International School Parent Magazine - Spring 2022

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had to make space for development work to be done. The staffing model involved an anglophone and a francophone teacher working together in each class with a significant amount of co-teaching. In the six months before the start of the programme, these teachers were given weekly release time to co-create the future curriculum. Since the launch of the programme, we have also found that the co-teaching model has allowed teachers essential flexibility in their time to develop new resources and to adapt others. One of the most challenging aspects we have found is the need for the dual language teachers to both collaborate as a team and to continue to collaborate with their year group colleagues. Provision of both types of collaboration time puts significant constraints on the timetable 6Evaluate your progress We are now well into the first year of the programme and are learning constantly. We have seen how important the work we did before the programme started was, and how important it also is to not be tied to how you thought something was going to go rather than how it actually goes when it is implemented. We have weekly team meetings to talk through our progress and half termly feedback opportunities for parents to let us know how they think the programme is going. We need to be flexible and receptive enough to change when things are not going well but not so flexible that we get blown continually off course. We have been lucky to be able to get a parent whose child is not in the Primary School, but who is an academic researcher in the field of multilingualism, to help us think about our progress and the classroom experience. A supportive but informed and critical friend is hugely beneficial. Our two dual language classes in Years 4 and 5 are full and we are now in the second stage of the plan getting ready to implement classes in Years 3 and 6. Parental feedback is very good and there is already considerable interest in the new classes. Perhaps interestingly there is also a growing broader understanding of the place and importance of languages other than English at the school, the programme acting as a platform for us to consider how we raise the capacity of French throughout the school. A key learning for us has been the benefit of creating a framework that is highly responsive by having sessions that inform, engage and involve people so that they are part of the programme development. There are several things we might have done differently. One reflection has been that we did not spend sufficient time thinking about how the class might be seen by other parents whose children are not in the programme. We want the dual language classes to be seen as offering our PYP programme through two languages and not as offering something different that is only for the most able or the most linguistically adept. Overall, though, we feel that Einstein’s dictum, that if he had an hour to solve a problem he’d spend 55 minutes thinking about the problem and the remainder thinking about solutions, has proved to be a useful guide. Frazer Cairns is the Director of the International School of Lausanne. Stuart Armistead is the Primary School Principal of the International School of Lausanne. www.isl.ch INTERNATIONAL SCHOOL PARENT SPRING 2022 | 68
Is your school featured? www.internationalschoolparent.com Search feature for international schools help parents to find relevant schools based on their individual requirements Feature your school on our website with a description, video, photos, and inbound links Analytics reports available Send out school updates to our database of parents Update your school guide at any point in the year to feature the latest information Submit blog articles to our website throughout the year to keep your school in the limelight Contact International School Parent Magazine: nick@internationalschoolparent.com or call +41 787 10 80 91
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International School Parent Magazine - Spring 2022

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