Family Matters Magazine - Prague - Issue 1 by the British International School, Shanghai

IB: The Best of both worlds Page 17

Health The obesity problem travel A Northern Territory adventure ask the experts Living Local education Choosing the right school

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FAMILY MATTERS

ISSUE 1

helping others to be the best they can be

CONTACT admissions@bisb.hu TO ARRANGE A VISIT TO OUR SCHOOL OR TO ORDER OUR PROSPECTUS

Senseo, now also available cubed. www.senseo.com/quadrante

FAMILY MATTERS

ISSUE 1

IB: The BesT of BoTh worlds Page 17

health The obesity problem travel A Northern Territory adventure ask the experts Going native education Choosing the right school

Family Matters Issue 1 Contributions welcome from all of the Budapest community. Please contact marketing@bisb.hu for more information.

FAMILY MATTERS

MAGAZINE

magazine

FAMILY MATTERS

CONTENTS

EDITOR’S WORD N

ord Anglia Education and The British International School Budapest would like to warmly welcome you to our first Budapest edition of Family Matters Magazine. In conjunction with our Essentials Guide, the Family Matters project began a little more than a year ago with the intention of providing expat families with a trusted resource that would help them in gaining a better understanding of the city they were living in, or about to relocate to. Our years of experience highlighted the fact that the

process of relocating to a foreign land and adjusting to expat life can be daunting, both before departure and after arrival. In recognition of this, we launched the project, which at the time seemed a lofty goal. What we found, however, was a well spring of support from the expatriate community in both Shanghai and Beijing that made the endeavour a labour of love rather than a trial. The warm and enthusiastic reception we received in China paved the way for the expansion of the project to all of Nord Anglia’s Schools worldwide, thus allowing

us to provide what we now see as an essential community service. Helping families better understand the issues they will face during their time abroad is something we have always done, but now we are proud to be able to offer it to the expatriate community as a whole, for the benefit of all. We hope you enjoy our first issue and find it useful. § Yours truly The Family Matters Team

10 22 48 Making an educated choice

Choosing the Right school

Offshore investing and the advantAges of expatriate living

John Hart explains the differences between the British and American curricula

Kevin Foyle offers his insight into the importance and methodology of choosing the best school for your child

Wade Dawson reveals some of the enourmous advantages of becoming an expat

CONTENTS

FAMILY MATTERS

IB: The Best of Both Worlds Rachel Batty explores the benefits of one of the world’s most prestigious degrees

52 60 72 76 living local

Third Culture kids

Expat stress and quality mental healthcare

Kakadu: A Northern Territory adventure

Move One Relocations reveals some helpful advice for expats moving to Budapest

Megan Little provides a window into the life of third culture kids

Dr Maurice Preter, MD delves into the issue of expat stress and offers some valuable insight

Ride along on a family tour of Australia’s incredible natural wonder – Kakadu National Park

essentials guide

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Photo: Conscious Image

COMMENT

FAMILY MATTERS

COMMENT The paradox of modern times

When the going gets tough...

Is technology isolating us from our friends and family?

Some practical advice for ensuring long-term relationship success

e find ourselves suddenly in a new world, where communication is instant, and perhaps instantly gratifying. With the Internet, we never need be alone. Yet rarely is anything an unalloyed good. This is a technology that can bring out the worst in people, or stop those who need to make an effort to interact with others – something everyone needs to do for the sake of their mental health – from doing so. People who are shy and reticent in the real world log on and immerse themselves in chat to vent their frustration. They assume new identities and a new life, sitting in front of their computer for hours at a stretch. This can cause marital problems and an increased likelihood of divorce. Internet surfing, as most of us know by now, can also become an addiction. Hours and hours are spent online, at a remove from the real world, whether gaming or chatting. So what’s wrong with this? Surely online we can communicate with real people, find out what’s going on in the world, find friends who share unusual hobbies, make arrangements to meet in real life? All this is true. The worry about the Internet, as with other forms of technology, is that there are those who don’t use it wisely, those who use it as an alternative to human interaction rather than a way to live life more fully. Once the telephone appeared, it got easier to communicate by voice rather than face-to-face. Now we can ‘talk’ to our heart’s content without ever seeing another human being (on the screen doesn’t count). This is incredibly convenient for most of us, but leads to a social cul-de-sac for some. So are people less outgoing and sociable than they used to be? Even movies and concerts can be

downloaded on demand, reducing the need to go out. In fact, you can even work from home without showing your face in an office. Everything you need to buy can be ordered online or by telephone. Even degrees can be obtained sitting at home. There’s no need to attend lectures and classes in universities. There’s no need to stay in a college dormitory with new friends. The computer has replaced the TV as the incubator of couch potatoes, with people – most problematically children – spending hours in darkened rooms inside of going out and getting exercise. Let’s hope the advent of Wii and other full-body gaming consoles at least leads to recluses in better shape! Some years back, there was this man who named himself DotComGuy. He stayed inside a room for an entire month with just a computer and a broadband connection. Everything he needed or wanted to do came to him through the Internet. Publicity and encouragement were given to him as if he were doing a great job. Was he a pioneer or a harbinger of a worrying future? We are social animals, and we need the company of others for happiness. Modern technology is a boon in many ways, but is this form of progress undermining our potential for happiness? Are we creating hermits? There may be a day, sooner than we think, when no one needs to leave their home. Even marriages are already being webcast, so that relatives can celebrate the union online without needing to physically make the journey to the wedding. What more can they think of? Enjoy the Internet. Marvel at what man has created. But don’t forget to go outside and make a new friend in the real world from time to time. §

elationships with others are vital to us all. Relationships with parents, siblings, friends and significant others can bring joy and added significance to our lives. It’s often through intimate relationships that our deepest needs are met. It’s thus no wonder that we find ourselves preoccupied when we fear the loss of such relationships. Whatever your age and experience, a close relationship brings new and demanding challenges. Being able to handle conflict and deal with differences is important in maintaining healthy relationships, and everyone needs assistance at some time to help them deal with problems or difficulties in a relationship. All couples experience problems in one form or another – it’s part of sharing your life with another human being. The difference between a healthy relationship that works and one that doesn’t is how well couples deal with the challenges and problems they face in their life together. If you want to have a healthy relationship, follow these simple guidelines. • Don’t expect anyone to be responsible for your happiness. Too often, relationships fail because someone is unhappy and blames their partner for making them feel that way. Make yourself happy first, and then share it. • Forgive one another. Forgiveness means ending your anger or resentment. It takes patience, honesty and respect. When freely given in a relationship, forgiveness is powerful. • Don’t do anything for your partner with an expectation of reciprocation. Do things for them because you want to, and don’t hold your good deeds over

their head at a later date. Keeping score in a relationship never works. • Be responsible. If you’ve been rude to your partner, own up to it and try to do things differently next time. If you’re unhappy in your relationship, make an effort to create a better relationship yourself rather than try to change your partner. • Approach your relationship as a learning experience. We’re attracted to a partner from whom we can learn, and sometimes the lesson is to let go of a relationship that no longer serves us. A truly healthy relationship will have two partners interested in learning and expanding a relationship so that it continues to improve. • Appreciate yourself and your partner. In the midst of an argument, it can be difficult to find something to appreciate. Start by generating appreciation in moments of non-stress, so that when you need to do it during a stressful conversation it’s easier. One definition of appreciation is to be sensitively aware; tell your beloved that you love them, and that you don’t want to argue but to talk and make things better. Research has shown that people in supportive, loving relationships are more likely to feel satisfied with their lives and less likely to have mental or physical problems or to do things that are bad for their health. People in supportive, loving relationships help each other practically as well as emotionally. Supportive partners share the good times and help each other through the tough ones. Talking and listening are probably the most important skills in a relationship. There’ll always be tensions and disagreements, but if you can communicate well, you can overcome almost any problem. §

PUBLISHER

The British International School admissions@bisb.hu

CHieF EDITOR

Travis Murray editor@bisshanghai.com

ART DIRECTOR

Travis Murray editor@bisshanghai.com

COPY EDITOR

Aelred Doyle aelred@gmail.com

CONTRIBUTORS John Hart john.hart@bisb.hu

Rachel Batty rachel.batty@bisb.hu William Lower williamlower@williamlower.com Kevin Foyle k-foyle@bisspuxi.com Wade Dawson wade.d@austenmorris.com

ADVERTISING

Alexandra Fekete alexandra.fekete@bisb.hu

CONTACT

helping others to be the best they can be Education and learning have always been our focus and our area of expertise. Our people and the people we work with all have a good understanding of what this means to us. We aim to provide students with the opportunity to be the best they can be.

www.nordanglia.com/budapest

The British International School Budapest Kiscelli köz 17 1037 Budapest Hungary Tel: 00 36 1 200 9971 Fax: 00 36 1 200 9969 Entire contents © 2011 by Family Matters Magazine unless otherwise noted on specific articles

MAGAZINE

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FeatureD Contributors

FAMILY MATTERS

FEATURED CONTRIBUTORS John Hart

uch acclaimed by Ofsted and with over 40 years of experience in teaching and secondary leadership, John came to Budapest from the United Kingdom. He has a BA degree in English, an MA Head of Secondary degree in Education Management and is also a qualified Ofsted The British International School inspector. Most of John’s experience comes from the UK, where, Budapest, Hungary through the years, he has been deeply involved with the UK government’s development and enhancement of the national curriculum. Previous schools he has led have been recipients of the prestigious National Achievement Award and the National 21st Century Learning Alliance Schools Award. He has worked with the Gulbenkian Foundation and other bodies to promote and enhance arts education, and has recently been a headteacher consultant for the Specialist Schools and Academies Trust. Most recently, John has completed consultancy work in Nord Anglia schools in China and Abu Dhabi developing the secondary and IB programmes. So far John is very much enjoying Budapest, although he finds the language exceptionally difficult to follow.

Rachel Batty

fter graduating from the University of Nottingham and completing a PGCE, Rachel taught French and German at Trent College for 8 years, where she also coached hockey and was IB Coordinator housemistress in a boarding house. She left to travel to Japan, where The British International School she taught English to students aged between 5 and 85. She then Budapest, Hungary spent five months travelling in Thailand, Vietnam, China and Tibet, trekking to Everest Base Camp and the Holy Mountains of China before returning to the UK on the TransSiberian Railway. She worked for four years at the Alice Smith School in Malaysia and continued to travel extensively in Southeast Asia. In 2003, Rachel took up the post of MFL Coordinator here in Budapest. Four years ago she became the IB Coordinator at the school and recently was made Deputy Head of Secondary. In her free time, Rachel enjoys walking, reading, good food and drink and the company of friends.

Kevin Foyle

evin Foyle has fifteen years experience in school leadership. After a brief period playing professional cricket in the UK, he began his teaching career at Winchester College, one of the UK’s leading Principal independent schools, where he taught history and politics. He was The British International School then appointed to be Headmaster of Norman Court Preparatory Shanghai, Puxi Campus School in 1995. He was a member of the Council of the Incorporated Association of Preparatory Schools from 2004-2007. In 2007, he joined Nord Anglia Education when he was appointed the founding Principal of The British International School Shanghai, Nanxiang. At the beginning of 2009 he moved with his wife and two children to take up the position of Principal at The British International School Shanghai, Puxi Campus. The fusion of cultures and nationalities inherent in international education and all that this brings to students’ learning experiences inspires him every day. He enjoys all manner of sports and music and, when time permits, can be found out and about exploring the historic districts of Shanghai.

Marion Merrick

Marion Merrick came to Budapest 29 years ago (“for a year”) when there were just eight British people living in the still communist country. She taught in such places as state farms, university departments, factories, ESL Teacher the Prime Minister’s office and the Gundel Restaurant. Marion has also The British International School made language recordings, film voice-overs and worked as a translator Budapest, Hungary and interpreter. She is the author of two books about life in Hungary, both pre- and post-communist, Now You See It, Now You Don’t and House of Cards, in addition to co-authoring books on English language and grammar. Marion and her husband Paul (who teaches at the Liszt Music Academy) have two children who completed their entire schooling in the Hungarian system, and who have both just graduated in Law from London University. Marion attended Sheffield and Reading universities and worked as a teacher before coming to Hungary. She has been working at BISB for the last twelve years.

Professor Deborah Eyre

rofessor Deborah Eyre is Education Director at Nord Anglia Education, responsible for the Company’s education strategy. Professor Eyre is internationally recognised for her work on school reform and gifted education and currently works across the world on Education Director education policy and system design for high performance. A leading Nord Anglia Education researcher into teaching and learning for high performing students and the former Director of the UK government’s National Academy for Gifted and Talented Youth (NAGTY), she is a Visiting Senior Research Fellow at Oxford University and also holds academic positions in a variety of universities in the UK and internationally. A former teacher and academic, she has written many books and articles and worked directly with teachers and parents in many countries. She has served as a Board Member of the UK Training and Development Agency for Schools (TDA) and the National College for School Leadership (NCSL). A well-known international speaker and widely published author, she is interested in all aspects of education and contributes regularly to educational debates.

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EDUCATION

Making an educated choice Understanding the British and American curricula By John Hart Head of Secondary The British International School Budapest and Mike Embley Principal The British School Beijing

ny comparison of the two systems must start with the statement that one is not comparing like with like. The US doesnâ&#x20AC;&#x2122;t have a single educational system in the sense that England does. American schools do, however, have a number of accreditation bodies, who ensure that they have certain standards and fundamentals in common. US schools are also much more free to respond to the requirements, or indeed demands, of the local population. This means that special interest groups can have at times a significant effect on teaching requirements and the curriculum in those schools. This might lead to certain subjects, such as Biology, having additional strictures on what can and cannot be taught in schools. Schools in England, on the other hand, follow a single standard National Curriculum.

EDUCATION Teachers in both systems have some degree of personal freedom to develop their own teaching style within the structure of the particular curriculum that they follow. The English National Curriculum specifies in some considerable detail the educational milestones that children should reach on a year-by-year basis as they progress through their school life. Children are regularly assessed in detail by teachers, who use a standardised set of criteria to assign levels to their progress. Nationally, standardised tests are also employed, which give a very strong indication of how well a child is doing compared to national standards. In the US the relatively recent introduction of the No Child Left Behind act has also introduced compulsory standardised testing in the majority of schools. The act was brought in to address America’s relatively poor performance compared to other developed countries in terms of the academic standards of its students.

International schools which follow the English National Curriculum use the same standardised testing regime and criteria as schools in England. This allows, for example, a British international school to compare and benchmark itself with the very best schools in the UK and to ensure that its standards are set at that level. Each child is assessed and set targets that are achievable for them. It’s important to note that schools are tasked with not only ensuring the progress of the very able, but also of those whose abilities are not at the top of the range. A student may not excel in national terms in all areas of the curriculum but it is important that the schools ensures that each student does as well as they can and is challenged to progress at a rate over and above that they might achieve at an ‘average’ school. These targets are sometimes referred to as Golden Targets and are often used as criteria for parents to judge the ‘value added’ by their school. ‘Value added’ refers to the progress that students in each school make over and above the

FAMILY MATTERS

Any comparison of the two systems must start with the statement that one is not comparing like with like

”

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EDUCATION

average progress that a child would be expected to make, and is an important element in school evaluation in the UK. In the US, students are compared using a variety of different standards throughout elementary school and high school. These vary from essentially IQ-based tests to tests which track progress through the curriculum based on tests of recall or understanding. The political landscape of the US is of course more varied than that of the UK, and this has inarguably had an effect on the way in which testing is viewed. International schools following a broadly USbased curriculum will generally choose one of the larger schools accreditation bodies. These are based in different regions of the US and have also broadened their responsibilities to include some overseas US schools. These bodies include WASC (Western Association of Schools and Colleges), NEASC (New England Association of Schools and Colleges) and SACS (Southern Association of Schools and Colleges), but there are others. They try to ensure that schools meet the AYP (Adequate Yearly Progress) targets specified in the NCLB act. Schooling in the US generally begins at the age of around 5 or 6 years old. The initial focus in kindergarten is on play-based activities, with a transition to more formal structured learning occurring gradually as the child progresses through school. In many ways this is mirrored

in the British system. Unlike in many areas of the US, however, a full system is in place for early years education. The Early Years/ Foundation Stage (EYFS) curriculum is centred on developing all aspects of a very young child, both social and academic. It monitors and assesses key developmental milestones. Parental communication is heavily emphasised in the EYFS. Play is of course emphasised in the playbased learning sections of the curriculum, as are areas of continuous provision such as outdoor play, water play, sand play, arts activities and books. Even before children can read itâ&#x20AC;&#x2122;s important to have books around so that they begin to develop habits which will lead to a lifelong love of learning. Moving into primary school, the key difference might be seen to be one of approach. The core areas of teaching in fact vary little. It is arguably the case that the British system is slightly more advanced in terms of maths and literacy, but in truth the variation between students is higher than that between the two systems. There is also a somewhat wider focus in the British system, contrasted with a more national focus in the US. However, again the variation between teachers is wider than that laid down in the curriculum, with some US teachers considering it their duty to promote a wider world view where they are allowed to do so. One key area, though, is that of tradition. Many British schools still have uniforms and an explicit emphasis on teaching

It is arguably the case that the British system is slightly more advanced in terms of maths and literacy, but in truth the variation between students is higher than that between the two systems

EDUCATION

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The key difference will always be one of approach. A modern forwardlooking system aiming to maintain some traditional values, or a highly varied stateby-state system looking to satisfy the needs of a very varied community while maintaining a liberal tradition

good manners and social skills. Both systems, of course, aim to combat bullying and other social ills, but in general it would be fair to say that many US schools from primary upwards are a little more free or informal than their British counterparts. Of course this is neither good nor bad. Many parents may consider the teaching of good manners rather old-fashioned, or school uniforms a restriction of children’s freedom of expression. The British headteacher would reply that uniforms make for a family atmosphere and feeling of community, and reduce fashion pressure on both children and parents. There is no right answer to this issue, of course, and neither system can be said to be superior. In secondary school (high school) the differences become more pronounced. Here

by most standards the average British child is indeed one year more advanced in mathematics and language than their US counterpart (based on national average statistics). The differences in approach become even more pronounced, as schools across the US have a very different and more liberal approach than that of schools in the UK. General standards in any good school in either the US or the UK will not vary hugely. The UK primary and early years system has proven to be highly successful in nurturing young minds, but aspects of the US middle school system are also being developed strongly. Both systems feature a strong emphasis on ICT skills, but the UK system is perhaps a little more outward looking. The key difference will always be one

John Hart

”

of approach. A modern forward-looking system aiming to maintain some traditional values, or a highly varied state-by-state system looking to satisfy the needs of a very varied community while maintaining a liberal tradition; in the end, it’s up to parents and students to choose the one best suited to them. §

uch acclaimed by Ofsted and with over 40 years of experience in teaching and secondary leadership, John came to Budapest from the United Kingdom. He has a BA degree in English, an MA Head of Secondary degree in Education Management and is also a qualified Ofsted The British International School, inspector. Most of John’s experience comes from the UK, where, Budapest, Hungary through the years, he has been deeply involved with the UK government’s development and enhancement of the national curriculum. Previous schools he has led have been recipients of the prestigious National Achievement Award and the National 21st Century Learning Alliance Schools Award. He has worked with the Gulbenkian Foundation and other bodies to promote and enhance arts education, and has recently been a headteacher consultant for the Specialist Schools and Academies Trust. Most recently, John has completed consultancy work in Nord Anglia schools in China and Abu Dhabi developing the secondary and IB programmes. So far John is very much enjoying Budapest, although he finds the language exceptionally difficult to follow.

FAMILY MATTERS

EDUCATION

helping others to be the best they can be

WWW.NORDANGLIA.COM/BUDAPEST

EDUCATION

ducation and learning have always been our focus and our area of expertise. Our people and the people we work with all have a good understanding of what this means to us. We aim to provide students with the opportunity to be the best they can be. HELPING We do everything to support people and be useful to them, always keeping their best interests at heart. OTHERS Our communities: students, parents, policy makers, the societies in which we live and, of course, our own people. Our work reaches all of them. THRIVE To grow. To flourish. To learn. To be inspired. To stretch yourself further than you, or anyone else, thought possible. To experience more. To keep going, onwards and upwards, closer and closer to your aims and dreams.

CONTACT ADMISSIONS@BISB.HU TO ARRANGE A VISIT TO OUR SCHOOL OR TO ORDER A SCHOOL PROSPECTUS

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IB EDUCATION

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The best of both worlds By Rachel Batty IB Coordinator The British International School Budapest and Andrew Joy IB Coordinator The British International School Shanghai

n a diverse and multicultural city like Budapest, we are always very aware that every student at an international school has their own unique set of needs and aspirations. However, when it comes to selecting a post-16 course, I believe that there are two fundamental requirements which are common to everyone.

First, it is essential that we offer a course which results in qualifications which allow every student to progress to the next phase in their education or career. The International Baccalaureate Diploma is unique in that it offers a truly international qualification which is not tied to any particular national system, leading to recognition by universities from all over the world.

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We are very conscious that when students have completed their secondary schooling at The British International School, they must be ready to face the challenges of independent study at university or college, often living alone for the first time in their lives

”

ith over 775,000 students in 138 countries, the IB is expanding rapidly and is seen by many institutions as the best pre-university course around. A strong IB Diploma can let students gain admission to one of the best universities in the world.

for the first time in their lives. Merely getting a student to a good university is not enough. The student needs to have the academic background and the study skills to enable them to thrive in that environment and then go on to build a successful career.

Even more important, though, is that we help students to develop the skills, knowledge and attitudes that will lead to a successful life. We are very conscious that when students have completed their secondary schooling at The British International School Budapest, they must be ready to face the challenges of independent study at university or college, often living alone

In the International Baccalaureate Mission Statement, a stated aim is to “develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect”. This is in line with our own mission statement, in which The British International School Budapest is described as “an environment

of respect, intercultural understanding and integrity; a community where everyone feels involved, valued and successful; a place where individuals make a difference”. Certainly, the formidable combination of the top quality teaching and facilities at BISB and the highly regarded IB course is an excellent preparation for higher education. Every IB Diploma student studies six different subjects, which must include courses in language and literature, a second language, a social science, a natural science and Mathematics. They are also strongly encouraged to study one of the arts. This breadth of study helps to develop the sort

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The net result of a process which can take a whole year and several drafts and redrafts is a piece of work which is of greater quality and depth than anything they have ever done before

of well-rounded education which is demanded by our increasingly cosmopolitan globalised society. BISB offers an outstanding selection of subject choices. All IB subjects incorporate a coursework element, ensuring that a significant part of the assessment is based on applying the knowledge learned in class. The science courses, for example, are designed to provide a balance between understanding theory and practical experimentation. In subjects such as Visual Arts, the entire syllabus is coursework-based, meaning that learners are actually continuously creating art as well as studying it.

â&#x20AC;?

However, what particularly distinguishes the IB Diploma from other post-16 courses are three unique elements, all of which are geared towards developing the skills which will bring success in higher education and in later life. These are the Extended Essay, the Theory of Knowledge course and the Creativity, Action, Service programme.

our experienced teaching staff. Selecting one of their six subjects, they form a thesis question in a topic of their choice before embarking on extensive research. The net result of a process which can take a whole year and several drafts and redrafts is a piece of work which is of greater quality and depth than anything they have ever done before.

Students will find that in university there is an increased focus on producing work which is well-researched and written to a high academic standard. Working on the 4,000-word Extended Essay allows them to develop some of those skills under the expert supervision of one of

The Theory of Knowledge course helps students in developing their analytical and critical thinking skills. Combining a philosophical approach with a more practical look at how knowledge is obtained in contrasting academic disciplines, it encourages rigorous thinking

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School Life

the british international school Budapest, Hungary

HELPING OTHERS THRIVE

admissions@bisb.hu

www.nordanglia.com/budapest

EDUCATION

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The emphasis on independent inquiry and the demanding workload provide ideal preparation for higher education and promote attitudes that will stand students in good stead throughout their lives

â&#x20AC;?

processes as well as an understanding of different perspectives. Part of the assessment is by oral presentation, which develops important public speaking skills. The third of these special elements of the IB is the Creativity, Action, Service (CAS) programme, which aims to help students realise their potential to become leaders and organisers, as well as to establish their position as a contributing member of a caring community. It is a practical course which takes place outside the classroom and involves such varied activities as sport, drama, art, creative skills and community service. IB students take ownership of this process by initiating projects of their own and by reflecting on their own progress throughout.

Rachel Batty

CAS projects have produced some memorable moments. Within the Creativity component, CAS students have organised and compered a school talent show and our IB dinner parties become more creative and ambitious every year. There have been some unforgettable performances in music and drama, while other students have also made essential contributions to productions by working backstage on props and lighting. The Action part of the CAS programme has opened up opportunities to learn new sports such as canoeing, rock climbing and ice-skating, as well as take part in organised cycling trips and hikes. In the area of Service, links have been established with a number of charities, both locally and internationally. Our students have been involved in the practical work of organisations such as

Wonderlamp, Habitat for Humanity and the school-building project in Senegal and have also raised substantial sums of money for these charitable causes. All in all, the International Baccalaureate Diploma provides a coherent, yet varied, educational experience. The emphasis on independent inquiry and the demanding workload provide ideal preparation for higher education and promote attitudes that will stand students in good stead throughout their lives. Â§

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School Life

C hoosing the Right School P

arents often ask me what to look for in a new school. Helping parents to select a public school in the British independent education sector was an important part of my role as a Preparatory School Head in the UK. Parents needed to choose from a dizzying array of single sex and co-educational options, from the highly academic Winchester College to a highquality all-rounder like Millfield School.

By Kevin Foyle Principal The British International School Shanghai

School Life

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â&#x20AC;&#x153;

EDUCATION

Schools will always wish to portray themselves in the most favourable light and will make sure that any statistics they publish support this. Beware those schools who market negatively against competitor schools. It usually tells you more about them than the competitor school!

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n the international circuit it’s also a complex and potentially difficult process, but at least in most cases you don’t have to decide between single sex and coeducational (boys and girls together), as most international schools are the latter. The decisionmaking process is further simplified if you’re looking for a particular national curriculum or national system of education. In Budapest, as in most parts of the globe, the British and American systems are most prevalent, but many other systems are represented, as well as international options like the International Baccalaureate. You should of course try to gather as much information as you can, both directly from schools and from independent sources (such as websites like www.xpatloop.com). Personal recommendations are best of all. Most schools will be happy to put you in touch with current parents from your home country to give you an insider’s view of the school and its performance. But be aware that the hard data available to you may be misleading. Mark Twain was, I believe, correct in stating that we should be wary of

“lies, damned lies and statistics”. Schools will always wish to portray themselves in the most favourable light and will make sure that any statistics they publish support this. Hard data from education authorities and governments should also be treated with care. For example, in the UK all state schools and secondary independent (fee-paying schools) are listed each year in school league tables published in national newspapers. Each year the top ten is dominated by highly selective, and therefore highly academic, schools. Having taught for eight years at Winchester College, arguably the most academic school in the UK’s independent sector, I can vouch for the outstanding levels of academic performance at such schools. What is not measured by such tables, which are based solely on pupils’ exam results, is the value added by the school. What was the starting level of the pupils, and how does that compare with their final results? Many argue that this is a far better measure of a pupil’s progress, and indeed a school’s success. Furthermore, these tables do not seek to measure a school’s all-round contribution to a child’s education,

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which is best seen in the atmosphere around the school, the general behaviour of the pupils and the variety of activities they enjoy. It is often (and I believe rightly) said that the pupils are the best testimony to a school’s success, which makes visiting a school and meeting them an important part of the process. A school’s facilities can also be used to seduce prospective parents, and can be very influential in the decision-making process. However, it does not necessarily follow that a school with outstanding facilities is of high overall quality. Facilities are of course important, and most good international schools boast excellent extracurricular facilities, such as a swimming pool, theatre, sports hall and playing fields. Most schools these days also have significant ICT infrastructure in terms of suites or laptops and interactive whiteboards. A word of caution is once again in order. Are these facilities used well? Do they support high-quality teaching and learning? I strongly suggest you ask to see examples of student work in order to examine the sort of progress being made by pupils and supported by the facilities.

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The staff create the right environment, and are role models with a hugely important role in inspiring and developing children in many different ways

he single most important factor, I suggest, should be the quality of the people involved in the organisation. Over the years, when potential parents have put me on the spot and asked me to say why they should choose my school, my answer has always been staff, staff and, in the final analysis, staff. To be successful, a school must have high quality professionals across the age range and the subject areas, dedicated to bringing out the best in the children in their care. The best staff do not focus purely on exam results, despite their obvious importance. They also concern themselves with their pupils’ all-round development. Most successful people are able to communicate and interact successfully with others. Interpersonal skills such as polite conversation, good behaviour and social graces and understanding and appreciating other people and cultures are therefore all-important. The staff create the right environment, and are role models with a hugely important role

in inspiring and developing children in many different ways. Good staff cater for each child’s individual needs and understand how best to motivate and support the children in their care, thus bringing out the best in them. A great deal can be learned about a school through careful research and analysis of data, but to make an informed choice, it’s clear that a visit is vital. Your reaction to what you see, hear and feel when you visit should determine your final decision. You will find yourself introduced to a lot of people, hopefully including the principal or the heads of school. Ask plenty of questions, and make sure you get full and convincing answers on the issues that are important to you and your family. During your visit, also ask yourself some questions. Would you be happy to entrust your children’s education and wellbeing to the people you meet? What is the atmosphere like? Is it purposeful? Are pupils and staff respectful of each other and communicating well? Are the pupils happy? Would you be

Kevin Foyle

pleased to see your children conducting themselves in the same fashion? Ultimately it will come down to your gut reaction. Does the school feel right to you? And, if your children are mature enough to be involved in the decision, does it feel right to them? If the answer to these questions is yes, and the school provides the right curriculum in your language of choice, you have probably found the right school. However, if there are a number of things you immediately take against or that conflict with your own core values, then I strongly advise you to keep looking. Choosing the right school is not an exact science, but with a little background work, some searching questions and a thorough visit, you can look forward to enjoying a happy and productive partnership with your children’s new school. §

evin Foyle has fifteen years experience in school leadership. After a brief period playing professional cricket in the UK, he began his teaching career at Winchester College, one of the UK’s leading Principal independent schools, where he taught history and politics. He was then The British International School appointed to be Headmaster of Norman Court Preparatory School in Shanghai, Puxi Campus 1995. He was a member of the Council of the Incorporated Association of Preparatory Schools from 2004-2007. In 2007, he joined Nord Anglia Education when he was appointed the founding Principal of The British International School Shanghai, Nanxiang. At the beginning of 2009 he moved with his wife and two children to take up the position of Principal at The British International School Shanghai, Puxi Campus. The wonderful fusion of cultures and nationalities inherent in international education and all that this brings to students’ learning experiences inspires him every day. He enjoys all manner of sports and music and, when time permits, can be found out and about exploring the historic districts of Shanghai.

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nord anglia education Helping children be the best that they can be By Deborah Eyre Education Director Nord Anglia Education

hen we look back on our own schooling, we all have some kind of reaction to it. For some of us they really were the best years of our life, while for others they lie more in the category of ‘best forgotten’. Either way, it was without doubt a very formative period and made a contribution to shaping us into who we are. I think it’s because we’ve all experienced schooling ourselves that as parents we’re so keen to make sure that our own children have the very best education we can provide. Of course, what we think of as ‘best’ may vary from family to family, but the research evidence on this topic suggests that certain factors are important for almost all parents. In short, most families want their child to be happy in school; they want them to make good academic progress; they want the school to show concern for their child as an individual; they want the school to inspire their child and prepare them well for their future life. Or to put it another way, they want schools to help their child be the best they can be.

The British International School Budapest

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The English International School Prague

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The lesson of the last century must be that, for individuals, education matters more than ever before in history

“The lesson of the last century must be that, for individuals, [education] matters more than ever before in history. And not just any education: the right qualifications, in the right subjects, from the right institutions, are of ever-growing importance.”

... who will win places in world-class universities and make a leading contribution

future leaders

advanced learners

So as parents we want to see our children do well and succeed, but not lose the right to a childhood and all the pleasure and innocence that brings. We want them to have a good education but also thrive as individuals, whatever their talents and interests. Of course, there is a significant difference between education now and education as it was when I went to school, or even when my adult children went to school. In practical terms IT plays a much bigger role and access to information is easier and more plentiful. This means that the ability to

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review and evaluate information is just as important as being able to learn new knowledge. So how we learn in school has developed and changed as much as what we teach. Having said that, not everything is different; much knowledge is enduring, and while Science and Geography may have changed significantly and ICT is one of the newer subjects, in English, Maths, Music and PE content remains more recognisable. So the kind of schooling we seek to provide in Nord Anglia schools is both premium and contemporary. It is in line with modern educational thinking and requirements, yet at the same time values the traditional ideals of good education through the ages. Placing the individual child at the centre We focus on placing the child at the very centre of our thinking and constructing schooling that works for them as an individual. We try to guide each child to achieve success in terms of confidence, educational achievement and creative thinking. In the modern world, a typical profile for a successful learner includes not only knowledge to be understood and skills to be learned, but also the learner behaviours that we seek to engender. So when we try to capture what we’re working towards, we encapsulate our thinking in ways such as those below:

... who are responsible and confident, improving things around them

entrepreneurs

oing well in educational terms can bring considerable benefits. It has been associated with benefits in later life in terms of contentment, earnings and health. For example, it has been found that over a working life, the average university graduate earns around 23 percent more than someone who stops after school. At the same time, education has become more competitive, with the annual battle to obtain places in leading international universities becoming increasingly demanding as more and more young people obtain the required examination results. As Professor Alison Woolf of King’s College London so eloquently puts it:

... who are creative, innovative and well placed to enjoy future success

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The Nord Anglia Global Classroom One advantage for students of being in a Nord Anglia school is that they have access to our Global Classroom as well as the usual classrooms in their school. Our presence around the world gives us a unique opportunity to extend teaching and learning beyond the school day and outside the countries where our students study. In the Global Classroom, through a series of creative and innovative activities, students from across the Nord Anglia Education family of schools can collaborate with their peers and work alongside industry experts and educational specialists. The focus is an online learning community which extends and enriches the educational experience through discussion and debate, supplemented with a series of face to face initiatives such as Model United Nations. Typical activities might be the creation of a school mural in conjunction with the art company Edge of Arabia, or participation in an online book group where students can chat to their peers across the world and debate literary themes with a leading academic.

Good education requires good teachers Education research suggests that the single most important factor in creating good schools is having good teachers. We are fortunate in having excellent teachers in our schools, and we work hard to make their life as professionally rewarding as we can. Nord Anglia University offers a range of opportunities for learning and professional development to all Nord Anglia Education people in schools. The university works through a set of faculties, covering areas such as Leadership and Management, Curriculum and Assessment and Education Studies. Thereâ&#x20AC;&#x2122;s also a Global Staffroom, linking our network of education professionals to share resources, discuss best practice and keep up to date with topical education issues. We are also blessed with some truly outstanding school principals who provide professional leadership and vision for their schools, and offer support across the family of schools.

The British International School Bratislava

Our family of schools Nord Anglia Education is fortunate in having an ever-growing family of schools in Europe, Asia and the Middle East. Over 55 languages are spoken in our schools, and each school welcomes children of any nationality. We actively applaud the opportunities that an international context can bring. As with any real-life family, the individuals within our family of schools differ from each other. In our case we have differences in location, size, curriculum and of course students. In Switzerland our schools use French as the language of instruction, while our largest school, in Beijing, uses the UK A-level syllabus. We celebrate these differences and look to learn from each other and continuously improve what we offer. But then again, we are a family and each school can look to the others for support and encouragement. Schools are never completely alone, and are always being challenged as well as supported by others in the family. Being a larger family can have advantages for students and can also be helpful in attracting high-quality teaching staff.

The British International School Abu Dhabi

Education research suggests that the single most important factor in creating good schools is having good teachers

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The British International School Shanghai

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The British School Warsaw

A warm welcome for parents Finally, we recognise the importance of parents in a child’s education and welcome them in our schools. Did you know that the UK Department for Education found that, especially in the early years, parental involvement has a significant impact on children’s cognitive development and literacy and number skills? In a recent study in England (see main findings below), 72 percent of parents said that they wanted more involvement. Parents are certainly welcome to be involved in our schools, and we value their opinions. • Parental involvement in a child’s schooling for a child between the ages of 7 and 16 is a more powerful force than family background, size of family and level of parental education. • Parental involvement has a significant effect on pupil achievement throughout the years of schooling. • Educational failure is increased by lack of parental interest in schooling. • In particular, a father’s interest in a child’s schooling is strongly linked to educational outcomes for the child. • Most parents believe that the responsibility for their child’s education is shared between parents and the school. • Many parents want to be involved in their children’s education.

Professor Deborah Eyre

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Health, wellness and

hungarian cuisine Howard Matheson offers his unique outlook on health and wellness in Hungary

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uman beings are odd creatures. Of all the species, we do the strangest things. What we say can be even stranger. Consider the term ‘health nut’. Since when does being concerned with your health have anything to do with being a ‘nut’? Plus, this term is grossly discriminatory against people who suffer mental imbalances, such as myself.

Those old enough to remember a company called Pan Am may recall that for a brief time they did make money. It was with the Pan Am Shuttle. I had the undeserved honour of launching the airline (in advertising) and I decided to go toe-to-toe against Eastern, which until that point had held a monopoly on shuttle flights on America’s eastern seaboard (Boston-NYC-Washington). The

Eastern Shuttle was a high-priced, airborne cattle car. Everybody hated it. Their passengers hated it. Their flight attendants hated it (and we all know the pleasures of flight attendants who hate their jobs). Even their pilots hated it, which in today’s world would probably flag safety issues. We went at Eastern head-on. One of my favourite TV campaigns was for the Pam Am Shuttle.

Hungarian Farm

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Traditional Hungarian Goulash

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If you are one of those wellbalanced people who take seriously the concept of ‘everything in moderation’, you may not have the need for a wardrobe change if you limit your enjoyment of Hungarian cuisine to a weekly event, with six days to work it off

he Shuttle quickly developed a better ontime record than Eastern, so we decided to do a transit campaign promoting that fact. We used a delightful illustrator to do a whimsical drawing of someone looking a little Mad Magazine-like, crazed and freaked out, looking out through an airplane window. The headline read: “Does being late make you crazy?” Well, then. The president of the American Mental Health Association wrote a letter to Pan Am complaining about the discriminatory use of the word ‘crazy’ regarding people with mental health issues. (Such as myself, who wrote the headline.) I wanted to reply to the letter, stating that we were originally going to say “Does being late make you nuts?” but we were concerned about offending anyone from the Nut Marketing Board. However, since the letter was written to Pam Am, I could not. Besides, I still wanted my job. Interestingly, the president of the American Mental Health Association was (reportedly) the father of John Hinckley, the young man who shot Ronald Reagan. The world can work in such small, confusing circles, can’t it? If you’re still reading, you might be asking yourself: “What on earth does this have to do with Hungary, health and wellness?” It’s the ‘on

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earth’ part of the question that is relevant. And more precisely, in earth. Take tomatoes.

If you’re from North America, chances are you’re accustomed to tomatoes that are quite tasteless, unless you grow your own from soil that still holds a modicum of nutrients. Here in Hungary, you may notice that tomatoes have something that seems to have disappeared in North American tomatoes: the taste of tomato. Back where I’m from, to get the taste of tomato from a tomato you need to buy a can of tomato paste and add it to your tomatoes. Here, the first time you crack open a chicken egg you might say, “Holy cow! What was up with that chicken?” The yolk is yellow. Really, really yellow. Maybe orange? What were they feeding that thing? Perhaps it was something called ‘food’. Real food. Not pellets and feed, but food. One of the best and worst things that happened to Hungary was the communist regime. What was great about the communist regime is that the people who controlled the purse strings were busy spending money on armaments and

military stuff to try to keep up with the West and spent comparatively little else on anything else, such as ‘modernising’ farms and tearing down decrepit, decaying neoclassical buildings in order to put up efficient, concrete communist block blocks. (We have many of those in Toronto. I give you Don Mills.) Agriculture has always been a mainstay industry in Hungary, and we should all be thankful that it didn’t ‘modernise’. For many reasons (environmental, economical and even political), ‘locally-grown’ is the new agro-chic. And it’s right here, home-grown. Of course, it may seem incongruous to be talking about health and wellness in the same breath as Hungarian food and traditional Hungarian cuisine. For those who have been here less than a year, you should budget for a complete wardrobe change. You may find that all your clothes begin to shrink as your enjoyment of Hungarian cuisine grows. If you’re one of those well-balanced people who take seriously the concept of ‘everything in moderation’, you may not have the need for a wardrobe change if you limit your enjoyment of Hungarian cuisine to a weekly event, with six days to work it off.

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he other obvious thing to mention in terms of health and wellness is the abundance of natural hot springs in Hungary. For centuries, they have been reputed to have healing qualities, and people from all over the world flock to these fluids to benefit from their magic. There’s only one flaw in this logic. If you have a body of water reputed to have healing power, who will you find in it? Sick people. Do you want to get into a swimming pool full of nothing but sick people? Do you want to get into a swimming pool full of nothing but sick people wearing Speedos? And wearing Speedos after a lifetime of enjoying Hungarian cuisine? But we do, in spas all over Budapest and Hungary. In fact, Budapest is known as the world’s spa capital, since it’s the only capital city with natural hot springs within its city boundaries. Most spas have several pools, ranging from warm thermal spring pools to chlorine-free mineral pools. Two of the most popular spas are the Szechenyi Baths on the Pest side and the Gellert Bath at the Gellert Hotel on the Buda side. Gellert is worth a visit, if for no other reason than to take in the architecture. No Budapest tourism website or brochure is complete without a picture of this magnificent facility. In fact, upon formation in 1937 the International Balneological Congress established Gellert Thermal Bath as its seat. Szechenyi Baths on the Pest side was first established in 1881 as the temporary Artesian Bath, but in 1913 it was transformed into a permanent facility and given its current name. Today, you’ll find a multitude of pools and baths within its sprawling complex. On your first visit, plan on getting lost. Plan on taking half an hour to read the pricing menu. I suggest you take it all in: get a changing room, not a locker, treat yourself to a massage and make a day of it. Spas are part and parcel of Hungarian culture. With winter fast approaching, you should plan on a plunge in the warm outdoor pools when the outside temperatures are plunging too. Szechenyi’s outdoor pools are open year-round. Sending a picture of yourself in the outdoor pools in February is a great way to let the folks back home see how tough you have it here in Budapest. Friends in Minneapolis, Toronto or New York will be especially sympathetic to your Budapest plight. What better way to enjoy your stay in Budapest than to drive your friends and family crazy? Those who don’t need any help with that are probably already here. And enjoying every minute of it (almost). §

Gellert Baths

Budapest is known as the world’s spa capital since it is the only capital city with natural hot springs within its city boundaries

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The spa capital of the world

Welcome to Our World

Int er na tiona l Corp o r at e Re l o cat i o n s

The Inter Relocation Group specialises in making corporate relocations as smooth as possible, allowing our assignees to focus on their new job and minimising the stress on their families. The Inter Relocation Group is managed by expatriates for expatriates. We understand the needs, wants and concerns of a relocating family because we’ve been there ourselves.

Inter Relocation Group Ltd. 1068 Budapest Felso Erdosor Utca 12. I em. 4. www.interrelo.com • email: info@interrelo.com

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Inside insight What to consider when buying property in Hungary By At Home Realty

PLANNING TO BUY Considering a property purchase in Budapest? It’s important to review and understand the implications of your investment in this region. With many expats arriving and new businesses relocating here, buying property in Hungary can be a sound purchase, both as a home for your family and as a source of future income.

What is the market like? It’s certainly a buyer’s market in Hungary. Mortgage payments have jumped in recent years for the many Hungarian property owners who took loans in Swiss Francs, which at the time offered lower interest rates than loans in Hungary. The continued strengthening of the Franc against the Forint means homeowners are finding it more and more difficult to meet their increasing mortgage payment obligations. An unfortunate situation for owners, but buyers can certainly benefit from the wider property selection, lower prices and stronger negotiating position. Just don’t gamble when selecting your mortgage! If you plan to let your property to others, consider future demand from locals, expats, businesses, embassies and tourists. Budapest shows great promise as international corporations continue to establish operations here. Before the crisis, Hungary was a top performer among the former Eastern Bloc countries. Hungary is attractive for businesses expanding operations due to its educated workforce, its political, economic and legal stability and its infrastructure capabilities. The city is also a major draw for movie and television production thanks to low costs and generous tax breaks.

Is the owner motivated to sell? Buyers should note that the Franc mortgage situation affects the overall real estate market. However, some Budapest owners, particularly those in the luxury market segment, are resilient to market conditions and willing to hold on to their property. Buyers may find that luxury properties are not available at a bargain, and price negotiations may be difficult. Still, additional renovations may sometimes be offered in lieu of a reduction in price. At Home Real Estate advises prospective buyers to act quickly when a high-end property with a reasonable asking price and unique design becomes available.

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Taxes and extra fees Fortunately for buyers in Hungary, real estate service providers charge no fee to renters and buyers. In terms of taxes and other fees, buyers must pay stamp duty based on the value of the property. Purchases of newbuilt property for less than HUF15 million are exempt from stamp duty; purchases above that threshold are taxed at 4 percent. A stamp duty is imposed on the purchase of resale property if the price exceeds HUF30 million. The same applies to new-built property purchased for more than HUF30 million. Up to HUF4 million (EUR14,700), the tax rate is 2 percent. The remainder of the purchase price is taxed at 4 percent.

How is the neighbourhood? Schools, residential complexes and businesses are rapidly developing in Hungary to meet the needs of relocating expatriates. International schools like The British International School Budapest (BISB) are farther from the city centre, but property around them always remains desirable. Fortunately, they provide bus services based on the needs of the student body. Consider access to both public transportation and parking, both for your household and future buyers or renters.

How much time and money are you willing to put into the property? Consider the costs of repairing an older home versus buying a new, modern property. Renovating and providing luxury furnishing are great ways to ensure demand from short-term renters, if you’re also willing to invest the time in maintaining the property. Your real estate agent should be able to recommend a property management company. Also compare the maintenance and upkeep costs, along with heating and cooling costs.

What are the current price trends in Budapest? Prices in the luxury property market in Budapest have gone in two directions: flat and down. Properties can be overpriced, but as mentioned above, owners are sometimes unwilling to lower their prices. If an asking price hasn’t decreased, it’s unlikely that it will. Instead, the property will remain vacant for as long as three to five years while sellers await more favourable market conditions. On the other hand, motivated sellers are pricing their properties at average or below-average levels, creating a separate, faster-paced sales market. Buyers find themselves competing for well-priced properties that are new to the market. This competition will pick up as the busier selling period begins in mid-September. The bottom line is that when buyers are flexible and decisive, they gain an advantage in price.

An additional draw – Budapest in the spotlight Admittedly, Hungary has recently received some negative media attention. But the world’s impression of Hungary isn’t all bad. The New York Times has featured Budapest a few times in recent months – once presenting a luxurious Budapest loft, another time offering travel tips for 36 hours in Budapest, and of course covering Hungary’s Grand Prix. International news services such as Bloomberg, Business Week and the Associated Press update the world on the Hungarian mortgage situation. Variety, the popular

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entertainment industry newspaper, recently featured the city’s thriving film studios and the many international projects choosing Budapest as a production location.

What types of property can you find in Budapest? Sure, Budapest is a historic city with historical buildings, but you’ll find striking renovated or new properties throughout the city. In Pest, older buildings can hide stunning modern apartments inside, with features such as intelligent house systems, saunas and advanced alarm and security systems. In residential districts, such as the area around BISB and other Buda districts, one can find modern houses with artistic design and environmentallyfriendly additions such as solar panels or geothermic heat pumps. Gated residential parks and apartment complexes abound in both Buda and Pest. They’re popular with expats and locals alike as they offer security, parking, space for children to play, recreational services and neighbours to socialise with. If you choose to vacate a residential park property in order to generate rental income, you’ll continue to benefit from the support of the complex staff in managing the security of your home, maintaining the garden and other outdoor facilities and ensuring the comfort of your future tenants. Last but certainly not least, Budapest’s classical houses and apartment buildings can offer the utmost in luxury. Houses of this style, found primarily in Buda, are multistoried, sit in enormous private gardens and come equipped with sweeping balconies and extravagant architectural details. The many bedrooms usually come with private bathrooms, which in turn may have Jacuzzis and saunas. The high room count offers a variety of options for building and room function (think hotel, office, billiard room and wine cellar). These types of properties are often rented as ambassadors’ residences. As the Budapest real estate market emerges from the recession, property buyers and investors are monitoring prices and waiting for the ideal time to buy. If you’re an expat already living in Hungary, consider the earning potential of purchasing a property while you’re here. If you’re outside the region, there are still profits to be made when enlisting the services of property management firms and other services providers to assist in a Budapest home investment. § • For the New York Times articles, visit www. NYTimes.com and search “House Hunting in… Budapest” and “36 hours in Budapest”. • See “Budapest studios gaining top reputation” at www.variety.com. • To learn about taxation in Hungary, visit www. athomenetwork.blogspot.com and search “How will the new Hungarian income tax save you money?”

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Budapest

Short and Long Term Rentals in Budapest Settling in and Destination Services Property Sales Services throughout Central and Eastern Europe Multilingual and Expat-Focused Agents

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Ten classic books for teenage boys

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By Mark Angus

Rogue Male (1939) Geoffrey Household

Our Man in Havana (1958) Graham Greene

The archetypal Greene work, the novel is set in Cuba prior to Castro coming to power. James Wormold, a vacuum cleaner salesman, is enlisted by the British secret service and agrees to ‘spy’ for them in order to cover his teenage daughter’s very expensive tastes. Wormold’s spying is at first entirely imaginary, but his life begins to unravel when his fantasy world and the real world begin to coincide.

A British sportsman attempts to assassinate Hitler in his rural retreat. However, he is captured and tortured, although he finally manages to escape. He then finds himself on the run from a mysterious figure and the two engage in a riveting and deadly game of hide and seek (the scenes in the London Underground are a particular highlight). Part military survival manual, part thriller, part old-fashioned heroic tale, the pace is gripping, the descriptions of the protagonists’ plans and tactics for survival are compelling and right triumphs at the end. A boy can ask for no more.

A classic work for boys in terms of its subject matter, but more importantly Greene’s direct yet poetic prose style has turned many a sceptic into an enthusiastic reader.

Right Ho, Jeeves (1934) PG Wodehouse

The 39 Steps (1915) John Buchan

Prior to the outbreak of World War I, Richard Hannay has returned to London from Rhodesia (Zimbabwe) when a mysterious man calls upon him and desperately seeks his help to stop a group of German spies known as the Black Stone. However, when the man is murdered in Hannay’s flat he is the prime suspect, and when he decides to try and solve the mystery he is forced to go on the run.

A complicated and twisting plot, treachery, betrayal and some good old-fashioned murder and mayhem make this the father of all ‘man on the run’ novels and films. This, combined with the glimpse back in time to a world that no longer exists, makes it a vital and necessary part of every young man’s education.

Bertie Wooster finds himself in one of his usual scrapes: trying to reunite his friend Tuppy Glossop with his estranged fiancée Angela, avoiding getting married to the soppy Madeline Bassett and trying to stay on his Aunt Dahlia’s good side so that she doesn’t ban him from eating any more of her peerless chef Anatole’s (“God’s gift to the gastric juices”) sumptuous dinners. Thankfully, at Bertie’s side throughout is the inimitable Jeeves, his gentleman’s personal gentleman, who is always there to ensure that he avoids the ultimate peril. A classic set piece is the laugh-out-loud scene in which Bertie’s friend Gussie Fink-Nottle drunkenly presents the prizes at Market Snodsbury Grammar School, which once read will be never be forgotten. Quite simply, this is the funniest, most well-written, warmly generous book in twentieth-century English literature. Life would be unbearable without it.

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5 7 8 Lucky Jim (1954) Kingsley Amis

The eponymous hero Jim Dixon is a Medieval History lecturer at a provincial university in the north of England. Despite the ironic title, nothing quite seems to work out for Jim and he struggles to find a place in the world, a world from which he feels increasingly isolated. In this great ‘outsider’ novel, Amis captures the anger and frustration of a young man who sees his way thwarted by those with better connections but far less talent. A must-read novel both for its delicious humour and its fascinating evocation of a grim, grey post-war England.

All Quiet on the Western Front (1928) Erich-Maria Remarque

Paul Bäumer joins the German army at the beginning of the First World War. He arrives at the Western Front with a diverse group of friends whose fates intertwine. The book focuses not so much on warfare and fighting, but rather the horrendous conditions in which Paul and his comrades find themselves living year after year.

The book is always a favourite amongst boys for its toilet humour, scenes of mayhem and schoolboy pranks that all take place against a backdrop of terrible doom and danger. The last chapter of the book, a single paragraph from which the title is taken, is painfully moving and only serves to highlight the senselessness of conflict.

Of Mice and Men (1937) John Steinbeck

One of the first credit crunch novels. George and Lennie, two itinerant workers in California during the Great Depression, land casual jobs on a ranch, hoping to “work up a stake” and buy a place of their own. However Lennie, who despite his immense physical presence has the mind of a child, accidentally brings tragedy and misfortune down upon the two friends’ heads. A road novel, an astute piece of social analysis, a brilliant study in character and dialogue – all of this and more can be said about this masterpiece. Popular with boys, initially at least because it’s short (I am sorry parents, but it’s true – this matters a lot!), the story soon engulfs all but the most unwilling reader. You’d have to be made of stone not to be moved to tears by the book’s concluding moments.

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6 10 9 The Red Badge of Courage (1895) Stephen Crane

The novel is set during the American Civil War and has as its hero Henry Fleming, a private in the Union Army. Much of the book revolves around Henry’s questioning of his own (untested) courage: how will he react in the face of the enemy? In several graphic yet honest depictions of conflict, Henry discovers more about himself than he cared to know. A truly great war novel in which Crane is interested in exploring concepts of valour, duty and loyalty, but from a surprisingly modern standpoint given the time in which the book was written. It is also extremely interesting to read in the light of what society was to learn about the nature of warfare only twenty years later.

The Diary of a Nobody (1888-89) George Grossmith (illustrated by Weedon Grossmith)

Animal Farm (1945) George Orwell

The animals on Manor Farm rebel and overthrow the farmer. They then assume control of the farm themselves. The novel (invitingly short!) details the trials and tribulations of the animals as they fight to control their own destiny amid attempts to destroy their solidarity both from without and within.

Orwell’s classic parable of the rise and fall of the Soviet Union is flawless. The writing has a directness that is unparalleled and this, combined with his restless and ruthless search for truth behind ideology, makes this the greatest political novel ever written. However, it is far from a polemic and there are moments of real human (animal?) tragedy that would move even the most dialectically detached Marxist!

This hilarious pseudo-diary first appeared in Punch magazine in 1888-89. Mr Charles Pooter is a social climbing, irredeemably snobby clerk in the City and his diary details his everyday life as well as significant social and family occasions. Mr Pooter’s pretensions and lack of self-awareness provide the richest veins of humour, but he is a lovable figure and perhaps one of the finest examples of the inconsequential suburban hero. This book, helped in no small measure by its charming illustrations, cannot help but delight. It’s a fascinating social document in the way that it lays bare lower-middle-class life in the Victorian age, but is also startlingly modern at times, especially in the depiction of the strained relationship between Mr Pooter and his son Lupin, stunningly contemporary in the way it dissects the generation gap and the despair a father feels at seeing his son’s potential go to waste. This is undoubtedly one of the most enjoyable books you will ever read.

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ask the experts

SHELTER FROM THE STORM OFFSHORE INVESTING AND THE ADVANTAGES OF EXPATRIATE LIVING By Wade Dawson Senior Partner Austen Morris Associates

“

hy do you live overseas?” All of us have been asked this question by friends and family at one time or another. We all have our own motivations for living and working abroad. A common reason for being an expatriate is that living overseas can provide major financial advantages, and be personally enriching and professionally rewarding. Most expats have a higher overall savings rate of discretionary income than they would if they were working in their home country. This benefit adds up to another tremendous advantage – the opportunity to invest your money offshore.

It seems like there’s a lot written about this topic these days. I want to try to shed some light on offshore investing and independent financial advisory firms. An offshore investment, by definition, is an investment located in a tax-free jurisdiction. Offshore jurisdictions, or tax havens, by their very nature are exempt from tax and incur no tax liability. There are about 40 tax havens, including the Bahamas, the Isle of Man, the British Virgin Islands, Bermuda and Guernsey, just to name a few. These tax havens have legal and banking systems derived from Western countries. Each jurisdiction varies in regulatory barriers, levels of confidentiality and investor protection. The most popular jurisdictions guard their reputations closely and compete for capital and international prestige. As IFAs (Independent Financial Advisors) who are promoting these investments, we of course have no stake in steering you toward – or away from – any particular investment product. We

all earn our living serving the client and no one else. Obviously, if we do not find the right type of investment vehicle or product, we are not compensated. Some people assume their money is much safer onshore than offshore. This is actually a misconception. Certain offshore jurisdictions offer a high degree of capital protection. For example, the Isle of Man offers protective legislation insuring up to 90 percent of the investor’s money, with no upper limit. This banking legislation was put in place in the unlikely event that a company located in the Isle of Man would not be able to meet its obligations to its individual investors. The reputation and overall financial strength of the companies located in these jurisdictions provide financial security as well. Clearly, prominent offshore jurisdictions provide comprehensive banking protection.

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