International School Parent Magazine - Summer 2019

A-LEVELS
A better choice
than the IB?
Flirt with some new
foods this summer
Hiking in
Switzerland
Explore this exciting
landscape on foot
ADVICE FROM
IB EXPERTS
Top Tips on getting
the best start to
the IB Diploma

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COVER PHOTOGRAPH:
Switzerland Tourism -
swiss-image.ch / Gian Marco
Castelberg
12
46
Contents
05 Meet the Headteacher
12 What makes the Inter-Community School’s Zurich
(ICS) pre-school and kindergarten special?
16 Hiking in Switzerland: the national pastime done right
20 Helping Students and Parents with Big Decisions
22 Positive Education Some Lessons for Us All in
Flourishing and Well-being!
26 Help Your Teenager Learn from Failure
30 The war of the Superbugs – time for a change in our
antibiotic behaviour!
33 Understanding and Supporting Gifted and Twice
Exceptional Learners
36 Extraordinary Answers to Improbable Questions
about Switzerland - Part 2
39 How international education can serve the African
continent
42 Non-employed parents
46 Flirt with some new foods this summer!
50 Retreat to Crete 2019
52 A Levels – could they be a better choice than the IB?
55 Top Tips to Help our Teens get the Best Start to the
IB Diploma – Advice from IB Experts
68 The case for learning etıquette
60 Active Parents, Active Children
64 Swiss Group of International Schools – 2019 Annual
Conference
INTERNATIONAL SCHOOL PARENT SUMMER 2019 | 3

Welcome to the Summer 2019
edition of International School
Parent Magazine!
This time of year is a period when many students are looking forward to an exciting summer following the
gruelling exam season. Equally, lots of parents may be researching how to entertain their children over the
long holidays.
Luckily, there are so many fantastic places to go in Switzerland, and you can see a lot of them on foot for
free. There’s no better way to spend a day as a family than to head off with a picnic in your rucksacks on
a long hike. In this issue, we have a super article from an excellent resource for activities, Swiss Tourism,
about hiking in Switzerland - including how to prepare, and options on where to hike. Websites like www.
ballades.ch for the French-speaking part and www.wanderland.ch for the German-speaking part offer some
truly breath-taking walking routes to try out. There are also many wonderful routes listed on the Swiss
Tourism website, so make sure you check it out.
The summer camps guide on our website (www.internationalschoolparent.com) has a huge variety of
suggestions for day and residential camps in Switzerland and around the world.
As usual, we have some great articles from educational experts in areas. We visited ISBerne to speak to
Denise Coates at her wonderful school. Sandra Steiger looks at A-Levels when compared to the IB, and at
the same time offers an excellent article on how to hit the ground running with the IB Diploma. Dr. Steve
Sims is also on hand to offer his advice on how to help teenagers deal successfully with failure.
We remain committed to the task of helping parents and children to make the most of the fantastic
opportunities an education at an international school in Switzerland provides. I hope you have a fun and
productive end to the term and a fantastic summer holiday.
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 SUMMER 2019 | 4

Valais is like no other – a paradise between heaven and earth. The majestic
four-thousand-meter peaks not only create an impressive panorama, they also
provide a unique setting in which to experience both summer and winter sports.
Mouth-watering local specialties await in mountain restaurants and top hotels.
And all the better if these can be enjoyed on a sunny terrace with breathtaking
views of the scenic Valais mountains. visitvalais.ch

MEET THE
HEADTEACHER
Denise Coates - ISBerne
Nick Gilbert, Editor of ISP Magazine, talks to Denise Coates, School Director at ISBerne and
Lead Educator at the IB, who has worked in schools across the UK and Europe.
What inspired you to become a
teacher?
I had an exceptional teacher, a Deputy
Head of Primary School, who inspired
me and demonstrated how education
can transform people. When I went to
university to study English Literature, I
maintained my contact with the school, and
returned to join classes and read with the
students. Later, I decided I wanted to share
my love of literature with secondary school
students.
My first job was as an English teacher
in a school in Wales and from there I
went to work in two different schools in
Gloucestershire. I then moved to become a
head of department in a school in Bristol.
I joined international education when my
family and I moved to Switzerland in 1998
- I’ve been in Switzerland ever since and am
proud to have Swiss citizenship.
Have you applied skills and
experience from teaching in British
schools to international schools?
I was part of a group setting up the
secondary school at Haut Lac, in
Switzerland. I put together the curriculum
for English Language and Literature for
the MYP programme and drew inspiration
from my experience in the UK. However, I
quickly realized that for the programme to
have an international perspective I needed
to review and revise the approach, the texts
and the skills taught, to build intercultural
understanding and multiple perspectives.
“There’s a community feel here, so the
students feel very comfortable and able to
connect with the teachers, who are caring,
compassionate and committed.”
What have you learned from being
a head teacher at an international
school? What are your ambitions for
students who graduate from ISBerne,
and what characterises a graduating
student?
International schools are amazing at
cultivating open-mindedness, intercultural
awareness, and international mindedness.
It’s incredibly important to celebrate
similarities and differences in a global
learning environment.
I hope that our students are openminded,
independent and confident
learners and that they feel equipped to
continue their learning journey beyond the
school, in whatever shape that may take.
Part of this is being able to make good
choices for themselves.
Other than this amazing building,
what makes the learning environment
here extra special?
First of all, there’s a community feel here,
so the students feel very comfortable and
INTERNATIONAL SCHOOL PARENT SUMMER 2019 | 6

able to connect with the teachers, who are
caring, compassionate and committed.
We have a very strong parent body,
which puts a lot of energy into the
school, organising a variety of events
and welcoming new parents. We also
have parent members on the board who
represent the parents’ perspectives.
We offer activities that build community,
for example our ski and skate Fridays,
which everybody looks forward to. Every
Friday for eight weeks, we hire a private
train and take our students, staff, and
of course parents, if they want to come.
Children in grades two and up go skiing,
and we take our younger students ice
skating locally. You can feel the atmosphere
in the school really changes when the ski
and skate season starts because it’s exciting
for everybody!
Switzerland is a beautiful country - it’s
well structured, and organised, with an
outstanding natural environment, which
gives us the opportunity to do a lot of
outdoor learning. We take advantage
of host country languages and cultural
possibilities, adding to the real-life learning
experiences for our students in the local
community. It’s also clean and safe.
activities create a great community spirit
because we can support each other and it
brings us all together.
Being in Berne, which is very central,
with lovely premises and a new gym we
are well placed to invite other schools to
come to our campus. We are pleased to
host various activities, professional
development opportunities and sports
competitions.
How do you encourage children to do
their best academically?
The IB programmes give students agency
to choose the areas in which they want
to inquire. This motivates our students
to learn. In addition, our teachers are
exceptionally well trained and get to
know the students really well because the
community is relatively small. This helps
our teachers to support and encourage the
students to focus on their strengths and
specific areas for development, for example,
through setting targets for growth.
How many people can you have in the
school and how many students are
there right now?
At the moment we have 330 students and
we can hold around 400. About 50 per cent
of our students come from families working
at international companies and about 30
per cent come from those associated with
embassies.
Are there any other extracurricular
activities that you’re developing aside
from ski and skate Fridays?
We run the full spectrum of after school
activities and sports as you would find
at any other international school. These
INTERNATIONAL SCHOOL PARENT SUMMER 2019 | 7

INTERNATIONAL SCHOOL PARENT SUMMER 2019 | 8

How do you personally make the most
of your free time in Switzerland?
I like to enjoy the mountains, both in
Summer and in the snow. I live at 750
meters in the Canton of Fribourg, so I
do have a fair amount of snow at home,
which means that I can step outside and
snowshoe in the countryside and forest. I
also love to read, go to the theatre and to
art exhibitions.
Tell us about your involvement in the
IB programmes outside school?
One of my main criteria for joining
ISBerne was because it has three of the four
IB programmes, so is a ‘continuum school’.
The board is very supportive of the work I
do in the IB arena and I think it was one of
the reasons I was appointed.
I am an IB Lead Educator for Africa,
Europe and the Middle East, which means
that I undertake projects for the IB on
a regular basis. My current IB roles are
training workshop leaders, site visitors and
consultants as well as engaging in quality
control for IB workshop events. I am also a
chair for synchronized visits involving the
IB, NEASC and CIS. Recently I was in the
Hague for a week as I was invited to join
an IB team to redevelop the IB ‘Head of
School’ workshop in line with the new IB
Standards and Practices.
I bring all the learning from my IB
activities back to my role as School
Director at ISBerne. This contributes to
our understanding and appreciation of the
new IB Standards and Practices, enabling
us to embed them into the workings of the
school.
What do parents particularly like
about ISBerne? How do you help new
parents and new families when they
arrive at ISBerne to integrate them
and make sure they are happy?
I think that parents feel that we have a
committed staff and that their children
are well cared for and provided for
academically. We look at the pathways for
each student, as the student goes through
the school, to ensure that they are making
progress and achieving well. We support
students in making good choices for their
future.
The parents also appreciate the fact that
they are encouraged to be involved in the
school. When they arrive as new parents,
INTERNATIONAL SCHOOL PARENT SUMMER 2019 | 9

our Parent Teacher Committee welcomes
them and invites them to events. We have
an induction day for new families and the
chair of the PTC joins us. The children and
parents meet the teachers and have a tour
of the school. The children are assigned a
mentor and our staff are very attentive to
new children.
Many of our students move often, so they
perhaps find it less daunting than we think
they would. The students are extremely
supportive of each other, because they
remember how they felt when they arrived.
It makes me happy to see how our students
take care of each other.
Where do you think education is going
and what are the challenges for the
future? How do you equip students
to make good choices for themselves
and continue to learn?
Change is rapid, so we do not yet know the
types of jobs our students might be doing in
the future. I think it is our responsibility to
prepare our students to be good inquirers
and researchers, with self-knowledge and
self-management skills, able to identify
their own areas of strengths and the areas
they want to develop. We can equip them
with skills and encourage them to be
independent thinkers. Flexibility, resilience
and a growth mindset will prepare our
students for their future.
Why choose ISBerne?
• IB World School offering the PYP, MYP and IB Diploma
• Happy students – surveys show our students enjoy school
• Happy parents – our families appreciate and contribute
to a strong, supportive parent community.
• New, purpose-build campus.
• Easy access by train, car or tram. Bussing can be made
available for groups in Fribourg, Neuchâtel, or Solothurn.
For more information visit our website at www.isberne.ch
For questions, please call us at +41(0)31 959 10 00

© Roland Gerth
UNESCO World Heritage in Switzerland
Three outstanding natural phenomena and nine great cultural achievements in Switzerland bear the most
sought-after emblem of UNESCO, as Natural and Cultural World Heritage properties. Each of them stands
for authenticity, quality and diversity for many generations to come. These values are part of the identity and
mentality of the Swiss population.
1
Convent of St. Gallen
St. Gallen’s magnifi cent emblem is its sublime
cathedral, which together with the Abbey District
forms a historic ensemble. A visit to the Abbey
Library is a must.
2
Swiss Tectonic Arena Sardona
Over millions of years the continental collision
between Africa and Europe created a pile-up of
peaks. The Swiss Tectonic Arena Sardona reveals
the extent of this phenomenon.
3
Convent of St John at Müstair
The monastery complex was founded by Charlemagne
in the eighth century. It hides a fascinating
blend of architectural styles and cultural treasures
spanning 1,200 years of history.
4
Rhaetian Railway Albula / Bernina
The spectacular 122 km stretch between Thusis
and Tirano is a masterpiece of engineering from
the early days of rail travel.
5
Three Castles of Bellinzona
The three castles of Bellinzona – Castelgrande,
Montebello and Sasso Corbaro – are among the
most signifi cant examples of medieval defensive
architecture.
6
Monte San Giorgio
Marvel at perfectly preserved fi sh and marine
reptile fossils at the Fossil Museum of Monte San
Giorgio in Meride and be transported 240 million
years back in time.
7
Swiss Alps Jungfrau-Aletsch
Dramatic mountain ranges, valleys steeped in
traditions and the largest glacier in the Alps entice,
as does the region’s rich cultural heritage.
8
Lavaux, Vineyard Terraces
The Lavaux Vineyard Terraces are part of Switzerland’s
largest wine-growing region and are
a shining example of how people harness their
natural environment.
9
La Chaux-de-Fonds / Le Locle,
Watchmaking Town Planning
The towns are important watchmaking centres
and successful symbiosis of urban and industrial
planning.
10
Prehistoric Pile Dwellings
The site counts 111 prehistoric settlements in
six countries – of which 56 are in Switzerland.
The best way to experience them is to visit the
Laténium near Neuchâtel.
11
Old City of Bern
Founded in 1191, Bern features a historic Old
Town quarter renowned for its medieval magic,
impressive cathedral and attractive arcades.
Discover
Embark on a journey to these natural and
cultural treasures. Take advantage of our attractive
offers:
www.WorldHeritageTicket.ch
9 10 11
1
2
Save the date
World Heritage Days on the 8th & 9th of June
2019. A weekend dedicated to the UNESCO
World Heritage properties.
www.WorldHeritageDays.ch
8
7
5
4
3
Share
We are eager to know about your visit in the
World Heritage sites in Switzerland. Share your
best moments with us using:
#WorldHeritageSwitzerland
6

ADVERTORIAL
What makes the
Inter-Community School’s
Zurich (ICS) pre-school and
kindergarten special?
Known as the Early Years (EY) Programme, the ICS pre-school programme for 3-to-6-yearolds
offers a wide array of opportunities with a bilingual strand, nature activities, creative
explorations, field trips and academic school preparation. This multitude of educational
and creative offerings combined with the school’s holistic child-centred approach and
state-of-the-art facilities make the ICS Early Years Programme unique.
INTERNATIONAL SCHOOL PARENT SUMMER 2019 | 12

ADVERTORIAL
“New and challenging learning experiences are custom designed for
each individual student to meet their needs for growth.”
Bilingual education
Many scientific studies have shown that
participation in bilingual programmes
at an early age gives children distinctive
cognitive, social, and academic advantages
throughout life. At the EY Centre
children are introduced to German in
age-appropriate groups, through both
immersion and structured teaching. As a
result the German language is meaningful
and it’s embedded alongside English in each
aspect, every day in class. Activities include,
discussing children’s plans, projects and
ideas, conversations with teachers about
curricular subjects, listening to stories in
German, playing games, learning German
songs and attending German language
theatre productions. “The idea is to make
the German language a normal part of
everyone’s day,” says Julian Edwards,
Primary Principal. Both English and
German are used throughout the day
by mother-tongue English and German
teachers respectively. Children flourish in
this setting. The preschool teachers, experts
in the field of early childhood education,
challenge students by changing the
environment, introducing new materials,
asking questions and consistently assess
for understanding. New and challenging
learning experiences are custom designed
for each individual student to meet their
needs for growth. Feedback from parents
about the Bilingual strand has been
extremely positive.
Vibrant ICS community’s advantage
The EY centre is located on ICS campus
and benefits from an extraordinary
abundance of ICS music, sport and
cultural offerings. Parents and children
of all ages attend campus concerts,
theatre productions, art exhibitions and
inspirational workshops. All community
members participate in ICS organised
festivals and events, use campus libraries,
sport facilities, dance studio and experiment
at the ICS Research Garden. In just the last
few months, the EY students have enjoyed
International Mother Language Day “Drop
Everything and Read” event, ICS ArtsAlive!
shows, Winter Concert and a memorable
performance by a visiting Irish storyteller
Niall de Búrca among many exciting
activities taking place on campus.
The EY Centre also benefits from a
weekly collaboration with students in Grade
7. The older students read books to the
younger children and participate in their
learning experiences including construction,
clay and gardening. The EY children enjoy
those special relationships that help to build
strong community bonds across grade levels.
Stimulating learning experiences and
child-centred programme accredited
by the International Baccalaureate ®
Organisation
The child-centred and inquiry-based EY
Programme is focused on fostering learning
and development across a range of spheres
- cognitive, social, emotional and physical.
The natural curiosity of children is nurtured
through six transdisciplinary global themes,
called Units of Inquiry. These themes
expose students to big ideas about the world
and themselves which are the building
blocks for academic understanding. This
framework is developed and accredited
by the International Baccalaureate ®
(IB) organisation and is used by leading
international schools worldwide. The Units
of Inquiry, including ‘Who We Are’, ‘How
the World Works’ and ‘Where We Are in
Place and Time’ among others, promote
play, discovery and exploration. “As part
of kindergarten’s first unit of inquiry,
INTERNATIONAL SCHOOL PARENT SUMMER 2019 | 13

ADVERTORIAL
“Children write and draw their
observations in journals and take
iPads into the forest to film videos
and take pictures.”
‘Who We Are’, initial encounters between
children and educators, as well as families,
began with sharing information about
ourselves, developing agreements and
spending time together in the spaces of our
learning community. The Arts are used as a
natural entry point for a range of learning.
Arts are used as a natural entry point for
a range of learning. Dance, drama, music
and visual arts play an important role in the
Early Years curriculum. At the EY Centre
children learn and develop through play,
music, movement, art and other creative
activities. They regularly go on trips to
museums, theatres, parks and farms where
the teachers promote curiosity and thinking.
These opportunities also lead to students
generating questions and investigations
into other areas such as design, science
or mathematics. Such child-initiated
explorations stimulate creativity, critical
thinking and collaborative skills.
Forest time in any season
The Waldkinder (Children’s Forest)
Programme is an integral part of the EY
Curriculum. Children go out into the
forest every week throughout the school
year. The EY Centre teachers have
undertaken training in the UK to become
qualified Forest School leaders. Each forest
session includes discussions, inquiries and
investigations. Children write and draw
their observations in journals and take
iPads into the forest to film videos and take
pictures. Recently the young explorers felt
so invigorated by their outdoor expeditions
that they put together an entire “Insects &
Fashion Museum” event, where budding
insect scientists and fashion designers
exhibited their model of insects, paintings
and displayed their self-created costumes
inspired by nature. Parents and older
ICS students were truly impressed that
these young students could produce such
an elaborate project. “Amazing that the
children have been given the platform to be
so creative,” commented one of the parents.
Flexible schedule for busy parents
The school allows students to be dropped
off as early as 7:30 at the Early Morning
Care Programme. Children enjoy a
nutritious breakfast before they are
accompanied to the EY Centre. The
popular After School Care Programme
runs from 15:15 every afternoon
offering additional sport, forest, learning
and creative activities. Flexible and
complimentary pick up arrangements are
available until 18:00.
Join the ICS Pre-school/Kindergarten!
The multifaceted bilingual Early Years
strand greatly benefits children’s wellbeing,
emotional development, academic
preparation and intellectual growth, while
fostering meaningful social connections
and creating numerous happy moments for
children and their parents. New families
from all over the world are always warmly
welcomed and supported!
For more information, email contact@icsz.ch and
see the ICS website at www.icsz.ch.
INTERNATIONAL SCHOOL PARENT SUMMER 2019 | 14

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A Tale of Two Lakes
No. 1 Adventure Destination
Panorama – breathtaking, extraordinary, varied mountain scenery
Endless views – pure, clear, healthy mountain air
Iconic trio – the majestic Eiger, Mönch and Jungfrau peaks
Sail away – relaxing cruises, turquoise Lake Brienz, deep blue Lake Thun
Waterfalls – rushing, roaring, mighty water
Castles – historic, romantic, magnificent buildings
Adrenaline – exhilarating, thrilling, dynamic adventures
Without limits – kayaking, white-water rafting, surfing, hiking, climbing…
Safety – guided, tested, carefully planned tours
Interlaken Tourism
Marktgasse 1 | CH-3800 Interlaken | P 0041 33 826 53 00 | interlaken.ch
Thunersee – Brienzersee

ADVERTORIAL
Hiking in Switzerland:
the national pastime done right
Switzerland boasts some the longest, most varied and best kept hiking trails in
the world. A staggering network of 65,000 km of waymarked trails winding their
way into every corner of the Swiss countryside means that there’s something
for everyone. Whether you’re looking for the thrill of an alpine peak or a gentle
family forest stroll, we’re giving you our top tips to make it easy to explore this
exiting landscape safely on foot.
INTERNATIONAL SCHOOL PARENT SPRING 2019 | 16

ADVERTORIAL
Before you go…
There’s nothing more liberating than setting
out into the countryside with your hiking
boots and a map, but the Swiss landscape
can be dangerous without the proper
consideration and preparation.
Plan: Hiking is physically demanding, and
careful preparation can protect against any
unpleasant surprises. Preparing your route
and having a realistic understanding of how
long it will take you is a good first step, but
be sure to take unforeseen circumstances
into account, like route conditions and
the weather, and give yourself some extra
time. It’s also important to tell someone
else about your trip, particularly if you are
setting off by yourself.
Assess: Overstretching yourself or those
you are hiking with increases the risk of
an accident and reduces your enjoyment
of the route. Mountain hiking trails are
marked white-red-white on the trail signs,
and are at times steep, narrow and exposed
to the elements. Set yourself a challenge but
be realistic and assess your actual abilities
when you are planning your route. Do not
undertake difficult trips by yourself.
Equip: Mountain hiking trails can be
slippery and uneven, so it’s important to
wear sturdy hiking shoes with a treaded
sole. Wherever you’re hiking, make sure you
take protection against the sun and rain as
well as warm clothing with you; the weather
can quickly change. An up-to-date map
will help you orient yourself or can be used
as a back-up if you’re relying on an app.
Consider bringing along a first-aid kit and
an emergency blanket, just in case.
Evaluate: Being tired can impair your
judgment. Make sure you stay hydrated
and stop regularly to eat and rest. Keep
an eye on the time and any changes in
the weather that could affect your hike. If
you get stuck and need rescuing, call 112
(emergency services) or 1414 for Rega
(mountain rescue emergency).
Where to go?
The choice of route is almost endless, so
we’ve put together some of our favourites to
suit all preferences, ages and abilities.
Family-friendly trails
One of the most family-friendly routes in
Switzerland is the historic Water Route
in Nendaz, which offers 98 km of trails
following the routes of the largest network
of ancient irrigation channels still in use
for the growing of apricots and raspberries.
The trails (or ‘bisses’) are free of long
ascents or descents, as the channels were
built on a level plane. Make sure you stop
for local delicacies at the Auberge Les
Bisses.
For some magical routes, try heading
north-west to Ajoie, where a charming hike
leads from the village of Réclère to the
magical underworld of the Réclère grottos
and on to a dinosaur park situated in the
Jura forest.
As the weather warms up, go on the
hunt for Switzerland’s oldest dwarf at the
Adventure Dwarf Trail in Muggenstutz.
The 5 km route is ideal for children
between the ages of 4 and 10, and
includes adventure stations like dwarfs’
houses, a cableway and a suspension bridge
for you to enjoy along the route.
Circular routes
There’s something satisfying about finding
a route that takes you right back to where
you started, cutting out the need to retrace
your steps or organise your transport back.
In Switzerland, the lakes particularly make
for some logical and easy-to-follow circular
routes, although these may take up more of
your time than you want.
If you want a manageable route, try the
trail that takes in the moorland lakes hidden
in the forest between St. Moritz, Silvaplana
and Pontresina. Secluded hiking routes
link these idyllic spots, which are popular
bathing sites in summer, and there is a
famous restaurant at Lej da Staz for a spot
of lunch before you return along the edge
of the St. Moritz Lake to St. Moritz Bad.
If you’re after more of a nail-biting
experience, try heading across the Trift
Bridge, one of the most spectacular
pedestrian suspension bridges in the Alps.
At 100 meters high and 170 meters long, it
is poised above the Trift Glacier and offers
spectacular views. MySwitzerland.com/hiking
Going long-distance
If you’re looking for a challenge, the Via
Alpina should be high on your list of trails
to conquer. The 390km route crosses 14 of
the most beautiful Alpine passes, running
across Switzerland’s six cantons; there’s
no better way to get to know the country’s
diverse Alpine culture and landscape. The
beauty of this route is that you can pick
and choose a section, which means that it’s
perfect for families and all ages and abilities.
It is open to walkers from mid-March
onwards. MySwitzerland.com/viaalpina
Highlights along the route include
experiencing traditional ‘Alpkultur’ with
SWITZERLAND TOURISM / SWISS-IMAGE.CH/ANDRE MEIER
INTERNATIONAL SCHOOL PARENT SPRING 2019 | 17

ADVERTORIAL
SWITZERLAND TOURISM /
SWISS-IMAGE.CH/CHRISTOF SCHUERPF
a stop at one of the many Alps, or farms,
some of which offer state-of-the-art
showrooms and Alphütte, to see the animals
and dairy processes and get a taste of the
freshly-made Alpine cheese. At l’Etivaz, the
cheese capital in the Pays d’Enhaut, enjoy
the local hard cheese which is produced in
around 130 mountain huts and was the first
Swiss cheese registered in the Swiss Federal
Register of Designations of Origin and
Geographical Indications (AOC) in 2000.
If you’d rather limit it to two days, try
the popular Ridge walk from the Bernese
Emmental into Entlebuch in Lucerne
canton, with an overnight stay at the highest
point. The Napf ridge formation can be
climbed from all directions and, while it is
a challenging route, it affords some of the
most spectacular views which can only be
seen by those willing to make the journey
on foot. Stay at the renowned Berghotel
Napf at the peak point of the walk for a
memorable trip. MySwitzerland.com/hiking
Safety signals en route
All designated hiking routes in Switzerland
adhere to a signage system, so you can be
sure that you’re on the right route.
Sign: Yellow sign with green information
stickers
Means: Most attractive hiking trails
The most picturesque hiking trails in the
country are marked with a green sticker;
those with a single digit are national routes,
two digits are regional routes or three
digits or a logo are local routes. These are
designated by additional signposts with
green route information.
Sign: Yellow sign with diamond-shaped
blazes and direction arrows
Means: Safe hiking trails
These hiking trails are mostly wide but
may have some uneven surfaces or steep
sections, but safety rails and steps are
provided to cater to this. General need for
care and attention, but no need for special
equipment or clothing on these routes.
Sign: Yellow sign with white-red-white
pointers and white-red-white blazes
Means: Mountain hiking trail
These trails may cross some steep, narrow
or rough terrain and have some exposed
points, but these more challenging sections
are made safe with ropes or chains. Users
on these trails must be sure-footed, have a
good head for heights and be in very good
physical condition, as well as having an
awareness of common mountain hazards,
such as rocks falling and rapid changes in
weather.
Sign: blue sign with white-blue-white
pointers and white-blue-white blazes
Means: Alpine hiking trails
These routes may include glaciers, scree
FUN FACTS!
• If all the trails in Switzerland were laid
end-to-end, you could hike around the globe
one-and-a-half times
• Hiking is Switzerland’s favourite sporting
activity – around 50% of the population goes
for hikes on a regular basis
• The country boasts some 50 000 signposts
• The hiking trails are looked after by a team
of 1,500 volunteers
• The hiking trail network is protected
by its own set of laws
slopes and snow fields, where the pathway
may be unclear and there may not be any
safety constructs in place. These routes
require the same preconditions as mountain
hiking trails; users must be sure-footed, have
a good head for heights and be in very good
physical condition, as well as having an
awareness of common mountain hazards,
such as rocks falling and rapid changes in
weather. Depending on the route, they may
also need some mountaineering equipment
like rope, an ice pick and crampons.
Sign: pink signposts and pole
Means: Winter hiking trails
These routes are only signposted in the
winter season when the path may not
be visible. While there are no particular
requirements, the snowy or icy conditions
may present hazards for users.
You can find out more information at:
MySwitzerland.com/hiking
INTERNATIONAL SCHOOL PARENT SPRING 2019 | 18

Back to nature – in your hiking boots.
Switzerland’s hiking trail network is
record-breaking in many respects –
in terms of its density, variety and
signposting. Choose from more than
65,000 kilometres of marked
hiking trails along which to explore
the whole of Switzerland in all its
diversity on foot.
A hiking paradise for everybody.
Switzerland’s hiking trail network boasts interconnected hiking,
mountain and Alpine trails, offering hikes in keeping with every level of
experience and fitness. Around 50,000 signposts along the trails tell
you about their difficulty, final destination and estimated time it’ll take
you to get there. The routes are readily accessible by public transport,
meaning that a safe and glorious hike is guaranteed provided you do
some sound planning before setting off.
MySwitzerland.com/hiking
Via Alpina.
The Via Alpina is a classic among the long-distance hikes in
Switzerland and crosses 14 of the most beautiful Alpine passes.
The 390-kilometre long-distance hike starts in Vaduz, takes you
through six cantons and ends in Montreux. The entire route is
broken down into 20 stages, which you can cover in the form
of daily or multi-day hikes. Hiking along the stages takes you
through a world of ever-changing fauna and flora – just what
you need to relax and recharge your batteries.
MySwitzerland.com/viaalpina
Typically Swiss Hotels.
These hotels combine regional architecture with a genuine Swiss
atmosphere and are as diverse as Switzerland itself. But all of them –
from city palaces and country inns to Alpine summer houses – are
characterised by their hosts, offering local specialities and an authentic
Swiss experience. The perfect starting point for the next hike.
MySwitzerland.com/typically
Find more inspirational experiences and tips: MySwitzerland.com/expats
or contact expats@switzerland.com or phone 0800 100 200.

ADVERTORIAL
Helping Students and Parents with
BIG DECISIONS
As high school graduation dates loom closer and closer,
many parents go into panic mode over supporting their
children in their further education options. It is a big
decision to make, which puts a lot of pressure on everyone involved.
What if your child ends up with a “wrong” specialisation and gets
disillusioned after a couple of years of study? They would have
wasted time acquiring knowledge they cannot use in another field.
This can be a frustrating and costly experience for both students
and their parents.
Hospitality management is a much safer bet in this situation, as
it teaches ‘Life skills for professionals and professional skills for life’
that can be applied not only to the broad variety of career paths
hospitality offers, but also to professions in alternative industries.
Hospitality is a steadily growing industry accounting for 1 in
11 jobs worldwide and the career choices are vast: from event
organisation to spa and wellness management, from marketing and
sales to consulting, from customer relations to revenue and finance
management, and much more!
Swiss Education Group is comprised of 4 hospitality
management schools and 1 culinary school with a total of 7
beautiful campuses in Switzerland and a student body made up of
111 nationalities and 6,000 students. Each of the 5 schools has its
own unique focus: design and luxury hotel management, culinary
arts, hotel operations and wellness management, hospitality
business management and hospitality and entrepreneurship.
Graduates benefit not only from a well-rounded and versatile
education, but also from a large network of 21,000 alumni
members to help them find a job anywhere in the world. It comes
as no surprise that five years after graduating, 89% of Swiss
Education Group alumni hold management positions or have
created their own company.
Swiss Education Group’s hospitality management programmes
offer both academically challenging curricula and a practical
hands-on approach where students experience masterclasses, live
demonstrations and up to a year’s internship within the industry. In
addition, a hospitality education fosters all-important life skills such
as discipline, creativity, ambition and passion. Having been exposed
to these core values throughout their studies, Swiss Education
Group’s graduates have a definite edge in the marketplace, with
many recruiters now considering soft skills a better indicator of job
success than purely technical knowledge.
Take the case of Camille Lee from Mauritius, a student enrolled
in a Bachelor in Hospitality Management programme with Finance
specialisation. Camille has just completed a 6-month internship at
Rothschild & Co in Zurich, one of the world’s largest independent
financial advisory groups. Hospitality education has helped Camille
thrive in the workplace:
“The soft skills we learn at school are useful in any industry:
INTERNATIONAL SCHOOL PARENT SPRING 2019 | 20

ADVERTORIAL
your communication and persuasion skills, being humble, really
understanding your internal and external customers and the ability
to work in a multicultural team”
Additionally, living on campus with dozens of different
nationalities and finding ways to function harmoniously as a
team for various group projects develops invaluable aptitude for
teamwork that is much sought-after by employers.
To further prepare its graduates to successfully enter the global
workforce, Swiss Education Group provides career guidance
services all along a student’s journey from the first day till
graduation. Students receive one-on-one coaching with career
counsellors and discover valuable personal presentation tips and
tricks, create their first CV and elevator pitch and have plenty of
practice with mock interviews. All this preparation culminates
in meeting potential employers at a twice-yearly International
Recruitment Forum organised exclusively for Swiss Education
Group students. The event is attended by over 300 recruiters from
100 companies, the industry’s “crème de la crème”. More than
4,000 interviews are conducted over 2 days and students are hired
for internships, management trainings and permanent positions in
the most prestigious organisations.
Interested to know more about the exciting world of hospitality
management and all the opportunities it has to offer? Swiss
Education Group welcomes prospective students and their parents
for school visits during Bachelor Open Day events. Two more dates
are available in the spring: 15th -16th April and 20th -21st May
2019. To book your place or to learn more, please contact:
Mrs Cristèle Mazza
Mobile: +41 79 629 47 02
Email: cmazza@swisseducation.com
www.swisseducation.com
INTERNATIONAL SCHOOL PARENT SPRING 2019 | 21

POSITIVE
EDUCATION
Some Lessons for Us All in
Flourishing and Well-being!
Before you read this article just take a few seconds to close your
eyes and bring to mind your child or children and imagine what
you want for them in the future. Great so now read on!
Why Positive Education?
I love my work! I hope you do too in
whatever capacity you invest your time,
strengths and energy either as a parent
or professional. As a coach my job is to
help people to flourish – to feel good and
function well in work, school and ultimately
life!
Why is this important? The answer is
simple.
Few people really understand the
scientific evidence-base for the requirements
of well-being and flourishing across the
lifespan. The very idea of flourishing can
sound too ‘happy clappy’ and as a result
some of the simplest things we can do to
help ourselves and our families to feel good
and function well are at worst dismissed or
at best taken for granted!
We also know that from a well-being
perspective the reality is that although most
adults and young people are doing ok,
research tells us that only around 20% are
likely to be truly flourishing. We also know
that increasing numbers are experiencing
higher levels of anxiety, stress and
depression and there are all the associated
challenges for mental health resources, the
economy and society that go with that.
What is Positive Education?
Positive Education is all about promoting a
INTERNATIONAL SCHOOL PARENT SUMMER 2019 | 22
focus on well-being in schools as a proactive
drive to create positive mental health
and flourishing communities and society
rather than as simply a reactive response
to increasing mental health challenges and
their sometimes tragic consequences.
Positive Education is about helping school
leaders, teachers, support staff, students
and parents understand better both the
science behind well-being and what we can
practically do to build it and sustain it. It’s a
relatively new but fascinating area of study
and over the last 10 years I’ve been taking
my learning out to the world including
work with over 25 international schools, to
help them enhance flourishing within their

school communities.
Positive Education draws on research
from Positive Psychology – the ‘Science of
What Makes Life Worth Living’. Positive
Psychology focuses on what is right with us
rather than wrong with us and it examines
and studies how some people still manage
to flourish in life despite facing the same,
or more likely even worse, challenges that
life inevitably throws our way. It is being
applied all over the world including in many
Fortune 500 multi-national companies,
global institutions and agencies, national
governments, the military and the world’s
leading schools and universities.
Over the last 20 years the Positive
Psychology field has also produced
hundreds of gold standard research studies
through universities such as Cambridge,
Harvard, Pennsylvania, Melbourne,
Stanford, California that show that a
framework called PERMAH can act as
a foundation for flourishing. PERMAH
stands for:
• Positive Emotions – investing in
feelings like joy, pride, gratitude, love,
curiosity and the ability to manage and
regulate other emotions that can derail us
• Engagement – being active and
energised by discovering and using our
character strengths
• Relationships – investing positively
in building relationships and high quality
connections with those around us at home,
work and in the community
• Meaning – having a sense of purpose
in life, making a difference and adding real
value to the world
• Accomplishment – being able to set
goals and strive towards them
• Health – recognising the importance of
diet, exercise, sleep and mindfulness
Take a pause now to reflect back on what
you want for your child or children in the
future. From my many conversations with
parents on this topic I’d wager that it’s very
much in line with PERMAH!
The global ‘Positive Education’
movement has over the last decade been
advocating a paradigm shift in education
calling for a more balanced emphasis on
academic achievement alongside a greater
focus on well-being, character development
and PERMAH. Since it’s launch in 2013
the International Positive Education
Network (IPEN) (http://www.ipen-network.
“Many people think that Positive
Psychology and Positive Education is all
about being happy all of the time. This
couldn’t be further from the truth.”
com) has been leading the global challenge
and following two global Positive Education
conferences in 2016 and 2018 we are now
seeing a real shift.
There are many instances across the
world where governments, scientists
and educators are coming together to
strategically plan for well-being in schools
in the future – Bhutan, UAE, Australia and
China to name a few. Two more very recent
examples of this new focus on wellbeing
would be the recent report from the ISC
Research (https://www.iscresearch.com/
resources/wellbeing-in-internationalschools
) on Well-being in International
Schools and the latest UK OFSTED draft
framework which specifically identifies
wellbeing, positive mental health and
character as requirements for personal and
social development.
How does Positive Education
Work?
Longitudinal research is telling us that
PERMAH is a greater predictor of
flourishing across the life span from
childhood, to adolescence, to adulthood
and through to older age, than our IQ, our
GPA, our 1st class honours or our bank
balance! Although these are all helpful,
without well-being they become much less
important and with well-being they become
more achievable.
Many people think that Positive
Psychology and Positive Education is all
about being happy all of the time. This
couldn’t be further from the truth. Think
about it – of course the ability to experience
the positive emotions is good for us. But
of equal importance is the engagement
with our strengths and other people; the
meaning we get by helping others and
being stretched and challenged; working
hard to overcome obstacles and set backs
to reach our goals. Flourishing people still
experience fear, anxiety, pain and stress –
we all do and it’s normal!
Hundreds of schools all over the world
have been embracing PERMAH as a
foundation to building flourishing in their
INTERNATIONAL SCHOOL PARENT SUMMER 2019 | 23

schools. Many are already doing some
amazing things but first we have to help
leaders, teachers and parents to LEARN
about PERMAH and the evidence-base
behind it. Then we have to give people the
opportunity to LIVE it – try some of the
interventions for themselves and experience
the benefits. Then we need to support
school to TEACH it to the students. Finally
they can then EMBED it as good practice
and as part of their school community and
culture.
Positive Education for Parents
As I have mentioned Positive Education is
for parents too! You all know the rules on
the plane when the oxygen mask comes
down – you have to put on yours first and
look after yourselves to be able to look after
your children! Exactly the same applies to
well-being. I regularly get to engage with
parents in the schools with which I work
and they love learning about well-being.
Increasing research studies from
scientists like Professor Lea Waters
from the University of Melbourne are
showing that when we support parents
to understand more about their own
well-being this enhances the self-esteem,
confidence, school engagement and
academic achievement of their children as
well as buffers against anxiety stress and
depression. Lea’s research on strengths use
and mindfulness has been captured in her
great book ‘The Strengths Switch’ (https://
www.strengthswitch.com).
Here are some simple things you can
do as parents:
1Check out what your school is doing
in the Positive Education and wellbeing
space and draw their attention
to IPEN and the great work taking place
around the world
2Take a look at the Values in Action
Character Strengths Survey (www.
viacharacter.org ) and complete the
free online character strengths assessment.
Think about how your strengths play out
in your life, how you can use them more.
Do a strengths spotting exercise with your
family spot them in your children too.
3Think about getting a coach to
support you to build and sustain your
own well-being, mental toughness and
capacity to flourish. It’s not selfish and can
have real benefits for you and your family.
Positive Education – Lessons
for Us All
As an organisational coach I know that
the principles of PERMAH and Positive
Education are as applicable in workplaces
as they are in schools. Work, school and
life are extrinsically linked. All three life
domains will inevitably continue to be
challenging, stressful and exciting. However
I believe there are lessons we can all learn
about how to navigate and balance each
successfully and build the foundations for
flourishing lives.
Clive Leach works
extensively within the
corporate, public and
education sectors as an
executive, leadership and
career coach. He applies coaching
and positive psychology to enhance
well-being, mental toughness and
flourishing. Since 2010 Clive’s educationbased
work has included interventions
for leading international schools, high
schools, special schools and universities,
including schools in Australia, China,
Thailand, Taiwan, Vietnam, Hong Kong,
Malaysia, Mongolia, UAE, Switzerland,
Spain & Hungary and the UK. In 2016
Clive became a Global Representative
for the International Positive Education
Network (IPEN). Clive is lead author on
the chapter entitled ‘The Integration
of Coaching & Positive Psychology in
Education’ in ‘Coaching in Professional
Contexts’ (Sage, 2016) and has a chapter
on ‘Coaching for PERMA’ in ‘Positive
Psychology Coaching’ (Routledge, 2018).
Clive is a graduate of the Master of
Organisational Coaching Program at
the University of Sydney Coaching
Psychology Unit which is recognised
as the world-leader in evidence-based
coaching research and real world
application. For more information
please visit coach@cliveleach.com or
see Clive’s LinkedIn profile and articles
at: https://www.linkedin.com/in/
cliveleachconsultancy/
INTERNATIONAL SCHOOL PARENT SUMMER 2019 | 24

Life skills for professionals
Professional skills for life
HUMBLE
PASSIONATE
AMBITIOUS
DISCIPLINED
CREATIVE
WHEREVER LIFE TAKES YOU, BE READY!
?
DID YOU KNOW…
Whatever path you choose in life,
we make sure you are ready for the adventure.
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75% of long-term career success depends on soft skills
Discover our 5 hospitality management schools in
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> International Business
> Culinary Arts
> Design Management
> Entrepreneurship
> Resort & Wellbeing
Management
HOSPITALITY OPEN DAYS
15 th - 16 th April 2019
20 th - 21 st May 2019
CULINARY OPEN DAYS
March, April and May 2019:
Dates vary according to interest
(Culinary Arts or Pastry and Chocolate)
Ms. Cristèle Mazza
Senior Regional Manager
Tel: +41 79 629 47 02
Email: cmazza@swisseducation.com
Supported by: Stan Wawrinka, Professional Tennis Player, Triple Grand Slam Winner
www.swisseducation.com

Help Your Teenager
Learn from Failure
are far more fearful of
failure by the time they leave
“Teenagers
school than they were at
14.” This was one of the findings of a
survey of 1000 teenagers, conducted
just over three years ago in the UK
and published in The Independent 1 .
Furthermore, the report goes on
to suggest, fear of failure seems to
be spread across society, seemingly
unaffected by the socio-economic
background of the teenagers
surveyed.
Fear of failure can, of course, be
a crippling experience at any age. It
can lead to a lack of openness to new
experiences, a restricted vision of life’s
possibilities and reduced hope. It can lead to
a complete refusal to take on challenges in order to
avoid failing in the attempt, and ultimately to reduced selfconfidence
and depression. Such consequences would be serious at
any stage in life, but for teenagers in the process of forming their
life expectations and setting their life goals, its longer-term effects
can be severely restrictive indeed and end in chronic life-long
under-achievement.
The prevailing culture of contemporary Western society is very
much oriented around success and happiness. These are widely
sought and almost universally lauded as fundamental elements
of a good life experience. In this context, it is not difficult to
understand how failure has developed the reputation of something
to be avoided. However, success and happiness do not necessarily
go together, nor does the presence of one imply the other.
Furthermore, neither success nor happiness is guaranteed by the
avoidance of failure, the experience and handling of which may
actually make their eventual attainment more likely.
A moment’s reflection will confirm that failure is a ubiquitous
human experience. It is not the experience of failure in and of
itself that is important, but how we respond to failure and learn
from it. On one level, there is the learning from failure that enables
us to do better next time. But at a deeper level, there can come the
development of character, the growth of resilience and the ability
truly to be empathetic with others.
It is undeniable that parents often find it painful to see their
teenagers experience failure. The desire to lessen the pain and
to give their teenagers a wholly happy experience of life is
understandable. However, I believe it is a mistake
for parents always to rush in to try to shield
their teenagers from the experience of
failure. It is important to keep in mind
what might be described as the
fundamental purpose of parenting
teenagers, namely, that of bringing
the teenager safely to the point
where they can take on the full
responsibilities of adulthood. If
our teenagers are given the false
impression that life will always
appear cloaked in happiness and
crowned with success, then they are
being fed a false picture of reality. Life
is not like that. Happiness and success
come bundled up with disappointment and
failure, and for teenagers to be equipped to
navigate a world of mixed experiences, they need to
develop characteristics such as resilience and determination.
When failure is faced and responded to constructively, such
characteristics are allowed to develop.
PRACTICAL ADVICE
Avoid overly protective parenting. Overly protective
parenting can contribute to the development of young adults
who are ill-equipped to face the modern world with its mixed
experiences, including failure. Of course, nobody would suggest
that teenagers should be set up to fail, but when failure comes
along, responsible parents help teenagers to find a way through the
experience and to find ways to learn from it, rather than seeking
always to shield them from it. When a chosen course of action
does not work out, or subsequent developments show a choice or
decision to have been a poor one, teenagers will learn more from
being helped to face the natural consequences that flow from the
failure rather than seeking ever more ingenious ways to try to shift
the blame onto someone else.
Resist the desire to define parental success in terms
of your teenager’s success. There is a great temptation for
parents to measure the success or otherwise of their parenting by
the perceived success or failure of their teenager. This is reinforced
by popular culture, which seems to regard successful teenagers as
the natural outcome of good parenting. However, if we wish to
consider parental success, we should look to the essential purpose
1
https://www.independent.co.uk/news/education/education-news/school-leavers-fear-failure-more-than-when-they-were-14-years-old-says-study-a6693816.html
INTERNATIONAL SCHOOL PARENT SUMMER 2019 | 26

“If our teenagers are
given the false impression
that life will always
appear cloaked in
happiness and crowned
with success, then they
are being fed a false
picture of reality.”
INTERNATIONAL SCHOOL PARENT SUMMER 2019 | 27

of parenting as its measure, namely, the extent to which our
parenting enables our teenagers to enter adulthood fully equipped
to function independently and responsibly. The mistake of
regarding successful teenagers as evidence of successful parenting
simply increases the pressure to succeed on the teenagers, who are
thereby rendered responsible not only for their own success, but
also for that of their parents.
Help your teenager develop their own understanding
of success. Success means different things to different people.
One of the reasons failure can become such a fearful ogre is that
sometimes we accept other people’s definition of what makes for
success even when their definition is inappropriate for us. Help
your teenager develop the ability to evaluate their own strengths
and weaknesses, to see where they have genuine potential and to set
targets that are realistically challenging. If they encounter setbacks
or failures on the way, help them pick themselves up and learn from
the experience, re-shaping their goals if necessary.
Build a family culture that applauds effort. Of
course, success should be celebrated, but recognition of effort
is as important. There is nothing even-handed in the way life
distributes abilities, be they academic, sporting, musical or other.
Consequently, success comes more easily to some than to others.
Those who are not naturally gifted in a certain field, but who
make progress through their effort, deserve recognition alongside
those who excel. Helping teenagers appreciate the value of
effort and determination in bringing about progress will help
them understand that success and failure need to be understood
differently for different people.
Talk about failure. If discussion of failure and what can be
learned from it becomes a normal part of family conversation,
the fear of failure will be diminished. If teenagers see that their
parents are not afraid of failure, be it their own or that of their
children, they are more likely to face their own failures and see
them as learning opportunities. Honest discussion of failure when
it happens helps set this aspect of our humanity in a healthy
perspective.
Regard failure as part of the normal learning process.
Those who accept failure as part of the process of learning are
more likely to make progress than those who regard it as a matter
for shame or embarrassment. Learning from failure helps develop
resilience, which is regarded increasingly as an indispensable and
valuable tool for survival in today’s world 2 .
Recently, there has been an increased focus in Western society
on the importance of mental health. This has been brought
about, at least in part, by the recognition of a growth of anxiety
in teenager s3 . Fear of failure feeds anxiety, stripping individuals of
the desire to grow and learn, taking away openness to adventure,
pressuring them to opt instead for the safety of mediocrity. Parents
have a vital role to play in helping their teenagers see failure as a
positive opportunity. Turning failure from something to be feared
into a learning experience robs it of the power to drain life of its
enjoyment and challenge. As Carl Pickhardt expresses it, “… failure
can either undermine effort or it can inspire determination. It’s the
second response that parents need to encourage in their adolescent
when failure occurs.” 4
2
https://www.internationalschoolparent.com/articles/promoting-resilience-in-teenagers/
3
https://www.nytimes.com/2017/10/11/magazine/why-are-more-american-teenagers-than-ever-suffering-from-severe-anxiety.html
4
https://www.psychologytoday.com/us/blog/surviving-your-childs-adolescence/201109/adolescence-and-failure
Dr. Steve Sims is author of the blog
Regarding Teenagers and Director of the
Basel Learning Hub in Switzerland.
https://regardingteenagers.com/

Their future
starts now
From kindergarten to university
entrance, Institut Florimont has
been helping students find their
path in the world since 1905
www.florimont.ch/2019
+41 22 879 00 00

THE WAR OF THE
SUPERBUGS
– TIME FOR A CHANGE IN OUR
ANTIBIOTIC BEHAVIOUR!
By Dr Michelle Wright
INTERNATIONAL SCHOOL PARENT SUMMER 2019 | 30

Back in 1928, Alexander Fleming
made a breakthrough and
discovered penicillin,
the first antibiotic. But these
drugs didn’t become
widely available to treat
bacterial infections until
the 1940s. We’ve come
a long way since then.
Today we rely on antibiotics
to save lives, using them to treat
sepsis, tuberculosis, food poisoning,
chest, urinary tract and many other
infections. Antibiotics are also given during
surgical procedures to prevent infection
complications. They are used to help people
having organ transplantation and to protect
those with weakened immune systems due
to autoimmune diseases or chemotherapy
for cancer.
But the world is reaching crisis point
where antibiotics are concerned. The rise
of bacteria capable of resisting their action
is putting lives at risk. The World Health
Organisation describes antibiotic resistance
as one of the biggest threats to global
health, food security and development.
Why is antibiotic resistance a
big problem?
As with any evolutionary process, it is
survival of the fittest where bacteria are
concerned. Over time, they adapt, change
and mutate in order to protect themselves
from dying at the hands of an antibiotic.
These resistant bacteria ‘go forth and
multiply’ and can pass their skills on to
others. This means that strains of bacteria
are developing that are resistant to many
of the antibiotics that we use today. And
humans and animals can transmit these socalled
‘superbugs’ to each other.
Implications include prolonged, or even
impossible to treat, infections which can
lead to longer hospital stays, increased
healthcare costs and even death. For
example, multi-antibiotic drug resistant
typhoid, tuberculosis and gonorrhoea are
already causing major problems worldwide.
Towards the end of last year, the
Organisation for Economic Cooperation
and Development (OECD) estimated that
resistant infections could kill 2.4 million
people in Europe, North America and
Australia by 2050 if we don’t start to tackle
the problem. Looking very specifically at
Swiss statistics, 270 people died in 2015
because of antibiotic resistance.
What causes antibiotic
resistance?
In order to think about solutions to the
problem, we need to look at the reasons
why this surge in antibiotic resistance has
developed. It isn’t a new phenomenon
but a fact of science that when exposed to
antibiotics, bacteria will evolve and develop
resistance over time. However, not using
antibiotics correctly in humans and in
animals is accelerating this process.
To start with, over-prescription and
over-use of antibiotics is a practice which
needs to be stopped. Taking antibiotics
unnecessarily won’t make you feel better
more quickly but will destroy the ‘good’
bacteria in your body needed for digestion,
defence against infection and healthy living,
encouraging antibiotic-resistant bacteria to
survive and thrive.
A study published in the Journal of the
American Medical Association (JAMA)
in May 2016 found that during 2010-
2011, almost a third of all antibiotic
prescriptions in the United States may
have been inappropriate. And a Public
Health England study found that this figure
was as high as 23% in England between
2013-2015 with unnecessary antibiotic
prescriptions for sore throat, cough, sinus
and ear infections the worst offenders.
Adding to this over-prescription of
antibiotics, in 62% of countries globally,
antibiotics are still available without
prescription. International travel and
mobility also increase the problem. A
person can bring antibiotic resistant
bacteria into the country, particularly if
they were hospitalized during their stay
abroad.
“We need to increase public
awareness that antibiotics
work against bacterial
infections only and
don’t kill viruses like
the flu, the common
cold virus and most
causes of gastroenteritis.”
How do we tackle antibiotic
resistance?
Medical professionals need to take
responsibility and only prescribe antibiotics
when they are really needed. Further
development and availability of rapid, nearpatient
tests to check for bacterial infections
during a consultation may help. Also, rather
than prescribing antibiotics to begin straight
away, perhaps increasing the use of ‘standby’
prescriptions to start if symptoms are
not improving could be another tool.
We also need to increase public awareness
that antibiotics work against bacterial
infections only and don’t kill viruses like
the flu, the common cold virus and most
causes of gastroenteritis. They also don’t
kill fungal or parasitic infections. Most sore
throats and ear infections are usually viral
but occasionally bacterial. Even if they
are bacterial, they tend to get better by
themselves within 7 days. Antibiotics usually
make no difference in the duration of
symptoms and have the potential to cause
side effects such as diarrhoea.
The overuse of antibiotics in agriculture
since the 1940s is also a contributing
factor to the resistance problem that we
face today. In the past, antibiotics were
given to livestock to prevent disease and
promote growth - a practice which has been
forbidden in Switzerland since 1999 and
since 2006 in the European Union. Poor
food hygiene practices, infection control and
sanitation are also contributing to the rise
of superbugs globally.
The Swiss Antibiotic Resistance Report
published in 2018 showed that the message
was starting to get across in this country.
In 2017, there were 29 prescriptions of
INTERNATIONAL SCHOOL PARENT SUMMER 2019 | 31

antibiotics per 1000 medical consultations
compared to 34-40 per 1000 in the years
2006-2013. The use of antibiotics in
veterinary medicine also halved in the 10
years since 2008.
This has partly been an effect of the
StAR National Antibiotic
Resistance Strategy, first
launched in 2015. A new
facet to the campaign,
“Antibiotics: use wisely, take
precisely”, was launched in
November 2018 to raise public
awareness and includes TV
spots, posters, on-line
publicity and a dedicated
website, also available in
English: www.correctuse-of-antibiotics.ch
The key
messages from
the ‘Antibiotics:
use wisely,
take precisely’
campaign
If you are given
antibiotics:
• Take them as prescribed – complete the
course, even if you feel better.
• Don’t skip doses.
• Don’t share your antibiotics with others.
• Return packs that are partially used
to your pharmacist. Don’t throw them
out with your household
waste as they may get into
the environment causing
contamination.
• Never use leftover
antibiotics.
And if you are not given
antibiotics, important things to
remember include:
• This is for a reason.
Antibiotics won’t
fight viral infections
and even if they
are bacterial, many
infections clear of their
own accord.
• If you take antibiotics
when they’re not
needed, this can lead
to antibiotic resistance
and make it difficult to
treat infections when
really needed.
• Some of the existing antibiotics have
already lost their efficiency to fight certain
bacteria.
• Antibiotics have side effects and if used
when not needed, these can outweigh the
benefits – they can weaken essential bacteria
in the body and support the development of
antibiotic resistance.
There is no doubt that antibiotics save
lives, but we need to get to a point where we
depend less on them. If we don’t act now,
in the future, what start out as essentially
minor infections or minor injuries will
undoubtedly lead to many deaths.
Dr Michelle Wright is a British-trained
General Practitioner and Director of
HealthFirst, providing dynamic First
Aid Training and Health Education in
English throughout Switzerland (www.
healthfirst.ch). She also has a regular
radio show about health on World
Radio Switzerland (www.worldradio.ch/
healthmatters).
Disclaimer: This article is for information only and should not be used for the diagnosis and treatment of medical conditions. All reasonable care has been taken in compiling
the information but there is no legal warranty made to its accuracy. Consult a doctor or other healthcare professional for diagnosis and treatment of medical conditions. Dr
Michelle Wright or HealthFirst is not responsible or liable, directly or indirectly, for any form of damages whatsoever resulting from the use of the information contained or
implied in this article.
INTERNATIONAL SCHOOL PARENT SUMMER 2019 | 32

Understanding
and Supporting
Gifted and Twice
Exceptional Learners
There are many misconceptions about giftedness making identification difficult
and misdiagnosis relatively common among gifted children (and adults).
Identifying strong learners seems easy enough, but this usually only captures those
students who fit the popular stereotype of being gifted; namely the high achievers.
High achievers are, however, not necessarily gifted and underachievement is
actually quite common among gifted students. So what is giftedness, really?
By Stephanie Walmsley & Dr. Raphaela Carrière
Characterisitics
Formal definitions of giftedness vary to
some extent but in general it is held that
having a full scale IQ of 130 and above
qualifies students for giftedness. This
definition is limited because any number
of factors can influence performance on
an intelligence test. Leading researchers
and gifted associations worldwide strongly
recommend that thorough investigation of
personality characteristics and educational
background be considered as well.
Giftedness is characterized by
asynchronous development, which means
that children develop unevenly in different
domains. This can mean differences in
cognitive vs. motor skills vs. emotional
development, or it can mean differences
in e.g. math vs. language development.
Where on the one hand gifted students
may discuss the origins of the universe, on
the other they may still hold their parent’s
hand to cross the street. They may be able
to calculate difficult equations but barely
be able to write a complete sentence.
Further, gifted students have advanced
cognitive abilities, for example they may
INTERNATIONAL SCHOOL PARENT SUMMER 2019 | 33

e able to reason well, have an extensive
vocabulary or a wide range of interests,
and often have an excellent memory.
Moreover, gifted students have heightened
intensity, often being very sensitive and
easily hurt, but also compassionate and
concerned with moral issues, fairness and
justice. Taken together, these create inner
experiences that are qualitatively different
to the norm. They often have mature
judgment for their age and are no stranger
to questioning authority. Often having high
energy, additionally, they can have a vivid
imagination and be highly creative.
Challenges
But gifted students face real challenges.
Some of the common characteristics
of giftedness, when not understood in
the context of giftedness, can easily
lead to referrals to (mental) health care
professionals, usually for behavioral
problems instead of for identification
and understanding of their giftedness.
They are often misunderstood and
misdiagnosed, for example with Attention
Deficit (Hyperactivity) Disorder (ADD/
ADHD), Autism Spectrum Disorder
(ASD), Oppositional Defiant Disorder
(ODD), Existential Depression, Obsessive-
Compulsive Disorder (OCD), and Bipolar
Disorder. Moreover, learning impairments
may also influence proper identification and
needed support. These children are called
twice exceptional.
The term twice-exceptional (2e) learners,
refers to those learners who are both gifted
as well as having another ‘exceptionality’.
This can be a learning disability (e.g.
dyslexia), a learning difficulty (e.g. different
learning style such as visual-spatial vs.
audio-sequential), another developmental
diagnosis (e.g. ADHD), and/or a large
discrepancy between different domains
in the intelligence profile (e.g. high fluid
reasoning– low verbal comprehension
or high fluid reasoning – low processing
speed).
The greatest problem by far with 2e
students is that they often go unrecognized
because their strengths obscure their
weaknesses and their weaknesses obscure
their strengths. Even in intelligence testing
2e students’ advanced cognitive ability can
go undetected.
Risks
The uniqueness of the gifted leaves them
vulnerable. Particularly in the context
of school, they require modifications.
Underachievement is prevalent among
the gifted all over the world and can
have serious implications for personal
development, self-esteem, performance
and more. When insufficiently challenged,
gifted students often fail to develop good
learning habits, because a lot of what
they learn seems effortless. As they grow
older, however, and school becomes
more demanding, they find themselves
insufficiently equipped to meet expectations.
Furthermore, gifted students rarely feel
successful, as a sense of accomplishment
is dependent on their achievement
actually having been challenging to them.
Perfectionism is also frequently seen among
the gifted, building on their keen sense of
how something could be and not wanting to
settle for less.
Socially, gifted students also often feel out
of sync because they experience the world
differently to their peers, and because they
are more advanced than their classmates
in important ways, their interactions can
seem awkward. Moreover, their advanced
cognitive ability may expose them to
knowledge that they are emotionally less
equipped to deal with. Psychological
distress, rumination, anxiety and depression
are all concerns for this population. Clearly,
these issues also have implications for
parenting and counseling.
For the twice exceptional learner, these
issues are exacerbated by their special
learning needs, making them even more
vulnerable. Going un(der)recognized in
schools, they don’t receive all the support
that they need. Apart from implications
for academic achievement, this can also
have deep implications for their long-term
psychological well-being, their confidence,
and their sense of self. Even if learning
disabilities are recognized, the lack of
attention for the gifted side seriously underaddresses
the special needs of 2e learners.
They suffer with inner confusion about their
own abilities, being aware of their internal
inconsistencies.
Screening
Screening for giftedness is not common in
schools, and usually little is known among
teachers about identifying characteristics.
Many possible factors can obscure the gifted
child in the classroom (and at home) but this
has much to do with expectations from the
environment and lack of knowledge
and understanding about giftedness.
Often, children present more challenging
behaviour as well as emotional and learning
issues, thus requiring appropriate support
in school and outside. Early identification
is crucial to facilitate the timely support
necessary to prevent issues in emotional
well-being, psychological distress, (further)
learning difficulties, behavioural challenges.
INTERNATIONAL SCHOOL PARENT SUMMER 2019 | 34

Inclusive School Support Systems
High Learning Potential or Twice
Exceptional is the term used to describe
those individuals who have one or more
special educational needs or disabilities and
who also have high learning potential (or
high ability). This is a sub-section of the
SEND community that does not always
receive the attention it deserves and that can
be easily misunderstood.
Although in the past there has been less
known about students who fell under this
umbrella and in addition students who
were identified as ‘gifted’ also had to deal
with the elitist stigmatisation. There is
much evidence in recent years that many
children present areas of additional need
learning needs which contain identified/
unidentified special educational needs (SEN)
alongside identified/unidentified High
Learning Potential (HLP), as reflected in
their educational experiences. Students who
have high learning ability can often mask a
learning difficulty and in contrast those who
have been identified as having a learning
difficulty can often have their high learning
ability unrecognized because of a learning
disability.
Therefore, in schools it is imperative that
inclusion departments have the ability to
screen, identify and support students who
may have a learning disability but also have
a high learning ability in one or more areas.
Failing to do so results in students going
under represented in the school community
and without adequate academic and
emotional support.
Good programmes of inclusion should
include a combination of equal support
for strengths and difficulties. At GEMS
we continue to build and develop strong
support systems that are holistic in their
approach to supporting high potential
and twice exceptional learners by having
solid educational plans that reflect a child’s
academic needs as well as emotional support
needs. It is important to have education
plans that are well balanced in terms of
building strengths and difficulties for the
learner. We also collaborate with the outer
learning community to provide additional
experiences for high potential and twice
exceptional learners, including offering
workshops and experiences for learners
to develop their capabilities whether in
academics, music, sport or the arts.
About the authors
Dr. Raphaela Carrière is a developmental psychologist who supports smart, sensitive and
intense people to navigate all the challenges associated with being gifted. Teaching gifted
students is a frequently under-recognised challenge.
She is a developmental psychologist and consultant, specialized in giftedness
throughout the life span and in Early Childhood Development (ECD), President of the
Executive Board of Directors for SENG Europe (NGO Supporting Emotional Needs of the
Gifted). http://raphaelacarriere.com/
Stephanie Walmsley is the Director of Student Support Services at GEMS World Academy,
Etoy. Stephanie joined GEMS in August 2018, having worked in the Leman and Geneva
region for 15 years developing inclusive education practices alongside wellbeing
services. Stephanie has a Master’s degree in equality and diversity and is passionate about
developing support services that incorporate both well-being and education.
For more information about giftedness, high potential or twice exceptionality support
please contact Dr Raphaela Carriere and Stephanie Walmsley at Gems World Academy Etoy.
Web: www.GemsWorldAcademy-Switzerland.com
Email: Registrar GWE registrar_gwe@gemsedu.com
INTERNATIONAL SCHOOL PARENT SUMMER 2019 | 35

Extraordinary Answers
to Improbable Questions
about Switzerland PART
2
My latest book, Why Do the Swiss Have Such Great Sex? provides, as its subtitle suggests,
Extraordinary Answers to 66 Improbable Questions about Switzerland. . In the Spring issue of
the International School Parent Magazine I asked and answered two of these questions: How
Many Toblerones Would It Take to Make a Matterhorn and Could a Tsunami Strike
Switzerland? The answers, if you missed them, were 20,000 years worth of Swiss chocolate
production and a resounding Yes. (For explanations, dig out the Spring issue and have a look!)
In this issue we look at a crucial question
for the (very long term) future of Swiss
tourism: Are the Swiss Alps Growing
or Shrinking? It turns out that the answer is,
Both. Here’s why and how:
The Alps shrink because of erosion. Wind, water,
glaciers and rockfall are constantly removing material
from the tops of the mountains and sending it down
to the valleys.
In 1871 Edward Whymper, one of the two men
to first set foot on the summit of the Matterhorn,
described the forces of erosion on that mountain.
He was responding to John Ruskin, the English
art critic and mountain lover, who had called the
Matterhorn “indestructible.”
“There is no aspect of destruction about the
Matterhorn cliffs,” says Professor Ruskin.
Granted—when they are seen from afar.
But approach, and sit down by the side of
the Z’Muttgletscher, and you will hear that
their piecemeal destruction is proceeding
ceaselessly—incessantly. You will hear, but,
probably, you will not see; for even when
the descending masses thunder as loudly as
heavy guns, and the echoes roll back from
INTERNATIONAL SCHOOL PARENT SUMMER 2019 | 36

SWITZERLAND TOURISM
the Ebihorn opposite, they will still be pinpoints
against the grand old face, so vast is
its scale!
So much for erosion. But why are the Alp
simultaneously growing? You might think that the
collision of tectonic plates that gave rise (literally)
to these mountains millions of years ago is still
ongoing, but you’d be wrong—while the Alps are
a young mountain range, the Alpine area has been
“dead” tectonically for some time now.
And yet they grow. To picture the surprising cause,
imagine you have a suitcase full of rocks sitting on
a trampoline. The suitcase rises above the surface of
the trampoline, but at the same time presses down
on it.
If you were now to take the rocks out of the
suitcase, but place them on the trampoline right near
it, you wouldn’t see much difference in the height of
the top of the suitcase, because the rocks would still
be pressing down the trampoline.
If, however, instead of filling the suitcase with
rocks, you were to place a large block of ice on top of
it, things would start to happen. Imagine that the ice
is in a lightweight plastic tub with a hose running
out of it and off the trampoline. As the ice melts,
the weight on the trampoline decreases because the
water flows down the hose and out onto the ground.
Gradually, the trampoline will be become less and
less compressed, and the top of the suitcase will rise.
Now you have to imagine a very, very slowly
rebounding trampoline, by which I mean one that
holds the impression of a weight on it for a long time
after that weight has actually disappeared. And since
there are no very slow trampolines, think instead of
a carpet that has had a table sitting on it for years.
When you take away the table, the impressions of
the table’s feet remain. Eventually these compressed
spots will rise up and the carpet will level out, but
those dents in the carpet will often remain long after
the table has been carried away.
24,000 years ago, at the time of the Last Glacial
Maximum, the Alps were like a suitcase full of
rocks with a block of ice on top. The rocks in this
metaphor simply represent rocks, while the block of
ice stands in for the huge glacial dome that partly
covered them. The trampoline itself represents the
earth’s crust, which got compressed under all of that
weight.
When the mountains erode, the rocks they lose
end up in the valleys. From there they continue to
compress the earth’s crust as much as they did when
they were at the top of the peaks—just as the rocks
that were placed around the suitcase compressed the
trampoline as much as when they were in it. But
the massive amounts of ice—62,000 gigatons 3
—that covered the mountains 24,000 years ago,
melted and didn’t stick around, but flowed out to
the oceans—like the water in the hose. The earth’s
crust reacts VERY SLOWLY to this loss of weight,
and is still decompressing today—like the carpet
that had the foot of the table imprinted in it. This
decompression of the crust lifts up the Alps just as
the decompression of the trampoline lifted up the
suitcase.
The decompression of the earth’s crust, which
“grows” the Alps, and the work of erosion, which
“shrinks” them, almost completely balance each other
out. Overall, the rising crust is slightly winning out
over the falling boulders, and the Alps are gaining in
height very slowly, to the tune of about a millimeter
a year. Despite this, however, they still aren’t as
high as they were several million years ago. Their
current growth is, geologically speaking, a short-term
reaction to the glacial melting since the Last Glacial
Maximum, rather than the continuation of a longterm
trend.
Now that we know the Swiss Alps are both
growing and shrinking, we might want to
know how they compare to other countries’
mountains. This leads to the next question:
Is Switzerland the Most Mountainous
Country in Europe? As you will see, there’s
1
That’s 62,000,000,000,000,000 kilos, or close to 10 million kilos for every person alive today.
INTERNATIONAL SCHOOL PARENT SUMMER 2019 | 37

Development’s 2004 report entitled Mountain Areas
in Europe—which also leaves out both Andorra
and Georgia, lending credibility to our judges’ tough
decisions.
• For highest average altitude, the new
winner is: Switzerland! With an average
altitude of 1,350 meters, it handily beats out
Austria (910), Macedonia (741) and Spain
(660).
• For greatest percent of mountain area, the
new winner is: Switzerland! According to
the report’s criterion for “mountainousness,”
Switzerland’s percentage of mountain area
just edges out Norway’s, 94% to 93%—with
Greece a distant third at 78% 4 .
• For greatest percent of mountain
population, the new winner is: Switzerland!
With a mountain population of 84%,
Switzerland easily beats out Slovenia (65%)
and Norway (63%), with Austria (50%) a
distant fourth.
a lot of competition for this title, but with
a little shuffling and without any outright
bribery of the judges, Switzerland comes
out all right in the end.
• Europe’s highest mountain is in Russia.
The next two highest are in Georgia.
• The European country with the greatest
mountainous area is Norway, followed by
Spain and Sweden.
• The European country with the highest
average elevation is Georgia, followed by
Andorra.
• The Alps are shared by eight countries,
with the largest shares held by Austria
(28.7%), Italy (27.2%) and France (21,4%).
• Europe’s longest glacier is in Norway.
• The highest mountain in the Alps is on the
Italian/French border.
• The European country with the largest
mountain population is Italy, followed by
Spain and France.
• The country with the greatest percentage
of its territory in mountainous terrain is
Andorra.
• The country with the greatest percentage
of its population in mountainous terrain is
Andorra.
It looks like Switzerland is getting creamed. In
many people’s eyes, it started out as the favorite
in this competition. After nine rounds, however,
there hasn’t been a single Swiss victory. The other
contestants are neck and neck, with Andorra and
Norway in the lead, and Russia, Italy, Austria and
Georgia packed together just behind them.
But what’s this? It looks like Switzerland is
making a move!
• Of the eighty-two 4,000-meter peaks in
the Alps, 48 are in Switzerland. Italy comes
in second (35) with France a distant third
(26).
And see now! Georgia has been disqualified!
The judges are ruling that the border between
Europe and Asia is formed by the Caucasus, which
places Georgia firmly in Asia. This will make for
some hard feelings, since many Georgians think of
themselves as Europeans, and want to join the EU.
But the judges are sticking by their ruling.
And see again! Andorra has also been
disqualified! The judges have learned that Andorra
is ruled by two Co-Princes, and one of those princes
is the president of France. This means Emmanuel
Macron is competing with a double entry, which is
completely against the rules.
So we need to reconsider the points that Georgia
and Andorra won—highest average elevation,
greatest percentage of mountain area, and greatest
percentage of mountain population. The judges are
furiously reviewing the Nordic Center for Spatial
THE FINAL RESULT: With the greatest
number of 4,000-meter Alpine peaks, the highest
average elevation, the greatest percentage of mountain
area, and the greatest percentage of mountain
population, the winner is:
SWITZERLAND!
What a comeback! What a match! Switzerland
now reigns as the most mountainous country
in Europe. Join us for the next version of this
competition, scheduled for March 5 in the
year 10,002,018—at which, given the pace
of geological change, Switzerland will be the
overwhelming favorite to retain the title.
And join us in the next issue for a look
at William Hill’s odds that Geneva will
disappear into a black hole.
Ashley Curtis is the author of four
books recently or soon to be published
by Swiss presses, as well as numerous
articles and short stories. He works
part-time as a freelance editor based
in Switzerland. As well as “Why Do
the Swiss Have Such Great Sex?”, his
Swiss works include “Error and Loss”,
“O, Switzerland!”, and the upcoming
“Hexeneinmaleins”.
https://ashleycurtis.net/
4
The analysis uses the following fairly liberal definition of “mountainous” (read on at your own risk): For altitudes less than 300 meters, an area is “mountainous” if the standard
deviation of the 8 cardinal points surrounding it on a one-kilometer grid is greater than 50 meters. From 300 to 1,000 meters, “mountainous” means that altitudes within a
7 kilometer radius vary by 300 meters or more. From 1,000 to 1.500 meters, if the slope to the 8 cardinal points surrounding it on the grid is 5 degrees or more, a point is
considered to be in a mountainous area. From 1,500 to 2,500 meters, this slope only needs to be 2 degrees. Finally, any terrain over 2,500 meters is considered mountainous.
INTERNATIONAL SCHOOL PARENT SUMMER 2019 | 38

HOW
international
education
CAN SERVE THE
African continent
No matter how we define international education 1 , it is
a fast-growing phenomenon in Asia and in Africa. In a
thought-provoking article entitled, ‘International elite,
or global citizens? Equity, distinction and power: the International
Baccalaureate and the rise of the South’, researcher Gardner-
McTaggart explains:
‘The 2013 UN Human Development report predicts the middle classes of
‘The South’ a five-fold increase by 2030. Globalisation has resulted in national
conceptions of business: education and identity being in flux. Emerging middle
classes of the South are already embracing international forms of education for
instrumental reasons of advantage and distinction.’
I am particularly interested in the impact of international
education in Africa, my continent of origin, where economic
growth and the thirst for new global opportunities make a new
brand of private international schools the first choice of ambitious
parents and students. There is an increasing number of African
children in international schools in Africa due to the rise of an
African middle class. One of the main incentives for these families
is no doubt the opportunity to study abroad, possibly in a renowned
university, thanks to recognized certifications like the International
Baccalaureate Diploma or A Levels.
How do we ensure Africans come back after studying abroad?
This increase of international education schooling in Africa is
certainly leading to a slow but steady rise in the number of African
students in world class universities around the globe. It is difficult
to argue against access to quality tertiary education and more
visibility for African talents. The question remains, however, how
much this will benefit Africa. Will the students come back? Will
they invest in their continent? Can they readapt as repats (returning
expats)? I believe the key to this is meaningfully acknowledging
and honouring African heritages in international schools in Africa.
This goes hand-in-hand with the international school system
avoiding perpetuating destructive hierarchies that affect the selfesteem
and identity of young Africans. Creating international
school environments where everybody learns to know, love and
work in Africa is for me the main condition for this type of school
to be a genuine blessing for the mother continent. Key to this is
valuing what the continent has to offer, instilling pride in its unique
offerings and not allowing the stereotypes of a poor and helpless
Africa to perpetuate.
So how can international schools positively impact Africa and
make the most of their experience there?
1
Reflecting carefully on charity work.
The way international schools on the continent, and those
visiting from abroad, interact with the community is worthy
of deep reflection. Charity work is one way international schools
engage with local communities. Through service projects, schools
often strive to impact their surroundings in a positive way. The
1
Today international schools come in all shapes and forms. They might or might not be attached to international organisations. As private schools, they can cater for expats or
the local middle class. They can call themselves international because of the number of nationalities in their student or staff body. The programmes taught do play a crucial part
in the attractiveness of an international school. International Baccalaureate (IB) and Cambridge Assessment International Education (CAIE) for instance are highly regarded by
universities worldwide so teaching these programmes also gives schools access to an international badge. (Gardner-McTaggart 2014)
INTERNATIONAL SCHOOL PARENT SUMMER 2019 | 39

number of companies who support international schools in the
planning of field trips and service experiences is also on the rise.
Africa is a dream land for its landscapes and people. It seems ideal
to conduct life changing experiences on this rich environment. Who
would say no to climbing Mount Kilimanjaro while raising funds
for impoverished children, building classes in West Africa together
with local children or teaching for a week in an isolated village?
However, we should be wary of such a trip design reinforcing the
idea that Africa needs “saving”.
2
Scaffolding
positive and constructive interactions with
the community.
During Service-learning trips, the quality of the learning
and action on the ground strongly relies on scaffolding, reflection
and the degree of genuine engagement of the companies, schools
and teachers involved. I recommend for international schools in
Africa in particular, to be extremely careful about the hierarchies
that can be surreptitiously established between foreign helpers
and the local communities that are visited and supported. The
expression, “teach to fish instead of giving a fish” is often used by
those working within Africa. However, to be truly constructive, I
propose going one step further. Instead of trying to teach Africans
how to fish, students learn how to fish from the local fishermen,
discover how to cook from an African mama, understand the
effectiveness of African medicinal plants with a traditional doctor,
learn from Africa!
The service trip would then become be a genuine journey of
inner discovery and outreach. For the African students and all the
other nationalities present in the school, it would be a journey into
exciting territories, much more stimulating than building latrines
for people who could very well do this for themselves. Walking
in African nature and enjoying the beauty of it, maybe together
with friends from the nearest village is a treat many international
schools in Africa already enjoy. We need to see more of this, and
scaffolded collaborations, and mutual friendships. But we also need
less unilaterally planned help that can wind up scratching where
there is no itch.
3
Avoiding
“bunker syndrome”.
The risk of the “bunker syndrome” – whereby international
schools isolate themselves from the local context they exist
in – is particularly high in Africa. This is a feature that may be
found in international schools
all over the globe. However, on
a continent that may be seen as
dangerous and unpredictable, the
walls can grow even higher. While
there is no compromise possible
when the security of students is at
stake, there are many ways of letting
Africa in, many ways of opening the
door. Let’s start with the visibility of
African role models as teachers and
members of the school leadership.
If all the Africans seen in a school
are cleaners and gardeners, then it
is time to wonder what picture of
Africa is given to the students.

4Being aware of the “hidden curriculum”.
Visibility also happens through the curriculum. What are
the main concepts inculcated about Africa in the classrooms
of international schools? What does the hidden curriculum
say? Absence and irrelevance of Africa or African diversity and
promise? When African students leave the continent, never to
look back even to invest or stay informed, it is a book of hope that
is burned to ashes. Such attitudes are caused by self-hatred and
the feeling that there is nothing worthwhile in Africa. Such ideas,
whether they are kept unspoken or tactlessly articulated, can send
the poorest of the continent to the bottom of the Mediterranean
Sea and the richest to a place of personal struggle. And Africa’s
wealth might then continue to be enjoyed exclusively by a
smaller number of people who have understood the economic,
environmental and social promises of the continent.
Therefore, it’s essential that African students and those of
other nationalities attending International Schools in Africa have
experiences that leave them with a sense of pride and optimism.
The young generation who grow up in and know Africa are best
placed to move Africa forward. The quality of the connection
they build with local communities will play an enormous role in
determining their future, and their desire to return.
5Instilling pride, honour, and respect for Africa.
There are so many reasons why African families join
international schools: the need for a rigorous education,
the desire to travel, dreams of future prosperity, preference for
child centred education and more. A host of reasons also drive
a foreign child to an international school in Africa: continuity of
programmes followed in other countries, emotional safety, main
language of education. I believe that for local and foreign pupils,
it is the duty of the school to make Africa visible, respected and
understood in its complexity. Enriching children with a sense of
pride, shared humanity, and adaptability to new cultures is an
invaluable gift in a 21st century of accelerated global changes.
Through respectful ties with the local community and a curriculum
where Africa is honoured, international schools in Africa can reach
further than the pragmatic considerations that might have governed
the enrolment of their students. There are opportunities here for
reflection, professional development and celebration!
References:
Gardner-Mc-Taggart, A. (2014) ‘International elite, or global citizens? Equity,
distinction and power: the International Baccalaureate and the rise of the
South’. Routledge.
Estelle Hughes, MAed, is from Cameroon and
Head of Talent Development at Enko Education, a
network of African international schools, present
in 7 countries (www.enkoeducation.com). Estelle
has taught Languages and Literature in renowned
international schools (including the International School of
Geneva, The Mahindra United World College of India, and Gems
World Academy). Estelle is also a consultant for international
education and teacher training on the African continent.

INTERNATIONAL SCHOOL PARENT SUMMER 2019 | 42

NON-EMPLOYED
PARENTS
Make sure you protect both yourself and the family unit.
If you are a non-employed parent do not
underestimate your value to the family unit.
Probably, you have given up a good career to look
after your children and the family home. Perhaps, you
may no longer bring an income into the unit, but how
much would you cost to replace! How do you put a
price on it?
Imagine, the position of a highly paid executive,
working long hours during the day, including many
overseas trips lasting several days at a time. On the
other hand, the partner does not work and looks after
their 3 children aged 12, 9 and 4. The stay at home
parent undertakes many, many roles, which include
getting the children ready in the morning, transporting
them to various schools, collecting them in the evening,
taking them to after-school clubs, feeding them and
looking after them during long holidays, periods
of sickness and many more house chores. Imagine,
something unexpected happens to the partner and they
are no longer able to carry out the above.
How would the situation be managed? How would
the surviving partner be able to continue working?
Alternatively, who would look after the children and
accommodate all their needs and at what cost! The
pension scheme of an employed person will provide
some protection in the event of their death, but what
about the non-employed party.
You also need to provide for your own retirement. Do
not rely on your partner to support you in retirement.
Separation, divorce, illness and outliving their partner
results in many people struggling in retirement. Start
planning for your own retirement sooner rather than
later!
There are more than 15.000 divorces every year in
Switzerland 1 , with an average duration of 15 years at
the moment of the divorce.
In addition, many statistics confirm that on average
women earn less than men. This can be as the result
of taking career breaks to bring up children or care
for elderly relatives. When returning to work they are
often forced to take lower paid jobs. This results in their
pension pots being smaller… up to 40%. In addition to
this, women also have a longer life expectancy, so they
have to manage for longer on a smaller savings pot.
Do not get caught out! Do not just rely on your
partner to sort out your finances, it often creates
unpleasant situations in the future. Become financially
independent! Take action, protect your family unit
and guarantee a financially independent retirement.
Procrastinating on your pension planning can have
dramatic consequences, not only in the case of divorce
or death.
Arrange a meeting with a Financial Planner and
review your Financial Position. What are your current
circumstances? What are your plans and aspirations?
Are you on track to achieve them?
Complete a Cashflow Forecast to understand your
future financial position. Calculate how much you
spend on essentials and luxuries and how much you
are likely to spend when retired. This will show you
the amount of retirement pot you will require and
how much you should be saving now. Do not delay,
every month will increase the required contribution.
A financial planner will work with you to identify your
investment goals and how to manage your savings to
maximise the return.
Taking action now could save you a lot of problems
(and money) in the future.
Richard has over 40 years of experience within the Financial industry. His extensive knowledge
of underlying financial services and products made him one of the most recognized financial
planners in in the French-speaking area of Switzerland, where he advises clients on investments,
retirement planning, estate planning and many more financial milestones.
He would be delighted to undertake a confidential review and assessment of your individual
circumstances. For more advice please contact Richard Heath, Financial Planner at Blackden Financial
based in Geneva.
Telephone +41 22 755 08 00 | Email rheath@blackdenfinancial.com | Website: www.blackdenfinancial.com
1
Situation économique et sociale de la population - Office fédéral de la statistique, 14.12.2017

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Flirt with some
NEW FOODS
this summer!
INTERNATIONAL SCHOOL PARENT SUMMER 2019 | 46

I
just love trying new foods. I largely have my
parents to thank for constantly introducing us to
different flavours. Growing up in rural Australia,
we certainly had our fair share of lamb steak and
three-veg. But with Bircher-müsli for breakfast (or
sometimes dinner as used to be the tradition!), “Biscuits
de Noël” at Christmas and fondue in winter, my father
kept a little taste of Switzerland - his country of origin
- alive in our kitchen. I can still hear the neighbours
exclaiming: “Cheese soup is all we’re havin’? Where’s
the steak?!”.
As for my mum, she bonded with people over food.
She learnt to cook a range of Indian, Indonesian,
and Thai dishes from colleagues in Switzerland and
Australia who soon became fast friends. The effect on
my life was clear as I moved around and met people
from different cultures who were amazed and delighted
that I knew and enjoyed lesser-known favourites from
their homes. I’d usually reply, “Well, my mum had a
friend from…”. Invitations for dinner quickly followed,
often developing into firm friendships - and the
opportunity to add more recipes to my favourites!
Living abroad often means letting go of edible
family favourites from “home”, or they become a rare
treat. What are you missing? Reese’s, Yorkshire tea,
vegemite, peanut butter, unique tropical fruits, special
herbs, spices and sauces? Leaving behind those familiar
flavours can be difficult to digest, for you let alone your
children. But a huge part of making a new country
home is discovering what its food culture has to offer. What’s more,
the international school environment is definitely a great place to
share and learn new recipes! You may be surprised how quickly this
can lead to new friends too.
Learn your new home’s culture and history through its food.
When settling into a new country, food is key to connecting with
the culture and it also gives fascinating insight into its history. Have
you ever considered that, while Switzerland is today a very rich
country, its lack of food variety indicates a very humble past? With
cheese, cured meats and potato the basic ingredients of most Swiss
specialties, it’s clear that a majority of Switzerland historically
interchanged very little with other cultures, nor did the geography
allow them to experiment much with different fruits and vegetables.
In October in Fully, there is a fascinating festival about the
history of chestnuts in the area: the Fête de la Châtaigne. The
trees were planted around 1200 C.E. before potatoes or grains
were introduced. Today, the 17 hectares that remain protect the
community from rock and mud slides. I never would have thought
to take a tour about chestnut trees, but honestly, it is one of my
most memorable in Switzerland. The guide was charming and
passionate and the history remarkably interesting. I see why the
community fought hard to keep their chestnut trees!
For those in German-speaking Switzerland, why not try a Food
Trail this summer? The trails combine a scavenger hunt with
tasting of a half dozen or so local specialties – a family activity
guaranteed to be fun and delicious! Don’t think you speak enough
German yet? The beautiful city of Saint-Gallen is holding tours in
English.
Be open-minded at the market.
When you move to a new country the supermarket, and even the
local market, is an adventure in itself. Before going to the open-air
markets in Europe I never knew there were so many varieties of
tomato, or that strawberries could truly taste so sweet.
Find out where and when a fresh-food market takes place near
you and make a point of going as a family. Take advantage of
your foreigner’s ignorance to ask questions about how to cook a
vegetable you’ve never seen before. Modelling this curiosity to your
children is a powerful way to invite them to overcome timidity when
faced with newness. The market is also a great setting to discuss
where the food is coming from. Is it locally grown, or imported
from within Europe or abroad. Are the prices higher or lower at the
market as compared to the supermarket? Is it worth paying a little
more for locally grown produce? Make the experience into a little
assignment for your kids – especially if you’ve recently moved and
you’re still getting your heads around a new currency!
Try some new recipes.
In fact, this holiday, why not try aim for one new recipe per week.
If your children are old enough, send them out on a challenge to
find the ingredients. Reading the recipe, pondering the quantities,
daring to ask for a product they can’t find and dealing with the cash
are all life skills that will serve them well in the future. For the littler
ones, simply involve them in the recipe-choosing and preparing
certain ingredients.
In the last Spring edition of the International School Magazine,
Andie Pilot shared “5 Swiss recipes you probably haven’t tried yet”.
The Papet Vaudois is a particularly easy dish to prepare. Quick,
INTERNATIONAL SCHOOL PARENT SUMMER 2019 | 47

filling and tasty, this might be a good one to try! You can find the
recipe on the International School Parent website.
Otherwise, what international recipes are your children raving
about? What do their friends eat that they’d like to try? I’m sure
that at every Kermesse or other school festival there have been
international foods you and your children have particularly enjoyed.
Some dishes definitely take some time to prepare. But don’t let that
put you off. Make an event of the more elaborate dishes. Prepare
them together on weekends or special occasions and they might
even become a family tradition.
A fun way to get everyone introduced to the cooking process is to
take a cooking class together. One of my highlights in Geneva was
a patisserie class at “Les Ateliers”, and the establishment has since
grown to offer a wide variety of sweet, savoury and kid-friendly
classes.
Foster friendships through food.
Being open to at least trying something new has opened so many
doors for me into people’s homes, for fresh goat “Nyama Choma”
in Kenya, “Mansaf ” in Jordan, and a special Romanian soup made
from rooster’s… well I’ll leave that to your imagination! Clearly not
all of these have made their way into my own list of go-to recipes,
but some like Borscht (a to-die-for Eastern European beetroot soup)
or Okonomiyaki (a Japanese omelette/frittata that’s an ultimate
comfort-food) are now easy-to-make staples I turn to regularly.
I’ve met a lot of people on my travels, but those I’ve shared a
special meal with are faces I haven’t forgotten, and moments I look
back on with particular fondness. Modelling an appreciation for
trying new and different foods will teach your children this simple
key to unforgettable experiences and relationships as they grow up
to travel and study and work abroad. And in the short-term, it’s
also a great way to make new friends in as you settle into your new
home.
So, who have you been dying to ask for a recipe? What “weird”
food has your child come home talking about that maybe you could
all give a go? Has someone expressed a curiosity for your native dish
that you could invite them over to try? Or maybe even help cook?
Develop curiosity and confidence in cooking this summer!
A curiosity for cooking and eating good food – as well as learning
where food comes from - should be considered an essential part of
growing up. The summer holidays are a great time to take a next
step in getting your children involved in recipe planning, shopping
and cooking. You’re probably still working, but they have a little
more time on their hands. What better opportunity to take those
next steps towards food independence! We can all hope that by the
time the next academic year starts, the younger ones will be able to
help out and the older ones might even be cooking a dish or two.
So use these summer holidays to build your list of go-to recipes
and get your kids familiar with them. After a hard day at work,
cooking dinner is not everyone’s favourite activity. But resist
the temptation to rely on pre-prepared meals. With a little bit
of planning, there are plenty of fresh and nutritious dishes that
take very little time at all, especially with a few helping hands.
And on a deeper level, this curiosity and appreciation of food
will be nurturing an open-mindedness and sense of human
interconnectedness that I’m sure will bring many beautiful
experiences to your child in the future.
A simplified Okonomiyaki Recipe
When I’m short of time in the evenings, my go-to dish is
“Okonomiyaki”. I have my Japanese room-mate from university
to thank for what is now a family favourite. Okonomiyaki’s
basic ingredients are eggs, flour, water and cabbage. But it’s
actually a very versatile dish since “okonomi” means “what you
like” and “yaki” meaning grilled. You can add meat or seafood
or other vegetables. You can top it with bonito flakes or bacon,
spring onion or seaweed. Okonomiyaki sauce can be found
in most Japanese/Asian stores but if not, topping with a only
little mayonnaise still does the trick on its own. Definitely buy
a couple of big cabbages and they’ll stay fresh for weeks in the
fridge so you can always have the ingredients on hand ready for
a lazy evening or when you get home late.
Ingredients for 1 person:
1 egg
~50g plain flour
~50ml water
a handful of shredded cabbage
a dash of soy sauce (to replace salt and the special Japanese
stock)
chopped spring onions
4-6 slices of bacon
okonomiyaki sauce
mayonnaise
Method:
1. In a large bowl mix the flour, water, cabbage, soy sauce,
spring onions and lastly the egg. The mix should be quite wet,
but excess liquid shouldn’t be obvious if you tilt the bowel.
2. Add the mixture to a lightly greased frying pan, on medium
heat, shaping it into a circle.
3. Criss-cross the slices of bacon on top.
4. When the edge seems to be cooked, flip the okonomiyaki and
leave to cook for 5-7 minutes – usually if the bacon is ready, the
okonomiyaki is ready!
5. Put onto a plate, and criss-cross okonomiyaki sauce and
mayonnaise over the top.

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INTERNATIONAL SCHOOL PARENT SPRING 2019 | 51

A Levels
– could they be a better choice
than the IB?
A
Levels are increasingly being chosen by international and
Swiss families for their children’s final years of schooling.
Highly-regarded by universities in the UK, Switzerland,
and globally, they are considered by international school students as
a serious alternative to the IB Diploma. A key decision for parents
and students heading into the final school years is which route
to take. While the IB Diploma is often the most popular option,
an alternative is A Levels. So what makes them better for some
students?
Both qualifications are widely respected routes into university.
However, the A Level qualification has its fans, largely because they
offer the opportunity for students to continue studying only the
subjects where their most passionate interests and talents lie. This
can make the final two years of school a lot more motivating for
some students and even give students a tactical advantage allowing
them to score better in their final exams by dropping their weaker
subjects.
For students who are all-rounders, or for those who don’t have a
very clear idea yet what they’d like to do after school, specialising
in only a few subjects might limit their choices later on. However,
for students who have a clear idea what studies they wish to pursue
after school, A Levels allow them to focus their time on achieving
the highest possible grades in the 3 or 4 most relevant subjects.
As a result, the Swiss International Schools offering the A Level -
including Hull School Zurich, Geneva English School, Brillantmont
International School, and the British School of Geneva - all agree
that they are an excellent choice for many students. So, let’s take a
closer look at A Levels – a programme available to students of all
nationalities and educational backgrounds who meet the entrance
requirements.
What are a levels?
The A Level, or “Advanced Level”, programme is the two-year
course designed to follow the General Certificate of Secondary
Education (GCSE) in the UK. However, it isn’t compulsory to have
studied the GCSE to enter the A Level programme. It is open to
students aged 16 and above of all nationalities and educational
backgrounds. For those who have studied GCSE’s it’s generally
necessary that a student has achieved a C or above grade in five
subjects, especially in the subjects that they wish to study for A
Level. The International A Level is a similar format, but framed
in an international context rather than a UK one. International
schools can run either the UK format or the International format.
Universities do not view International A Levels any differently to A
Levels.
How is the programme structured & assessed?
A Levels are composed of 2 years of study: 1st year AS level and
2nd year A2. You need to complete an AS level in a subject before
you can move on to A2 and complete your full A Level. The A2
INTERNATIONAL SCHOOL PARENT SUMMER 2019 | 52

course builds on what has been learnt in the AS and many A2
exams also test content from the AS course. It used to be that the
exams after studying the AS level contributed 50% towards your A
Level grade, but this is no longer the case. We’ll explain some more
recent changes a bit further on.
The recent changes also mean that the final A Level exams are
more heavily weighted, which can be advantageous for students
whose strengths lie in recall. A Level students are not asked to
complete any significant piece of coursework - such as the IB
Extended Essay - outside of their normal courses, which means
they can fully focus their time on the subjects they’ve chosen.
What type of student is the a level best suited for?
Any student who studies A Levels needs to be prepared to be
self-motivated to study independently and manage their workload.
They should also have a very keen interest in the subjects they
choose as the courses go deeply into concepts and skills related to
these. We often explain to parents that one of the great drawcards
of A Levels is that students can study as few as 3 or 4 subjects
and go much more deeply into these. TutorsPlus tutors enjoy
teaching A Levels as the courses often go deeper in to the subject
matter. By contrast, the number of subjects in the IB, French
Baccalaureate or Swiss Maturité can be much broader, anywhere
from 6 to 11 subjects. When advising parents of students who
have had interruptions to their studies due to illness or professional
participation in sports or the arts, we find A Levels are an option
that provides the flexibility they’re looking for. A Levels can even be
completed by home-schoolers with the help of professional tutors.
Many parents find themselves weighing the IB against A Levels
so it’s important to understand the main difference between these
two programmes. While the IB is designed for developing an
all-rounded student, those studying A Levels can specialise. For
example, the IB normally wouldn’t allow for students to study
more than two sciences to give space for other subjects in the
programme. However, students choosing the A Level route would
have no problem studying three sciences - Physics, Biology and
Chemistry, for example – especially if it would prepare them well
for a particular course at university they have their heart set on.
This route would prepare them well to have a very deep knowledge
of these complementary areas of Science. So, for students whose
strengths lie in a very particular academic area, A Levels give the
opportunity to specialise earlier.
Access to universities worldwide
It is often assumed that A Levels are the best option only if you
intend to study in the UK. However, you should certainly not feel
that you will be limited to the UK by studying A Levels. A Levels
are truly a globally recognised qualification. Universities typically
require students to pass three subjects at A Level, and generally
publish the letter grades necessary for admission (for example, one
A and two Bs). However, it’s always recommended that you check
the entry requirements of the universities that you are considering
just to be sure of their expectations. In order for students to
maximise their chances of achieving the standards sought by the
universities of their choice, many A Level candidates will undertake
four courses (perhaps even more in the first year) and apply to
university based on their top three scores.
A Levels are a great course of study to prepare students for
university. Students need to exercise self-discipline as there is a high
emphasis on independent study, much like at university. Lessons are
often much more lecture-style also, which offers great practice for
students to learn note-taking and revision techniques that work for
them.
We are often asked by parents if universities value the IB as a
more competitive diploma. In reality, universities know that each
pre-University programme has its strengths and weaknesses and
they are unbiased toward any particular qualification. It’s much
more important to make sure that the programme you choose is the
right one for your child.
What do i need to know about the recent changes to a levels?
In 2015 the UK government began phasing in changes to A Levels.
Exams for the last of the “old-structure” A Level subjects will be
taken this May/June 2019. So if your child is entering A Levels
in September 2019 they’ll be fully entering the new system. Your
school will be completely up-to-date with the changes, but just
be careful if you’re reading about A Levels online to check the
publication date of the article/blog as there is still a lot out there
about the old system.
Under the new system that has been introduced, all A Level
exams will take place at the end of Year 13, with no marks from
AS-levels (if you take these) contributing to the overall final grade.
Instead the AS, if your school chooses to run the exam, will be a
separate stand-alone qualification. This change does not, however,
apply to International A Levels, which is a separate system.
In general, there will also be less coursework and fewer practical
assessments under the new system. This means having a solid
revision plan in place to make sure learning stays fresh is of
paramount importance. The grading system remains unchanged.
Grades will continue to be awarded on an A*-E scale. The A*
grade in A Levels differentiates the highest performing students
and gives university admissions a better appreciation of a student’s
academic achievement.
Want to be best prepared for a levels?
TutorsPlus can provide specialist A Level tutors, experienced with
the curriculum and exam preparation. If you feel your child has
any gaps ahead of moving into A Levels, we’d be happy to match
them with an experienced tutor who will ensure they move forward
with confidence and solid foundations. Additionally, if you have
questions regarding school choice or the best curriculum to suit
your child, TutorsPlus’ Education Consultants would be happy to
guide you.
You can reach TutorsPlus at 022 731 8148 or
info@tutorsplus.com
By Sandra Steiger - Academic Support Manager at TutorsPlus
Sandra Steiger has over 10 years’ experience
teaching English at various schools in
Switzerland. She now works as Academic
Support Manager at TutorsPlus. During her 6
years at the International School of Geneva, she was also the
Service Learning programme Coordinator, International Award
Supervisor, a Homeroom Mentor and Head of Year 8.
INTERNATIONAL SCHOOL PARENT SUMMER 2019 | 53

PERSPECTIVES FROM SWISS
INTERNATIONAL SCHOOLS
OFFERING A LEVELS
“Our school, Brillantmont International
School, has been teaching A Levels for over
60 years. We strongly believe that A Levels
give students flexibility and freedom in
their learning choices. Rather than having
a fixed programme imposed upon them,
students choose three or four A Level
subjects, about which they are passionate.
This freedom of choice allows them to
develop depth of knowledge in their
chosen subject, building critical thinking
and academic skills. Students can focus
on the subjects they love and are not held
back by having to study subjects they do
not enjoy. Similarly, service learning and
extra-curricular activities are chosen by
the students, rather than being imposed
upon them, as is the case with other
programmes. Students effectively take
ownership for their learning. Furthermore,
the fact that A Levels are recognised
and held in high regard by universities
worldwide is of utmost importance,
since our students continue their higher
education across the globe.”
Sarah Frei, Head of External Relations,
Brillantmont International School.
“A-levels have become popular in Switzerland, a
highly competitive private school market. One of the
fastest growing private schools in Switzerland, Hull’s
School Zürich, uses the UK system and teaches mostly
Swiss adolescents. It opened its doors in 2004 and
now counts 300 students, making it probably Zürich’s
largest private sixth form college. Swiss students
appreciate an alternative to the very broadly-based
Swiss university entrance examination (Matura). They
find the idea of an all-English high school appealing
as they expect to do further studies and pursue careers
in English. Many of them feel that their chances of
getting into a Russell Group university are better with
A-levels, because they are able to concentrate more on
their best subjects. As Swiss universities also recognize
A-levels, they get the best of both worlds.”
Robin Hull, Principal, Hull’s School Zürich.
“A Levels are globally recognized qualifications, highly
respected by universities in Europe, America and around
the world. A post-16 programme of study based around
A-levels affords individuals the flexibility to choose
courses that suit their skills, talents and interests, whilst
also allowing the time to supplement their studies with
elements that go beyond the confines of examination
specifications, adding contrast, depth and breadth. Our
A-level diploma programme will include critical theory,
an extended individual project, involvement in the
community and enrichment via a plethora of societies
and clubs. It will prepare students for life in a rapidly
changing global environment and give them a rich
appreciation of our complex, interconnected world.”
Tim Meunier, Geneva English School
“At the British School of
Geneva, applications from
students of all educational
backgrounds are taken
into consideration, based
on their level of English
and performance in their
previous school. We offer
students support and
guidance at every stage
of the programme, from
selecting their subjects,
to managing time
effectively and becoming
independent learners.”
Sabine Hutcheson, Head of
Sixth Form, British School
of Geneva
“I frequently receive enquiries
about the British School of
Geneva’s A Level programme
from parents who are looking
for an alternative to the IB, the
Swiss Maturité or the French Bac.
It could be that their children
struggle with certain subjects
they would be required to
take in an “all-round” diploma
programme, or simply that
they know the specific subjects
on which they would like to
focus. Either way, A Levels allow
students to maximise their
chances of success and to show
themselves in their best light on
university applications.”
Christina Matillon, Principal, British
School of Geneva
INTERNATIONAL SCHOOL PARENT SUMMER 2019 | 54

to Help our Teens get the Best Start to the IB
Diploma – Advice from IB Experts
If your child is starting the IB Diploma
Programme next academic year, here
is all the advice you need to help them
get the best start possible. We often hear
from DP Coordinators that parents and
students alike can worry as the start of the
IB approaches. It doesn’t matter whether
students are coming from the MYP, IGCSE,
or national curricula, there is always an
adjustment period that students need to
be prepared for. We’ve gone to the experts
and spoken to IB DP Coordinators at
top international schools in Switzerland
to gather their advice on how your child
can be better prepared to hit the ground
running in their first Semester of the IB
Diploma.
TOP TIPS
What advice would you give those
who are about to enter the DP
programme?
“Once students have selected their courses,
it’s about being organised and being able to
work within a schedule in terms of getting
the work done. I try to emphasise that you
don’t need to be a genius to be successful
at the Diploma. You just really need to be
organised and have chosen the right classes.
Students need to have thought through
what they’re interested in studying at
university, what countries they are thinking
of studying in, and what their passions are.
Their programme should have been put
together from that.”
Joseph Amato – IB DP Coordinator, Zurich
International School.
“They need to look at it as a really
positive, exciting two years ahead. It’s a
bridge between school and the next step,
whether it be university or another road.
Don’t listen too much to comments like,
“Oh, it’s really hard. The DP programme is
a lot of work”. Students need to experience
the Diploma for themselves and a negative
or fearful mindset can hinder their ability to
enjoy the next two years. It’s a very personal
experience.
Parents can help by guiding their
child to refocus on themselves and their
particular educational journey, as opposed
to comparing themselves to others. At this
stage of your life path and career path
and journey, comparing yourself to others
doesn’t mean anything. Parents need to
give students the space to follow their own.
It’s far more likely that students will enjoy
the Diploma and succeed if they’ve chosen
options that they’re happy with, that they’re
interested in and passionate about.
If students find they’re not enjoying
a subject, it’s better to talk with the DP
Coordinator earlier rather than later and we
will try to work with to find a way forward.
Ideally, students will have been having these
conversations before they start and will have
chosen their subjects well.
Lastly, we want students to understand
that the DP is a collaborative endeavour,
where they are immersed in a network
of people who are very willing to support
them and who they can learn from and
should communicate with. We encourage
students to be very open, to discuss their
learning with their parents, to be open
minded about discussion with staff within
the school, but also with their peers. One
of the best enrichments the IB can do is to
allow a sense of shared learning as well as
ind ependence. So, talking to one another
avoids ending up feeling that you’re in a
vacuum, that you’re working through things
on your own.”
Ann Lautrette – IB DP Coordinator, Inter-
Community School Zurich.
“I take a very IB mission statement
kind of approach to starting the Diploma.
The workload is a little less intense at
INTERNATIONAL SCHOOL PARENT SUMMER 2019 | 55

about setting good foundations and work
habits in place.”
Dr. Zoe Badcock - AP and IB DP Coordinator,
International School of Zug & Luzern.
“At TutorsPlus we echo many of the
sentiments of the IB Coordinators we have
spoken to. It’s really important the student
has chosen the subjects carefully and not
been overly influenced by peers or what
they feel they should be studying. No matter
which school, we find that students who’ve
chosen their subjects carefully are able to
keep motivated and stay applied, even when
it gets challenging. Our tutors say this is
especially true with the Extended Essay and
Internal Assessments where it’s so important
to have a personal interest in the topic to
inspire independent research”.
Sandra Steiger - Academic Support Manager at
TutorsPlus
So, add these points to your pre-first
semester checklist:
• Remind your child that the IB DP
experience is a personal one, that it will
be a foundation for finding their place in
the world and achieving their goals for
the future. That’s exciting!
• Make sure they’re truly happy with their
subject choices. If they have any doubts,
they should speak to their DP coordinator
sooner rather than later.
• Ensure your teen knows that they
have the support of the school and their
families, and shouldn’t hesitate to reach
out for help or advice at any stage.
“I try to emphasise that you don’t need to
be a genius to be successful at the Diploma.
You just really need to be organised and
have chosen the right classes.”
the beginning and I think that there’s an
opportunity to dream a little bit, to explore
and be critical about what you want to get
out of the next two years. So, I encourage
students to think beyond their subjects and
imagine what they want the world to be
like and their place in it. How would they
achieve that? In the first weeks it’s also all
What would you say are the most
challenging aspects of the DP
that maybe parents and students
don’t fully appreciate at the
beginning?
“It’s different for all students. They come
in with diverse amounts of talents and
abilities. Some students like the Extended
Essay, if they were lucky enough to get to
work on their passion then it’s easy. For
others the struggle is very real. It really
depends on the student. Overall the biggest
challenge I would say is going from ninth
and tenth grade curriculum and having to
ratchet it up two or three degrees in order
to cope with the six courses, the Extended
Essay, and doing CAS. It’s a big jump and
certainly when we’re counselling tenth
graders I try and emphasize that again and
again. Some people listen and some people
INTERNATIONAL SCHOOL PARENT SUMMER 2019 | 56

get scared, which they shouldn’t. But some
students don’t pay attention and they suffer
the consequences.”
Joseph Amato – IB DP Coordinator, Zurich
International School.
“They don’t anticipate how organised
they will need to be, and how structured in
their time they’ll need to be. That is a huge
challenge for students. They often start the
programme feeling like, “Oh, this is okay…
what were they talking about saying it’s so
hard and there’s so much work?” And then,
often, there’s quite a steep increase, and
they find themselves wondering, “How can
I manage this?!” We always try at school to
prepare students for that. We put in place a
core curriculum programme that supports
those organizational skills. But then they go
from a really structured programme to one
where they have study periods, where they
have to learn independently. So, part of our
job is to prepare them throughout school
for that independent learning that we know
they’re going to have to deal with in the DP
and beyond. Because after these two years
that’s it, they’re completely independent in
terms of their own learning.”
Ann Lautrette – IB DP Coordinator, Inter-
Community School Zurich.
“Every year, the start of the 2nd year is a
surprise in terms of how challenging it is for
the students, even if you prepare them. At
that time there’s a convergence of deadlines
and expectations. There’s the pressure of
university applications while simultaneously
completing Internal Assessments, and
feeling like they need to show that they’re
performing in tests in order to get good
predicted grades for university. I think that
the first semester of the 2nd year of the DP,
any Diploma coordinator will tell you, is
the most challenging. And I think that it still
catches parents and students out.”
Dr. Zoe Badcock - AP and IB DP Coordinator,
International School of Zug & Luzern.
“There are certainly times of the year
where we at TutorsPlus are inundated with
requests for assistance for revision or getting
started on essays with deadlines just around
the corner. So the best advice we can give
is that it is really important that students
take their DP coordinators’ advice on
timelines and schedules seriously to avoid
very stressful moments for parents, students,
teachers and tutors alike!”
Sandra Steiger - Academic Support Manager at
TutorsPlus
If your child is struggling with ideas to
get started or needs to revise structuring
their coursework, encourage them to sit
down with their teacher, a friend, you, or a
tutor to help set their ideas out. While IAs
and the EE are to be done independently,
there’s no limit to how much students can
talk their ideas through and receive advice
how to move forward if they’re stuck. We
recommend that:
• Your child spends time over the summer
reflecting on all the learning and feedback
they’ve ever received on organisational
skills. Put an action plan in place that
works for them to be organised. Ask your
teen how they organise themselves – and
explore different methods if they haven’t
yet found what works for them.
• Stay in touch with the deadlines. If their
teacher warns them of a “crunch time”
where many deadlines will converge,
mark it in red in the family calendar.
Help your child get started extra early on
any preparation needed for these tasks to
avoid unnecessary panic and stress”.
When students are thinking about
organization and maintaining a
healthy schedule, what should they
bear in mind?
“There isn’t a one size fits all formula. Some
students would not do well if they didn’t
have sports as an outlet, although physical
activity is part of the IB programme.
Some need the rush from playing on
a very competitive football team and I
would never want to take that away from
them. If I see someone who seems to be
overextended, I would talk to the family and
advise them, especially in year two, to think
about curtailing a little bit. However, most
students do this on their own.
As a school, we try to have an overview
of what else students are doing, outside of
academics. How many clubs they belong
to, what sport teams they belong to. Many
of our students belong to teams in their
local communities, which the school may
not know about. Overseeing all the students
and getting the full picture of what’s going
on in their lives helps us better understand
when some students aren’t doing as well as
they would like to do.”
Joseph Amato – IB DP Coordinator, Zurich
International School.
“We’ve always said that the IB Diploma
is a marathon, not a sprint. It’s really
important that students pace themselves
well. Towards the end, they need to be
prepared to focus their remaining time and
energy on the task at hand, while still eating
well, and being active and social as this is
well known to combat stress.”
Sandra Steiger - Academic Support Manager at
TutorsPlus
Some final things to add to your pre-first
semester checklist!
• If your child has a very active life
outside of school, make sure the school
knows so they better understand your
child’s situation and can help balance
demands on their time.
• Students should definitely keep active
and involved in sports, theatre, music,
and clubs that make them happy. It’s
important to have these non-academic
outlets. Just prepare them already for the
idea that by 2nd year of the IB DP they
may need to cut down on these to be able
to manage the workload.
TutorsPlus can provide specialist IB
tutors, experienced with all areas of the
curriculum, exam preparation, as well as
organisation and time management. If
you feel your child has any gaps ahead
of moving into the IB Diploma, we’d be
happy to match them with an experienced
tutor who will ensure they move forward
with confidence and solid foundations. The
summer break can be a great time to review
and prepare ahead of the IB Diploma
journey.
You can reach TutorsPlus at 022 731
8148 or info@tutorsplus.com
By Sandra Steiger - Academic Support Manager at
TutorsPlus
Sandra Steiger has over 10 years’ experience teaching English at various
schools in Switzerland. She now works as Academic Support Manager at
TutorsPlus. During her 6 years at the International School of Geneva, she
was also the Service Learning programme Coordinator, International Award
Supervisor, a Homeroom Mentor and Head of Year 8.
INTERNATIONAL SCHOOL PARENT SUMMER 2019 | 57

ADVERTORIAL
etıquette
The case for learning
INTERNATIONAL SCHOOL PARENT SPRING 2019 | 58
Since the wedding of Meghan Markle
and Prince Harry, a number of news
pieces have emerged on how the
American is expected to behave now that
she is a member of the British royal family.
Commentators have drawn attention to
royal traditions that guide what to eat (no
garlic), how a female member of the royal
family should dress while in public with
the Queen (favouring pastels and neutral
colours) and how she should sit (preferably
by crossing legs at the ankles or practising
the “duchess slant”).
Etiquette as a shared language
As the above example show, etiquette
matters. What’s more, etiquette spans
a broad range of behaviours, choices
and actions. It includes body language,
manners, appearance, interpersonal skills
and official protocol.
In the public eye, following etiquette and
protocol is key to both demonstrating and
earning respect. But etiquette is needed not
only by royals, politicians and diplomats.
It is a universal language that facilitates
daily interactions in business and in society.

ADVERTORIAL
“Etiquette spans a broad range of behaviours, choices and
actions. It includes body language, manners, appearance,
interpersonal skills and official protocol.”
After all, it’s harder to negotiate over a
meal if you’re worried about which fork to
use.
Meanwhile, in today’s globalised world,
knowledge of international etiquette is
crucial to avoid miscommunication or
committing a cultural faux pas. Greetings,
punctuality and table manners are all
examples of customs that vary across
cultures. But how does one learn etiquette?
Understanding the value of
etiquette
Etiquette — that combination of manners,
emotional intelligence and soft skills, or
savoir-vivre and savoir-être, as the French
say — is not learned through books, but
by practice. At Glion Institute of Higher
Education, our hospitality management
students internalise etiquette through
practical experience, including service roles
on campus and professional internships
completed abroad. Certain guidelines also
help: Anthony Durand, Senior Lecturer
and Manager Banqueting, Events and
Boutiques, identifies the following six habits
as prerequisites to business protocol:
• Be on time
• Be discreet
• Be courteous, pleasant and positive
• Be concerned with others
• Dress appropriately
• Use proper written and spoken language
Practice makes perfect
“I strongly believe in learning by doing,”
Mr Durand says. “At Glion, students
develop their sense of etiquette naturally
as they take on responsibilities such as
welcoming visitors in our lobby or serving
guests in our gastronomic restaurant.
They learn to look their best as they follow
our business dress code daily. They are
mentored by our faculty, but ultimately,
it is through experience that they come
to understand l’art de recevoir, the art of
welcoming, and how to act appropriately in
a variety of contexts.”
In the business world, first impressions
are particularly important. For this reason,
Glion’s dedicated careers department
arranges mock interviews and advises
students on business etiquette ranging
from appearance to body language and
communication.
A process of continuous
learning
Of course, etiquette is also constantly
evolving, influenced by shifts in technology
and culture. “The paper invitations sent
to announce social events in the past are
today often replaced by social media invites
or mobile messages, and ‘netiquette’ now
has its own set of rules,” Mr Durand
observes. “Meanwhile, globalisation has led
to a wider appreciation of etiquette across
cultures — for example, nowadays many
business professionals in Europe know that
in East Asian culture, they should use both
hands when presenting business cards, but
that awareness was less common just a
decade ago.”
INTERNATIONAL SCHOOL PARENT SPRING 2019 | 59
International exposure is key to
understanding cultural differences in
business and social etiquette. At Glion,
students learn alongside classmates who
represent around 90 different nationalities,
enabling them to exchange experiences of
protocol and etiquette around the world
and constantly learn from each other.
The importance of etiquette is
particularly evident in multilingual,
multicultural Switzerland, which is home
to many of the world’s international
organisations. At global forums such as
the United Nations, etiquette plays a vital
role in preventing misunderstandings and
ensuring that all feel welcome.
From meetings to the dining table,
protocol and manners pave the way for
conversations to be had and decisions to be
made. Far from old-fashioned, etiquette is
a shared code of respect, an attitude and
a lifelong skill – one from which we can all
benefit.
About the author
Georgette Davey serves
as Managing Director of
Glion Institute of Higher
Education, a leading hospitality
management institution with campuses
in Switzerland and the UK. She has
more than two decades of experience
in academic leadership and hospitality
management.

Active Parents,
INTERNATIONAL SCHOOL PARENT SPRING 2019 | 60

ADVERTORIAL
Active Children
The amount of physical activity parents do has a
direct impact on their children’s participation in sport
By Rachel Beacher
INTERNATIONAL SCHOOL PARENT SPRING 2019 | 61

“Bouldering is ideal for parents and children because you don’t
need any equipment apart from the climbing shoes, and it is very
accessible for everyone.”
T
he amount of time children
spend playing sport often means
parents have less time to commit
to their own physical activity. The higher
your daughter or son climbs up the
competitive ladder of hockey, horse riding,
tennis or gymnastics, the more time you
spend ferrying them to local or regional
competitions, and cheering them on.
While taking on all of these logistics is
an inevitable part of bringing up sporty
kids, there is something else that can have
a dramatic impact on whether or not they
are active enough: their parents’ own
participation in sport and exercise.
A growing body of research is
demonstrating that in addition to the
personal physical and mental health
benefits for adults themselves of remaining
active, creating an active family life gives
kids a model for a healthy lifestyle they can
emulate. In particular, a Portuguese study
last year found that children who have two
physically active parents are significantly
more likely to be involved in sport. Girls
who have an active mother, and boys
who have an active father are especially
likely to be engaged in more sports, and
to practise more times each week. The
study authors specifically recommend that
projects to promote children being active
should involve the whole family, promoting
parents to be more active. Similarly, a
2017 Canadian study found that a “child’s
level of physical activity rises by five to ten
minutes for every 20-minute increase in
the physical activity of a parent”. Children
involved in the study walked an extra 200
to 350 steps a day for every 1,000 extra
steps a parent walked.
Policy makers are also speaking publicly
about how active education involves parents
as well as schools. As part of the European
PACTE project, the think tank Sport and
Citizenship recently organised a workshop
on Active Education. EU Affairs Director
Maxime Leblanc said: “Parents need to be
behind this idea of being more physically
active at all times, especially mothers. In
general research has shown that any big
changes in society happen through women
and a change in women’s behaviour. It’s
good to target kids directly but parents
should also be educated to include more
physical activity in their own lives and as a
consequence in their kids’ lives. We tend to
focus more on schools as an institution, and
what we can provide in schools and around
INTERNATIONAL SCHOOL PARENT SPRING 2019 | 62
schools, rather than going at this micro
level of parents, but it’s an absolute must if
we want to go further in this.”
The World Health Organization
recommends that children aged five to
17 should be doing at least 60 minutes
of moderate to vigorous activity a day
and adults aged 18-64 a minimum of
150 minutes a week. So what type of
activities can you do as a family that also
work around full-time jobs, a commute,
and weekends spent ferrying your young
athletes to their matchdates?
Family skiing in Switzerland
One of the few sports that international
families routinely and frequently practise
together, skiing is a perfect activity for
parents and children because it’s fun, it
offers a complete day out with friends,
and – unlike with running, walking or
swimming – it is usually the adults who
have to make the effort to keep up.
Ski instructor Dave Burrows, founder of
SnowPros Ski School in Valais and Vaud,
said: “I can’t think of many sports you can
do between generations. Skiing gives you a
really good opportunity to do that, if you
can get all family members to a similar level

– that is the biggest challenge.
“Certainly it is possible. There is a guy
here who is one of the best skiers on the
mountain. I remember seeing him with a
backpack with his 12-month-old in, and his
young daughter and his wife. He was there
in Telemark skis teaching his daughter how
to ski. I thought that was lovely. I use that as
inspiration for how I’d like my family to go
forward.
“My little one is hopefully going to be
on skis next year. I can’t think of anything
nicer than tootling around the mountains
with her.”
Bouldering and indoor climbing in
Switzerland
The popularity of climbing without
ropes or harnesses, usually at much lower
heights than traditional climbing, has a
natural appeal to families. There are fewer
technical skills to master before you can
start, and of course there is far less distance
to fall if someone does get into trouble.
In any of the many indoor bouldering
centres across the world, you will find a
wide variety of difficulty levels on the same
wall, which suit experienced - and taller
- climbers as well as novice/shorter ones.
Daniel Braillard, co-owner of Le Cube
indoor bouldering centre in Lausanne,
said: “Bouldering is ideal for parents
and children because you don’t need any
equipment apart from the climbing shoes,
and it is very accessible for everyone. We
have lots of parents who come for their
children and realise that they can also do
it because it’s easy, so they get the climbing
shoes too. As a result, parents and children
are active together, which is nice.” He
added that bouldering particularly suits
families because it is a communal activity.
“Whether outdoors or indoors, bouldering
by definition is done as a group because
one person climbs while the others look out
for the climber, so everyone takes part.”
Walking and running in Switzerland
While the ubiquitous family-friendly
ParkRun has inexplicably yet to penetrate
Switzerland, there are hundreds of
organised races that accommodate
children. One of the oldest is Geneva’s
Course de l’Escalade, the biggest race
in Switzerland, attracting nearly 50,000
participants in early December each year.
As well as the adult-only races, there are
special categories for youngsters from the
ages of six to 17. Older family groups (18
upwards) are encouraged to enter teams
into one of the main runs allowing for
men and women to run together (Mix2
and Mix3). On the Saturday evening,
there is a fancy dress “Marmite” race for
families with children over the age of six,
and parents and children over the age
of ten can take part in the 8-kilometre
walking event from Veyrier to the centre
of Geneva. Starting seven weeks before
the race, there are organised trainings on
Sunday mornings attracting up to 2,500
people at a time, in different municipalities
of the Geneva region. Michael Kleiner,
head of media relations, said the Course
de l’Escalade is popular with families
because the course is compact, and runs in
Geneva old town, with running distances
of between 1.7 and 7.3 kilometres. “It’s a
good way of bringing families together,”
he explained. “Sport activities are very
popular in Switzerland and everywhere;
cities and countryside alike. There’s a lot of
fun, there’s room for everyone and families
really enjoy coming together.”
Rachel Beacher
@rachelbeacher is a freelance writer and editor who is a passionate advocate of active
parenting. She is also Marketing and Communications Manager for InterSoccer, which runs
bilingual football courses and Easter and Summer camps for two to 13-year-olds across
Switzerland. intersoccer.ch
Hayley Hay
Hayley Hay is a lifestyle family and portrait photographer living in Lausanne. Although her
work covers a diverse range of subjects, a lot of her focus is on photographing people, and
children in particular. She is a true believer in capturing life’s most authentic moments in
an unobtrusive manner, so she can create natural images that stand the test of time.
info@hayleyhayphotography.com
www.hayleyhayphotography.com
www.facebook.com/hayleyhayphotography
INTERNATIONAL SCHOOL PARENT SUMMER 2019 | 63

SWISS GROUP OF
INTERNATIONAL SCHOOLS
– 2019 ANNUAL CONFERENCE
In early March of this year, the International School of Basel hosted the SGIS twoday
Annual Conference. This represented both an opportunity for rich and
thought-provoking professional development for schools and school staff, and
also an important occasion for teachers working in international schools across
Switzerland and beyond to meet, network, discuss and share ideas.
we walk the talk?” was
this year’s theme. Keynote
“Can
speakers and workshop
leaders were all very inspirational. It was
a privilege to welcome Andy Hargreaves,
Danny Brassell, Kendall Koller, Alison
Schofield and Jennifer Wathall, who
spoke and shared their ideas on a range
of important topics such as collaboration,
multilingualism, well-being in schools,
authentic communication, inquiry-based
learning, maths and school leadership.
The conference also included workshops
on new accreditation protocols, which
are hugely relevant to most SGIS schools
given the recent changes in internationally
recognised teaching and learning standards,
offered by organisations such as NEASC
and CIS.
Thanks to these many excellent
workshops and speakers, no doubt delegates
are invigorated to “walk the talk” back at
their home schools.
SGIS – 50 Years
This year’s conference also marks the 50th
anniversary of SGIS, which now counts
INTERNATIONAL SCHOOL PARENT SUMMER 2019 | 64

VIEWS FROM THE
SGIS BOARD
49 international schools in its organisation.
Thanks to the work of Geoff Tomlinson,
Honorary Board Member and Jackie Chan-
Kam, Executive Secretary, the Association
has a beautiful book ‘Chalk and Cheese’
on the history of its member schools, past
and present. SGIS member schools were
each presented with a copy of ‘Chalk and
Cheese’ at this year’s conference.
This important anniversary is not
only an opportunity to celebrate past
achievements but also to look to the future.
How does SGIS continue to provide
and support relevant and stimulating
professional development to teachers
and administrators? As the world is in
constant change, SGIS like its schools must
continuously adapt to best meet the needs
of its member schools, their students and
staff.
Finally, a special ‘thank you’ to IS Basel
for all their hard work in hosting a very
successful conference and also to their
student ambassadors, who over the two days
supported delegates, introduced keynote
speakers and entertained us with a musical
interlude.
http://www.sgischools.com
The International Baccalaureate’s IB World Schools Manager, Rémy Lamon was also
at the conference and provided reassuring information concerning the IB Evaluation
process, which can often appear daunting. With high energy and a positive outlook,
Remy outlined a clear and inclusive process to ensure a thorough self-study, enabling a
school to both meet IB requirements and focus on continuous improvement. There was a
strong emphasis on international mindedness, multiple perspectives and the celebration
of strengths at the school. Student action and agency were highlighted, as in other
conference sessions. With the new IB Standards and Practices on the horizon, Remy’s
enthusiasm was encouraging and created a sense of eager anticipation. This session
proved to be both inspirational and practical, a balance appreciated by all attendees.
Denise Coates (Director of ISBerne)
Kendall Zoller’s Keynote Address on Saturday 2nd March balanced wit, insight
and relevance in inviting his audience to reflect on the significance of non-verbal
communication, particularly in the context of meetings between professionals
where a cognitive dissonance may exist between verbal messaging and unverbalised
emotional cues. He provided practical and easily applicable tactics for recognising these
dissonances and mitigating them in socially adept ways.
Richard McDonald (Head Master, Aiglon College)
Thirty-two educational companies from across Europe attended the conference and had
a busy and productive two days interacting with teachers and other staff from a broad
range of SGIS member schools.
They left with a great deal of positivity about the new and renewed relationships
they had forged and are already looking forward to joining next year’s conference at the
Institut Florimont in Geneva.
Exhibitors, delegates and other staff from ISB met after a busy day for a lively and
stimulating gala dinner at the Radisson Blu Hotel. A Jazz Quartet provided high-quality
entertainment, offering a relaxed atmosphere for networking and future collaborations.
Andy Croft – SGIS Treasurer
INTERNATIONAL SCHOOL PARENT SUMMER 2019 | 65

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