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www.regents.ac.uk
Welcome to the Spring
edition of International
School Parent magazine
As we roll into Spring, I am feeling joyous having spent many
hours on the slopes watching my children improve their skiing
– now we are turning our attention towards more, but warmer
outdoor activities. Spring terms, Spring weather and then
further summer holidays and warm summer socialising.
Contents
06 Meet The Principal – Andrew Wulfers, Sis Swiss
International School Basel
10 London – The Best City In The World To Be A
University Student?
13 Supporting Students With Learning Differences: The
Secondary Years & Beyond
16 The New World Of Work: Rising Importance Of Data
18 Collège Du Léman
20 Meet The Headteacher – George Walsh, Institut
International De Lancy, Geneva
24 Why Parents Are Top Influencers In Education
28 Sightseeing Switzerland – At The Swiss Open-Air
Museum
30 Family & Cities
34 Ecole.sounds: Innovative Learning Via Music
38 A Need For Change: Addressing Adolescent Mental
Health In Switzerland.
40 Book Club – A Guide To The Swiss Educational System
42 Let’s Talk Consent
44 Revision – A How To Guide For Parents
46 The Ins And Outs Of The Pyp And Myp
50 In Praise Of (Early) Flowers
54 Moving To Zurich?
56 Permah Pups!
60 Educational Therapy, The Missing Gap Between School
And Psychological Therapy
62 Education News
64 Six Steps In Changing A School’s Culture
We are proud to bring you our Spring edition. We have fantastic
ideas from Switzerland Tourism on family outings in Major Swiss
Cities, as well as a feature on the Ballenberg Open Air Museum
in canton Bern. Ballenberg is an open-air museum in Switzerland
that displays traditional buildings and architecture from all over
the country. Some of these buildings still operate and you can
watch demonstrations of traditional rural crafts, old techniques,
and cheesemaking. Tourism in Switzerland has so much to offer
and Spring is a great time to start exploring.
Also in this edition, we have two interesting and contrasting
interviews with international school leaders in Andrew Wulfers
from Swiss International School Basel, and from Institut
International de Lacy in Geneva, George Walsh. They talk us
through all their education journeys, their inspirations and
education philosophies. A particular highlight was hearing
Andrew’s background in extreme sports and how it shapes
his view on life and school leadership. Both these interviews
provide really interesting behind the scenes insights about how
your child’s schools are being run, so be sure to check them out.
As usual we also hear from a range of schools with their news,
we have articles and interviews from experts and organisations
all dedicated to helping you get the most out of your family’s
journey through international schooling.
I wish you a pleasant second half of the Spring term and we will
be back in the summer with another edition of International
School Parent Magazine.
Work hard and be the best!
Nick
Nick Gilbert
Editor & Publishing Director
International School Parent Magazine
Mobile + 41 787 10 80 91
Email nick@internationalschoolparent.com
Website www.internationalschoolparent.com
Facebook facebook.com/internationalschoolparent
INTERNATIONAL SCHOOL PARENT SPRING 2022 | 3
I’VE FOUND
MY SPARK.
Arrange a visit and find
out how ISZN can help
your child unlock their
full potential.
ISZN is an international school combining the best of the
International Baccalaureate and the English National
Curriculum. Studying at ISZN is your child’s path to leading
universities in Switzerland and around the world.
Email admissions@iszn.ch or call +41 (0) 44 830 70 07
to find out more.
FIND YOUR PLACE IN THE WORLD
www.iszn.ch
MEET THE PRINCIPAL
Andrew Wulfers, SIS Swiss International School Basel
With forty plus nationalities represented in the flagship SIS Swiss International School located in Basel, the
school has an unparalleled reputation as the ideal learning establishment for children and young adults who
have big plans in a globalised world.
Andrew Wulfers utilises all his
experiences in education, his
personal life, and his position as
the Principal of SIS Basel, to work with
other Head Teachers in the SIS group to
foster a sense of community, oversee the
continual development of the bilingual
learning environment, and encourage a
desire for success and a healthy competitive
spirit within his students.
What made you choose Education as a
career?
I was born in Canada but both my parents
were Dutch which informed an important
part of my upbringing.
We moved around quite a bit and I had
the opportunity to attend a few schools at
a young age including the International
School in Antwerp. I eventually moved to
the United States and attended a college
preparatory boarding school on the east
coast. It really opened my eyes - not just to
the importance of a good education, but to
the impact that great teachers can have on
one’s life.
I went to the University of Oregon, and
got my Bachelor’s degree in Planning &
Management and thereafter, I went on
to complete my teaching credentials and
Master’s degree in English.
I am now married to a Swiss national
INTERNATIONAL SCHOOL PARENT SPRING 2022 | 6
who is also a teacher, and have two
children. I speak English with them at
home, and my wife speaks German – so
we embody a very balanced bilingual
environment.
How do your experiences and
philosophies inform your approach as
the Principal of SIS Basel?
When I came to Switzerland back in 2000,
I started teaching in another private school
and was just getting my footing – I wasn’t
sure if I was going to stay in Switzerland for
the long-term.
Before I began at SIS Basel, I hadn’t yet
found my true niche; the place where I
felt most comfortable. When I first came
to SIS, it was quite a small and intimate
environment. I was immediately attracted
to the international-mindedness of the staff
and the strong network of schools that were
growing under the SIS flag.
I began as the Head of the College so
had always been part of the management
team and was fortunate to have a say in the
direction that the school was headed. It’s
really been an incredible experience to be
part of the growth of the SIS and to see
the continuity from kindergarten to college
evolve and take shape.
Seeing the true potential of bilingual
education was my catalyst and inspiration
for wanting to become the Principal at
the school. The concept of international
education through local insight became
even more important as I realized that I
was going to stay in Switzerland and raise
my children here. It is certainly a wonderful
place to live, grow, learn and mature, all
attributes that I enjoy sharing with our
school community.
What have you learnt from your time as
the Principal of an International School?
Our education never stops. It’s a continuing
process and we are learning all the time. I
have also gained so much insight from the
different nationalities and cultures present
at our school. We have built our strength
through our diversity and it has helped us
perform and stay connected as a larger
group of schools. There is definitely the
feeling of being part of a team.
We are continuously looking at current
events and the state of the world to make
decisions that are best for our community.
Nothing is perhaps more prevalent than
what’s happened over the last two years
with COVID-19. It’s forced me into very a
different understanding of what it means
to be a Principal because it’s no longer just
about the normal workload of a Principal,
but also about becoming a facilitator of
well-being to the staff and students.
Do you think COVID will have a lasting
impact on teaching methods?
I do. We clearly see it with the inroads
we’ve made with learning enhanced by
technology. I never thought that we would
become so reliant on technology, not just
as a tool, but for traditional day to day
teaching.
We were forced into a position where
suddenly we were facing teachers and
saying, “Everything that you’ve been doing
in the classroom you’re now going to do
online.” It was a challenge, but I think we’ve
gained a lot of know-how.
Tell us a bit about the bilingual program
at SIS, and the type of students you
attract – what’s your typical SIS Basel
student like?
In the Primary school, a student is fully
immersed in one language for one full day
and then the other language for the next
day always alternating between German
and English.
In the College, it’s different. Here it’s
the subject that dictates the language. In
other words, it might be that mathematics
is taught in German in year 7 but the
following year it’s taught in English. We are
always seeking a balance between the two
languages.
Over the years, I’ve clearly seen our
immersion method lead to success, not just
in terms of a student’s linguistic awareness
but also in their creativity and overall
cognitive development.
As far as our students go, it’s very difficult
to pigeonhole them say, “All of our students
are like this ...” They come from so many
different backgrounds, and have so many
different nationalities that it’s impossible to
stereotype.
We like to promote the IB Learner Profile
at the school, though, and feel that our
students embody it well: Open-minded,
balanced, caring and knowledgeable to
name a few of the attributes.
INTERNATIONAL SCHOOL PARENT SPRING 2022 | 7
Are your students passionate about
learning? How are you developing an
approach to it?
If there was one word to describe our
students, it would be - enthusiastic.
They enjoy coming to school and this is
something that you can feel when you walk
through our halls. Despite challenging
times, there’s joy!
The entire community is on board as
well. You feel the level of enthusiasm – and
you can also see that the students are ready
for a challenge and the teaching staff is
ready to deliver it.
Enthusiasm is really the tip of the
iceberg; there is also a strong sense of
personal responsibility and an openness
to other cultures, languages and ways of
thinking. It’s an independent and valuecentred
approach that might be best
summarised with the school’s expectations
of being respectful, being responsible, being
positive, being mindful and being resilient.
This is our rulebook and it’s literally written
all over the school.
What about extracurricular activities?
Are you developing any new programs or
areas for extracurricular engagement?
We’re always looking for new ideas! We
have a solid After School Care program,
special clubs on Wednesdays and an everexpanding
extracurricular program. There
are sports teams with a special trophy case
to prove it. Our girls’ basketball team won
first place in Switzerland several years
ago and we were so proud. We also have
activities like maths clubs, coding classes
and robotics. There really is something for
all tastes.
We’ve been working together with the
PEA (Parent Eltern Association) to come
up with new activities for the students and
there has been a lot of energy put into
this area. For example, the International
Community Music School comes to the SIS
Basel in the afternoons and has multiple
music lessons for the kids.
Our choir is now almost 100 students
strong, working with professional orchestras
to set up concerts in the city.
We try to make it as convenient as
possible for parents, we realize they are
busy, too. We want to make sure that our
extracurricular program is constantly
evolving.
What’s your vision or ambition for SIS
Graduates?
I think first and foremost happiness
and contentment. That said, the list of
universities that our graduates are attending
continues to grow each year with a good
number staying at local institutions like
the ETH and University of St. Gallen
and many more going back to the UK or
beyond.
As a participant at our graduation
ceremony each spring, I also feel such
a sense of pride when it comes to the
speeches made by students. They are all so
thankful and appreciative of the time they
spent at the SIS. The only advice I ever give
them is to live their dreams, and they do!
Our job is to fill their tool kits, their job is to
put the tools to use.
It’s always wonderful when our alumni
come back to visit the school to say hello.
It really enforces that feeling of community
that we try to foster here. They are all busy
either with school or careers, but they take
the time to come back and visit their roots.
It makes me happy.
What do the parents of the students at
SIS Basel value about the school?
There are a lot of things that come to mind:
bilingualism, friendships, a supportive
environment, caring teachers, but perhaps
most of all, a school that always tries to do
the best for their students.
One of the main expectations that
parents have is the gift of languages. Many
students will graduate not only with their
native or mother-tongue intact but also with
fluent English and German. French is also
INTERNATIONAL SCHOOL PARENT SPRING 2022 | 8
“The children enjoy coming to school and this is something
that you can feel when you walk through our halls.”
important seeing that I am currently sitting
about five minutes away from the French
border.
We provide options to our families. With
German, they unlock the key to living in
Basel or the surrounding areas. It allows the
families the choice to stay in Switzerland, to
find work and to thrive. With English only,
it can be difficult to settle down in this area
and establish roots.
What do you believe will be the
major challenges facing students, and
education as a whole, in the future?
When I look at our youngest students, I ask
myself “What will they need in 20 years?
What are we going to need to teach them to
be successful in 20 years?” What are going
to be the new professions? What will they
need to be equipped with?
It’s not only that though, it’s also what
we spoke about earlier: responsibility,
understanding, empathy and resilience will
be equally important than as they are now,
so we’ll continue to strive to give students
these tools as well as upskilling them in
what we believe will be the industries of the
future. Communication, digital technology,
robotics, AI, etc. will certainly be part of
every child’s education well into the future.
What about you personally – what
hobbies do you have?
I came to Switzerland as an avid telemark
skier and white-water kayaker and have
explored the Alps extensively. I still
continue to do so, but have calmed down
considerably since my youth.
I love Mountain biking as well, and
Switzerland has worked for me because it’s
been able to feed my outdoor needs!
That said, time with my family is perhaps
the most important thing to me now and
there is no underestimating the quality time
I can spend with a good book.
ABOUT SIS SWISS INTERNATIONAL SCHOOL
SIS Swiss International School operates 17 bilingual, private day schools in
Switzerland, Germany and Brazil. More than 3.800 students attend our classes from
kindergarten through to college. They come from local as well as from international
families and learn in German (or Portuguese) and in English.
www.swissinternationalschool.ch
INTERNATIONAL SCHOOL PARENT SPRING 2022 | 9
ADVERTORIAL
London
The best city in
the world to be a
university student?
Regent’s University London thinks so!
Choosing a university can be a
daunting time for young people
and parents alike. It marks their
first step into adulthood – with all the
excitement and challenges that come with
it.
But for a city on such a small island,
London punches well above its weight for
university students – with the chance to
gain valuable work experiences, build a
network of contacts, make friends from all
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[QS World University Rankings].
Opportunities at university and beyond
With such a strong reputation and influence
worldwide, studying in the city will be
INTERNATIONAL SCHOOL PARENT SPRING 2022 | 10
ADVERTORIAL
sure to get your loved ones noticed. With
a variety of placements and internship
opportunities on their doorstep, it’s the
place to be to see their career soar – setting
them apart from others when it’s time to
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They’ll be close to business and financial
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venues making it easy to attend events and
workshops on the go – as well as taking
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including libraries, archives, and museums,
most of them free to enter.
Regent’s University London is proud
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opportunities to build industry contacts,
“With a variety of placements and internship
opportunities on their doorstep, it’s the place to be
to see their career soar – setting them apart from
others when it’s time to apply for jobs.”
gain practical experiences and join
exclusive internships. We even host
industry events on campus that students
are welcome to join – from the London
Screenwriting Festival to London Fashion
Week shows.
Iconic landmarks – on your doorstep.
Studying in London means students are
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day – from iconic landmarks like Big Ben,
Buckingham Palace and London Bridge to
unique architecture, sleepy parks, bustling
shopping streets, theatres, museums,
galleries and more.
When they aren’t studying, they’ll be able
to eat in celebrated restaurants, explore
hidden food and flower markets, shop
in independent retailers, and unwind in
some of the UK’s most beautiful parks
and gardens – some overlooking London’s
incredible skyline.
If your child chooses to study at Regent’s,
they’ll be in the heart of the city, just
INTERNATIONAL SCHOOL PARENT SPRING 2022 | 11
Digital Marketing for your
School... Made Easy
Digital marketing might seem easy at first, but to
really get results, you need proper training and
support.
Many schools just don’t have the budget for
expensive training or consultants. This results in
a confusion of digital marketing tools and
activities without any real strategy or goals in
place; leading to wasted time and budget. When
new leads do not come, schools are often left
wondering what went wrong.
Education Marketing Collective was
created to solve this problem
The Education Marketing Collective (EMC) is an
international membership platform, giving
schools and education organisations access to
expert, education-specific digital marketing
training, resources, and support… for less than
the cost of a cup of coffee a day.
EMC gives members:
Live monthly training via a masterclass
taught by one of the EMC partner
(professional) members
Access to the recordings of all past trainings
Supporting resources
A monthly newsletter where all the latest
digital marketing news is broken down into
plain English and explained in relation to
international education
Other benefits such as resources, networking
groups, membership badges, discounts on
partner member services.
"We want to make digital marketing
accessible, applicable and empower
members to achieve results."
- Emma Fell & Korinne Algie, Founders
Since launching in May 2021, we have
welcomed members from schools and
education companies around the world,
including Europe, Australasia, Asia, and South
America.
Some of our masterclass training topics
available on the membership platform include
Social Media Strategy, Using Google PPC Ads
to Attract New Students, SEO, and many more.
The focus of the masterclass trainings is to
break things down into language we can all
understand, and to show our members how
these topics relate to our industry. We want
members to leave our classes feeling like they
have learnt something they can take and apply
right away.
Join us on March 21 at 8pm CET for our next training session FREE of charge. This masterclass is entitled:
‘Brazilian Marketing: Working with Agents and Recruiting Students Online’
and will be delivered by an expert in this region. Please email hello@educationmarketingcollective.com to
register and receive the link to join.
Membership to the Education Marketing Collective is £29 per month, or £290 for 12 months. More
information can be found on our website: www.educationmarketingcollective.com
ADVERTORIAL
Supporting Students with Learning
Differences: the Secondary Years & Beyond
In the previous ISPM edition, an Oak
Hill alumni parent shared tips about
supporting a child with learning
differences in the primary setting. In this
article, she elaborates on some strategies she
and her husband developed to help her son
through secondary and beyond.
What planning do you recommend
before my child finishes primary?
We found that planning was key to
everything! Therefore, in the Spring Term,
(before your child leaves Y6), ask the
class teacher and/or Learning Support
Coordinator for a summary of their needs
and strengths. This information will really
help new teachers/assistants to prepare for
your child’s arrival in secondary school.
In addition, arrange a transition meeting
with the Y7 tutor/learning support staff (in
March/April) to develop relationships and
to ensure that information has been shared
and received.
While planning for transition to
secondary, it’s also important to be mindful
of what is possible or not – as you won’t
get everything you ask for! Yes, it’s essential
to advocate for your son or daughter, but
working collaboratively as a team will
bring the best results. Having said that, it
is vital to ensure that all teachers working
with your child are aware of their learning
differences before Term 1 starts.
How should I support my child in the first
few weeks of Year 7?
My husband and I found it was critical to
remember there were a lot of expectations
on our child socially, organisationally and
academically. We walked the journey with
him, aware that our son was growing
into a teenager with new and confusing
emotions/feelings to deal with. It’s a busy
and sometimes overwhelming time for them
(and for parents!), and progress takes time.
However, the skills our son acquired at
Oak Hill really helped build his confidence,
maturity, and resilience, which was very
useful to him at secondary school.
On a practical level, we checked our son’s
schedule with him each week so that we
knew what homework &/or revision was
coming up and could plan effectively. We
encouraged him to photograph homework
assignments in class as this removed the
pressure of capturing critical information
quickly. Breaking activities into chunks
provided scaffolded support and aided his
memory recall; multi-sensory learning tools
(such as using manipulatives for maths
problems, watching videos to enhance
comprehension of reading material,
listening to editorials, using quizzes etc.)
were also helpful. Contacting friends to
clarify their understanding of tasks was
sometimes beneficial too!
In those first few weeks of term, we
advise contacting the Learning Support
Coordinator again to re-establish links
INTERNATIONAL SCHOOL PARENT SPRING 2022 | 13
ADVERTORIAL
made in Spring and to review your
child’s specific learning needs. We found
that maintaining positive relationships
with the learning support staff/subject
teachers was important for us, but don’t
forget those compromises I mentioned
earlier! For example, our son chose not
to do a third language so that he could
continue his three weekly learning support
sessions instead; he also had some help
from a teacher aide in class and a tutor
assisted him with homework tasks/revision
techniques at home. His self-esteem and
organisation skills improved with practice
and encouragement, and he gradually
developed into an independent learner.
Completing homework on his own gave
him an enormous sense of pride - a gamechanger
for us!
What is there to consider during the
exam years (16-18 years)?
As he progressed through secondary,
our son’s learning support focused more
on exam techniques and answering
questions in a more structured way. In
this preparatory stage, he completed past
papers using the approaches and revision
techniques he had been taught; his home
tutor also reviewed key words with him
(e.g., explain how, show, contrast, compare,
demonstrate). Using a timetable to structure
his study - practice, practice, practice
became his mantra!
Year 10 might be a good time to
complete another Educational Psychologist
assessment to ensure any special exam
provisions are put in place (e.g., extra time,
use of a laptop, spellcheck, the support of
a reader/scribe etc.). The school Exams
Office/Learning Support department can
advise you about the best time to complete
this step. In our circumstance, we arranged
for another WISC/WIAT assessment in
Year 10 because the recommendations from
this report remain valid until Year 13.
If your child is allowed a laptop for
exams, ensure they spend time increasing
and developing their keyboard skills to
make the most of this accommodation. If
a reader/scribe is recommended, identify
how the school will practice this technique
with your child before the final exams, so
they know what assistance they can ask for.
Should extra time be allowed in an exam,
review with your son/daughter how they
can best make use of it (e.g., to proofread
their work, request the reader to read back
their work, ensure the questions with the
most points have been answered first, etc).
Our son practised mock exam papers (with
extra time) to ensure he had experienced
this situation before the actual exam.
Throughout this intense period, it’s
worth remembering to reward the effort,
resilience, and determination our children
put into their revision. This positive
reinforcement will build their self-esteem,
helping them remain optimistic as well as
prepared.
Although it can be difficult, try not to
focus on grade and/or number outcomes
solely. Whilst ‘end results’ are relevant for
further education, the student’s individual
qualities, talents and skills are just as
important. We found maintaining a focus
on realistic results (rather than comparing
scores with peers) was very helpful in our
situation.
Who can help with exam choices and
university options?
When your child is aged 15-16 years, it’s
important to start thinking about choices
regarding higher education and when (or
if) it’s an appropriate path to take. If they
want to go to university, it’s advisable to
start researching the different requirements
for entry (e.g., IGCSE’s for UK universities,
SATs for US admission etc.). Again, reach
out to others for help - school-university
counsellors were ready to support and
advise us at this stage of the journey.
Start planning well in advance and
consider which further education path is
suitable, (e.g., International Baccalaureate
Careers Programme, IB Diploma or
Certificate, ‘A’ levels, etc.). If higher
education is a goal, it’s important to bear in
mind that this decision will influence subject
and exam choices in years 12-13.
Our son decided he wanted to go to
university, so being near family was critical
when considering the location; we also
knew that he would benefit from courses
with a practical content. Therefore, our
son applied to UK universities to study for
a sports degree (you may recall he loved
football from a very young age!).
He used the UK tariff points calculator to
evaluate scenarios regarding his final grades
and to determine choices. After a lot of
thought, our son chose to enter university
at the Foundation year; allowing him extra
time to decide if a degree is really what he
wanted to do.
Is there anything else to consider before
going to university?
As a student approaches undergraduate
studies, it’s crucial to inform the university
in advance about their learning differences.
In the UK, it might be useful to contact
‘Accessibility’; they will advise whether your
son/daughter needs to apply for a DSA
(Disabled Students Allowance). This may
also be a good opportunity to identify any
new equipment that could be useful (e.g.,
reader pens, speech to text software) or
decide if any additional testing is needed.
It could also be a good time to consider if
your child’s Educational Psychologist report
is up to date/recognised by the university.
Allow time for this part of the process (3-6
months).
Finally, we found that it was important
INTERNATIONAL SCHOOL PARENT SPRING 2022 | 14
ADVERTORIAL
university, enjoying the opportunities and
challenges that have come his way – we
are very proud of him! We hope that the
information we’ve shared in these two
‘Learning Differences’ articles will help
parents/children access the support they
require to reach their potential at primary
and secondary school.
to keep all options open through this
significant period of change. If your child
is determined to do their best and has their
mind set on university, it is essential to
encourage them. Nevertheless, it’s valuable
to prepare them for alternative scenarios
just in case adjustments need to be made to
their plans when the results come out.
As you can see, navigating secondary
school on a (possible) journey to university
involves a lot of work, with many
opportunities for highs and lows! However,
take strength from your child, they will often
surprise you (and themselves!) and yes – you
may need to have a bundle of tissues ready
as they embark on the next step of their
learning journey.
Our son agreed to share his story to
support other families in the same situation.
He is now happily in his first year at
For more information about how
the Oak Hill programme can
support children aged 7- 14 years
with dyslexia/ADHD, please contact
education@oakhill.ch. Oak Hill can
also provide contact information for
tutors, educational psychologists,
speech & language therapists,
cognitive therapists, psychiatrists,
and other specialists supporting
children and adults with learning
differences.
Useful references:
British Dyslexia Association -
https://www.bdadyslexia.org.uk/
National Association for Special Educational Needs
https://www.nasen.org.uk/.
Hill Learning Center https://www.hillcenter.org/
INTERNATIONAL SCHOOL PARENT SPRING 2022 | 15
ADVERTORIAL
Best bachelor programs to
study in Switzerland
When considering options for
international business schools,
it can be easy to feel spoilt for
choice. Top ranking institutions around
the world can provide unique blends of
education and experience, and depending
on your child’s needs and preferences, one
country may be more suitable than another.
But where should they go if they don’t want
to compromise?
For those in pursuit of a truly
entrepreneurial education, EU Business
School’s Geneva campus in Switzerland
offers a range of bachelor’s programs
across a variety of disciplines, all of which
are designed to meet the demands of the
modern business world. Geneva is also
home to a thriving and dynamic expat
community, providing unlimited networking
opportunities that have the potential to
span the globe. By choosing to begin their
studies in the Swiss capital, your child gains
an immediate headstart on the relationships
and connections that lie at the heart of a
thriving business career.
One of the world’s most widely
recognized centers for banking, trade and
finance, Switzerland boasts the industry
and tradition necessary for students
looking to forge a strong foundation for
their business careers. The Bachelor
of Science in Business Finance
offered by EU provides a comprehensive,
up-to-date program of study spanning
the crucial elements of this challenging
sector. Theoretical study is combined with
practical assignments, allowing students
to take advantage of easy access to the
world-class financial institutions on their
doorstep.
With a merging of French, German
and Italian culture, diversity is interwoven
within Switzerland’s way of life, allowing
for an overall richer and more exciting
study experience. This fusion of customs
is strongly embedded in the country’s
approach to business, and Geneva wholly
encapsulates the interconnectivity and
open-mindedness required for successful
professional partnerships. EU’s Bachelor’s
in International Relations helps
students to hone the collaborative mindset
required for a business career at the global
level. Classroom study is enhanced by
EU’s international community of over
100 different nationalities, which allows
INTERNATIONAL SCHOOL PARENT SPRING 2022 | 16
ADVERTORIAL
for the free exchange of ideas and creativity
between perspectives from a wide variety of
cultures.
Switzerland’s tourism industry is one of
the country’s most significant economic
pillars. EU’s Bachelor of Arts in Leisure
& Tourism prepares students for the
challenges of this fast-paced, demanding
industry. Our real-world approach to
learning ensures that students are able to
access up-to-date work experience within
the industry, while the ease of travel to
surrounding European countries and beyond
allows for a thorough immersion in the
sector’s pulse.
In addition to providing a solid grounding
in these established fields, the country has
also embraced digital business models with
open arms. In 2021, Switzerland was ranked
number one for innovation for the eleventh
time in a row by the Global Innovation
Index. Furthermore, Geneva is an exciting
emerging hub for tech start-ups, rendering
the Swiss capital ideal for those looking
to engage with and transform the world’s
up-and-coming markets. The Bachelor
of Arts in Digital Business, Design
& Innovation offered by EU Business
School assists students in developing creative
approaches, giving them the skills needed to
formulate business solutions both now, and
for the future.
Considered by many to be the gold
standard with regard to introductory business
education, business administration is suitable
for those who wish to familiarize themselves
with a variety of essential concepts prior to
specializing their area of study. EU’s BBA
program provides students with the broad
expanse of knowledge and skills necessary to
enter the corporate world through any route
of their choosing.
The development of well-rounded
individuals cannot be achieved through work
and exams alone, however. With regard to
extracurricular activities, access to new travel
adventures, and simply taking time to relax
and unwind, there is nothing that Geneva
cannot offer in abundance. From skiing and
sports, to hiking and art galleries, there is
something for everyone to enjoy and explore.
The city’s restaurants offer top-quality
cuisine from around the globe, in addition to
the world-famous cheese and chocolates that
must be sampled.
EU Business School believes that worldclass
education should take place in a worldclass
city. Get more information on our
Geneva programs.
INTERNATIONAL SCHOOL PARENT SPRING 2022 | 17
The New
World of Work:
Rising Importance of Data
WRITTEN BY DR. DOGAN GUVEN – DIRECTOR OF DOCTORATE PROGRAMS
AND DEPARTMENT HEAD OF COMPUTER SCIENCE
Computer science provides the
creative energy for the digital
transformations on almost all
aspects of life. The way we communicate,
socialize, travel, shop, design/produce/
deliver products continues to be an
exciting field as the technological
advancements grow and evolve: Data
Science and Analytics, Cloud Computing,
Artificial Intelligence, Internet of Things,
Autonomous Robots and Augmented
Reality. Computers are so ubiquitous in
the modern world that the need for more
Computer Science (CS) graduates with
the skills to understand systems and create
technology solutions will continue to grow.
What is Computer Science?
Computer science is about much more than
programming, it teaches you how to think
more methodically, how to solve problems
more effectively and how to create
solutions using technology. These skills and
knowledge can be applied to practically
any domain of interest including consumer
goods, social media, communication,
healthcare, travel, game and art.
Possible Future Careers for CS
Graduates?
Computer skills and competencies are
always in high demand among employers
in a wide range of industries, not just the
tech industry. CS graduates can work for
the IT department of a wide variety of
organizations such manufacturing, financial
services, healthcare, aerospace, defense,
government and non-profit) or set up their
own companies to create new technology
solutions like some other successful
entrepreneurs such as Jeff Bezos (Amazon),
Larry Page and Sergey Brin(Google),
Mark Zuckerberg(Facebook) and Reed
Hastings(Netflix).
What Are the New Trends in Computer
Science?
Data Science and Analytics, Cloud
Computing, and Artificial Intelligence are
the fastest growing domains of Computer
INTERNATIONAL SCHOOL PARENT SPRING 2022 | 18
Science. Data Science and Analytics is
the practice of examining data with a
purpose of finding insights. As data has
become every organization’s most valuable
resource especially during the past 10 years,
we clearly need more data-skilled people
who can “question” data in our data-rich
world. Therefore, universities including the
International University in Geneva have
started to launch new undergraduate and
graduate programs on Data Science and
Analytics to address this demand.
How Does IUG Prepare Students for the
New World of Work with Data?
The International University in Geneva is
a triple-accredited, non-profit institution
of higher education with joint-degree
programs with Boston University and the
University of Plymouth in the UK. Our
focus is on transfer knowledge and skills
with our faculty’s extensive international
and practical experience at senior levels.
While most of our courses include
data analysis as a key component, we
have Data-Driven Decision Making
as a core course for all students where
we aim to develop data related skills
including data preparation, exploration,
and visualization using industry standard
platforms. In addition, IUG students
have the opportunity to meet with the
representatives of major companies.
Why Computer Science at IUG?
At the International University in
Geneva we believe two disciplines need
be combined in an effective Computer
Science program for a successful career
namely technology and business know-how.
“Data Science/Analytics, Cloud Computing, and
Artificial Intelligence are the fastest growing
domains of Computer Science.”
Therefore, our CS program is designed
to balance the core computer science
courses with business management and the
technical skills.
In addition, the International University
in Geneva has partnered with Amazon
Web Services (AWS), market leader for
Cloud Computing, to prepare students with
in-demand Cloud Computing skills and
certification for the Bachelor of Computer
Science and Master of Business Analytics
program. As more organizations rely on
data, the demand is high for business
people with analytical and technology skills.
Alumni Network
The University regularly invite its alumni
and other company professionals to come
and present their organizations to the
students. Recent graduates from Computer
Science and Business Analytics have been
hired by well-known companies such
Roche, Amazon, Volkswagen, IATA, SITA,
Business & Decision.
For further information about the
International University in Geneva please
visit our website : www.iun.ch
INTERNATIONAL SCHOOL PARENT SPRING 2022 | 19
ADVERTORIAL
Collège du Léman
Shaping generations, harnessing differences, changing our world for the better.
Recognised as one of the best
Swiss schools for the quality of its
teaching and its five international
diplomas, Collège du Léman encourages
its students to uncover their potential by
discovering their own strengths. Combining
individual development and academic
excellence, the school instils in children of
all nationalities, day and boarding students,
the qualities that are essential to becoming
confident, responsible adults who are
attentive to the world around them.
From the youngest... to the oldest
students
Located in Versoix, between the lake and
the mountains, Collège du Léman (CDL)
offers a vibrant green village campus and
INTERNATIONAL SCHOOL PARENT SPRING 2022 | 20
ADVERTORIAL
welcomes children from the age of two
in its pre-school section. This first
experience of education is essential as it
introduces them to their future learning
environment, to self-awareness and to
the importance of socialising with their
peers. Each student thrives at their own
pace while discovering and nurturing their
own strengths thanks to the support of
dedicated and inspiring teachers. With
them, the children learn to communicate,
gain confidence, manage their emotions
and live together peacefully, in a world that
harnesses differences.
Cultural diversity and sharing
With more than 110 different
nationalities, CDL is a shining example
of multiculturality, giving equity, diversity
and inclusion the utmost importance. The
school offers programmes that encourage
students to learn several languages,
participate in group projects and discover
other cultures. To help them open up to the
world, Collège du Léman cultivates strong
values, gathered around the acronym
RISE - Respect, Internationalism, team
Spirit and Excellence - which unites
parents, children and teachers in a caring
community.
Tailor-made learning journeys
As a member of the Nord Anglia
Education Group of over 80 schools
worldwide, Collège du Léman offers a
rich and flexible curriculum. Students
learn to master and develop their learning
independently, choosing from a range of
personalised programmes (bilingual, French
or English immersion). The “International
Curriculum” stimulates children’s curiosity
by working on theme-based projects that
they will study in multiple subjects. The
curriculum is enhanced by collaborations
with The Julliard School, MIT and
UNICEF. In order to adjust as closely
as possible to each child’s individual
development, CDL favours small classes,
personalised work and offers more than
100 extracurricular sports, cultural and
artistic activities. This tailored approach
to education proves to be very successful,
especially as the students approach the
decisive years in High School.
Aiming for excellence
Collège du Léman offers the Swiss
Maturité, the French Baccalauréate, the
American-style High School diploma,
the International Baccalaureate Diploma
Programme (IBDP) and the International
Baccalaureate Career-related Programme
(IBCP), and with a 99% success rate
across all diplomas, sees its students enter
the most prestigious universities. Worldclass
teachers, in collaboration with the
University Counselling Department, inspire
students to achieve academic excellence
and guide them in choosing a programme
that suits their profile and future wishes.
Thanks to its personalised teaching
approach, CDL opens up a wealth of
exciting future paths for its students.
Collège du Léman is an international
Day and Boarding School in Geneva,
Switzerland. The school offers
personalised learning journeys for boys
and girls, 2 to 18 years old. Students
can follow English,
French or bilingual
programmes leading
to a choice of 5
graduating diplomas.
www.cdl.ch
@collegeduleman
JOIN THE OPEN HOUSE
TO LEARN MORE.
INTERNATIONAL SCHOOL PARENT SPRING 2022 | 21
MEET THE
HEADTEACHER
George Walsh, Institut International de Lancy, Geneva
Tell us about your background and what
made you choose education as a career?
Originally born and raised in the Ribble
Valley, Northwest England, I am delighted
to introduce myself as Headmaster of Early
Years and Primary at Institut International
de Lancy, Geneva. I am an experienced
leader in global education, and I have
held key positions in the United Kingdom,
South-East Asia, and Switzerland. My
passion for teaching started when I was a
student myself. My teachers always inspired
me, and I have many fond school memories.
Later in life, I realised the capacity schools
have to influence the lifelong development
of the individuals within their communities.
Knowing this, my vocation as an educator
INTERNATIONAL SCHOOL PARENT SPRING 2022 | 22
was born. Fast-forward several years, I
now find myself in the privileged position
of shaping the ethos and values of such a
prestigious and highly respected Institut
in the hope that IIL students will receive
the same experience that I once did. I am
also fortunate to have been invited to work
alongside the Council of International
Schools in their mission to assist topperforming
international schools with
their ongoing development. I am proud to
contribute towards raising the standards of
international education across the globe,
with the hope that more children will grow
up in a more tolerant, peaceful, just, and
sustainable world.
How will your experiences and
philosophies inform your approach as
Headmaster at IIL?
As a practising Catholic, my faith drives my
philosophy and approach as Headmaster.
Although IIL has evolved into a diverse and
inclusive community since its foundation
in 1903 by the Sisters of Saint Joseph of
Lyon, Christian values remain at the heart
of everything we do. I consider every school
day a blessing, and each lived to its fullest
through work, play and laughter. Therefore,
I set ambitious expectations of personal
achievement in an environment where
people treat each other with compassion
and grace. As a result, students become
well-rounded, harmonious individuals
prepared to serve others. This philosophy
makes IIL an extraordinary place and is
why I remain committed to its continued
development in the years to come.
What is your vision for the school – will
you be bringing anything new in or
changing anything? Are there any areas
that you want to develop in the school?
My vision for the school is encapsulated in
our three key guiding principles: learning,
well-being, and citizenship. In other words,
a school with high-quality teaching and
learning is conducted in a safe and happy
place where people take care of each other.
This sounds basic and what most people
would consider a minimum requirement
in any well-resourced international school.
However, I have seen far too many schools
trying to do the next best thing to stand out
from the crowd in increasingly competitive
markets in recent years. So much that
they are juggling so many different new
initiatives that they lose sight of the original
purpose of their existence.
One of the key areas I will be looking to
develop, running across all three of these
guiding principles, is global citizenship and
intercultural learning. We are currently
conducting an entire curriculum review to
ensure that the contextual themes we use
are relevant and meaningful to the changing
needs of our students. For example, I
noticed that most of our curriculum units
had themes linked to British culture when I
arrived—for instance, Tudor England or the
River Thames, as particular case studies.
However, with over 97 different nationalities
represented, our curriculum was no longer
relevant to most students. At the forefront
of our new approach are the Four Cs:
Communication, Conflict, Conservation
and Culture. The desired impact, measured
in 2023, will show that our students have
started understanding the differing attitudes
towards these key global issues.
How do you encourage a love of learning
in young children?
Instilling a love of learning in young
children is deeply rooted in our second
guiding principle – well-being. For learning
to manifest itself, young children need to
feel safe and happy in the environment
where they spend most of their time. Our
hand-picked team of outstanding teachers
are experts in creating a welcoming,
innovative and engaging space for children
to develop their creativity and curiosity.
I am also a big believer that learning
should be fun, especially for children in
Early Years and Primary education. My
best school memories include working on
projects with my classmates, getting messy
with gooey Science experiments, and
giggling at the teacher’s funny character
voices during our class novels. I think
children today are still the same as when
I was young – they will love learning new
things forever if they find enjoyment in their
earliest school experiences.
Apart from the excellent city campus and
facilities at IIL, what is your favourite
thing about the learning environment
that makes the school so unique?
Cohesion. We are blessed at IIL to have
strong working relationships between
our three English, French, and Bilingual
divisions. Although our Institut has these
three well-established sections, each with
a unique culture and programmes of its
own, it overjoys me to see such a solid
togetherness between school leaders,
teachers, students, and parents. This sense
of school citizenship demonstrates our
passion for inclusivity and collaboration.
What do parents of IIL value about the
school?
Our strong sense of community. In the
short time that I have been at IIL, it is clear
that our parents, students and employees
love to share their support for our common
INTERNATIONAL SCHOOL PARENT SPRING 2022 | 23
goals. This was immediately evident soon
after I was appointed as Headmaster, at
the peak of the Covid-19 pandemic. The
community rallied together in adopting
sanitary measures and online schooling.
It was heartbreaking to see their sudden
detachment from a place they had grown
to love as a hub for community friendship,
guidance and shared experience. Our
active Parents’ Association is IIL’s main
and longest-standing community partner
in Geneva. The school leadership and the
association work closely on projects that
provide the best opportunities for those
in and around our school community. An
extensive network of volunteers from the
association is responsible for assisting our
new families integration into the school
community, whilst other working groups
focus on humanitarian projects or organise
events, parties and celebrations.
Which philosophies are you bringing into
the school?
In the last 18 months, I have recognised
two areas that stand out as being extremely
valuable to the school and its students. The
first is our bespoke language programme
in Early Years and Primary. Each student
is given a tailor-made pathway, created to
suit their language profile, with progression
opportunities and add-ons to support their
developing skills. This language pathway is
mapped-out in collaboration with parents
during the enrolment process and ensures
that all needs are considered. Because
the programme focuses on competency
acquisition, students can quickly develop
their second or third language skills from
speaking and listening to more technical
skills in reading, writing, and grammar. For
families at our school for 3-5 years, we want
to ensure their children develop enough
language skills to get the most out of living
in Geneva in this relatively short time. On
the other hand, we must challenge students
further to have more choices in secondary
and higher education. Students who develop
advanced competencies in their second or
third language can explore our Bilingual
IB Diploma, Swiss Maturity Diploma or
French Baccalaureate qualifications.
The second valuable area is STEAM.
Our dedicated laboratory, housed in the
original school building, provides students
with the most engaging space for creativity
and problem solving I have seen in my
career to date. In STEAM, students are
encouraged to bring project ideas of their
own, and these often involve elements of
coding, robotics, 3D printing, laser-cutting
and multimedia. I will be honest, a lot of
it goes over the top of my head, and it is
undoubtedly an area of my development
to better understand. However, I know
this area of our school is one of the most
valuable because whenever I visit, I am
always amazed by how passionate, informed
and focused the students are to work on
their projects.
Have you seen the process of new
students arriving, and how do you
manage that – especially now? Do you
think Covid will have a lasting impact on
teaching methods?
The magnitude of change to our admissions
process has been phenomenal over the last
two years, as I am sure has been the case
in most international schools worldwide.
Due to the recent health measures,
international schools, including IIL, have
had to adapt quickly to support prospective
families in their search for a new school.
Irrespective of the ongoing situation, it is
so important for international schools to
get this process right, as finding the most
suitable environment is often the number
one priority for parents. This is even more
significant for parents who are managing a
INTERNATIONAL SCHOOL PARENT SPRING 2022 | 24
family re-location at the same time. I have
found that taking the stress and anxiety out
of such a complex decision and forging
a home school partnership around the
child(ren) ensures that their integration
is blended to meet their circumstances.
The development in technology and the
upskilling of administrative personnel has
been vital in making this process smooth
and interactive for all parties involved. The
introduction of video meetings, virtual tours
and inter-school collaboration has made this
possible in difficult testing times.
I think there are a lot of positive
developments to take from what we have
learnt in recent years, especially concerning
the lasting impact the global pandemic has
had on teaching and learning. Children
will inevitably have suffered gaps in their
education and delays in their social and
emotional development as a direct result.
However, teachers, students, and parents
have been incredibly resilient when faced
with these new challenges and increased
demands. We do not know the full extent
of the long-term effects of Covid-19 yet,
but I am confident that what we have learnt
has made teaching and learning safer more
efficient and opened a world of new and
exciting opportunities.
What do you think will be the significant
challenges facing students and education
in the future?
The latest research and data suggest that
students’ ever-increasing exposure to the
digital world is changing how they engage
themselves in the classroom or beyond.
The proven effects are unknown, but clear
advantages and disadvantages are starting
to emerge. I have personally observed
that children exposed to high levels of
gaming, for example, are becoming more
dependent on visual stimuli to keep them
focused and productive. Furthermore,
children in the 21st Century have access to
masses of information at their fingertips.
Unfortunately, this information can often
be misleading and intentionally targeted to
influence a young and vulnerable audience.
Moreover, teachers and parents regularly
raise their concerns about the psychological
health impacts of social media on students.
Clinical conditions such as depression,
anxiety, self-esteem, and addiction are
rapidly rising in young people. It is our
duty as educators to support, guide and
equip students, and their families, to better
understand the risks and offer strategies to
help them cope with any issues that arise.
How do you equip students for success as
they get older?
Our Early Years and Primary Learning
Pathways is a structured approach to
developing personal traits and competencies
that prepare our students for success in the
future. In the Early Years, explorers (3-5
years) are encouraged to ‘have a go’ by
learning how to be experimental, curious,
confident, and cooperative. These are the
skills that enable our young children to
remember more about the world around
them, give new things a try and begin
to share and work together as part of
a team. At the end of Primary School,
navigators (9-11 years) are encouraged to
‘lead the way’ by showing leadership, skill
application, problem-solving, and focused
attention and ownership towards their own
goals and objectives.
Many of our Learning Pathway traits
and competencies are developed through
student-led learning, like those described
earlier in our STEAM programme.
However, it is the responsibility of the senior
leadership team and me to continually
assess the skills that will be required in 2030
and beyond, ensuring that our programmes
and approaches are adapted to give IIL
students the very best chance to succeed in
their futures.
How are you personally finding
Switzerland and everything it has to
offer?
Since I arrived in Switzerland, I have loved
every second. I have found it easy to settle
and make lots of new friends. I even met
my future wife here, although Covid-19
has put a stop to our wedding plans for the
time being! I am particularly impressed with
how Switzerland values family life. With
businesses being closed on Sunday’s and the
beautiful scenery on everyone’s doorstep, it
is hard not to spend quality time with loved
ones - no matter the season! Since moving
to The Alps, I have become an avid skier
and cyclist, which keeps me busy when I
am not working. At the same time, I am
starting to take advantage of the handy
location in Europe for travel, gastronomy,
and fashion experiences. My only regret is
that I did not work hard enough in French
lessons at school. I am now suffering the
consequences!
Institut International de Lancy (IIL) is a leading international school in Geneva balancing
academic excellence with citizenship. IIL has a child-focused approach to learning
that combines creativity with critical thinking and encourages collaboration alongside
autonomy. IIL school welcomes students from nursery school through secondary education,
aged 3 to 19, preparing them for major certifications, including the International
Baccalaureate (IB), IGCSE, Preparation to the Examen de Maturité Suisse, Brevet des
Collèges and French Baccalaureate. www.iil.ch
INTERNATIONAL SCHOOL PARENT SPRING 2022 | 25
ADVERTORIAL
Why parents
are top
influencers in
education
WRITTEN BY MARIA RAMSTAD KRISTIANSEN
HEAD OF MARKETING & STUDENT RECRUITMENT -
SHL SCHWEIZERISCHE HOTELFACHSCHULE LUZERN
In my years in student recruitment, I’ve come to understand
that parents and schools are on the front line when it comes
to identify the talents in youngsters. The role of parents as
influencers in career and higher education selection is crucial.
Parents often determine the level of education or training that their
children have access to and provide them with knowledge about
careers and professions. Students’ beliefs and attitude towards
future career opportunities is largely dependent on their parents’
information and the motivation they provide to drive them towards
success.
As soon as children start their primary schooling, most parents
unconsciously start planning for their futures. Parents can help the
child understand the numerous educational possibilities and their
benefits and not only motivate their children, but also help them in
their decision-making process.
Ensuring that youngsters are set up for successful careers,
financial security and a good quality of life is a tough challenge
for every parent. Youngsters will turn to parents for advice and
direction, even if they don’t like to admit to it, and can easily adopt
their parent beliefs about success, how to be successful and what is
a respectable job or the life they should want. Most things communicated
to the youngsters is based on these beliefs and the parents’ own
experiences. From a student recruitment perspective, while a
parents’ input is key for the youngster’s development, trying to
shield them from the mistakes that the parents might have made -
directly or indirectly - can be counterproductive. In my experience,
parents who aim to instil a mature and practical mind-set, giving
youngsters the tools to make their own informed decisions will have
a much better starting point when it comes to guiding their children
in shortlisting the best educational paths and schools.
The decisions young people make in terms of which school to
go to, the subjects they choose, whether to study abroad or not will
impact their career paths. When this decision is heavily influenced
by what the parents would like to see for their children, the
INTERNATIONAL SCHOOL PARENT SPRING 2022 | 26
ADVERTORIAL
youngster may end up following a professional path that they aren’t
passionate about, or even adept at. However, without practical
guidance and support, inadequate choices can be made. It’s no
secret that both young people and parents have more knowledge
and information about traditional degrees such as medicine,
technology, computer science, business, finance and engineering
than they do about the field of hospitality business management
education that I am in. Additionally, they also have a much clearer
picture of the different career paths available with such traditional
degrees. Although, in my discussions with students and parents,
the hospitality industry is seen as truly fascinating, the struggle for
both groups is to see the real and diverse education and career
options the industry has to offer young graduates. We as school
representatives have the very challenging task of bridging this
information gap for hospitality education and careers to even be
considered in the first place. Catching up with other disciplines in
terms of knowledge is demanding when young people already are
in their decision processes. This often leads to the hospitality and
tourism industry losing out on the best talents to other industries
before it even gets the chance to introduce its opportunities.
Young people have unique individual skills sets and talents in
various fields and subject areas and may possess different skills and
abilities to their parents. Adopting a similar career role to either
parent may not be the right course of action. Youngsters need space
and time to discover what they are passionate about and truly want
to pursue. University e.g., isn’t for everyone, and a smaller college
where young people aren’t simply a number in a lecture hall can
be a much more suitable learning environment for many on their
quests to find professions where they’ll be able to thrive. When they
have the good fortune to learn at home that life is a journey of selfdiscovery
and new skills and multiple talents are developed, it’ll be
easier to define which talents to focus on or pursue for the first step.
I spend a lot of time ensuring students - and often their parents -
that it’s okay that they are not yet sure what they want to do and
that the important thing is to be proactive in finding a way that
will unleash their maximum potential. A great starting point for
many is a programme that offers them applicable knowledge and
transferable skills, that can be later used in a variety of industries
and professions. Courses that contains essential life skills as an
integral part of the programme, such as empathy and emotional
intelligence, teamwork, stress and time management, problemsolving,
strategy and innovation will also always be a valuable
addition to any young persons’ education.
Parents are more than simply authority figures, they’re the
#1 influencers! Along with vital information about educational
paths and career choices, they can facilitate the selection process
for their youngsters. However, where parents might want their
children to opt for a career they know well, what their youngsters
want or aspire to become, can be two entirely different things.
For hospitality management school representatives such as
myself, attracting the best young talents is not only based on their
knowledge and personal interests and the familiarity of their
influencers, but also driven by the attractiveness of the industry
and its perceived career opportunities. Consequently, we not only
support and guide students and parents in the decision process,
we are in the position of developing knowledge and provide
information about the hospitality industry as an attractive employer.
In our case, students are often not aware of all the exciting and
“Parents are more than simply
authority figures, they’re the #1
influencers!”
varied career opportunities a degree in hospitality management
offer, not only our industry, but service industries in general. Hence,
many of the best talents don’t even have hospitality on their ‘short
lists’ of options. Whereas students who are considering degrees in
technology, already have employers like Apple or Google in mind,
or specific industries where they see themselves.
Based on my personal experience from around the world,
most often also compare career opportunities and industries’
competitiveness. They ask themselves very practical questions such
as: which industry offers the best job and career opportunities, what
can I expect in terms of salary and benefits, what will my worklife-balance
look like? Furthermore, today’s young generation has
increased expectations towards more flexibility, job and industry
rotation, personal development, and value driven company cultures.
There are a few factors that will be of great value to parents in
the career choice process. Aid youngsters to discover their true
aptitude which mirror their personalities, strengths, and weaknesses.
This can be helpful in making a well-informed career selection. As
parents, investigate the interests and passions of the youngsters and
consider them while shortlisting career options. It is very difficult
to spend life working in a field that you are not interested in or
passionate about.
It is easy for youngsters to get won over by peer pressure into
choosing an education or career that the majority is opting for.
Sometimes, even parents get attracted to a career choice that is
trending. Hence, parents must be informed about various career
choices and guide their youngsters towards taking an informed
decision and inform them about all aspects of the short-listed
careers.
INTERNATIONAL SCHOOL PARENT SPRING 2022 | 27
ADVERTORIAL
minutes from London’s main attractions.
But unlike any other urban university,
they’ll be hidden within 11 acres of private
land in one of London’s most beautiful
parks, with a 24/7 security presence in
place.
“Our students develop such deep connections that they
often join forces – finding their future co-founders on
campus and launching brands and business ventures
together in London and worldwide.”
International student networks
London is one of the most diverse cities
in the world – bringing together students
from all over the globe. Studying here offers
the chance to meet people from different
backgrounds, gain valuable insights into
their cultures, and experience new music,
food, and art. Exploring the city, you’ll
get a taste of each culture — and see how
different and interesting they all are.
With over 140 different nationalities on
campus at Regent’s, our students find it
easy to build an international network of
friends they can tap into throughout their
whole careers. They also have the chance
to learn nine different languages and study
abroad in one of 60 partner universities
worldwide.
Our students develop such deep
connections that they often join forces –
finding their future co-founders on campus
and launching brands and business ventures
together in London and worldwide.
So much so, we were crowned the UK
university with the highest number of
founders, with over 12% of graduates
launching their own businesses after
graduating [resume.io].
Easy access to the rest of the UK and
Europe
No matter where you are in London, you’ll
be spoilt for choice with how to get around
– from public buses, bikes, and trains to the
Tube (London Underground).
Living in one of the best-connected cities
worldwide also means it’s easy to travel
INTERNATIONAL SCHOOL PARENT SPRING 2022 | 28
further afield – exploring the UK’s vibrant
cities and stunning landscapes (from the
Scottish Highlands to the Cornish coast)
or jumping on a short flight from one of
London’s six main airports (or train from
St Pancras International) to Europe for a
relaxing city break. The options are endless!
London is a city that keeps on giving, and
no matter how long you spend here, you’ll
never get tired of the experiences it offers.
Discover more at www.regents.ac.uk.
THE EXPERIENCE
OF A LIFETIME
Leysin American School in Switzerland is home to exceptional students from around
the world. Our warm community is steeped in tradition, and we provide an outstanding
education in a supportive environment on our beautiful campus in the Swiss Alps.
We encourage our students to be themselves – creative thinkers who aren’t afraid to
take risks and think outside of the box. We provide them with personalized attention
and diverse course offerings within our IB, AP, and ESL programs. LAS graduates
are independent, innovative thinkers who thrive at top universities across the globe.
www.las.ch admissions@las.ch +41 24 493 4888
INTERNATIONAL SCHOOL PARENT SPRING 2022 | 29
ADVERTORIAL
© Ballenberg, Swiss Open-Air Museum
Sightseeing
Switzerland
– at the Swiss Open-Air Museum
Ballenberg, the only open-air museum in Switzerland
stretches between the communities of Hofstetten and
Brienzwiler in the heart of the Bernese Oberland. Here you
can discover 109 historic buildings, over 200 farm animals and 30
traditional crafts. On April 14th 2022 the Swiss Open-Air Museum
opens its doors to visitors for the 2022 season, and this year it’s
ready to be discovered from a new perspective.
Ballenberg “à la Carte”
Experience Ballenberg in a compact way: equipped with the
Ballenberg “à la Carte” menu card (available on-site at the cash
desks) and on your mobile phone, you can explore the grounds
using the newly created circular route. Through 12 engaging short
films, Ballenberg experts give you in-depth insights into everyday
life, as well as the buildings and crafts.
Selected locations are also easily accessible for people with walking
difficulties, thanks to the electric wheelchair available at the west
entrance.
INTERNATIONAL SCHOOL PARENT SPRING 2022 | 30
All ears – the world of Swiss fairy tales and legends at
Ballenberg
What is it about the three golden keys? Who lives in the
Marmilchloch? Why did Nidelgret always have more cream than
everyone else, even though she only has one cow? You can hear the
answers to these questions at the Open-Air Museum Ballenberg.
Fascinating fairy tales and legends from different Swiss regions,
each told in its unique dialect, are also waiting to be uncovered
at Ballenberg. QR codes lead you to the stories, each located in a
historical building belonging to the region of its origin. So, where
could the wooden fairy tale book be hiding? On the kitchen table,
in the living room or maybe on the bedside table in the bedroom?
You’ll have to find out for yourself. If you want to make sure you
discover all the hidden tales and legends, ask for the “All Ear”-
bookmark at the cash-desks, it will give you clues, where to find
mystery fairy tale books.
Furthermore, the project “All ears – the world of fairy tales and
legends at Ballenberg” has been launched in collaboration with
ADVERTORIAL
© Ballenberg, Swiss Open-Air Museum
the Mutabor Fairy Tale Foundation. On seven Sundays during the
whole season, storytellers from all over Switzerland will narrate
fairy tales and legends at the open-air museum in their very own
dialects. You can find all the dates and locations on ballenberg.ch.
“Fest der Feste” Swiss autumn customs at Ballenberg
On 24th–25th September and 1st–2nd October 2022, the Swiss
Open-Air Museum invites visitors to the ‘Fest der Feste: a oncein-a-generation
experience. Fifteen local festivals and autumn
customs from across Switzerland will come together at Ballenberg.
Towns, villages, valley communities, Alpine co-operatives and other
associations take centre stage for a collective showcase of aspects
of their autumn festival traditions and share their culinary and
cultural heritage.
A stroll through Swiss autumn traditions
Visitors can explore an ‘Älplerchilbi’ fair from Obwalden and check
out the famous Valais ‘Combat de Reines’ cow fight. Discover the
story behind ‘Trottenfest’ wine events in Blauburgerland and tackle
topical issues like meat consumption and vegetarian cooking at a
Bernese ‘Metzgete’ – all in just one day.
Romansh-speaking Switzerland is set to entertain with the ‘Festa
di Racolta’ from Val Müstair. At the same time, the Italian-speaking
contingent will present a ‘Festa d’Autunno’ all the way from Ticino
and a ‘Castagnata’ from the southern valleys of Grisons. ‘La
Bénichon’ from Freiburg, the ‘Fête des Moissons’ from Vaud and
‘Saint Martin’ from Jura are also on hand to represent Frenchspeaking
Swiss traditions.
To visit the Festival of Swiss autumn traditions “Fest der Feste”,
you can get your special festival ticket at festderfeste.ch.
OPENING TIMES
14 April to 30 October 2022: 10.00 to 17.00 hrs
ADMISSION PRICES
Day admission, adult: CHF 28.00
Day admission, child 6-16 years: CHF 14.00
Child under 6 years: free
Find out about current rates and offers on our website www.
ballenberg.ch
ATTRACTIONS
Take a look at the daily schedule (www.ballenberg.ch) to find
out what will be going on at the Swiss Open-Air Museum on
your specific visiting date.
© Ballenberg, Swiss Open-Air Museum
INTERNATIONAL SCHOOL PARENT SPRING 2022 | 31
ADVERTORIAL
© Switzerland Tourism / Colin Frei © Switzerland Tourism / Colin Frei
Family & Cities
GENEVA
Geneva is certainly Switzerland’s most international city, but also
full of adventures and surprises for young and old. We accompany
the Geneva blogger Emilie Servettaz and her family for a day in
Geneva. Emilie is responsible for the blog “Les petits genevois”
with numerous tips for family outings:
Nose first: In the morning on the pier at the Jet d’eau
On the Jetée des Eaux-Vives in Geneva, the wind transports fine
drops of water to the face, while the tip of the nose is directed
towards the sky. Impressively, the Jet d’eau shoots up 140 metres
at 200 kilometres per hour. Every second, 500 litres of water - the
equivalent of three bathtubs - fly into the air.
On a course of conquest: setting sail with the pedalo
The pirates of Lake Geneva plunge into the lake on pedalos to
conquer it. If you dive into the lake from the slide, you might even
find a treasure or two in the depths.
Dreams of sand: bathing on the Eaux-Vives beach
Building castles of sand, rubbing it in your hands until they glisten,
and watching wave after wave slowly make your feet disappear into
the sand. Eaux-Vives beach could also be by the sea ...
When the stomach growls: lunch at the beach restaurant
A day on the water makes you hungry and thirsty, luckily the
Restaurant de la Plage is not far away. One of the jetties on the
lake has been conquered by the restaurant crew. Whether you’re
inside, looking through the glass panes, or outside on the terrace,
the view of the lake is expansive.
In the Caribbean: Afternoon at the Genève-Plage
The raffia parasols and clear water are reminiscent of the
Caribbean. Just behind the Genève-Plage is a spacious park where
the numerous trees provide enough shade if the sunshades are all
taken.
Towards the horizon: a boat trip into the sunset
The evening approaches and the Belle Epoque steamship Savoie
picks up speed - off to the next adventure!
INTERNATIONAL SCHOOL PARENT SPRING 2022 | 32
ADVERTORIAL
ST. GALLEN
St.Gallen is not only a business location for young startups,
St.Gallen is above all a green city for young families. No one
knows this better than the Zingg family from the concept store
Stadtlandkind.
Stadtlandkind is an online store for the whole family with
sustainable and fair products. The makers of the store, Roberta
and Tobias Zingg, have set up shop on Unterstrasse in the heart of
St. Gallen. This is no coincidence, because a young and dynamic
startup scene is growing up in St.Gallen.
At the same time, the city of St.Gallen is a place made for
families. Right next to the Stadtlandkind office is the city lounge,
the Rote Platz. Switzerland’s first public living room was created by
artist Pipilotti Rist and architect Carlos Martinez. Roberta Zingg
calls St.Gallen her “harbor”; she grew up in this region and spent
her youth here.
The Abbey District, a UNESCO World Heritage Site, is also
an area where the Zingg family likes to spend time. This is where
they like to take their lunch break - preferably with a St.Gallen
bratwurst, the unofficial sanctuary of the entire region.
With a roar, the Steinach falls down the Mülenschlucht gorge.
The narrow gorge goes from the monastery district directly up
to the Mühlegg in the quarter of St.Georgen. Often in the shade
and always along the river, a wonderful footpath leads from the
monastery directly into the greenery.
From the Mühlegg, the route continues a bit further up to the
Drei Weieren. A lovely pond landscape stretches out on a kind of
high plateau. This oasis of peace is a popular destination not only
in summer. During the warm season, the Art Nouveau bathing
house, which is part of the outdoor pool, exudes a very special
charm.
© Switzerland Tourism / Silvano Zeiter
© Switzerland Tourism / Silvano Zeiter
© Switzerland Tourism / Silvano Zeiter
INTERNATIONAL SCHOOL PARENT SPRING 2022 | 33
ADVERTORIAL
© Schweiz Tourismus / Hannes Heinzer © Schweiz Tourismus / Hannes Heinzer
MORE URBAN FAMILY TIPS
Winterthur
When you visit Winterthur, you simply must stay the night. The
bike-friendly town has plenty to offer and is an ideal destination
for families. The historical Sulzerareal, a huge pedestrian zone
and the Technorama are all waiting to be explored. The latter
now has a gigantic outdoor park where the forces of nature can be
experienced in the open air.
More info: www.MySwitzerland.com/technorama-outdoor
Montreux
All children like castles and fortresses. And this one is a must-see:
The Château de Chillon, perched on a rock just off the shore of
Lake Geneva, is Switzerland’s most-visited historical attraction. It
has inspired countless artists and writers from JMW Turner and
Gustave Courbet to Victor Hugo and Lord Byron; visit the castle
today, and hundreds of years of history – from the 12th to the 16th
centuries – are as vivid as ever. The lake-and-mountain setting is
perhaps the finest in Switzerland.
More info: www.MySwitzerland.com/chillon
Chur
Fun for the whole family: Cross Golf is a variation of classic
golf. However, it is not played on golf courses, but in all possible
places that allow a game. The Cross Golf course on Brambrüesch
is played on nine holes between the gondola mountain station
(material hand-out) and the «Bergbaiz Brambrüesch» (material
return). Who can complete the course with the fewest strokes?
More info: www.MySwitzerland.com/crossgolfchur
Neuchatel
With exciting challenges galore, the “Les Chenapans” scavenger
hunt will bring young and old on a trip around the historic old
town area of Neuchâtel as they search for wall paintings inspired
by the Belle Époque. After 14 stages full of surprises and fun,
the smartest players will find their way to the treasure chest and
discover its contents. A fun, educational activity that is ideal for a
family outing.
More info: www.MySwitzerland.com/chenapans
INTERNATIONAL SCHOOL PARENT SPRING 2022 | 34
Your Swiss cities
Urban family
trips
Anyone who thought that city breaks
are not for children will be proven
wrong in Switzerland – because our
metropolises are astonishingly green
and compact in size. And they are
home to exciting museums and lots of
other places that will keep your kids
happily occupied.
MySwitzerland.com/cities
A hands-on experience.
The Technorama in Winterthur is one of the largest science centres
in Europe, presenting a unique variety of experiments with almost
limitless opportunities to experience science in a playful and
educational way. Unlike in a museum, visitors are allowed to touch
and play with everything at the science centre – because natural
phenomena need to be experienced with all the senses. Over
500 discovery stations invite visitors of all ages to find something
to lever, crank, observe and marvel at.
MySwitzerland.com/winterthur
Time travel to the Belle Epoque.
For a family outing, school trip or birthday celebration, come and
enjoy a unique Belle Epoque experience in Neuchâtel. Along the
way you’ll discover 18 emblematic figures and objects from the
period. A series of original animated shows make this a walk to
remember. Can you solve the puzzles and find the mystery word?
A gift awaits at the end of the trail.
MySwitzerland.com/neuchatel
Escape from the black tower.
Castelgrande sits atop a hill overlooking Bellinzona. Both its white
tower and black tower are visible from afar. If, after visiting the history
museum and the elegant restaurant, you’d like a glimpse of what life
was like in the harsh 16th century, then be sure to visit the Torre Nera
Escape Room. Several men were imprisoned in this tower after their
mission went awry. Instead of waiting for their trial, you can help set
them free with the aid of some mysterious objects.
MySwitzerland.com/bellinzona
Find more inspirational experiences and tips: MySwitzerland.com/expats
or contact expats@switzerland.com or phone 0800 100 200.
ECOLE.sounds:
Innovative learning via music
WRITTEN BY ISP EDITORIAL TEAM
ECOLE.sounds is an awardwinning
project launched by Ecole
d’Humanité in collaboration with
renowned Swiss musician and producer,
Stefan Bregy.
The project provides an interactive
experience allowing students to produce
beats, songs, and radio plays, on campus via
‘Das fahrende Tonstudio’ (The travelling
Music Studio) and without the need for
large technical investment on the part of
the school.
Ecole d’Humanité: Where Holistic
Learning and Innovation Meet
The Ecole d’Humanité is a bilingual
(English/German) boarding school in
Bern, Switzerland. The school offers an
innovative, progressive education and
focuses on nurturing students by giving
them the freedom and support to follow
their passions, both inside and outside the
classroom. It is this holistic approach to
education that made them the perfect fit for
collaboration with Stefan Bregy and ‘Das
fahrende Tonstudio’.
For the Love of Music
Having started his relationship with music
at a young age, Stefan Bregy knew that
it would always form part of his life.
However, as a young adult, he prioritised
job security, studied geography and
chemistry and trained to be a teacher.
Although passionate about his high school
teaching commitments, music was never
far from sight. Over the years Stefan has
held many roles including keyboardist,
producer and musical director for some of
Switzerland’s most successful musicians.
It was during this time that Stefan began
conceptualising a programme where
students could learn about music and
record their own tracks. Over time the idea
developed and matured into a full-service
mobile recording studio.
The ECOLE.sounds Project
The ECOLE.sounds project is more than
just an “add on” to regular classroom
work. It is a year-long, multidisciplinary
project that explores music and sound
from a variety of perspectives. During the
year, students will compose music, record
INTERNATIONAL SCHOOL PARENT SPRING 2022 | 36
original compositions, and produce and
publish their finished pieces. Another
unique component of this course is that
students study the theory of sound and the
musical properties of shapes and materials.
Then they are challenged to craft a musical
instrument of their own design, which then
become an important part of their musical
composition.
“For the first day or two, I’m really
technical – students learn how to use the
microphones, the computers, and the
programmes. Then, they are free! They can
decide whether they want to do a singer/
song writer soft project, or if they will go
into hardcore techno beats, or even classical
music!” Said Bregy of the ECOLE.sounds
project.
The ECOLE.sounds project is delivered
in three-parts: 1. composition, recording,
and production; 2. Research into
generative music composed using computer
programmes; and 3. a musical performance
with their self-crafted instruments.
In the 2021, students completed units
on the theory of sound and applied the
principles of physics in the construction of
musical instruments.
The next project phase sees students
explore generative music and will create
works of art in the form of sound
sculptures. Part of this process includes
learning how to use music production
software and equipment. Students will
also develop and design their own
algorithms.
Project Outcomes
The ECOLE.sounds project is set to wrap
up at the end on the 2021/22 school year
and will culminate in three musical works
INTERNATIONAL SCHOOL PARENT SPRING 2022 | 37
of art:
• A piece of music composed, recorded,
and produced by students.
• An acoustic art installation. This is an art
form that explores the interplay of music
and visual arts created and curated by
students.
• A concert with music composed by
students and played on the instruments
constructed by students in the first phase of
the project.
Benefits Beyond Music
The benefits of the project are far reaching
and include both academic extension and
personal development. The ECOLE.sounds
project is designed to encourage students
to explore various aspects of music and
sound. Although the course is academically
challenging, students gain great benefit and
motivation from seeing and hearing their
work come to life.
As well as gaining confidence in
themselves and becoming familiar with
new technologies, students learn important
real-world skills like project management,
problem solving, commitment and
focus. Additionally, students develop an
appreciation and understanding of a
variety of musical genres.
“If you are creating one song during a week, you
must really focus on what it is you’re doing, and
what you want to achieve.”
– Stefan Bregy
Canton of Bern in cooperation with the
Stanley Thomas Johnson Foundation.
Today, education is much more than
traditional subjects and rote learning.
Ecole d’Humanité is leading the way with
innovative, student-directed activities and
exciting outcomes. The ECOLE.sounds
project is an exceptional example of how a
subject can be taught across disciplines and
adapted to the needs of individual students,
while maintaining academic rigour and
most importantly, fun!
Although, ongoing the ECOLE.sounds
project was acknowledged for innovation
as part of the 2021 Tête-à-tête competition
for cultural promotion in schools by the
The Ecole d’Humanité is a progressive, international boarding school in the heart of
the Swiss Alps that fosters the discovery and development of individual talents in an
atmosphere that encourages self-determination, innovation, and tolerance. www.ecole.ch
INTERNATIONAL SCHOOL PARENT SPRING 2022 | 38
Ecole d’Humanité
The Creative International Boarding School
in the Bernese Alps
US High School curriculum
AP International Diploma | Swiss Matura
Education and Career Guidance
NESTLED IN THE
SWISS ALPS
Nestled in the High Swiss Alps, between
Lucerne and Interlaken, the Ecole d’Humanité
is a rather different place. No uniforms
here, no airs and graces, with a heart that
beats to music and dance, fueled by home
grown vegetables and goats cheese. The
pupils live in small chalets that form a village.
THE RIGHT SCHOOL
FOR HUMANITY AT
THE RIGHT TIME.
It is hard growing up today for young people;
they need vision and the skills to change things.
Whilst the Ecole does not pretend to have all the
answers, we have some of them, and equip our
pupils to challenge others and not be afraid to
say what they think.
JOIN THE GENERATION
CHANGE!
www.ecole.ch
A need for change:
addressing adolescent
mental health in Switzerland
WRITTEN BY DR MICHELLE WRIGHT AND DR MECKY MCNEIL FROM HEALTHFIRST
INTERNATIONAL SCHOOL PARENT SPRING 2022 | 40
Navigating adolescence has never
been easy with all the physical,
neurobiological, cognitive, and
psychological changes that take place.
The good news is that most young people
master these challenges but sadly increasing
numbers are experiencing difficulties.
A recent report by UNICEF Switzerland
found that one in three young people
between the ages of 14-19 are struggling
with their mental health. Shockingly,
nearly one in two have experienced suicidal
thoughts and one in eleven have acted on
them. 1
Various factors have been cited as
contributing to these statistics including
social media, bullying, academic pressures,
and inadequate mental health support
resources. In addition, too often, mental
distress in adolescence is confused with
issues related to puberty and not recognized
as mental illness. If symptoms are not
picked up, chronic illness can develop,
hindering educational, social, and personal
development. It is a fact that half of all
mental illnesses begin before the age of 18
and three quarters before the age of 25.
These statistics show that young people
are struggling and are not getting the
support they need. They highlight the fact
that those working with, and caring for,
young people must understand more about
mental illness and become part of the
prevention and early intervention approach
necessary to improve the situation. This is
exactly where Mental Health First Aid fits
in.
What is Mental Health First Aid?
Mental Health First Aid training began in
Australia in the year 2000. The goal was
to develop a concept like that available for
physical first aid, empowering lay people
to provide initial support to someone with
a mental health problem. The training has
since been rolled out in many countries
across the globe and was launched in
Switzerland in 2018 by the Pro Mente Sana
Foundation. Now with more than 3 million
Mental Health First Aiders worldwide, the
success of the programme is a result of its
robust scientific basis and evidence-based
course materials.
The Mental Health First Aid training
programme is called ‘ensa’ in Switzerland.
‘Ensa’ means ‘answer’ in one of the
Aboriginal languages, paying tribute to the
Australian roots, and being translatable
across the different languages used in the
country.
What is ensa Mental Health First Aid
Focus Youth?
The ensa Mental Health First Aid Focus
Youth course is a dedicated training aimed
at adults who want to learn how to support
young people struggling with their mental
health. It is recommended for anyone living
or working with adolescents, including
parents, teachers, youth group leaders and
other support staff.
The programme covers the most common
mental illnesses and crises affecting young
people. It equips participants with the skills
and confidence to spot the signs when a
young person may be struggling with their
mental health. It teaches them how to
reach out and listen non-judgementally and
then encourage the young person to seek
any professional help they may need. This
proactive approach can accelerate a young
person’s recovery and has the potential to
prevent a mental health issue from getting
worse.
INTERNATIONAL SCHOOL PARENT SPRING 2022 | 41
The other important goal of the training
is to encourage participants to look after
their own mental health and so become
good role models for young people entrusted
to their care.
There is definitely the need for change
when it comes to addressing adolescent
mental health in Switzerland. Our collective
call to action must be to strive towards a
future where mental and physical health
are valued equally so that we live in a
community where young people feel
comfortable talking about their mental
health and have access to the support they
need.
Want to learn more?
HealthFirst, as a registered partner of ensa
Switzerland, will be running Mental Health
First Aid Focus Youth courses from May
2022 onwards. Two information sessions
will be held virtually on Tuesday 3rd May
2022 where you can learn more about the
ensa Youth programme and other related
trainings. Visit www.healthfirst.ch for more
information and email contact@healthfirst.
ch to register.
References
1. https://www.unicef.ch/de/unsere-arbeit/
schweiz-liechtenstein/psychische-gesundheit
BOOK
CLUB
A guide to
the Swiss
educational
system
WRITTEN BY ISP EDITORIAL TEAM
The Swiss international school system has been wrestled
with by international families looking for the ideal niche
for their children for decades. But such a nuanced system
needs a knowledgeable escort - and here in the newest guidebook,
we find one in Robin Hull.
A guide to the Swiss educational system, published last year, offers
an essential guide to the Swiss school system for parents of
international families, particularly those from the UK and Ireland.
The book will help those intending to settle in Switzerland longterm,
planning the next steps for children already in the system
or approaching it for the first time. This sets it apart from many
similar guides, which instead focus on international schools in
Switzerland and tend to cater to short term ex-pat families.
Book summary
The book is divided into 14 sections, concluding with a couple
of chapters of conclusions and analysis. Robin looks first at an
overview of the system as a whole, from primary school through to
further education - including information for students with special
needs.
Next, Robin compares the education systems of Switzerland and
the UK, illustrating the differences in school characteristics and
curriculum and how students and their parents can navigate this.
Alongside a more factual basis, he also tackles broader cultural
contexts, such as the societal and linguistic nuances of the Swiss
and the export of UK education and culture.
He then turns his attention to progression and goes on to
outline a typical Swiss school education, covering vocational
training, selection of the academic elite and the more liberalarts
“Matura”/“maturité”/“maturità”. Next, he explains how
international students can get accepted into the elite Swiss schools
and, once in, how they can go on to succeed. Finally, he aims to
cater to those struggling in the elite Swiss school system, explaining
how and why this may happen and the alternative options available
to families.
Robin also sheds valuable light on the later stages of the
education system, exploring apprenticeships, the relative merits of
the various Swiss examinations and qualifications, and a relatively
bleak look at the Swiss university system. Once again, there is a
direct comparison with UK higher education, in which he discusses
the main differences between the two.
Review
The book is comprehensive; there is a tremendous amount of
material to cover, and Robin has a very detailed understanding
of the system’s nuances. Moreover, he covers its full breadth and
geographical variations, from the German-speaking parts of
Switzerland and the Greater Zurich Area to the French-speaking
cantons, Italian-speaking cantons and the Rumantsch areas of
Graubünden. It’s a refreshing - if rather daunting - perspective
that offers a much more comprehensive view of the diversity of the
compulsory system.
Robin does acknowledge that complexity with a very clear
breakdown of the Swiss educational structures and offers handy
tables to make direct comparisons with the more familiar UK
system. In particular, the initial overview chapter from primary
school to university entrance and initial vocational training is an
excellent introduction for families at the start of their planning.
The book also sets itself apart by catering to students with
INTERNATIONAL SCHOOL PARENT SPRING 2022 | 42
various needs and abilities - not just concentrating on the elite.
For example, the book offers a chapter of helpful information for
students with learning disabilities and special needs, advising on
counselling in English and access to support.
Overall, the book offers a handy
reference point for families at all stages
of their educational journey. However, it
is explicitly targeted at families from the
UK, with a considerable amount of UK
reference material. It, therefore, might
not be suitable as a guide to families from
elsewhere. In addition, there is some
tendency to discuss the negative elements
of each system, but this is balanced by
discussion and helps to prepare
families for the realities of
educational life in Switzerland.
Where to buy
The book is available online at https://guideto.
ch/, costing CHF 48. In addition, you can find a preview of the
book here: https://cdn.shopify.com/s/files/1/0342/1775/4669/
files/Preview.pdf ?v=1590693793.
Rating: ★★★★✩
Born in Switzerland to an English father and an
Italian-Swiss mother, Robin Hull has spent many years
in education and has experience with both the British
and Swiss education systems. He is an academic expert
and practitioner who has published many essays and articles on
education and English literature.
He currently works as an examiner for the Swiss Business
School, sits on several education boards, and is involved in
various education-related associations both in Switzerland
and abroad.
A guide to the Swiss educational system is his first book.
Robin hopes to help international students and their
families coming into the Swiss education system.
INTERNATIONAL SCHOOL PARENT SPRING 2022 | 43
Let’s Talk Consent
WRITTEN BY ISP EDITORIAL TEAM
Is it easy for you to talk about consent
with your kids? It should be, but as
parents many of us find topics around
intimacy and sexual activities difficult to
broach. We are not alone in our discomfort.
More often than not, it is an uncomfortable
topic for our children too. However, times
have changed and talking about consent
and sex in general isn’t something we can,
or should, ignore.
Consent is a relatively new topic, even
though the term first appeared in 1957.
It wasn’t until the 1970s that any serious
discussion of the concept took place and
even then, it has only recently become a
common theme of sex education.
How can we talk about consent with our
kids if we don’t really comprehend what it
is and how it applies?
So, what IS consent?
The Centre for Parent and Teen
Communication describes consent as “a
special kind of permission that people give
freely, knowingly, on a case-by-case basis,
and with the understanding that they can
take it back at any time. Most importantly,
consent is a shared decision. It’s not a
transaction or a deal, and there’s nothing
binding or mandatory about it.”
When is consent needed?
Consent is not just teaching boys to ask
before sex. All genders need to understand
that gaining consent applies to each of
them equally. And it’s not just sex. Consent
applies to the full gamut of intimate
experiences. Things like holding hands,
hugging, touching or even sexting requires
mutual agreement. Basically, anything that
has intimate or sexual intent, needs consent.
Consent can be broken down into a number
of key principles:
1Consent is mutual
Consent applies to everyone. Both
partners must understand and agree to the
same thing.
2Consent is needed every single time
and CAN be revoked
Just because it is given once, does not mean
it will be given again. Consent can be taken
back at ANY time. Agreeing to contact
is not a binding contract and there is no
obligation to continue with anything that
causes discomfort. Even the instigator is
able to change their mind at any time.
3Consent is informed
A person cannot consent to something
they do not understand. Both parties must
fully comprehend what they are agreeing to.
4Consent must be given freely
If a person has been made to feel guilty,
embarrassed or pressured to the point that
they say yes – that is not consent. Similarly,
consent cannot be given by someone who is
drunk, taken drugs, passed out or sleeping.
5Consent must be enthusiastic,
certain, and clear
A “maybe” or “I think so” is not consent.
The answer must be YES (or similar)
backed up with a level of enthusiasm and
supporting body language.
Why consent is a hard topic for teens
It’s not easy being a teenager. Arguably,
these days it is even harder with social
INTERNATIONAL SCHOOL PARENT SPRING 2022 | 44
media and the internet adding to the
pressure of how to look and act. Even in
the generation of Malala and Greta, there
are still a number of barriers to teens
understanding and exercising consent:
Peer pressure: Although not a new
phenomenon, peer pressure remains a very
real and dangerous aspect of teenage life.
Information quality: The internet hosts
a flood of information. The issue is not
a lack of information, rather the lack of
good, balanced, and accurate information.
Knowing how to have conversations
about consent with their partners: You
may think teens talk about sex all the time
– and in some cases this is true. However,
chatting to your friends about sex is vastly
different to talking about sexual contact
with a girl- or boyfriend.
Knowing who to talk to: Not every
teen is going to feel comfortable talking
to their parents about issues surrounding
sex. Many feel they do not have a person
they can approach with their questions and
problems.
How to have a conversation about
consent
Talking about consent with our children is
not easy, especially if culturally discussing
sex is somewhat taboo. Although teens
get some sex education at school, it is our
responsibility as parents to ensure the
message is received.
Explaining how consent works is
fundamental and using an analogy is a
good way to simplify this topic. Imagining
something like a car or item of clothing
makes the concept of consent easier to
grasp and clearly illustrates the absurdity of
not asking permission.
Example Analogy: Borrowing a Car
Your friend let you borrow their car last week. The
permission they gave you was for last week only.
To borrow the car this week, you would need to ask
again.
You must get consent every time.
This week the same friend lets you borrow their car
but a few hours later they ask for it back. Maybe
they don’t tell you why they need the car back, but it
is their car, so you return it.
You can take your consent back at any
time.
You ask your friend if you can use their car today.
Your friend says “No”. But you say, “We’re friends,
so you should let me use it!” And even though your
friend really doesn’t want to, they give in and say,
“Okay.” They don’t want to, but they feel like they
have to give you the car.
Putting pressure on someone to agree
is not consent.
Having conversations around sex and
intimacy might be uncomfortable. But they
are necessary. Ultimately, we must empower
our children to make informed choices and
understand their role in the gaining and
giving of consent.
Center for Parent and Teen Communication. (2019, Nov, 25). What is Consent? https://parentandteen.com/what-is-consent/
Disrespect NoBody. (unknown). Recognising Consent. https://www.disrespectnobody.co.uk/consent/signs-to-spot/
Indiana University. (unknown). Consent. https://stopsexualviolence.iu.edu/policies-terms/consent.html
Kidshelpline. (unknown). What is Consent? https://kidshelpline.com.au/teens/issues/what-consent
RAINN. (unknown). What Consent Looks Like. https://www.rainn.org/articles/what-is-consent
Teaching Sexual Health.ca. (unknown). Consent. https://teachingsexualhealth.ca/parents/information-by-topic/understanding-consent/
The Week. (2021, Mar, 15). The ages of consent around the world. https://www.theweek.co.uk/92121/ages-of-consent-around-the-world
INTERNATIONAL SCHOOL PARENT SPRING 2022 | 45
REVISION
A how to guide
for parents
WRITTEN BY ISP EDITORIAL TEAM
INTERNATIONAL SCHOOL PARENT SPRING 2022 | 46
By the time they are teenagers, physiologically our children’s
brains are about 95% of their full adult size. However, as
they hit adolescence and experience hormonal changes
their brains go through another significant phase of development.
This brain growth doesn’t happen all at once. Over time different
parts of the brain develop and at different rates. The point here is
not to bore you with brain science, rather to make you understand
that teenagers are going through a lot. Even though we want our
children to act and behave as young adults, the reality is, sometimes
the brain just says, no.
At some point society decided that high school was the perfect
time to test children’s knowledge with future defining exams.
Yes, most of you reading this article went through this phase and
survived. However, very few of you would look back on these
exams fondly.
How do we make these exams less awful? By being prepared.
How do we prepare? We revise.
Sometimes convincing your child to revise is a mission of epic
proportions. However, it doesn’t need to be a battle. Let’s explore
how you as a parent can motivate and support your child’s revision.
How much revision is needed?
There is no hard and fast rule as to how much revision is right or
even enough. It largely depends on the child and their personal
learning style. At tertiary level the magic number is often touted as
three - five hours per day, five days per week. But what about our
children? Surely five hours per day is unrealistic for our pre-teen
and teens?
A Spanish study of 7,451 teenagers found that students who
studied for 90 – 110 minutes per day achieved the highest test
scores. However, the gains made after 60 minutes of study were
minimal. This means that although effective, studying for longer
than an hour in a single session is less efficient for teenagers
(Fernández-Alonso, R., et al., 2015).
What does this tell us? That study needs to be broken up into
manageable pieces to work. Revision is a case of quality over
quantity.
“We can only focus up to a certain amount of time. There’s no point students
being at their desks for hours if they spend half of that time procrastinating.” –
The Inner Drive, Mindset Coaching for Education and Sport
How to motivate kids
There are millions of reasons why your child might lack
the motivation to revise. This doesn’t make your child lazy,
unintelligent, or aloof. There are many valid reasons as to why
revision isn’t happening. It could be as simple as that they don’t
know how. Perhaps they are overwhelmed by the perceived size of
this task? Or maybe they think it is too early to start? The first step
in motivating your child is to understand where they are at.
Here are a few techniques that you can use to combat common
barriers to revision:
Issue: They don’t know how to revise
If your child doesn’t know how to revise, they will not be motivated
to do it. Talk to their teacher and ask them for their tips, or to
recommend helpful resources. The internet is also a great source;
from study plans to information on different revision styles.
Issue: Your child is overwhelmed
When you think about it, revising for multiple exams is mammoth
task. It is easy to see that this might be overwhelming to your child
and by extension, to your nerves. The most effective way to fight
overwhelm is to break revision up into small pieces. A good way to
do this is by creating a revision timetable. Make sure study hours
include breaks and that your child rewards themselves regularly
– this could be a simple as a hot chocolate or going for a walk
outside.
Issue: Your child thinks they have time
A teenager’s perceive time is vastly different to our own. As adults,
three months goes by in the blink of an eye, whereas for a teen it
feels like forever. That is until their exams are days away. There is
no fail-safe way of handling this. One thing you could point out is
that the sooner they start the smaller the revision load will be closer
to the exam. While their friends are panicking, your child can
be calm knowing that they have revised all the materials and can
instead focus on light study and practice exams.
How about proven revision techniques?
Not all revision techniques are created equal. Nor will they work
for each person equally. Here’s an example of two tried and tested,
simple but effective revision techniques that you can explore with
your child.
Retrieval practice
Retrieval practice is one of the most effective revision strategies of
all time. It includes things like taking past exams for practice, flash
card learning, multiple choice tests or answering questions aloud.
Spacing
Spacing is based on the principle of doing a little bit of revision
regularly. For this technique to work well, it has to be started well in
advance of any upcoming exams.
Getting our children to revise can be tough, but there are many
things that we can do as parents to support them. Whether it
be helping them to manage their nerves, to create their study
timetable, by minimising distractions or providing them with snacks
to fuel study sessions, it is our job to be understanding and help our
children navigate the build up to their exams.
BBC., (unknown). Five ways to help your kids kick-start revision.
https://www.bbc.co.uk/bitesize/articles/zmy692p
Birmingham City University., (unknown). How much revision
should I do a day? https://www.bcu.ac.uk/exams-and-revision/
time-management-tips/how-much-revision-should-i-do-a-day
Inner Drive., (unknown). How Much Should Students Revise?
https://blog.innerdrive.co.uk/how-much-should-students-revise
Inner Drive., (unknown). The Best Ways to Revise https://www.
innerdrive.co.uk/what-are-the-best-ways-to-revise/
Raisingchildren.net.au., (unknown). Brain development in preteens
and teenagers. https://raisingchildren.net.au/pre-teens/
development/understanding-your-pre-teen/brain-developmentteens
INTERNATIONAL SCHOOL PARENT SPRING 2022 | 47
The ins and outs of
the PYP and MYP
WRITTEN BY ISP EDITORIAL TEAM
As part of the International School
community, many of our children
are, or will be, enrolled in Primary
or Middle Years Programmes, known
as the PYP and MYP. But how many of
us actually know what and how are our
children learning? This article will explore
the key aspects of the PYP and MYP
curriculums and what we can expect from
these programmes.
Let’s start at the beginning. In 1968 a
group of innovative educators founded
International Baccalaureate (IB) in
Geneva, Switzerland. The organisation
offers programmes, such as the PYP or
MYP designed to “gives students distinct
advantages by building their critical
thinking skills, nurturing their curiosity and
their ability to solve complex problems.”
In order for a school to be an IB World
School and offer one or more International
Baccalaureate programmes, it must
complete (and pass) a rigorous authorisation
process.
What is the PYP?
The PYP is the IB’s programme for
children aged 3-12. IB describes it as
“a transdisciplinary, inquiry-based and
student-centred education with responsible
INTERNATIONAL SCHOOL PARENT SPRING 2022 | 48
action at its core, enabling students to learn
between, across and beyond traditional
subject boundaries”.
It is impossible to nurture a 3-year-old
and a 12-year-old in the same way. Hence,
the PYP has been developed to suit learners
at each stage of their developmental
journey. For example, the curriculum for
kids aged between three and six years
old includes play, exploration and selfawareness,
whereas for older children it is
more formal in structure and has greater
emphasis on critical thinking.
The PYP Curriculum
The PYP is transdisciplinary, meaning that
it encompasses a number of disciplines at
the same time.
The PYP has been broken up into six
themes, each selected to promote the use
of a variety of skills that are traditionally
separated into subjects. For example, rather
than simply learn math, mathematical
skills are built into a theme and taught
in context. These themes are designed to
encourage children to ask questions like
“How does the world work? Who am I?
How can we build a sustainable society?”
However, no two curriculums are exactly
the same. Each individual school is able to
create a programme that incorporates the
characteristics, culture and values of their
wider community.
What Makes the PYP Special?
In our daily lives we are required to use a
wide range of skills simultaneously – we
naturally integrate knowledge and tools
from across our learnings to complete even
the simplest task. For instance, visiting the
supermarket requires us to read, calculate,
use judgement, communicate, and even
exercise patience and tolerance. The PYP
allows children to develop these skills at a
very early age preparing them for life in
general.
At the end of the PYP you can chose to
(re)introduce your child into the local school
system or continue on the international
track with the Middle Years Programme
(MYP).
What is the MYP?
The MYP is the continuation and extension
of the PYP. In essence if follows the
same mission to develop well-rounded,
global citizens. Additionally, there is an
even greater focus on applying classroom
knowledge to real life.
The MYP does not replace high school
in the traditional sense. It is specifically for
students aged 11 to 16. The MYP is usually
a complete five-year programme, however,
individual schools can also apply to offer
compact versions of two, three or four
years.
The MYP Curriculum
Like the PYP, the MYP centres on a set
of focus areas as well as units in 8 subject
groups: Language A (English or mother
tongue), Language B (an additional
language), Maths, Sciences, Humanities,
Technology, the Arts and Physical
Education.
The MYP is designed to be academically
rigorous and challenge students to use
initiative, problem solving and time
management.
Let’s look at the 5 focus areas of the MYP
in more detail:
Approaches to Learning (ALT)
In ALT students essentially learn how to
learn. It provides our children with skills
that they can and will apply to study and
learning for the rest of their lives.
Health and Social Education (HSE)
HSE focuses on respect for body and mind
and aims to empower students to make
informed decisions.
Community and Service (CS)
Students gain a sense of community
beyond the school, as well as learn the
importance of social responsibility.
INTERNATIONAL SCHOOL PARENT SPRING 2022 | 49
Human Ingenuity (HI)
Students are taught to appreciate the
creativity of human invention and the quest
for improving life for all.
Environments
In Environments students learn about the
state of our world and develop a sense of
responsibility for affecting change.
The Benefits of MYP Study
Aside from providing students with essential
real-world skills, the MYP gives them
a greater role in their own education.
The MYP has a degree of flexibility that
empowers students to tailor their learning
experience to match their needs, interests,
and goals. This approach is hugely
beneficial, particularly for students that
find traditional methods and structure
overwhelming.
What comes next?
After the MYP, the natural next step is the
IB Diploma. This provides students aged
16-19 with a certified qualification to enter
a higher education institution.
The MYP boasts a similar philosophy
to the IB Diploma and introduces students
to the learning styles and expectations of
the Diploma Programme. Subsequently,
students who have completed the MYP are
able to hit the ground running. That said,
there is no obligation to continue onto the
IB Diploma. The skills learnt during the
MYP are fully transferable to other forms
of public and private education.
For those of us who experienced a
traditional education, the structure and
methodology of IB courses may seem far
from our understanding of curriculum
and education in general. However,
they are based on the rigours of today’s
world. Whether your child begins their
international education at PYP or MYP
level, both programmes are designed to
nurture their growth and guide them
towards competent and practical global
citizenry.
Baccalaureate. (unknown). Primary Years Programme. https://www.ibo.org/programmes/
primary-years-programme/
International Baccalaureate. (unknown). Curriculum Framework (PYP). https://www.ibo.
org/programmes/primary-years-programme/curriculum/
International Baccalaureate. (unknown). How the PYP Works. https://www.ibo.org/
programmes/primary-years-programme/how-the-pyp-works/
International Baccalaureate. (unknown). What is the MYP?. https://www.ibo.org/
programmes/middle-years-programme/what-is-the-myp/
International Baccalaureate. (unknown). MYP Studieshttps://www.ibo.org/research/
outcomes-research/myp-studies/
EDucation. (unknown). What is the PYP?. https://www.whatisib.com/what-is-pyp.html
EDucation. (unknown). What is MYP?. https://www.whatisib.com/what-is-myp.html
World Schools. (unknown). What is the International Baccalaureate (IB) Primary Years
Programme (PYP)? https://world-schools.com/what-is-the-ib-primary-years-programmepyp/
INTERNATIONAL SCHOOL PARENT SPRING 2022 | 50
Your Swiss summer
Family
vacation
With its stunning peaks and gently
rolling hills, picturesque lakes and
idyllic streams, mysterious caves and
dramatic gorges, Switzerland provides
a unique and alluring backdrop for
unforgettable family holidays.
Family destinations.
Children want to let off steam, to explore new things and
to be adventurous – especially on holidays. Parents and
other accompanying persons would like to enjoy a
moment without the kids from time to time – but they
need to be sure that the children are in a group of peers
and well looked after. The Family Destination label is
awarded to holiday places and destinations which know
all about these wishes and needs and shape their
services accordingly.
MySwitzerland.com/family
Family accommodation.
The “Swiss Family Hotel & Lodging” accommodation label
stands for stress-free family holidays. Whether it’s a simple
mountain guesthouse, a comfortable holiday apartment
or a luxurious hotel – all have one thing in common, namely
family-friendly appeal and an approach that makes both
children and their parents feel instantly at ease.
MySwitzerland.com/familyhotels
City experiences.
Swiss cities are very family-friendly and offer numerous experiences for
families. For example outdoor raclette. Raclette is one of THE Swiss
specialities. To enjoy one in the open air is an absolute highlight. The
wonderful ride on the MOB cogwheel train leads from Vevey up to the
Restaurant des Pléiades, only 200 metres from the arrival station.
Here visitors will find everything they need to enjoy an outdoor raclette.
The restaurant is also the starting point for numerous hikes. A hiking
map helps you to choose your favourite route. There is almost
everything: from a short walk to a long hike.
MySwitzerland.com/cities
Find more inspirational experiences and tips: MySwitzerland.com/expats
or contact expats@switzerland.com or phone 0800 100 200.
Viburnum tinus
“Eve Price”
©HM
In Praise of (early) Flowers
WRITTEN BY HESTER MACDONALD
There’s something very cheering
about the sight of a plant bravely
flowering at this time of year,
despite the elements. It’s not just humans
that appreciate early-flowering plants; bees
and other nectar and pollen-hungry insects
depend on them too. They particularly
need food sources at a time of year when
they first venture from the hive, such as on
warm days in late winter or early spring.
You can help your local bee populations
survive and even recover from the winter
by having a wide selection of late winter
and early spring-flowering plants in a
garden or on a balcony. The ideal is to have
something in flower every day of the year,
but if space is tight or budgets are limited,
then it’s a good tactic to focus on providing
food for the hardest times of year for bees.
You can leave the summer months to other
gardens and gardeners, as there’s plenty
to choose from then, but in the January-
March period there isn’t much for bees to
nourish themselves and their hives.
Small trees, like Chimonanthus praecox,
or “wintersweet” are easy to include in a
family or school garden. They make an
attractive feature planted on their own,
or combine well with other shrubs and
perennials in a mixed border. As well as
their beautiful butter-yellow petals, up close
you can see the gorgeous contrast of the
deep red centres. Once you get near to the
plant you can enjoy the fragrance, which
is the real appeal of this, and many other
winter-flowering shrubs. In order to attract
pollinators from far and wide, the plant
needs to smell sweet and distinctive. This
plant has a fragrance somewhere between
that of cloves and honey, and is well worth
INTERNATIONAL SCHOOL PARENT SPRING 2022 | 52
a trip down the garden on a warm day, or
better yet, plant it by a door so you can
enjoy the smell without even putting on
your boots. Like many winter-flowering
plants, the flowers of Chimonanthus are
slightly waxy, which helps them to resist
the rain, and hang down from the leafless
branches, also to help the rain to drip
straight off without damaging the pollen.
Viburnums come in all shapes and sizes,
a genus of shrubs and small trees that
thrive in the Northern Hemisphere with
a few, more unusual members managing
to survive in Asia and Africa too. Two
particular members of the genus are
fantastic for providing nectar and pollen for
bees in early spring. The first is Viburnum
tinus, which is a very adaptable evergreen
shrub. If left unpruned it gets to about
3m tall and wide, but is easy to prune
if you want to keep it shorter, and can
make a good hedge plant. The smaller
varieties, like the very pretty “Lisarose”
or “Eve Price” will thrive for many years
in containers on a balcony. The deep red
buds appear before Christmas, and the
white or pink flowers open gradually during
warm spells until late March.
Viburnum bodnantense is a deciduous
cousin of the Viburnum tinus, and is worth
including in a garden for the wonderful
flowers and attractive foliage. As you
might expect of a plant named after a
garden in Wales (the wonderful Bodnant
garden, owned by the National Trust,
near Conway) it is very cold-hardy, coping
easily with temperatures down to -15C,
and is unfussy about soil and situation. I
have mine in a cramped spot between a
Portuguese laurel and a tulip tree, and it
flowers beautifully every January. Like
the Viburnum tinus, the flowers take a
while to open, over several weeks, which
maximises their usefulness to bees, as well
as their period of interest to gardeners. I
particularly like the cultivar “Dawn” for
the exorbitantly pink flowers and superb
perfume. It’s not suitable for pots, as the
branches quickly get tall and unbalanced,
but you can cut the stems before the buds
open and enjoy the fragrance and colour in
vases in the house.
If you don’t have space for big plants like
this, or want to be able to enjoy them close
to the house, then there are lots of options
for nectar-rich winter and spring-flowering
plants that are perfect for pots.
Hellebores, also called Christmas or
Lenten roses, depending on the species,
have been known in Europe since the
medieval period, and were used by
the Ancient Greeks to treat a variety
of ailments. Their use today is more
ornamental than medicinal, and their very
pretty flowers in a wide range of colours,
from green, to white, pinks, purples, reds
and even some deep greys, make a great
addition to any winter container or flower
bed. The bees will thank you if you choose
the flowers with the simplest forms, as the
nectar and pollen are more easily available
in these plants. The fancier the flower, with
double or even triple rows of petals, the less
likely it is that the bee will be able to access
the nectar, so if you, like me, love these
fancy forms, add in a couple of plain ones
as well to help the bees. Many people treat
hellebores as annuals, and just keep them
Heather
“Heathers are a staple of winter colour
containers, and their very long flowering
period provides bees and pollinators with
essential nectar-rich food sources.”
in pots for the winter, but they are, in fact,
long-lived perennials, and you can easily
re-plant them in a shady spot in the garden
after they have finished flowering, where
they will give you years of interest. You
will see that the different varieties readily
hybridise, with new colours popping up
every year.
Heathers are a staple of winter colour
containers, and their very long flowering
period provides bees and pollinators with
essential nectar-rich food sources, as well as
giving a big splash of colour for us humans.
Avoid the sprayed versions in weird colours,
they don’t flower as well as their unsprayed
cousins, even though the dye is vegetablebased,
and instead stick to the classic
pink, purple and white-flowered cultivars.
You’ll find three species grouped together
under the common name of “heathers” or
“heaths”, Erica, Calluna and Daboecia,
and it’s the Ericas that mostly flower in
winter, and are of most interest for solitary
bees and other pollinators. They combine
really well with other winter-flowering
container-friendly plants like hellebores and
cyclamen, and you can pop in some bulbs
underneath the plants to give some extra
©HM
INTERNATIONAL SCHOOL PARENT AUTUMN 2021 | 53
ADVERTORIAL
Crocus and a
happy bee!
©HM
colour later in the season. When they’ve
finished flowering, you can plant them in
the garden, where they prefer an open,
sunny spot.
We all know how good honey is for our
health, not just for sore throats, but also
for healing wounds and minor burns. Did
you know that heather helps bees to fight
off a common gut parasite? The chemical,
called callunene, is found in Calluna
vulgaris, a summer-flowering heather. If
you want to give your local bees a boost,
maybe you could find a little spot in your
garden for some Calluna vulgaris too?
Winter aconite or Eranthis hyemalis
is a fantastic ground-cover plant that is
very easy to grow. It is a member of the
buttercup family, with attractive cupped
bright yellow flowers. It is typical of forest
floor plants, as the flowers and leaves
appear very early in the season, usually
around March, before the leaves in the
woodland canopy have opened, and die
back by mid-summer, when the light levels
have declined. You can grow it under trees
in the garden, or leave it to naturalise in
grass, either planting the bulbs in autumn,
or the plants “in the green” (with their
leaves, after flowering) in late spring. Bees
and other pollinators go crazy for the
nectar and pollen in these easy-access,
open flowers. One of my favourite patches
of aconites is in the Bern Rosengarten,
where they are combined with crocuses and
hellebores in a wonderful winter-beating
planting.
Crocuses are probably the easiest of all
spring-flowering bulbs. They are small,
robust, cheap to buy, and although one or
two might get dug up by squirrels, they
seem to be less attractive to being nibbled
by mice than some other bulbs. Once
planted, they flower year after year, slowly
increasing their numbers as the bulbs, or
“corms” as they are actually called, create
offsets, which are small bulblets, that will
grow into adult flowering corms. They are
the ultimate no-nonsense, low-maintenance,
spring splash of happiness for gardeners.
Luckily, bees love them too, particularly for
early emerging queen bumble bees, solitary
bees and foraging worker bees, looking
to replenish their stocks of pollen. The
majority of crocuses will provide this, and
nectar, but if you have a choice, look for
the varieties that flower earliest in the year.
There are also autumn-flowering crocuses,
which do very well in pots, and in rockeries
or in a sheltered position under other
shrubs. They provide essential fat stores for
bees late in the season to help them survive
the winter. You could even try growing
saffron crocuses, Crocus sativa, which are
autumn flowering, and enjoy a feast for the
eyes and the taste buds, as well as helping
our furry buzzing friends.
Hester Macdonald is a garden designer, broadcaster, and founder of the Swiss Gardening
School. She is also the author of “Gardens Schweiz Suisse Switzerland”, a trilingual
(English/French/German) guide to the 52 best gardens open to public across Switzerland,
published by Bergli Books, available in all good book shops.
INTERNATIONAL SCHOOL PARENT SPRING 2022 | 54
ADVERTORIAL
We open doors for our students by creating a diverse and inclusive
learning community.
World-class educators inspire our students to be their best selves,
achieve outstanding results and graduate with a 99% pass rate across
our 5 diplomas.
Our curriculum and extracurricular activities offer a breadth of
opportunities for students to develop their individual strengths.
We look forward to welcoming your child, from 2 to 18 years old, to
our international day and boarding school.
Contact us at: admissions@cdl.ch
www.cdl.ch
INTERNATIONAL SCHOOL PARENT SPRING 2022 | 55
ADVERTORIAL
to offering a high quality educational
programme, can make a huge difference.
Moving
to Zurich?
Moving from one country to another is one of the most thrilling but
challenging transitions your family will ever experience. It’s exciting and
terrifying in equal measures, but we’re here to tell you that this is also one
of the most amazing experiences you’ll ever have, and we should know.
After more than a few sleepless
nights, your family has finally
made the decision to move to
accept an international posting in Zurich,
Switzerland. The children are excited,
already asking you what their new school
will be like and if they can have Swiss
chocolate every day, although you can
see they’re anxious about leaving their
friends behind. Meanwhile, their parents
have so much to think about and to do
that their heads are spinning. Packing,
moving, housing, paperwork, school, jobs,
insurances, plane tickets, permits, doctors,
dentists, the dog or cat, learning German,
all of it creating one giant to-do list that
only seems to get longer with each new day.
Choosing a school
The choice of school is usually the top
priority for most families with school aged
children. We recommend choosing a school
that is accredited and offers a recognised
top quality educational programme
based on an international curriculum and
sequence of learning that will, if needed,
easily transfer to other locations. For
example, the world renowned International
Baccalaureate Programme (IB) is a valuable
asset for children who are destined to
move schools given their parents’ job
posting to various countries. The world
renowned curriculum of the IB offers
students outstanding learning opportunities
as it empowers participants to inquire,
investigate and discover whilst developing
a love of learning under the direction of
highly qualified and trained IB teachers.
It’s also the gateway to higher education
opportunities.
Once the educational curriculum
programme choice is clear, it’s time to start
considering other factors that are important
when making the transition to another
country. Choosing a school that attends to
your family’s transitional needs, in addition
School diversity
At our school diversity is a key factor for
successful transitioning and our community
is truly international. Not only our students
and their families but also many of our staff
come from all over the world. This means
that most of us have been through the
process of transitioning from somewhere
familiar to somewhere new. We know what
it’s like to open your eyes on that first day,
where the light is different and the sounds
and smells are unfamiliar. We remember
how it is to barely understand a single word
someone says to you when they approach
you in the street, to go into the supermarket
and search in vain for a favourite breakfast
cereal, or to be brought up short by all the
little differences, even as you knew to expect
the big ones.
Providing support
We remember what it’s like when actions
and words that used to be second-nature
suddenly require deliberate thought, and
you begin to question your decision to move
away from everything familiar and beloved,
your friends and family, your professional
networks. And we remember what it’s like
to find yourself living somewhere where
it can seem as if you hardly recognise
yourself, let alone your surroundings.
But what we also know is that the one
element that can make a world of difference
throughout this transition process is
knowing that, when you arrive, a friend will
be there waiting for you. At our school, we
invite our newly arriving families to think of
our school community as that friend.
Helping to settle in
We’re like the local resident who already
knows the ropes and can’t wait to help
you settle in. We firmly believe that an
international school needs to make the
commitment to help families access
resources on different aspects of living in
Switzerland, from how to negotiate the
trains, trams, buses, and boats, to how to
select the best health insurance packages
for you and your family, along with the
all important question of where to live,
whether that be in the city of Zurich
itself, or in one of the charming villages
surrounding our school campus. And
because we know we can’t answer all your
INTERNATIONAL SCHOOL PARENT SPRING 2022 | 56
ADVERTORIAL
questions, we will happily put you in touch
with experienced relocation professionals
who can answer these questions.
Building friendships
As far as your child is concerned, the best
cure for homesickness and nerves is to get
to know other children as soon as possible.
Look for a school that offers some type
of a student networking programme. For
example, at ICS, we’ve created a Primary
Student Buddy and Secondary Student
Ambassador programme to help children
build friendships as soon as possible.
Your child is connected immediately with
students of a similar age, who help them
through their transition into the school
community and into life in Zurich. They’ll
start to feel at home much sooner than
you thought possible when these types of
programmes are available.
Vibrant Parents’ Association
And while we understand that seeing your
child settled and happy in a supportive
learning environment is what will make you
happy, we know that feeling like you belong
too is just as important. It’s through getting
to know other parents and participating in
the huge range of activities on offer—all
organised by parents—and making new
friends yourself, that you’ll realise Zurich is
really starting to feel like home. Make sure
to choose a school that has an active and
vibrant Parents’ Association to permit you
to get involved and engaged.
Beautiful location
Zurich and Switzerland truly is a beautiful
spot to create a home away from home
and the school settings in this country must
often be seen to be believed. For example,
our campus is located in the gorgeous
Zurich countryside, something of which
we take full advantage of, with our forest
programmes and research garden. Yet we’re
easily accessed by public transport from the
city centre and surrounding areas, many
of which are located on the shores of Lake
Zurich, perfect for swimming and water
sports, and with the Swiss Alps providing
a gorgeous background that, at first, you
won’t believe is real. Many of our students
come to school via public transport but we,
along with most international schools, also
offer a convenient school bus service.
Helping you transition to next location
An international family’s stay in Switzerland
might only be short-term, which is why
it is critical for an international school to
have a programme in place to help you
transition to your next location. Look for an
exit programme that will assist your child to
smoothly transition to their next new school
if another move becomes a reality.
Feeling at home
We can’t take away all the stress of
transitioning to a new place, but we
believe that you should look for a school
that wants to make sure you and your
become cherished members of the school
community. You and your family will be
feeling at home in Zurich, in no time,
because that’s what friends do.
At ICS, we can’t wait to meet you.
At the Inter-Community School Zurich (ICS), our assessment practices include answering
three important questions for parents: What is my child learning? How do I know my child
is learning? What can I do to support my child’s learning? To arrange an appointment with
our Admissions team, or to find out more about the international school of first choice in
Zurich, visit our website at www.icsz.ch.
INTERNATIONAL SCHOOL PARENT SPRING 2022 | 57
Dogs have
super powers
PERMAH Pups!
How can our canine companions help us survive and even thrive in these pandemic times?
WRITTEN BY CLIVE LEACH & ROZ RIMES
The last 18 months have been a
testing time for us all and has seen
us grappling with new challenges
forced on our already complex and
challenging lives. We have had to sustain our
resilience within our families, schools and
workplaces. Losses, lockdowns, lethargy and
loneliness, have all taken their toll. But, of
course, those of us with dogs will know they
have been influential in helping us through.
But how do they (and other pets) impact
positively on our well-being?
The science of well-being and Positive
Psychology, tell us that there are many
things we can do to enhance well-being in
ourselves and those around us. For example,
experiencing positive emotions, showing
compassion and helping others, using
our strengths, being mindful, practising
gratitude and savouring, and investing in
building high-quality connections (Waters et
al, 2021).
These interventions do three critical
things. They:
1. Buffer against the risks of anxiety,
stress and depression that can result from
the impact of the pandemic and other
INTERNATIONAL SCHOOL PARENT SPRING 2022 | 58
Roz with
Rafa & Flash
“Savouring our interactions with dogs can be
such a wellbeing boost, particularly when we are
experiencing the primary and vicarious impacts of
ongoing stressors within our communities.” Dr Tom
Brunzell
adversities we face in life.
2. Bolster our resilience to navigate
successfully through these difficult times.
3. Build our capacity to grow and flourish
and make the very best of the opportunities
the world still has to offer us.
To help people better understand
what well-being is, many schools and
organisations have started applying a
much-used, evidence-based framework
called PERMAH. This stands for Positive
Emotions; Engagement; Relationships;
Meaning; Accomplishment; Health.
PERMAH helps us realise what well-being
is and how we can enhance our capacity to
feel good and function well irrespective of
our circumstances.
As wellbeing coaches and dog-lovers, we
want to share with you some of the research
demonstrating the benefits of humananimal
interactions from both recent
studies and our own experience with our
PERMAH Pups Flash, Rafa, and Miss May.
Let’s explore how our four-legged
family members and friends might have
contributed to building PERMAH for
ourselves and our families during these
unprecedented times.
We’ll also give you some ‘Pawsitive
Pointers’ that you can apply to help you
be more mindful of the contribution
interacting with your dog or other people’s
dogs can make to your family’s wellbeing.
P = Positive Emotions
The ability to experience a full range of
emotions from fear and anger to joy and
excitement is a sign of positive mental
health. Of course, no one goes around
being ‘happy’ all the time! But we do need
to be mindful of what we call the ‘negativity
bias’ and understand that because negative
emotions are stronger, we feel them more
acutely and pay more attention to them
than positive emotions. So, it’s crucial
to generate more positive emotions,
particularly in this challenging time as the
pandemic impacts. This is because the
experience of positive emotions broaden
our ability to learn, be creative and find
solutions. They also build our physical,
mental and social resources, so we are
stronger and more resilient in the face of
life’s stresses and pressures.
What emotions do you experience
when you are interacting with your dog?
Interacting with dogs can bring about
feelings of love, joy, serenity, laughter,
gratitude, pride, curiosity and even awe
when they do some truly amazing things!
INTERNATIONAL SCHOOL PARENT SPRING 2022 | 59
Dogs can reduce stress in students facing
deadlines and taking examinations, and they
can help calm and relax us just by observing
them in the environment, whether at home,
work or school. So they can be a comfort
during a high stakes event or in overcoming
a disappointment such as not making the
sports team or school play.
Our dogs feel positive emotions, too and
just looking (not staring) into their eyes can
relieve their stress and anxiety. Our feelings
can influence their feelings and vice versa.
As we relax, the dogs relax, and we can
attune to our dogs and co-regulate each
other. They can energise us in the morning
to get us moving or relax, calm and soothe
us in the evening before bed.
Our dogs provide many opportunities
for savouring in the present by luxuriating
in the feel of their fur. We can also savour
the past by reminiscing about their antics as
puppies and sharing stories with family and
friends. Looking forward to an upcoming
positive event with our dog is a way of
savouring the anticipation. So, our dogs can
help ramp up our positive emotions in the
here and now, reexperience the joys of the
past and look forward to good times still to
come.
Pawsitive Pointer: Dial up your senses,
especially sight, smell, hearing and touch
(taste could be tricky!) to savour positive
emotions and be present with your dog.
E = Engagement
When we are genuinely engaged, we get
into the ‘zone’ and the flow state, which is
excellent for our psychological health. We
feel energised and focused, fully involved,
wholly absorbed. We are also likely to
be using our strengths. For example, by
interacting with our dogs, we can become
immersed in pursuits such as feeding,
grooming, training and playing with them,
hiding toys, scent games, ball retrieving and
tricks. Being present with our dogs is a great
way to be in the moment, slow down and be
mindful. Rafa is very ball/play focused, and
he is a great role model, just concentrating
on one thing at a time.
Interacting with our dogs is also a great
way to develop our strengths or interests –
may be painting, photography, writing or
rambling. They can be the subject matter,
catalyst or motivator for our strengths and
interests. Curiosity is one of Roz’s top
strengths, and it spurred her on to find ways
to engage Rafa and Flash in Wellbeing
coaching. Clive loves photography and has
the perfect model in Miss May to practice
his creativity!
Pawsitive Pointer: Strengths Spotting
• What strengths do you have?
• What are your passions?
• How could you involve your dog?
Take the popular VIA Character
Strengths Survey to check out your top
strengths and see how you might find a way
to use them with your dog.
R = Relationships
Positive Relationships are crucial to our
capacity to flourish. Humans have an innate
propensity to attend to and be attracted by
other living things, so ‘other people matter’,
and our dogs do too! Love is a universal
emotion, and we express it through acts of
care, kindness, and compassion.
However, you can argue that a critical
difference between humans and dogs is that
dogs are much less judgmental. They don’t
care if you are short or tall or judge you
for your age, race, religion, politics, gender,
ability, beauty or just having a ‘bad hair
day’. They aren’t bothered if you’re rich
or poor, what school you go to, your job,
what car you drive or how big your house is!
Instead, they will love you unconditionally
if you are kind, caring, worthy of their trust
and gently stroke their tummies!
Dogs are lovely social support and help
build self-acceptance and self-esteem
in young people and adults and reduce
isolation and loneliness. They seek not
just attention but connection. They don’t
believe in ‘alone time’ but you and me
time! In addition, dogs are social lubricants
and stimulate interaction and conversation
between families, friends, work colleagues
and communities. So, dogs are both social
support and facilitate interactions between
others.
Pawsitive Pointer: Walk and Talk with
family or friends. Moving side by side
in the same direction, especially with
teenagers, is more conducive to nurturing
and maintaining healthy relationships and
healthy conversations.
M = Meaning
Having a sense of meaning in life is key
to our ability to flourish, and there are
many ways to find meaning through our
family, work and community. Meaning is
about being a part of and contributing to
something greater than ourselves. Having
a dog in our lives can add a real sense
of purpose, give reason to think and act
beyond ourselves and contribute to higher
pursuits as we commit to their responsible
care.
Meaning can also be enhanced through
activities with our dogs – being mindful
of their impact across all the PERMAH
dimensions. In the cases of Flash, Rafa
and Miss May, their work in Canine-
Assisted Therapy and as Wellbeing Dogs
is significant and purposeful for Clive and
Roz. It adds value to the lives of the dogs,
too, as they engage with and enjoy the
many interactions they have in the schools,
colleges, universities, hospitals and care
homes they visit.
Pawsitive Pointer: Adopt a Service
Mindset. What’s one thing you could do
with your dog to make a positive difference
to others?
Rafa’s powerful nose
A = Accomplishment
Humans have long realised dogs can be
helpful, evidenced by a history of dogs
working alongside people from many
industries and professions such as farmers,
the Police, first responders, Armed Services,
and the Health and Social Services sectors.
Dogs have proven themselves to be highly
adept and accomplished at assisting people
in fundamental ways through transport,
care, security, health screening and
guidance.
People feel accomplished when they
INTERNATIONAL SCHOOL PARENT SPRING 2022 | 60
work towards and achieve rewarding and
meaningful goals, and for dog guardians,
this often starts with initial dog training
– learning to sit, stay, fetch, drop and
come back! Setting and striving towards
meaningful goals with your dog is a great
way to build hope in adults and young
people. This encourages a growth mindset
and pathways thinking as you find different
ways to overcome challenges and setbacks
and reach your goals.
Hopeful thinking leads to a range of
positive outcomes, such as positive selfesteem,
self-efficacy, pride, and improved
coping skills, which all enhance success in
school, work, and life.
Clive with
Miss May
Pawsitive Pointer: Set a goal to do
something with your dog, such as learning a
new trick.
H = Health
An obvious way dogs can positively impact
our lives is through our physical and mental
health. The regular exercise, fitness and
thinking space opportunities afforded
by dog walking are life-savers for many
people with busy family and professional
lives. Physical exercise produces feel-good
endorphins, improves muscle tone, lowers
blood pressure and improves circulation.
In addition, getting outside into fresh air
and experiencing the effects of nature can
increase longevity and aid health recovery.
From a mental health perspective, our
dogs can read our facial expressions and
body language and sense when we are
frightened and stressed. This is because
of their potent noses (see the photo of
Rafa’s nose), which smell cortisol (the stress
hormone) that we exude when anxious. The
challenging emotions that sometimes bubble
up are easier to regulate through physical
movement and giving attention to our dogs.
The loving and pleasant feelings we
experience when we engage with our dogs
lead to physical benefits such as stress relief,
lower blood pressure, lower cholesterol and
improved cardiovascular functioning. They
also increase oxytocin (the cuddle hormone)
and create a sense of psychological safety,
connection, and belonging to self and
others. This is known as the ‘oxytocin
effect’ and can be very soothing, mutually
beneficial for you and your dog.
Pawsitive Pointer: When anxious,
engage in dog patting for between 5-25
mins.
Conclusion
Having dogs in our lives can genuinely
add value to and enhance each of the
critical dimensions that contribute to
our capacity to be resilient and flourish.
Dog guardianship can be stressful and
challenging, so there is that to consider.
However, both the research and reported
lived experience point overall to the
extraordinary benefits our PERMAH Pups
bring to our lives, as we do to theirs. We
hope this article helps you further appreciate
the value your canine companions add. In
addition that it has given you some ideas
for how together you and your families
can continue to thrive at school, work, and
home despite these ever challenging times.
References
Lea Waters et al. (2021) Positive psychology in a
pandemic: buffering, bolstering, and building mental
health, The Journal of Positive Psychology, DOI:
10.1080/17439760.2021.1871945
MGJones (2021) Canine Assisted Therapy. Guest
lecture Animal-Assisted Therapy for Healthcare
Professionals. Latrobe University 10th November
2021
Clive & Roz provide virtual 1:1 and group sessions on well-being to individuals, schools
and organisations in many parts of the world.
Clive Leach is an organisational coach who works widely in the international education
and business sectors on leadership, career development and wellbeing programs. He
and his Goldendoodle Miss May are Pets As Therapy Visiting PAT Dog volunteers. For
further information, contact coach@cliveleach.com or visit https://www.linkedin.com/in/
cliveleachconsultancy/.
Roz Rimes is a wellbeing educator coach and founder of the social enterprise ‘Live with
Zest’. She works in schools and universities with her Australian Labradoodles Flash and
Rafa, who have advanced Canine-Assisted Therapy qualifications. For further information,
contact roz@livewithzest.com.au or visit https://www.livewithzest.com.au/.
INTERNATIONAL SCHOOL PARENT SPRING 2022 | 61
Educational therapy,
the missing gap
between school
and psychological
therapy
WRITTEN BY SAMANTHA BULENS
What is educational therapy?
Educational therapy is provided most of
the time outside the school setting on a
1:1 basis and is different from tutoring. An
academic tutor will focus on the academics
of the student while an educational
therapist will use a broader method to
include neurodiverse children with learning
difficulties and thinking differences. In other
words, an educational therapist teaches
skills and strategies that go beyond the
package of a regular tutor.
Therapists can be teachers, SEN
teachers, occupational or speech therapists,
or others who have specialised themselves
in Education and at least in one another
subject, such as learning difficulties,
dyslexia, autism, etc... It is important to find
the right therapist for your child.
Ideal the therapist should have:
• Expertise in one or more academic
subjects.
• Know how to work with children from
different backgrounds and ethnicities.
• Be familiar with learning difficulties and
thinking differences.
But most important is that the
educational therapist understands the
behavioural and emotional issues that can
impact the student in school and amongst
peers.
The missing gap
Educational therapists provide psychoeducational
services to children with
neurodevelopmental disorders whether
they are diagnosed or not. Those can
include ADHD, Autism Spectrum Disorder,
Sensory Processing Disorder, any of the
DYS- learning difficulties.
Traditional tutors or teachers may
not fully understand the child’s learning
difficulties although schools these days are
doing their best to accommodate the child’s
learning difficulties. On the other hand,
psychologists and psychiatrists can meet the
child’s difficulties on a psychological level
but are not trained to meet the academic
difficulties. Here the educational therapist
can fill in the gap. Emphasising filling the
gap and not replacing one or either.
The educational therapist will use a
multisensory approach that follows the
Universal Design for Learning (UDL).
This allows children to engage in learning
in more than one way. Educational
therapists are specialised in one or more
areas depending on their background and
that is another reason to make sure you
choose the right educational therapist for
your child.
Let’s give an example.
An 11-year-old student is struggling in math
and has been since Yr3. The parents have
been through the process of diagnosing
their child. The child has dyscalculia and
has developed math anxiety over the last 3
years as he cannot follow his peers during
math class and is afraid to give the wrong
answer.
The parents tried to help their child
by hiring a private tutor. This tutor was
going over the math curriculum again, but
the child was getting upset and frustrated
because he had to do even more math,
which he now clearly dislikes because of his
difficulties.
This child did not make any progress with
the private tutor and to make things worse,
INTERNATIONAL SCHOOL PARENT SPRING 2022 | 62
the child was also acting out in school. So,
the parents went to the psychologist to find
out why he was behaving out at school.
Here, the psychologist was able to explain
to the parents that he had math anxiety and
just thinking about math causes him to shut
down or to act out. While the psychologist
worked on his anxiety, his parents were
referred to an educational therapist at the
same time.
Only when the parents were able to
find an educational therapist, things got
better as the therapist understood the
diagnosis of dyscalculia and noticed that
the child was struggling with the number
sense. Number sense is a key ability within
math. It defines a quantity and relates
a written symbol for example 5 to the
quantity of five. This is an important part
of math as number sense and place value
are the basics abilities where every other
math function is based on. Going back
to place value and number sense using a
multisensory approach allowed the child to
gain a better understanding of these basic
functions. The parents remained reluctant
at first to go back to grade 1 math but once
explained why it was necessary to take this
step back and allow the child to gain a
better understanding, they understood the
importance of doing so.
In addition to reinforcing the basics of
the math curriculum, the educational
therapist will also approach the math
anxiety by teaching the child coping
strategies in addition to the work done
with the psychologist. This example
demonstrates the importance of the work
done by an educational therapist as it
increased the child’s self-confidence, selfregulation,
and academic results.
improve
So, what else can an educational
therapist do?
• They can identify behavioural or
emotional issues which can be caused by an
underlying learning difficulty.
• Teaching coping skills and strategies to
good academic and school habits.
• Teach time management and
organisational skills.
• Help the parents to understand their
child’s ILP (Individual Learning Plan) and
make sure that the goals on the ILP are
SMART (Specific, Measurable, Attainable,
Results-oriented, and Time-bound).
• Can be the link between school and home
for both parents and child.
• Coaching of parents to continue the work
at home.
I am Samantha Bulens, an educational therapist, working at Auticoach in Geneva
which provides psycho-educational services.
My expertise lies in educating children with neurodevelopmental disorders
in particularly Autism Spectrum Disorders (ASD), Attention Deficit Hyperactivity
Disorder (ADHD), and Sensory Processing Disorders (SPD) to increase their understanding
of their OWN minds and bodies using evidence-based approaches that will increase their
overall well-being and happiness.
I am specialised in teaching the interoception curriculum which teaches the child
how their body is feeling, connecting them to the right emotions, and act accordingly to
self-regulate independently. Besides the interoception curriculum, I also teach life skills,
independence training, and educational kinesiology whilst coaching parents and families.
Furthermore, as a licensed H.A.P.P.Y coach I provide happy plans for
the well-being and happiness of people with ASD. Being a mom of three
neurodiverse children, I can personally relate when it comes to learning
difficulties at school and the personal struggles at home.
For more information about me, visit my website at www.auticoach.ch
INTERNATIONAL SCHOOL PARENT SPRING 2022 | 63
Education
News
Vaud Private Schools contribute up to one and a
half billion francs per year to local economy
Astudy published last year by audit firm KPMG
reveals the extent of the economic added value
brought to the Canton of Vaud by its many private
schools. This century-old, traditional yet innovative sector
provides CHF1,5bn in direct and indirect contributions
and has a very positive impact on fiscal and public
spending. Moreover, the study confirms the favourable
effect of private schools on the attractiveness of the
Canton of Vaud.
The overall economic contribution of private education in the
Canton of Vaud totals nearly one and a half billion francs per year,
according to the abovementioned study. Calculated based on the
responses of some 40 establishments in the canton, which cater
to 60% of the Vaud’s private school pupils and students (approx.
20,000 people), this figure confirms the positive impact on the
canton of private education, the quality of which has been praised
for over a century.
Besides the very important, non-quantifiable benefits of
private education that make the canton attractive to international
organisations and businesses (national & international reputation,
prestige, influence, geography, etc.), Vaud’s private schools also
generate a significant amount of added value through their own
activities, the supply chain of their goods and services, and the
reinjection of value into the economy by actors involved in their
activities.
Moreover, by offering a variety of academic programmes and
options (international curricula, differentiated teaching, etc.) to
meet the growing needs of a student population searching for
alternative solutions, Vaud’s private schools make it possible to
reduce state education costs by CHF 156 million each year. They
also directly contribute, through the taxes paid by their employees
INTERNATIONAL SCHOOL PARENT SPRING 2022 | 64
and by themselves, a total of CHF 50 million to the canton.
These figures are qualified as conservative by the authors of the
study, who claim not to have taken into consideration the tax paid
by people who decided to settle in the region because of its quality
private education.
For the President of AVDEP, Jean-Louis Dubler, this study
proves that “private education is indeed complementary to public
education as it adapts its curricula and educational pathways to
specific needs, by innovating continually and focusing on quality in
the canton of Vaud.”
Secretary General Baptiste Müller calls for legislative
improvements to ensure the private education sector is able to
continue meeting the needs of an open and well-connected society:
“The study shows just how much things are intertwined: quality
education breeds economic success and vice versa. We must make
sure that this winning formula, which has been thriving for over a
century, continues to bring the best in education to our Canton.”
Vaud has indeed been a place of choice for parents wanting the
best in international education for their children. From famous
boarding schools such as Le Rosey, Brillantmont and Champittet
to innovative multilingual and specialized institutes like Haut-Lac,
Moser and Swiss Hotel Management Schools, and Alpine schools
such as Aiglon College, Leysin American School and Beau Soleil,
Vaud boasts over 50 private schools that cater to all needs and meet
the industry’s highest standards. Most of these schools are also
members of the AVDEP, a professional association that promotes
innovation and quality in the private education sector by ensuring
all requirements are met.
AVDEP is the non-profit Association of Private Schools in Vaud,
whose aim is to promote the quality of private education and
guarantee good framework conditions. www.avdep.ch
INTERNATIONAL SCHOOL PARENT SPRING 2022 | 65
Six steps in changing
a school’s culture
WRITTEN BY FRAZER CAIRNS AND STUART ARMISTEAD
How - or rather, why - would you
take an academically successful,
efficiently functioning school with
a clear identity and turn it on its head?
The International School of Lausanne is
aiming to do exactly that by rethinking
what it means to be an English-language
international school.
English has been part of our identity
since we opened in 1962 with just 7
students. The school’s original name was
the English School of Lausanne, and
though the name has changed to reflect
the fact that it is now a truly international
school with representatives of 67
nationalities amongst its more than 900
students, until recently English remained
the main language of instruction and part
of our ‘reason for being.’
That said, like many schools, we have
watched the shift in language research
as it has moved from considering
multilingualism as an exceptional even
hazardous phenomenon, potentially at
the root of a number of difficulties such
as cognitive overload, semi-lingualism and
language confusion, to something that
provides learners with a strategic advantage.
Speakers of multiple languages learn
further languages more easily – they seem
to have a higher metalinguistic awareness
(in other words, they show a better
understanding of the nature of linguistic
structures) and a more analytical approach
towards the social and pragmatic functions
of language. However, more interestingly,
research suggests that speaking multiple
languages makes you better not just at other
languages, but also more creative and better
at mathematics, science, or history.
For the school to step away from English,
or rather to embrace a fuller understanding
of language by launching a dual language
programme, required it not just to bring
about a change in curriculum or a shift in
the staffing model, though both of these
things were necessary, but also to embark
on a change in culture. It is a process that
the school is still involved in, but when it
comes to an end we will have fundamentally
altered part of the way that we as a
community see, speak, and think about
ourselves.
How then does one go about such a
change? There are a range of management
tools that can be used to manage projects
such as this: the strategy canvas, directional
INTERNATIONAL SCHOOL PARENT SPRING 2022 | 66
policy matrices, and McKinsey’s 7 S model
for example. Based on our experience,
however, we would like to suggest six steps
that can be taken as part of any such
change in a school, whether that change is
linked to language or to any other aspect of
what makes a school what it is.
1Think about your core values
and what really makes you what
you are
Our first team meeting on the subject
looked at what we were setting out to do.
Though it formed part of the implicit
understanding of the school, the words
‘English language’ were not actually part
of our mission statement. ‘Excellence’,
‘recognising the unique potential’ of our
students and equipping them to play a
‘responsible role in a multicultural world’
were. English, we saw, was a pragmatic
tool rather than philosophical choice.
Also at the heart of our discussion was the
school’s fundamental purpose. Absolutely
it was there to help young people succeed
individually, but it was also there to work
towards a better tomorrow through the
promotion of mutual understanding.
If you don’t understand the complexity
of language, our thinking went, you
can’t understand the nuance of culture.
Many conflicts have arisen from a lack of
understanding of culture and nuance.
We went away to do some research.
2Do your research
There are many good schools around
the world and we felt that almost
inevitably, possible solutions to our problem
were being discussed elsewhere. We looked
at research and, at other schools, there are
a host of versions of bilingual education
and we needed to understand what would
fit in our context. We were aware that
what might work well in another school or
situation might not work well for us. We
talked to heads of schools and classroom
teachers about how their systems worked
and thought about what elements of those
systems we could import into our own.
We also talked to our parents and students
about how they saw the place of language.
What we found was an enthusiasm, a
willingness for change, and a conviction
regarding the change that was surprising.
“As expats committed to settling in
Switzerland, the opportunity for our child
to be a part of a dual language pathway has
opened up so many opportunities. When
we asked our daughter why she would like
to be involved in the DL programme she
said ‘So when I go outside with my friends
in the neighbourhood I can speak French
with them’”
3Frame your idea and articulate
your goals
Having decided the direction we
wanted to head in, we started talking to
people so that they would understand why
a change was needed. We brought staff
together and helped them understand the
reasons for the change and what role they
could play in the process. We tried to ensure
that people had multiple opportunities to
contribute ideas for the implementation
process, and to provide feedback or share
concerns. We needed to determine our
staffing early on because one of our design
principles was that we wanted the teachers
to shape and own the programme. For that,
we needed to identify people willing to take
on such a significant project.
4Map out your plan
To address our specific community,
rather than propose a fully bilingual
approach, we decided to move forward
with a dual language class in one or several
year groups.The question then was which
ones? There were a number of possibilities:
research shows that early immersion
students tend to achieve higher levels
of oral proficiency than late immersion
students. Conversely, research has also
shown that students in later immersion
programmes can achieve similar technical
proficiency levels as those who were in early
immersion programmes.
Our decision was to use a stepped
approach starting with the launch of dual
language classes in Years 4 and 5. This
allowed us to have an immediate impact,
offer choice to families (the other classes
in the year groups would continue to be
English dominant), and to be targeted
in our curriculum development work.
We planned for and made explicit the
introduction of dual language classes in
Years 3 and 6 the following year, and of
a focus on language immersion in the
earlier years so that there was a clear
developmental pathway into the dual
language classes.
5Dedicate resources
It seems obvious but, as we were
developing a new programme, we
“Research suggests that speaking multiple
languages makes you better not just at other
languages, but also more creative and better at
mathematics, science, or history.”
INTERNATIONAL SCHOOL PARENT SPRING 2022 | 67
had to make space for development work
to be done. The staffing model involved
an anglophone and a francophone teacher
working together in each class with a
significant amount of co-teaching. In
the six months before the start of the
programme, these teachers were given
weekly release time to co-create the future
curriculum. Since the launch of the
programme, we have also found that the
co-teaching model has allowed teachers
essential flexibility in their time to develop
new resources and to adapt others. One
of the most challenging aspects we have
found is the need for the dual language
teachers to both collaborate as a team
and to continue to collaborate with their
year group colleagues. Provision of both
types of collaboration time puts significant
constraints on the timetable
6Evaluate your progress
We are now well into the first year
of the programme and are learning
constantly. We have seen how important the
work we did before the programme started
was, and how important it also is to not
be tied to how you thought something was
going to go rather than how it actually goes
when it is implemented. We have weekly
team meetings to talk through our progress
and half termly feedback opportunities
for parents to let us know how they think
the programme is going. We need to be
flexible and receptive enough to change
when things are not going well but not so
flexible that we get blown continually off
course. We have been lucky to be able to get
a parent whose child is not in the Primary
School, but who is an academic researcher
in the field of multilingualism, to help us
think about our progress and the classroom
experience. A supportive but informed and
critical friend is hugely beneficial.
Our two dual language classes in Years 4
and 5 are full and we are now in the second
stage of the plan getting ready to implement
classes in Years 3 and 6. Parental feedback is
very good and there is already considerable
interest in the new classes. Perhaps
interestingly there is also a growing broader
understanding of the place and importance
of languages other than English at the
school, the programme acting as a platform
for us to consider how we raise the capacity
of French throughout the school.
A key learning for us has been the benefit
of creating a framework that is highly
responsive by having sessions that inform,
engage and involve people so that they
are part of the programme development.
There are several things we might have
done differently. One reflection has been
that we did not spend sufficient time
thinking about how the class might be
seen by other parents whose children are
not in the programme. We want the dual
language classes to be seen as offering our
PYP programme through two languages
and not as offering something different
that is only for the most able or the most
linguistically adept. Overall, though, we
feel that Einstein’s dictum, that if he had
an hour to solve a problem he’d spend 55
minutes thinking about the problem and
the remainder thinking about solutions, has
proved to be a useful guide.
Frazer Cairns is the Director of the International School of Lausanne.
Stuart Armistead is the Primary School Principal of the International School of Lausanne.
www.isl.ch
INTERNATIONAL SCHOOL PARENT SPRING 2022 | 68
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