International School Parent Magazine - Spring 2022

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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 

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out how ISZN can help 

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ISZN is an international school combining the best of the 

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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. 


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 


“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 


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A monthly newsletter where all the latest 

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Other benefits such as resources, networking 

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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 


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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 


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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/ 


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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 


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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. 


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 


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 


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 


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 

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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 

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the most prestigious universities. Worldclass 

teachers, in collaboration with the 

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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. 


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 


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 


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 


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 


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 


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. 


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 


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 


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. 


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 


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. 



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! 


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 




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 


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 


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 


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 


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 


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. 


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 


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 


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. 


Let’s Talk Consent 


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 


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 


REVISION 

A how to guide 

for parents 



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 


The ins and outs of 

the PYP and MYP 


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 


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. 


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/ 


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 


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. 


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 


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 


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. 


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 


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! 


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 


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/. 


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, 


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 


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 


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 


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 


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.” 


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 


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