediatrician, specialist or psychologist. A diagnosis, when this is possible, is usually the first step towards finding help.

The next step is to gather as much information as you can.

Information empowers parents, and this is even more true for the parents of a child with a learning difficulty or special educational needs.

Use online research to access parent forums, blogs and local service providers. Online research using relevant key words will throw up information on all aspects of learning difficulties and special educational needs. It can also be used to identify specialist books on your child’s difficulties.

“...gather as much information as you can.

Information empowers parents, and this is even more true for the parents of a child with a learning difficulty or special educational needs.”

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Parent forums and blogs will provide you with useful tips and information from parents in a similar situation, both in your local area and further afield. You will be able to profit from their experiences of what worked well for them and what worked less well. You are also likely to discover plenty of useful information on services, therapies and extra-curricular activities for your child in your local area.

In Switzerland, many of the international schools have made significant progress in the field of special educational needs over the past 10 years. In the Geneva area, Ecole Internationale de Genève has developed a highly regarded Extended Support Programme, Post-16 programme and Learning Centre for children needing additional support.

Other schools in the Geneva area that have increased their focus on support for children with learning difficulties include Collège du Léman, Geneva English School, British School of Geneva, IIL and La Côte International School . In the Zurich region, Zurich International School and Hull’s School are of two of the schools which have pursued a strategy of increasing their professional development training for their teachers to work with children with learning difficulties.

Use the information you have gathered from other parents and your own enquiries to create a shortlist of schools you believe may be suitable for your child. The next step is to arrange as many visits as possible, as these will allow you to see the ethos of each school and whether your child will fit in. To maximise the effectiveness of your visit, research the school beforehand and go prepared with a list of pertinent questions. A useful tip for parents is not to focus too heavily on your child’s difficulties. It is all too easy to spend the whole interview talking about the things he/ she struggles with and little or no time talking about the things he or she is good at and his/her positive qualities.

It can also be effective to go along to the school with a photograph or short video recording of your child as this will give the school a better idea of what your child is like.

Parents can also gather information on their children’s rights and entitlements in Switzerland, a country which offers a broad range of support and services to children and adults with special educational needs. You may find there is suitable provision for your child in the local Swiss school system, although this will be appropriate only when your intention is to remain in Switzerland over the longer term. Clearly, switching education systems and languages is a challenge for any child, but for children with learning differences and special educational needs, it is even more of a challenge. Should local education be a route you would like to investigate, you will find more information on education policy and specialist schools in the education section of your local Canton’s website. Under the Swiss constitution, local educational authorities are obliged to provide suitable education provision or training for all

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International School Parent Summer 2016

children up to the age of 18. This may be attendance at school up to the age of 18 or up to the age of 15 followed by a three-year training programme or apprenticeship.

The Swiss apprenticeship or vocational education and training system is well-established and highly regarded, encompassing over 200 different professions.

effective for children with ADD, ASD, Down’s Syndrome, anxiety or behavioural problems.

2. Join a local or national parent support group

Social skills classes can help children struggling to interact with their peers by teaching them how to take turns in a conversation, how to understand what is appropriate behaviour in a social situation and how to recognise nonverbal communication through facial expressions and tone of voice.

Another important step is to join a local or national parent support group, such as Insieme or ASK-All Special Kids, or a support group that is dedicated to your child’s problem (eg Autisme Suisse, Autisme Swiss Romande, Insieme 21, Association Romande Trisomie 21 (ART 21). A parent support group will give you emotional support and a network of other parents in a similar situation. It may also provide you with more information on appropriate local programmes, services and therapies and even offer its own children’s programmes such as inclusive holiday camps or after-school clubs to help with homework or social skills.

It is extremely likely the association will be familiar with local schools and be able to provide you with an inside track on the schools you are considering. It may also be able to offer you a network of paediatricians, psychologists and therapists, including those who speak English. A parent support group can be a particularly useful source of information and support when you hit some kind of barrier in your child’s development or schooling. In addition, they usually offer parent support meetings, which are excellent ways of networking with other parents and special needs professionals, giving you the opportunity learn from their experiences.

3. Seek out self-help therapies for your child In your quest for information, you will have discovered there is a kaleidoscope of possible therapies. These include sessions with a psychiatrist or psychologist; speech therapy; occupational therapy; sensory integration therapy; nutritional therapy; equine therapy; social skills classes; Applied Behaviour Analysis (ABA); Relationship Development Intervention (RDI); and early education learning programmes such as Early Intensive Behavioural Intervention (EIBI) and Portage.

Looking at some of these therapies, occupational therapy helps identify the strengths and difficulties your child has in his daily life and works out practical solutions using a new environment, new techniques or new equipment. It typically helps develop a child’s skills both at home and at school and can boost a child’s independence and selfconfidence.

Equine therapy encompasses a range of activities with horses (not just riding), offering children an emotional connection with horses and helping to promote physical, occupational and emotional growth. It can be particularly

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Sensory integration therapy uses play activities in ways designed to change how the brain reacts to touch, sound, sight and movement.

Whichever of these you feel is most suitable and you choose, you will also be able to support your child at home. This can begin from the earliest days with an early education programme such as Portage, which breaks down hundreds of skills into categories such as gross motor or fine motor and provides parents with an extensive checklist of tasks to work towards on a daily basis. Once your child reaches primary school, you can make use of online learning support programmes such as Lexia at Home, Mathletics or Jungle Memory. These learning tools can prove invaluable for children with dyslexia, dyscalculia or working memory issues.

Whatever your child’s difficulty, you should always be able to find a parent or professional with experience who can provide support.

JUST KEEP LOOKING, LEARNING AND NETWORKING. | 69

International School Parent Summer 2016

Building your academic future today

QUALITY TUITION ACROSS SWITZERLAND

Tuition Across Switzerland

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One to one tuition in all subjects and all international and Swiss curricula

Helping parents choose the right education system and school for their child

Special Needs Support

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Assessments and tutoring to help students with special needs realise their potential

Convenient and flexible options for face to face prep through individual or group courses

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www.tutorsplus.com

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info@tutorsplus.com

International School Parent Summer 2016

Academy INTERNATIONAL BOARDING SCHOOLS

WORLD-CLASS EDUCATION IN THE U.S. AND UK WWW.EF.COM/ACADEMY

> Campuses in New York, Torbay and Oxford > Internationally recognized high school programs: IB Diploma, A-Level & IGCSE > Guaranteed university placement > Students from 75 countries With private international boarding schools in the U.S. and UK, EF Academy helps students between the ages of 14 and 19 expand their horizons in inspirational, Englishspeaking learning environments. Our mission is clear: we open the world for students by offering them a superior education abroad, thorough preparation for university and access to a future that knows no borders.

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Why choose ISBerne?

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

• Happy students – 96% of our students enjoy school.

• H appy parents – our families appreciate and contribute to a strong, supportive parent community.

• New campus opening in early 2017 • E asy access – both current and future campuses are easy to get to by train, car or tram. Bussing can be made available for groups in Fribourg, Neuchâtel, or Solothurn.

Visit our website at www.isberne.ch.

For more information, please call us at +41(0)31 951 25 58.

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