Family Matters Magazine - Volume 3

MAGAZINE

FAMILY MATTERS

ISSUE 3

Which university is right for my child?

Growing up without roots Great books for teenagers Looking for a house in Shanghai

plus

What makes students succeed?

Expo special: 13 unforgettable shots the british international school

Shanghai, China

ISSUE 3

FAMILY MATTERS What makes students succeed?

p 68

COMMUNITY

ASK THE EXPERTS

education

4 Growing up without roots

24 Living in Shanghai 28 Looking for a home in Shanghai 34 Ripple effects: Expo and real estate 38 Shanghai World Expo: Better city, better property market?

68 What makes students succeed?

74 Which university is right for my child?

80 The benefits of an international education

HEALTH

Expo Special

8 Fun in the sun 12 The Curves revolution comes to Shanghai

ASK THE EXPERTS 16 Ten must-read books for teenage girls 20 Ten classic books for teenage boys

42 Expo at night: memorable shots

84 Making an educated choice: Understanding the British and American curricula 90 Personalising learning 94 Understanding the learning process

Journal of The British International School

Issue 3 + FAMILY MATTERS 3

4 FAMILY MATTERS + Issue 3 Journal of The British International School

COMMUNITY

Growing up without roots

By Megan Little Santa Fe Relocation Services

t

The business of relocation is all about handling people who find themselves in a foreign country and a different culture.

Many assignees are families and with that comes a lot of worry on how the children will adjust to the move and the new surroundings.

This worry can be extremely stressful for parents and children, causing the whole move to become very difficult. As a part of the relocation industry, we believe it is of vital importance that this worry is understood and addressed throughout the move to ensure a successful transfer of the assignee to their new environment.

Journal of The British International School

Issue 3 + FAMILY MATTERS 5

COMMUNITY

W

When a child is moved from one culture to the next they instantly begin forming their own “third” culture to incorporate all the new and the old that they come in contact with, making them “third culture kids” (TCKs). A third culture child is someone who has grown up in a culture

When a child is moved from one culture to the next they instantly begin forming their own “third” culture not their own. They feel that they can no longer completely assimilate with their home culture, and as they are a foreigner, cannot completely assimilate with their host culture; therefore forming their own third culture. How each child handles this cultural jumble does of course depend on each child’s personality, duration of stay, age, parental attitude, etc.

I am personally a TCK, after moving to Shanghai in 1998 at the age of 15. I have lived in Shanghai for 12 years. Now that I am the mother of a 3-year-old girl and facing questions on how to best raise my daughter in Shanghai, I have had many thoughts on what the importance/disadvantage/ advantage is of being a third culture child.

As my daughter is growing up raised by an American parent, living in China she is very much growing up in the third culture that I myself have created, with all the benefits and challenges that come along with it.

Cultural Acceptance and Diversity Growing up abroad has given me a greater understanding of other cultures, as I have had the chance to come in contact with children from different cultures in school and now in an international work environment. My friends and colleagues are from various countries around the world, opening my eyes to different cultures. I have become more aware of the fact that there are different ways of celebrating, smells, tastes, etc. This has given me a flexibility and a sensitivity that can be more difficult to obtain when living “at home”.

Learning and hearing foreign languages is also an important factor in the cultural growth of TCKs. The hopes of many parents is that the children will be able to learn at least one or even more languages while being abroad. This does, however, not come for free. After several years in China I did not speak more than basic Chinese as

most of my world was based in English – at home and in school. My understanding was, however, more than basic, as Chinglish (Chinese and English mixed) was a common “language” at school and I achieved some comprehension of the language this way.

It was not until I began studying Chinese seriously at university that I could combine all the conscious and subconscious knowledge I had to actually advance to fluent Chinese.

Given this experience, and similar experiences of friends, I do believe it is very important for parents to ensure that there is some aspect of the TCK’s life that is submerged in the language they should learn – be that extra language lessons, a special activity or even just spending time with a maid/nanny that does not speak their own language.

Cultural Roots The flip-side to being culturally aware and flexible is a sense of lacking cultural roots.

Growing up I was asked if I felt rootless every time I returned home for the summer but could not quite understand the implications until much later. I always felt that I had stability of where I came from and what I stood for. This may not have come from my culture but rather from my family. Wherever my family was – this was home and I know what social/cultural rules applied. To me this has emphasised the importance of having consistency in the home environment – not only in terms of rituals but also in terms of rules and values.

It was only upon my return to the US after graduating from high school in Shanghai and starting US university that I discovered what the effects were of my overseas experience.

My lack of understanding of common conversation topics such as TV shows and politics was embarrassing. My gap of knowledge in modern culture with regards to TV shows, commercials, programmes/ activities growing up, and the fact that my peers did not understand my experiences, was a constant reminder of my time away from the “norm”. Reverse culture shock does exist and in my case resulted in my decision to embrace my overseas experiences, return to my life as a nomad and move back to China. Every child deals with reverse culture shock differently of course. Some will see their return “home” as yet another adventure.

Social Skills Going to school in a foreign country puts great emphasis on your social skills but also builds empathy. At any international school around the world, each student will have been the new kid at one time or another. Generally I have found that TCKs have a sense of openness and confidence in

6 FAMILY MATTERS + Issue 3 Journal of The British International School

handling new situations simply because they have to! During school they will inevitably say many goodbyes to good friends; they will have to make new friends continuously. This can of course lead to many good friendships all over the world that will last for a long time, but can also create a situation where a protective mechanism is built up, where out of sight is out of mind, leaving the TCK with few friends from a specific period in their life.

Reverse culture shock does exist and in my case resulted in my decision to embrace my overseas experiences, return to my life as a nomad and move back to China Looking back I do feel that the advantages of being a TCK far outweigh the disadvantages.

I will always be different; I will always have a different way of perceiving the world and a unique understanding of the challenges that face our clients, not only the adults but also the children.

There are plenty of resources either from the web or books where you can better understand your third culture kid. Here are two websites that might provide you with more insight: www.tckworld.com www.tckid.com Whatever you do as a parent, the most valuable suggestion I can give you is: Tell your child that their life will be different; that the lessons they learn along the way as a TCK will be valuable tools in their adult life; and most importantly that they are not alone.

Megan Little Relocation Services Manager (Residential and Immigration Services) Santa Fe Relocation Services megan@santafe.com.cn

Journal of The British International School

Issue 3 + FAMILY MATTERS 7

HEALTH

Fun in the sun: How to protect your child Dr Liu Xiaoyan Beijing New Century Harmony Pediatric Clinic

a

A baby’s skin is very sensitive and fragile, and is very easily hurt. During the summer, strong sunlight and heavy sweating constitute great threats to a baby’s skin. Parents should pay careful attention in taking care of their baby’s skin. What are the most common skin problems for your baby in summer? How to deal with those problems with home care? Let me give you the following advice:

8 FAMILY MATTERS + Issue 3 Journal of The British International School

HEALTH

Journal of The British International School

Issue 3 + FAMILY MATTERS 9

HEALTH

S

Say “Bye-Bye” to Heat Rash Heat rash is a skin irritation caused by excessive sweating during hot, humid weather. It looks like a red cluster of pimples or small blisters. It’s most likely to occur on the face, neck and backside. Your baby will feel itches and irritation caused by heat rash.

warm or hot to the touch. In addition to these symptoms, the baby will feel pain in severe cases.

Tips for dealing with sunburn: •

Tips for dealing with heat rash: •

•

• • •

•

Keep the room at a comfortable temperature. Make sure the air inside the room circulates well. If the room temperature is above 30°, use a fan or air conditioner to cool it down.

Keep the baby’s skin dry and hygienic.

Constantly wipe all the sweat away and change the baby’s clothes often so as to make sure the baby wears fresh and cool clothing.

You can give your baby daily baths to keep her fresh and dry and rash free during the summer months.

Dress your baby in loose clothes to prevent irritation caused by clothing that rubs against the skin.

During hot summer weather, don’t carry your baby in your arms for a long time, this will increase the body temperature and induce the heat rash.

Put the baby on the mat and let him play by himself.

Let your baby drink as much water as possible. Cooler water, green bean soup and other cold drinks are good choices for your baby. Give light food to your baby, avoiding fatty, oily or spicy food.

Say NO to Sunburn The sun helps the skin produce Vitamin D and heightens its absorption. For these reasons, the bones benefit. But on the other hand, a baby’s soft skin may get sunburned after exposure to strong direct sunlight. The baby’s skin will become pink or red, and

•

•

•

Always obey the “Shadow Rule”. The shadow rule is a way to estimate exposure to UV light on a sunny day. A shadow that is longer than your baby means UV exposure is low; a shadow that is shorter than your baby means UV exposure is high. During times when a baby’s shadow is short, it’s best to stay indoors or in the shade.

Stay inside or in the shade between 10am-4pm. The sunshine between these hours is at its most brilliant, and also it’s the time when the UV rays are at their strongest.

You can try using stroller hoods for your baby, or use wide-brimmed hats, UV protection glasses or an umbrella to keep your older child covered. Cotton T-shirts can also prevent sunburn, but not if the T-shirt is white.

Use sun block and children’s sunscreens.

Don’t be afraid to use children’s sunscreen on babies – in small doses. If you’re going for a walk, and the baby’s feet are exposed, it’s appropriate to put sunscreen on them so they don’t get burned. It’s better than not protecting them at all.

Close the Door on Mosquitoes and Bugs Insect bites are very common in summer.

It’s essential to protect your baby from the potentially dangerous effects of nasty insect bites. When an insect bites, skin rashes, painful joints, hives and swollen glands will appear on your baby’s skin. A small percentage of babies may develop severe reactions or fever, depending on how sensitive the baby’s skin is. Bites from

10 FAMILY MATTERS + Issue 3 Journal of The British International School

mosquitoes, bugs, fleas, mites, bees or yellow jackets are usually the most problematic.

Tips for dealing with insect bites: •

• •

•

•

•

•

Mosquito bites cause an uncomfortable and itchy allergic reaction in most people. It is always best to avoid scratching them, as spreading the enzyme fluids across the surface of the skin may cause a brutal hive outbreak or a full blown allergic attack that may require medical treatment. Therefore, parents should always keep baby’s nails short, in order to prevent them from scratching the bitten areas.

Use some calamine lotion to help stop the itching.

Keep the room neat and clean. Make sure that door and window screens fit tightly and have no holes that may allow mosquitoes indoors.

For young babies, mosquito netting is very effective in areas where exposure to mosquitoes is likely. Netting may be used over infant carriers or other areas where small children are placed.

Mosquito-repellent incense is another good choice, as long as it is not located too close to the baby.

The gaps in a summer sleeping mat give easy access to parasitic mites and other insects. Therefore, in addition to a regular scrub with warm water, the mat should always be placed under the sun to dry.

Stay out of shady areas near bushes and shrubs. Remove standing water from your yard. When going outdoors use insect repellents that contain DEET or other approved ingredients.

Light coloured clothing is best because mosquitoes tend to be more attracted to dark colours.

We hope that all babies have healthy skin this summer.

Free, Confidential And Anonymous Listen, Care And Support 10AM to 10PM, 365 days a year.

www.lifelineshanghai.com

HEALTH

12 FAMILY MATTERS + Issue 3 Journal of The British International School

HEALTH

The Curves revolution Comes to Shanghai

e

Eight years ago, I was a busy advertising executive who stumbled upon a Curves club in Minneapolis. My girlfriend was a member, and she invited me to join her on a visit. When I walked in, I was completely stopped in my tracks. What was this? My girlfriend grabbed me and said, “Come on, it’s fun!” I figured there must be something to this, she had lost nearly 15 kilos doing this workout over the last several months. So, with that, I jumped in.

Journal of The British International School

Issue 3 + FAMILY MATTERS 13

HEALTH

t

To my complete amazement, according to my heart rate monitor (which I was wearing because I thought we were going to a gym) I was in a fat burning zone in less than 2 minutes. Around the circuit I went with her, laughing and working out. We finished in 30 minutes and I felt great! However, I had a few questions for the Curves trainer. I wanted to know, where was my Curves in Chicago?

And if there wasn’t one, how could I get one there? Every woman needed this – a fast, fun and safe workout that combined cardio and strength training.

what he was talking about. This is the right way to maintain your weight and have a healthy lifestyle. And then to belong to a club that follows up with you and helps you stay focused on your health, this was something very special. I had never belonged to a gym that had been as focused on my health as I was. This was really something.

And it really has been.

I was going to campaign on behalf of the busy women of Chicago! Little did I know that I would be the one to open the one in my neighbourhood! This was a franchise!

This was amazing! I made a decision for me and my girlfriend – we were going to own Curves! I read Gary Heavin’s book on the way home from Minneapolis on the plane. It talked about metabolism. And that strength training is the key to raising or maintaining metabolism. I understood this and actually liked strength training, though I was not a real fan of cardio training, but to combine the two. I was hooked. Then I continued to read about nutrition and how to match your food to your workout. It was the best of everything I had ever read all in one concept. It was brilliant.

By performing strength training, the body protects the muscle mass and prioritises the body to burn fat in the form of weight loss

I knew from his book that this man knew

That was eight years ago. I opened my club and had the largest club in Chicago for years. I have also taught our Curves weight management programme the entire time.

My girlfriend also has a very successful club in Los Angeles. And my husband became involved in helping Curves expand into Asia about 5 years ago. We both worked in Australasia last year with the group of

14 FAMILY MATTERS + Issue 3 Journal of The British International School

franchisees there. And just about one year ago, we arrived and opened two Curves in Shanghai.

Curves is now one of the largest fitness chains in the world, with thousands of locations in more than 75 countries. This year, through our research, Curves has become the most extensively researched and scientifically validated exercise and weight management programme in the world. In the United States and some other international countries, insurance companies are now paying for Curves memberships. We are moving into a wellness model for women. It is a very exciting time in our business. The average Curves member burns up to 500 calories in 30 minutes on our circuit. We recommend 3 times a week, every other day.

When you belong to one Curves, you belong to all Curves, making it easy to get in and get your 30-minute workout anywhere in the world. And there is always a trainer in the middle of the circuit to guide and motivate you through your workout.

You might wonder, what has made a little club like this so successful? The key to the success of the Curves programme is strength training in combination with cardiovascular training. By performing strength training, the body protects the muscle mass and prioritises the body to burn fat in the form of weight loss. Most women diet or do a lot

HEALTH of cardio to lose weight. During this weight loss, the body will not lose just fat, it will lose muscle and fat and sometimes as much as 40% of the weight that is lost is muscle.

This is not good. Our muscle is where our metabolism is stored. Muscle burns calories. So, when we stop the diet or the cardio, or the combination of the two, we will suddenly see a quick weight gain. This is due to our metabolism being compromised.

For each kilo of muscle we lose, we will lower metabolism by as much as 110 calories a day. Our metabolism is our ability to burn calories. If you lower this, you have to eat less in order to maintain your weight. This is not a healthy approach. As a woman, it is important to maintain your metabolism and in some cases, it is necessary to raise it again. As we age, our body naturally slows its metabolism. This is due to hormones and lifestyle. To keep her metabolism high and her energy up, a woman needs to incorporate strength training into her exercise routine. A balanced diet is also very important. Eating properly keeps metabolism high as well. Our weight management programme teaches our members how to eat properly for strength training.

Another important aspect to the benefits of strength training is bone mass. Osteoporosis is a very real threat to a woman’s health. As early as 38, a woman can be diagnosed with osteopenia, the beginning of osteoporosis.

By performing strength training, we can add to bone mass and protect our bones with our muscle support. Strength training is an essential key to women’s health. It should not be missed. Some women do fear that by doing strength training, they will bulk up and look masculine. This is highly unlikely.

First, due to our hormones; and second, when you consider that fat is stored in muscle, around muscle and packed in and around all our major organs. This means that as we protect our lean mass and force the body to burn off fat, we are burning it throughout our muscle and throughout our body. Think of steak and compare a lean cut to a fattier cut. The fat takes up more volume. If you remove the fat, you have a lean piece of meat. It is not bigger, but more lean and more efficient. Replacing fat with a little more muscle raises our metabolism and makes us leaner and more toned. This supports our bones, gives us more energy and allows us to eat a balanced diet. It is permanent results without permanent dieting. Stop in and join one of our weight management classes – they are free and open to all women. You will read the story I read 8 years ago and I trust you will be as amazed as I was, and still am, by the power of Curves.

Tips for raising metabolism: • Strength train – 3 x’s a week • Eat often – 5-6 small meals a day – 30-40% a day in the form of lean protein • Eat more – a boost in calories will raise metabolism

With over 5 million dollars in clinical research, Curves has become the most extensively researched and scientifically validated exercise and weight management programme in the world.

The 30-minute Curves workout is equivalent to 1.5 hours in a normal gym.

I had never belonged to a gym that had been as focused on my health as I was.

To keep her metabolism high and her energy up, a woman needs to incorporate strength training into her exercise routine.

Strength training is an essential key to women’s health.

476 Jinfeng Lu, Huacao Town 152 0182 0649 (English) 152 0182 0648 (Chinese)

A Curves circuit

Journal of The British International School

Issue 3 + FAMILY MATTERS 15

ASK THE EXPERTS

Ten must-read books for teenage girls

1 2 3

By Mark Angus Principal The British International School Shanghai, Nanxiang

Jane Eyre – Charlotte Bronte (13+) A truly gripping novel that all teenage girls should read!

It is the story of an orphaned girl who is unloved by her aunt and sent to boarding school. After school, she becomes a strong willed governess and takes a job at the house of Mr Rochester, where she hopes she might have finally found love and companionship. However, Mr Rochester has a dark secret from his past which continues to haunt him in his present. This is one that you really can’t put down once you get started!

Tess of the d’Urbervilles – Thomas Hardy (16+)

As with many of Hardy’s novels, I found this one took a little time and perseverance to get into when I first read it as a teenager. However, it is truly worth the wait! It is an incredibly powerful novel which will rouse your emotions and leave you shocked and, at times, in disbelief. It is a heavy read and deals with many tragic and shocking issues, but it is also a fascinating one, revealing the strength and honour of Tess in a weak and dishonourable Victorian world. Suitable for older teens.

Noughts and Crosses – Malorie Blackman (13+) This is a really thought-provoking and clever novel which discusses issues of racism and prejudice. Callum (a Nought) and Sephy (a Cross) find their life-long friendship being torn apart by a segregating society in which the Crosses dominate and the Noughts become increasingly oppressed. Blackman skilfully turns the world as we know it upside-down and forces us to see the world from new perspectives and in different ways.

16 FAMILY MATTERS + Issue 3 Journal of The British International School

4 5 6

ASK THE EXPERTS

Pride and Prejudice – Jane Austen (13+)

An absolute must-read for all teenage girls! It is a novel in which you can fall completely in love with Austen’s characters and lose yourself in their world. It is a brilliantly witty story which offers great insight into the world and the way we make assumptions about the people we meet. It is considered one of the greatest love stories of all time and I honestly believe it lives up to that reputation.

Northern Lights – Phillip Pullman (13+) This is another really gripping fantasy novel about a teenage girl, Lyra, living in a strange yet familiar world. Pullman’s writing and creation of this world is wholly convincing and forces the reader to consider new possibilities, questioning the world around them as they know it. It is jam-packed with adventure and action which doesn’t stop, from beginning to end!

Little Women – Louisa May Alcott (13+) Another must-read for all teenage girls. The story of the March sisters and their determined sense of fun, happiness and laughter, both in good times and hard times, is one that all teenage girls can relate to. The way that comedy and tragedy are seamlessly blended together makes Alcott’s novel one which will be forever remembered as one of the greats of American literature. The fact that it continues to break its readers’ hearts today is testament to its brilliance!

Journal of The British International School

Issue 3 + FAMILY MATTERS 17

8 7

ASK THE EXPERTS

A Series of Unfortunate Events – Lemony Snicket (11+)

Twlight – Stephenie Meyer (16+)

This is a novel and series that readers seem to love or hate! If you don’t take it too seriously and allow yourself to become absorbed in the fantasy, this is a fantastic read, as are the other novels in the series.

The stories are filled with action, drama and suspense as well as a love story which seems doomed by an endless array of obstacles. It’s a good read, suitable for older teens who love a bit of horror, fantasy and adventure as well as a good old fashioned romance!

This is another brilliant series about the misfortunes and bad luck of three orphaned children following their parents’ death. The books warn readers that they are unpleasant and unhappy, and certainly live up to this warning! These stories offer a unique change from some of the more cheerful, traditional examples of children’s literature and make a point of not treating children like delicate creatures who need a happy ending every time. If you like horror, drama and something a bit different, you’ll love these!

18 FAMILY MATTERS + Issue 3 Journal of The British International School

ASK THE EXPERTS

10 9

The Other Side of Truth – Beverley Naidoo (14+)

Vicky Angel – Jacqueline Wilson (12+)

This is a tragic yet beautiful and uplifting story of two best friends, Jade and Vicky. When Vicky is killed at the beginning, the reader is truly shocked.

However, once the shock has passed you become captivated by the ongoing friendship between the two girls and Jade’s journey to come to terms with the loss of her friend and move on with her own life. This is a really inspiring and beautifully written novel for teenage girls to read.

This is a novel which will make you think. The narrative is powerful and emotive from start to finish and raises issues of injustice, political asylum and bullying. The tragedy of the children’s lives in the novel makes you consider hard the life you have and the horrific experiences people living alongside you may have had, as well as the suffering taking place around the world.

Journal of The British International School

Issue 3 + FAMILY MATTERS 19

20 FAMILY MATTERS + Issue 3 Journal of The British International School

ASK THE EXPERTS

Ten classic books for teenage boys

By Mark Angus Principal The British International School Shanghai, Nanxiang

1 2 3 4

Our Man in Havana (1958) Graham Greene

Rogue Male (1939) Geoffrey Household

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. However, 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).

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.

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.

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.

Right Ho, Jeeves (1934) PG Wodehouse

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.

Journal of The British International School

Issue 3 + FAMILY MATTERS 21

ASK THE EXPERTS

5

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.

7 6

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 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.

22 FAMILY MATTERS + Issue 3 Journal of The British International School

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.

ASK THE EXPERTS

9 10

Animal Farm (1945) George Orwell

8

Of Mice and Men (1937) John Steinbeck

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 One of the first credit crunch novels. this, combined with his restless and ruthless George and Lennie, two itinerant workers search for truth behind ideology, makes in California during the Great Depression, land casual jobs on a ranch, hoping to “work this the greatest political novel ever written.

However, it is far from a polemic and there up a stake” and buy a place of their own.

However Lennie, who despite his immense are moments of real human (animal?) tragedy that would move even the most physical presence has the mind of a child, dialectically detached Marxist! 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.

The Diary of a Nobody (1888-89) George Grossmith (illustrated by Weedon Grossmith) 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 nevertheless he is a lovable figure and is perhaps one of the finest examples of the inconsequential suburban hero.

This book, helped in no small measure by its charming illustrations, cannot but help to delight. It serves in one sense as 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, which is 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.

Journal of The British International School

Issue 3 + FAMILY MATTERS 23

ASK THE EXPERTS

Living in Shanghai

By Vela Ganeva Savills Residential Leasing

24 FAMILY MATTERS + Issue 3 Journal of The British International School

ASK THE EXPERTS

s

Shanghai’s housing landscape has evolved over the years, providing a larger choice of compounds to consider, with rising quality of services and facilities to meet expatriates’ needs and expectations. Some twenty years ago, the Pudong side of the city was occupied only by rice paddies – a far cry from today’s modern and dynamic, evergrowing district. Today, expatriates can find a suitable home for their family on either side of the river, regardless of whether they want a villa or an apartment.

The launch of new projects slowed considerably in 2009 due to the world financial crisis and surrounding uncertainty; however with the return of economic activity and optimism, we expect to see many new offerings. We provide a brief overview of some new residential projects worth considering, as well as some with a well-established reputation that continue to be very popular within the community.

Journal of The British International School

Issue 3 + FAMILY MATTERS 25

ASK THE EXPERTS

o

On the west side of the river – Puxi

Elite Residences

Address: 889 Changning Lu, Changning District Unit type: studio – 3-bedroom Rental: from RMB15,000 up per month Daily stay: from RMB700 up per night Elite Residences is a new serviced apartment residence, offering comfortable and modern apartments in different sizes for long- as well as short-term stay. With a strategic location in a hub filled with shopping, dining and entertainment options and convenient transportation, Elite Residences provides high-standard services.

The residence faces Zhongshan Park, offering breathtaking views of greenery, a real treasure in the fast-paced downtown surroundings! The popular Zhongshan Park area lies at the crossroads of Lines 2, 3 and 4 of the Shanghai subway system, allowing residents to quickly reach each corner of the city. Nearby Cloud Nine shopping mall provides convenience with a myriad of local and international brands. Whether it’s

grocery shopping, getting a cup of Starbucks coffee or just catching the latest movie, all are possible in the 9-floor shopping heaven. Furthermore, residents will find international hospitals, major banks and a number of international schools nearby.

For those who enjoy the urban lifestyle and at the same time search for tranquillity, Elite Residences is an excellent choice to explore the city from. Each residence is designed in a contemporary style, featuring the highest quality of fittings and furniture, with a focus on environmentally friendly materials and systems to minimise the impact on the environment.

Ascott Huaihai Road

Address: 282 Huaihai Zhong Lu, Luwan District Unit type: studio – 2-bedroom Rental: from RMB20,800 per month

walk from the famous Xintiandi, the city’s premier lifestyle and entertainment hub with a fine selection of upscale restaurants, cafés, bars and boutiques. Surrounded by rows of modern office buildings and shopping options, Ascott Huaihai Road is designed to ensure utmost convenience.

The serviced residence is well served by an excellent transportation network as it is close to Metro Line 1, while both Hongqiao Airport and Pudong International Airport can be reached quickly, shortening the distance for frequent flyers.

Ascott Huaihai Road is also near People’s Square, one of the city’s most significant landmarks and public transportation hubs. For those interested in history and culture, Shanghai Museum and Shanghai Art Museum are also conveniently located nearby.

Newly launched in May 2010, the compound is located in the most prestigious commercial area of Shanghai, just a short

Elite Residences

26 FAMILY MATTERS + Issue 3 Journal of The British International School

ASK THE EXPERTS

o

Fraser Suites

On the east side of the river – Pudong

Shama Century Park

Shimao Riviera Garden

Address: Lane 1 & 2 Weifang Xi Lu, Pudong Unit type: 1-4-bedroom Rental: from RMB10,000 up per month

Fraser Top Glory

Address: 99 Dongxiu Lu, Pudong Unit type: 1-5-bedroom Rental: from RMB16,000 up per month Located next to the extensive grounds of a picturesque park with a large lake, Shama Century Park is ideally suited for those whose priority is for their family to live in a clean and green environment.

The compound is built around a vibrant international community with over 200 families from all over the world.

With a well established expatriate community, the Shimao Riviera Garden compound has just launched its building 5, providing a selection of brand new, fully furnished apartments coming in different layouts and sizes.

Fraser Suites Top Glory, a relatively new serviced residence in the busy financial district of Lujiazui, has just launched a new tower with large 4-bedroom apartments.

The compound provides modern design and sophistication. Like the panoramic views outside the picture windows, the interior of the serviced residences is equally notable.

Designed for expatriates who have travelled around the world, the contemporary concepts are on a par with residents’ expectations.

Residents enjoy a friendly community feel at Shama Century Park, with its excellent customer service team organising regular events for the whole family (Easter, Halloween, etc), residents’ lounge, gym and retail area by the nearby canal with a selection of international supermarkets, restaurants, spas, wine shops, etc, ensuring convenience and comfort at all times.

Different services such as housekeeping and a shuttle bus to key destinations are also provided.

Apartments are fully furnished, ready for moving in, with large balconies overlooking Century Park offering one-of-a-kind views over the vast greenery.

Shimao Riviera Garden commands stunning views over the city from its 60-storey towers located along the Huangpu River. From its position in Lujiazui, the view of the Bund across the river shows a beautiful skyline both at night and during the day.

The compound is well known and preferred for its abundance of recreational facilities and four clubhouses. It’s not surprising residents are happy to spend their weekends here. Facilities include the American Clubhouse, the Chinese Garden, the Olympic Sports Clubhouse and the European Lake Garden. A number of international schools are conveniently located nearby and the Lujiazui business district is a mere 10-minute drive away, a quick commute to work or retail facilities.

Address: Lane 600 Yincheng Zhong Lu, Pudong Unit type: 2-3-bedroom plus study Rental: from RMB40,000 up per month

With major international shopping malls and an array of cuisines at every turn, the serviced residence is conveniently located to provide residents with an exciting city living experience. With excellent living and recreational facilities, and hotel-level service delivery, Fraser Top Glory now offers more units and layouts to choose from.

For more details, please do not hesitate to contact us.

Journal of The British International School

Vela Ganeva Savills Residential Leasing T: 021 6391 6688 ext 650 E: resi-leasing@savills-sh.com

Issue 3 + FAMILY MATTERS 27

ASK THE EXPERTS

Looking for a home in Shanghai

By Kate Lorenz Managing Director Ark International

28 FAMILY MATTERS + Issue 3 Journal of The British International School

ASK THE EXPERTS

s

Shanghai is a big city... really big. With the grand scale comes a great deal of diversity and this is particularly true with regard to housing. Finding a property that you are happy with is one of the keys to ensuring your stay in Shanghai is the best it can be. The process can be made easier with the help of professionals that can guide you through the process and help you avoid the pitfalls that may not always be readily apparent.

Journal of The British International School

Issue 3 + FAMILY MATTERS 29

ASK THE EXPERTS

t

This guide will give you an understanding of what kinds of properties are available in Shanghai.

Apartments / flats / condominiums

•

As in most cities, the majority of apartments are downtown where land is the most expensive. There are a variety of different options: • •

•

Serviced apartments – good for short-term accommodation New privately owned properties with quality management on-site - Built within the last 5-8 years - Sometimes all the properties have been renovated by the developer, therefore the apartments all have the same bathrooms, kitchens, floors, air-con systems and lighting. Other times they are handed over as “shells” so each apartment is entirely different including bathrooms, kitchens, etc - Management on-site so if you have a problem with the property, it can be fixed almost immediately - Security provided at the gates - Usually have clubhouses and facilities (swimming pool, gym, etc) - Usually plenty of shared green space and children’s playgrounds New privately owned apartments without management on-site - Built within the last 15 years - Usually handed over to the landlord as shells so each unit is different

- Often the outside of the buildings looks rather rundown, however real gems can be found inside - Limited security - Often without clubhouses or facilities Colonial apartments, privately owned - Built in the 1920s and 1930s and renovated within the last 5 years - These are either historical houses that were once single homes and then divided into old renovated apartments or low-rise single

apartment blocks built at the same time - These are all in the former French or International Concession areas - Charming but there can be problems with dampness, power cuts

and water pressure. However, the quality is rapidly improving

Families usually choose new buildings with management on-site. New buildings are the most convenient in terms of safety, maintenance and playgrounds and they are undoubtedly the most conducive to meeting families with children of a similar age.

Colonial properties are full of charm but they do limit the ability of your children to meet their peers after school on an ad hoc basis.

Villas / Houses •

Colonial lane houses or garden houses - Built in the 1920s and 1930s for either foreign residents or wealthy Chinese and mainly located in the former

•

French and International Concession areas - Usually owned by private landlords and renovated within the last 5 years, often to an international standard - Lane houses (terrace houses) are often steep and with a number of small rooms, whereas garden houses are usually standalone houses with big gardens (for downtown properties) New Villas/Houses - Largely located in the suburban areas of Shanghai, they are 100% in com- pounds which are gated communi- ties with shared gardens, amenities and management. In some compounds, some of the villas have fences with private gardens and even private swim- ming pools - They are both privately owned and decorated, or the entire compound is owned by a developer, thus the renovations, fixtures and fittings are all similar - Most of them are located near the international schools in Shanghai and thus most suitable for families with school-age children - There are some villas downtown

but they are limited and usually very expensive - Usually have on-site facilities such as gym, pool, tennis court and sometimes a convenience store - Some have a customer service / management office to handle any problems with the property Forest Manor

30 FAMILY MATTERS + Issue 3 Journal of The British International School

ASK THE EXPERTS

Emerald Villas Clubhouse

Next page Former French Concession house

Important property facts There are many factors to consider during your home search, below are just some that you may not have thought about: Budget – The rental budget is perhaps the most important consideration in determining the focus of a home search. Ark will provide expert advice to clients on the best areas according to budget and explain the range of properties available in each area.

Damp – Shanghai is very damp and unfortunately many properties are not built to international standards. Therefore, it’s not uncommon to have mould, particularly on the top and bottom floor of apartment buildings and in villa basements.

Kitchen – It is not uncommon for washing machines to only have cold water capabilities. Therefore it’s important to check before you submit the offer letter and if necessary see if you can get a hot water washing machine.

Bathroom – Water pressure may not be as strong as you are used to, even if the landlord has installed a pump shower (worked by a hidden electrical pump) to compensate.

Bedrooms – Chinese king-size beds are smaller than American king-size beds. Try the mattress in the property you’re interested in. Chinese mattresses are often rock hard and once you have signed the lease, it’s rare the landlord will change the mattress.

Gardens – Shanghai is surprisingly green. However, as in all cities private outdoor space is limited downtown. Apartments and villa complexes generally have a lot of public greenery and villas will often have private gardens. In downtown areas, you are usually limited to balconies, roof terraces of penthouses and sometimes small gardens for colonial lane houses and

ground floor apartments.

Proximity to work & school – The working spouse’s daily commute time to work is an important factor in the choice of area. In and around Shanghai, the distance between job and home is not usually measured in miles, but in time and expense.

Shanghai’s traffic is getting busier by the day. If you choose not to use the subway, you need to understand that a few miles can take a very long time during rush hour in some parts of the city.

You may also need to consider the distance that your children will have to travel to school. Most of the schools provide school buses, however the traffic can still mean up to 70 minutes commute each way and that is definitely not ideal!

Parking – Garages or off-street parking are hard to find in downtown Shanghai. Many families which do not have cars simply use taxis and the subway. However, if expatriates do have a car, they almost always lease the car (and driver) from a car rental company. Therefore, the driver will be responsible for parking the car in the evenings. In the suburbs, most villas have individual garages. Again, public parking is quite limited.

Satellite TV – this is not always included in your rental. If you want a specific channel, such as French or German channels, you must ask your realtor to put this in your offer.

If you work with the right realtor all of these items will have been thought of for you, so you just have to focus on finding the right area and style of house for you and your family.

Kate Lorenz, Managing Director of Ark International, an Orientation and Housing company for expats by expats. www.Ark-Shanghai.com

Journal of The British International School

Issue 3 + FAMILY MATTERS 31

ASK THE EXPERTS

32 FAMILY MATTERS + Issue 3 Journal of The British International School

Journal of The British International School

Issue 3 + FAMILY MATTERS 33

ASK THE EXPERTS

Ripple effects: Expo and real estate Q + A with Ryan Metz Director of Shanghai Operations Pricoa Real Estate and Relocation Services

34 FAMILY MATTERS + Issue 3 Journal of The British International School

ASK THE EXPERTS

P

Pricoa Real Estate and Relocation Services – a global relocation and real estate provider with over 40 years of experience – helps expatriates and their families move and settle into their new locations smoothly and successfully.

Providing a comprehensive scope of services including visa and immigration, education consulting, home finding, intercultural training and spouse support programmes, Pricoa acts as a one-stop shop for its clients’ total mobility needs.

Journal of The British International School

Issue 3 + FAMILY MATTERS 35

ASK THE EXPERTS Districts – which are expatriate-preferred housing areas, but far from the Expo grounds – have not had a dramatic rise in rental prices for serviced apartments.

For long-term rental prices, we have encountered private landlords asking for higher rents who cite the Expo as their justification. That said, Shanghai has a glut of vacant residential properties due to massive development in recent years. Therefore, I don’t expect long-term residential rentals in Shanghai to rise dramatically due to the Expo.

Q: What are you doing differently for clients as a result of the Expo?

A: For our clients and assignees, the Expo has become a topic of interest and they want information about it. We have added Expo information such as pavilion maps to our welcome packet, and information on how to buy tickets. Our Relocation Consultants are also including an overview of the Expo grounds during their orientation programmes.

Q: From a relocation standpoint do you see the Expo as having a positive, negative or minimal effect on your business and clients?

A:The Expo has given Shanghai more international exposure. Compared to last year, which was very challenging due to the financial crisis, our relocation business has rebounded. Clients are sending more international assignees to Shanghai and many companies are moving regional operations to the city. Shanghai has been striving to be recognised as an international city and, for many, the Expo is an announcement of Shanghai’s arrival on the world stage.

r

Ryan Metz joined Pricoa in 2009 as Director of Shanghai Operations. Here he talks about developments affecting the company’s operations and customers in Shanghai, due to the extra exposure the city is receiving as host of the 2010 World Expo.

Q: In Asia, there has been a lot of anticipation leading up to the recent opening of the 2010 World Expo – the international showcase is expected to draw between 70-100 million visitors over the next five months. From your vantage point, who is attending the Expo? Have international visitors been flocking to Shanghai?

A: There has certainly been excitement about the Expo since it opened May 1st. As a foreigner living in Shanghai, local Chinese now ask me, “Have you been to the Shanghai Expo yet?” It is a six-month event and I expect to go once the crowds have waned a bit.

Q: Any other interesting observations?

Although the Expo will draw many international tourists, I believe the event will still largely be attended by domestic Chinese tourists. At the same time, it strives to be an international showcase of the world’s nations and their achievements – a truly global event with participants from all over the world.

Q: One commonly expressed concern is the adverse effect the Expo may have on short-term housing prices and availability in Shanghai. Is this consistent with what you have seen so far?

A: The impact of the Expo on housing prices will be limited to specific areas and will only be temporary. For example, serviced apartments located near the Expo grounds, such as in the Liujiazui area, have seen sizable rental increases as many government delegations are securing occupancy, and private bookings are now difficult to secure.

On the other hand, Hongqiao and Jinqiao

36 FAMILY MATTERS + Issue 3 Journal of The British International School

A;Talking to friends and colleagues that have already visited the Expo, it is truly international and great fun. The Expo grounds are huge and several days would be needed to visit every pavilion. I would recommend that if anyone has plans to visit Shanghai before October this year, reserve at least a day to visit the 2010 World Expo.

For more information about Pricoa Real Estate and Relocation Services in Shanghai, contact Ryan Metz (ryan.metz@pricoa.com; 8621 6122 6058 ext 226) or Rochelle Xu (Rochelle.xu@pricoa.com; 8621 6122 6058 ext 222) or visit our website at www.pricoarelocation.com.

Pricoa® Real Estate and Relocation Services

Take the path to a Rock Solid Relocation ®

When you choose Pricoa Real Estate and Relocation Services, you do more than secure the most comprehensive range of relocation services in the industry. You also realise the value of an organisation that delivers satisfaction, savings and security at every step. It all leads to a better experience — for both you and your assignees.

To learn more, call 8621 6122 6058.

To download our complimentary relocation tools, visit www.pricoarelocation.com

Benefit from the experience of our unparalleled supplier network.

Trust The Rock®, where promises have been kept for more than 130 years.

Increase transferee satisfaction with our caring relocation professionals.

Minimise operational risk with our complete Relocation Management Services.

© 2010 Pricoa Relocation, Inc. All rights reserved.

Journal of The British International School

Issue 3 + FAMILY MATTERS 37

ASK THE EXPERTS

Shanghai World Expo:

Better city, better property market?

Article provided by Colliers International Research Department

a

As the Expo is unveiled, expectations are heating up. The Expo theme of “Better City, Better Life” represents a great longing for a truly better life by the residents of Shanghai. Since Shanghai made the successful bid to host the event in 2002, both the city and the city’s lifestyle have undergone major changes. Now, the market is more interested in projecting the impact the Expo will have on Shanghai’s property market.

38 FAMILY MATTERS + Issue 3 Journal of The British International School

ASK THE EXPERTS

Journal of The British International School

Issue 3 + FAMILY MATTERS 39

ASK THE EXPERTS Expo’s initial effect emerges: Infrastructure creates regional markets

B

Between 2003 and 2009, it is estimated that the government invested nearly RMB300 billion in infrastructure related to the Expo, moving the progress on Shanghai’s overall infrastructure construction forward. The Metro construction is a good example, with Lines 7 and 13 connecting through the Expo site, Lines 6 and 8 linking the districts near the Expo site and the extension to Line 2 connecting Hongqiao Airport and Pudong Airport boosting residential property prices in many districts. Without the Expo, the capital value of these properties would probably have taken much longer to reach current levels.

The impact of the Expo is particularly evident in Sanlin District in Pudong where residential prices outperform the overall market and have surged 24% a year over the past eight years compared with 16% average growth for the market as a whole.

Values increase in areas around the reconstructed waterfront The Expo is located on the banks of the Huangpu River, on the waterfronts between Lupu and Nanpu Bridges, occupying a total area of 5.28 sq km. These areas were

previously under-developed, and mostly home to industrial warehouses and dockyards. The Expo has upgraded the areas and created a waterfront residential community with multiple amenities, providing a better living environment.

Taking advantage of the attractive views over the Huangpu River and the Expo area, the waterfront areas of south Luwan and Xuhui have emerged as high-end residential districts.

Among the high-end residential developments that have been put up for sale in these two districts, HYSUN in south Luwan and Shanghai Bay on the Xuhui waterfront were sold at the high prices of RMB93,000 and RMB80,000 per sq m, respectively. In addition, the new project Dynasty on the Bund, south of Luwan, was launched recently at an average price of RMB70,000 per sq m, reflecting the value of luxury residential properties on waterfront.

So far, the real estate market has enjoyed the benefits of the positive impact the Expo has had, but will the favourable market conditions be sustained after the event ends?

Post-Expo: a force to be reckoned with Except for the China Pavilion, the Culture Center and a handful of other buildings, most Expo construction will be pulled down

40 FAMILY MATTERS + Issue 3 Journal of The British International School

after the event, leaving the vast 5.28-km site with enormous potential for redevelopment.

Considering the traditions and advantages of the zone, future development will be geared towards the high-end commercial and residential markets, with many sustainable elements, which will in turn boost property values.

The urbanisation and construction of infrastructure, such as the Metro system, public roads and citywide landscaping, will bring long-term benefits to the development of Shanghai. The renovation of the areas along the banks of the Huangpu River has provided lucrative support, turning the southern and northern ends of the Bund into luxury residential districts. In addition, according to the municipal plan for the next ten years, the Sanlin Expo functional zone and peripheral areas will gradually become a “New Expo City” that will support a highend eco-living model.

Elsa Huang Colliers International Residential Leasing 6141 3641 mobile: 1376 410 7364 elsa.huang@colliers.com

Journal of The British International School

Issue 3 + FAMILY MATTERS 41

expo at night: Memorable shots

42 FAMILY MATTERS + Issue 3 Journal of The British International School

f

For all of us in Shanghai this is a memorable time. Shanghai and China are experiencing a resurgence on the grandest of stages. Though we see evidence of China’s reemergence every day, we all know a picture is worth a thousand words.

With that in mind, we have compiled for you some shots of Shanghai’s seminal event in the hope that the memories never fade. Enjoy!

Journal of The British International School

Issue 3 + FAMILY MATTERS 43

44 FAMILY MATTERS + Issue 3 Journal of The British International School

Expo Boulevard

Journal of The British International School

Issue 3 + FAMILY MATTERS 45

46 FAMILY MATTERS + Issue 3 Journal of The British International School

The Expo Music Fountains

Journal of The British International School

Issue 3 + FAMILY MATTERS 47

48 FAMILY MATTERS + Issue 3 Journal of The British International School

The Poland Pavilion

Journal of The British International School

Issue 3 + FAMILY MATTERS 49

50 FAMILY MATTERS + Issue 3 Journal of The British International School

The South Korea Pavilion

Journal of The British International School

Issue 3 + FAMILY MATTERS 51

52 FAMILY MATTERS + Issue 3 Journal of The British International School

The Germany Pavilion

Journal of The British International School

Issue 3 + FAMILY MATTERS 53

54 FAMILY MATTERS + Issue 3 Journal of The British International School

The Saudi Arabia Pavilion

Journal of The British International School

Issue 3 + FAMILY MATTERS 55

56 FAMILY MATTERS + Issue 3 Journal of The British International School

Expo Boulevard Part 2

Journal of The British International School

Issue 3 + FAMILY MATTERS 57

58 FAMILY MATTERS + Issue 3 Journal of The British International School

The Expo Culture Center

Journal of The British International School

Issue 3 + FAMILY MATTERS 59

60 FAMILY MATTERS + Issue 3 Journal of The British International School

The Singapore Pavilion

Journal of The British International School

Issue 3 + FAMILY MATTERS 61

62 FAMILY MATTERS + Issue 3 Journal of The British International School

The Malaysia Pavilion

Journal of The British International School

Issue 3 + FAMILY MATTERS 63

64 FAMILY MATTERS + Issue 3 Journal of The British International School

The Australia Pavilion

Journal of The British International School

Issue 3 + FAMILY MATTERS 65

66 FAMILY MATTERS + Issue 3 Journal of The British International School

The United Nations Pavilion

Journal of The British International School

Issue 3 + FAMILY MATTERS 67

What Makes Students Succeed?

By Mark Wilson Secondary Head Teacher The British International School Shanghai, Pudong

t

There are no hard and fast rules for making students succeed. It is not a recipe that if followed to the letter will always produce the same results. Raising and educating children has one key element which will always make the final result unpredictable: the human element.

68 FAMILY MATTERS + Issue 3 Journal of The British International School

Journal of The British International School

Issue 3 + FAMILY MATTERS 69

education

s

So what can you do to help students to succeed?

Encourage Inquiry “The only dumb question is the question you don’t ask” Paul MacCready, Inventor All children are born with an inquisitive approach to life. They study the faces peering at them from birth and learn to read the expressions and the tones of voice.

They test their parents by wanting to put their fingers in danger, put dirty things in their mouth and climb on things that are high! Adults recognise the dangers inherent with such inquiry but also value the spirit with which such inquiry promotes learning.

Inquiry is a key element of the IB learner profile and at the heart of all learning.

Creating a learning environment in which students feel confident to explore, grow and challenge themselves is what all good schools should set out to do.

Making the most of the early years Professor Bloom argued that 50% of learning takes place before the age of 4 and another 30% of learning takes place between 4 and 8 years old.

Children learn through their five senses of sight, hearing, touch, taste and smell and the sixth step of what we do physically. Each moment is a learning experience. They love to touch things, find out how they work, explore space and their environment; and they love to imitate adults. All of these learning activities create pathways in the brain, either new if it is the first time or building on existing pathways.

Children learn to talk by talking; they learn to crawl by crawling; and, they learn to walk by walking. Giving students the opportunity to learn by using all their senses and especially by doing is another key element to fostering success. All the best sportspeople learn by doing. Roger Federer did not perfect his serve by reading about it; Tiger Woods does not improve his short game by watching videos of others chipping; David Beckham certainly did not learn to cross a ball by listening to others discuss it.

The best way to learn is to do it. Success is aided by giving students the opportunity and confidence to learn by doing, reflecting on their progress and doing it again.

Make the most of the world around you Our homes, our beaches, our parks, our forests, our streets, our cities are all great

70 FAMILY MATTERS + Issue 3 Journal of The British International School

The only dumb question is the question you don’t ask

education

Parents

teachers

Students

places to learn as long as children are encouraged to explore them safely, through all their senses. Taking a walk around a forest provides endless opportunities for learning about nature, science and the world around us. Finding your way around a complex Metro station is a real world numeracy lesson in the waiting. My son has guided us around stations by reading the numbers on signs since he first started being able to do so. This links perfectly to educational research, which tells us to link learning to real world experiences in order to create deeper learning and meaning for students.

Encourage positivity We all know how we feel after positive comments and how we feel after negative comments. Accelerated learning pioneer Colin Rose said: “It is true that throughout life if you think you are a poor learner then you probably are a poor learner.” American research shows that young people are likely to hear six times more negative comments than positive ones. Comments like: “Don’t do that”; “Don’t touch that”; “Don’t play with that.”

The power of positive thought is well documented. Whole industries are being built around positive thought and vision.

Eight-year-old children have a radically different learning strategy from twelve-yearolds and adults.

Eight-year-olds learn primarily from positive feedback (‘Well done!’)

Science Daily (September 27, 2008)

Muhammad Ali, arguably the world’s greatest boxer, made 19 predictions about the round that he would win a fight in his career. He was right, to the round, in 17 out of 19 fights, which he puts down to visualising success. To create an atmosphere of positivity is to create an atmosphere of learning.

Develop good communication between parent, child and school The world is based on good communication.

Schools, parents and students all play equal parts in ensuring that there is good communication.

Create, foster and develop good communication between these three elements and you open dialogues that will help guide each component through the journey, through the changes and towards success for the students, parents and the school.

Eat, Drink and Sleep well Your brain needs energy from food to work: “As an adult, the brain weighs 2% of your total weight but uses 20% of all energy you develop.”

(The Learning Revolution 2004, Dryden and Vos)

Journal of The British International School

Issue 3 + FAMILY MATTERS 71

education

t

The most important meal of the day is often cited as breakfast. Not only does it kick-start the metabolism and awaken our bodies to work effectively, it also provides the energy our brain needs to begin working well. We would not try and exercise our leg muscles by going for a run without making sure we had taken on board the food to provide the energy required. Athletes use carbohydrates as these release energy slowly and enable longer training periods. Our brain, like all other organs, requires food to make it work. The right type of food is important.

Lots of junk food, crisps and chocolate do not have a sustained energy input.

Fresh fruit (bananas are good because of their high potassium levels and also fruit with high Vitamin C like oranges) and vegetables are good because they are high in glucose, which is what the brain requires for energy.

Staying hydrated is also very important.

5% dehydration = 20% loss in concentration. Drinking water is the best way to stay hydrated. Studies show that people should drink between 1 and 2 litres of water a day to remain hydrated effectively. Tea and coffee do not count as hydration. Energy drinks like Red Bull are very high in caffeine and will give a short term hit of energy but this is not sustained and will leave you feeling worse within

about 20-30 minutes. Likewise, drinks high in sugar will give a short energy hit but not sustain or hydrate you. Always have a bottle of water with you when studying.

Sleep is important for refreshing the brain and the body. A shortage of sleep will affect performance and the lower energy levels will affect concentration. A student should aim for 8 hours of sleep minimum.

Past, Present and Future If I had my child to raise over again If I had my child to raise all over again, I’d finger paint more, and point the finger less.

I’d do less correcting, and more connecting.

I’d take my eyes off my watch, And watch with my eyes.

I would care to know less, and know to care more.

I’d take more hikes, and fly more kites.

I’d stop playing serious, and seriously play.

I’d run through more fields, and gaze at more stars.

I’d do more hugging, and less tugging.

I would be firm less often, and affirm much more.

I’d build self esteem first, and the house later.

I’d teach less about the love of power, And more about the power of love.

(Diane Loomans, Full Steam Ahead)

72 FAMILY MATTERS + Issue 3 Journal of The British International School

As adults (teachers and parents) we need to develop our skills to support learners.

Maccoby and Martin (1983) established four main types of parenting behaviour: authoritative, where high standards are explained and reasons for controls are given; permissive, where parents emphasise freedom of expression with few controls; uninvolved, where parents neglect the emotional needs of the child; and authoritarian, where parents engage in high levels of control and lower levels of affection. They believed that while these are used by different people to varying degrees at different times, generally punishment has to be balanced with praise; leniency has to be balanced with rules and controls; authority has to be backed with reason. In the same way as authoritative leaders create effective schools, so we find that authoritative adults are best placed to support learners. The key to a child’s success is providing boundaries, explaining reasons for the limitations placed on them and providing a warm, supportive environment without over-indulgence. No one ever said that it was easy to be a parent or a teacher. However, when we establish the right balance for the needs of the individual child, success is guaranteed for the healthy, happy development of the child.

education

ABOUT THE AUTHOR Mark Wilson has been teaching for over 13 years, during which time, in addition to his teaching and learning work with students, he has been involved in training teachers for the Royal Academy of Dance, Middlesex University and through various Initial Teacher Training programmes. He joined Pudong as Headteacher for the Secondary School in 2009 after being involved in leading various schools in the UK. Mark has worked for the Department of Education through the Innovations Unit and the National College for School Leadership on Leadership projects, in addition to being nominated for Teacher of the Year in 2005. Mark is often asked to speak at educational conferences, past events including Leading Edge Schools Conference, 14-19 Diploma Conference, Exceptionality Conference, Staff Training Conferences and Local Authority training based around personalising learning, tracking students’ progress and using Drama skills across the curriculum. His hobbies include playing guitar and singing, running, swimming and being a long suffering fan of Nottingham Forest Football Club. Mark is married with 2 children, Dylan and Erin.

Journal of The British International School

Issue 3 + FAMILY MATTERS 73

Which University is right for my child?

By Mark Angus Principal The British International School Shanghai, Nanxiang

74 FAMILY MATTERS + Issue 3 Journal of The British International School

t

This question, which so many parents ask, is a complex one. However, there is another question that perhaps needs to be addressed first: namely, what exactly is meant by the ‘best’ universities?

There is undoubtedly an elite group of universities that are renowned throughout the world: Oxford, Cambridge, Harvard, MIT, Yale. They are quite deservedly famous, have superb facilities, excellent teachers and in some instances a place at one of them does go a long way to guaranteeing a head start in one’s chosen career.

Journal of The British International School

Issue 3 + FAMILY MATTERS 75

education

i

In addition, there are universities that have excellent reputations within their own countries but are perhaps not as well known abroad: Seoul in Korea, Canberra in Australia, McGill in Canada, Leeds in England, Tokyo in Japan, Beijing in China (this list is far from exhaustive). These universities, and indeed many others, have the same standards in real terms as more internationally famous institutions.

However, there is another, perhaps more important question that parents should ideally be asking: Which is the best university for my child?

The choice of university is a very personal one – not every student is suited to every institution. A wide variety of additional factors need to be considered alongside the school’s academic reputation. Factors such as how comfortable a young adult would be living very far from home; the international nature (or otherwise) of the university town or city; the support services for international students; the availability of scholarships for international students – all of these are important. Even seemingly irrelevant factors such as the weather can have a bearing on a student’s success and happiness – it is not always straightforward for students from warm countries to travel somewhere very

cold, for example, even to an extremely well thought-of university.

However, there is another, perhaps more important question that parents should ideally be asking: Which is the best university for my child?

76 FAMILY MATTERS + Issue 3 Journal of The British International School

Many parents underestimate the effect of the social conditions at a university on the academic progress of students. The drop-out rate for universities somewhat surprisingly runs at around 10%. Social support and friendship groups are hugely important for all students, even the most shy and retiring introvert. A university with a tradition of accepting students from all over the world may be more welcoming to students from diverse backgrounds than those that do not have such traditions.

Even for a student attending university in their home country such matters can be important. Students from a particular location or background might find it easier to make friends and a have a better social network in one university than another.

A particular faculty and its reputation are also important considerations when making a choice and it should be borne in mind that in certain careers and professions it is undoubtedly true that the university one attends can influence future prospects and career. That is why your choice should have as much to do with the specialties and excellence of the teaching staff in the field that you would like to enter as more general

education notions of reputation. For example, in the UK Leeds and Edinburgh are recognised as being superb medical centres of excellence and a degree from either is an excellent passport around the world despite their not necessarily being seen as elite institutions.

Therefore, a key issue for parents and students is getting quality information that is relevant to you and the courses you wish to study.

Another way in which to seek information is to ask the professionals. If your child is interested in design, call a design company and ask for their thoughts. The same with engineering, or medicine, or indeed any other career. Companies are in fact very willing to answer brief enquiries and a little flattery can go a long way. Of course, you cannot expect them to provide detailed careers advice, but they will often be very happy to say, “Oh yes, I went to Madison University in Wisconsin as it has a superb biotechnology facility,” or “Of course, you must study history and politics at Beijing University as it has a superb reputation.”

Fees Cost is a real issue for many parents.

Sending a child to university is not simply a matter of paying the tuition fees.

Accommodation, food, travel, books – the

costs mount up at a considerable rate. The cost of tuition is not always directly linked to the quality of education on offer, or indeed the reputation of the university in its home country. Careful research into the other indirect costs is vital when considering a university, even in one’s home country, as costs can vary considerably from city to city.

Financial aid, bursaries and scholarships are being offered more and more and looking into these and what is on offer can make a considerable difference to the overall cost.

In many cases, it can make the difference between being able to attend a first choice university or not.

The key factor here is to enquire early, in most cases some three to four years before the intended entry date. This is simply an issue of practicality as many scholarships have detailed requirements for entitlement that might involve a number of years of service to a particular institution or perhaps evidence of belonging to a particular community or service group. Sporting scholarships, artistic scholarships and even musical scholarships also often have such provisos attached. Many parents of talented musicians have made the mistake of thinking that scholarships are always handed out purely on the basis of artistic ability. This is sometimes sufficient but more and more often additional criteria must be met, and

Journal of The British International School

Another way in which to seek information is to ask the professionals. If your child is interested in design, call a design company and ask for their thoughts

Issue 3 + FAMILY MATTERS 77

education

One shocking fact is that each year 22% of scholarships remain unclaimed, mostly because no one has applied for them

knowing what they are in good time will greatly increase the odds of financial aid being available. Furthermore, it is worth approaching a wider range of funding bodies than might be traditionally considered.

Even in these credit crunch times, many large businesses and organisations will still have financial aid packages available for university students. Many do have strings attached, such as a requirement to work with the company for a period of time, but these strings might also be seen as benefits.

One shocking fact is that each year 22% of scholarships remain unclaimed, mostly because no one has applied for them. A quick search of the Internet is perhaps the best way to begin looking into the funding that might be available – simply typing “scholarship” into Google produces over twenty-six million hits.

Universities themselves often have discretionary funds available to help undergraduates in times of financial hardship, but these are not available until the student is already enrolled and university finance managers take a very dim view of “planned hardship”, so beware!

Curriculum and High school Students today have many choices. By far the most popular choice for international

78 FAMILY MATTERS + Issue 3 Journal of The British International School

school students is the IB Diploma, which is also the qualification of choice for many of the universities mentioned above, and students with the IB receive favoured applicant status at a number of high-profile institutions. Various national qualifications like the AP programme from the US or the A Level programme from the UK are of course still important in those (and other) countries and might still be a good option for a student who is only considering entry to that country, but the fact remains that the IB offers a far wider choice and should be considered a superior qualification purely in terms of university entrance. Even in the UK and the USA, IB is often preferred to AP or A Level.

Except in a very few rare cases, the high school which a student attends (or more specifically, the name of the school) does not have any great implications in terms of university entrance. Of the many thousands of high schools around the world, only around ten have meaningful relationships with universities and these are all matters of local or historical tradition. The most important aspect of a high school career is rather the quality of the school in terms of its delivery of the curriculum and the care and attention to the student’s pastoral needs and careers guidance. Once again, a good school for your child is the key factor here.

education The school should nurture their interests and challenge them to do their best without promoting burn-out. You should also consider the pastoral care provided. Keeping a student on a good path and promoting good behaviour and manners is important.

For universities with limited places, a school character report can make a very real difference between acceptance or not.

TOEFL and IELTS. Some, but by no means all, universities have self-administered tests that can be taken instead of these qualifications but this is not frequently the case. Having a recognised qualification is generally the easiest (and often the only) way to open the door to the admissions process.

More than schooling, or a school that offers more

All the tricks, tips, hints in the world won’t be able to bypass the one constant in the process of finding and being admitted to the best universities. Academic grades play a huge part in the admissions process and there is no way around this. However, should your child’s grades fall below the absolute optimum for any reason, don’t despair. A gap year is no blemish on an application and, if well spent, can be a real asset. Using a gap year well and then retaking examinations that didn’t go so well can be a very good use of time. Of course, not all retakes require a gap year and some can be done later in the same year. Also, don’t forget that there are very many very good universities around the world that are perhaps not quite as famous as others and might have slightly lower requirements for entry. For some students these are not a poor second place choice at all. A good school will of course give you sound advice on all possible avenues, from grades that exceed, meet or fall below expectations; you should at no point be left feeling alone.

Participation in activities beyond strictly academic areas can often make the difference between being accepted and being rejected. This is especially true of those universities with more applicants than spaces available. The International Award, internships, community service, work experience and participation in school teams and sporting events can all make a vital contribution as to whether a student is accepted at the university of their choice.

Language Many universities around the world, even in non-English-speaking countries, offer courses in English. Therefore, very often a minimum standard of English proficiency must be achieved. The most popular around the world are IGCSE (from the University of Cambridge, Edexcel and OCR in the UK and available at many good schools in Shanghai),

And Finally…

Academic grades play a huge part in the admissions process and there is no way around this

ABOUT THE AUTHOR Mark Angus read English and Drama at Flinders University, Adelaide, where he specialised in the Elizabethan and Jacobean theatre.

He also has an MA in Early Modern Studies from King’s College, London where his main focus of study was the repertories of 16th- and 17th-century playing companies.

He gained his PGCE in Secondary English from the Open University and was previously the Academic Deputy Head and Head of Boarding at Westminster Cathedral Choir School, a boys’ preparatory school in central London.

Mark Angus has published articles in a variety of journals on a diverse range of subjects, from Victorian crime to the theatre of Sophocles, and has also written for the theatre and radio. His interests include literature, theatre, wine, sport and travel.

Journal of The British International School

Issue 3 + FAMILY MATTERS 79

The benefits of an international education

By Kevin Foyle Principal The British International School Shanghai, Puxi

80 FAMILY MATTERS + Issue 3 Journal of The British International School

p

People often ask me about the benefits of an international school education. Having taught in and led schools in the UK for twenty years, and then led two schools in China over the last three years, I feel well placed to write on this subject.

Journal of The British International School

Issue 3 + FAMILY MATTERS 81

education

o

One of the things that most impressed me when I first came out to Shanghai on interview was the wonderful fusion of East and West present in the schools. The split of Asian and European students is usually a healthy 60 /40 with the Europeans the larger of the two groups at present.

The Western pupils bring with them a questioning approach which is challenging and demanding in terms of validating their learning, its relevance and its veracity. The Asian students are equally demanding as a result of their work capacity and their intellectual inquisitiveness. When you put the two together you have a dynamic learning environment in which all of the pupils can flourish. They learn a great deal from each other.

Studying at an international school anywhere in the world will undoubtedly make students more rounded individuals and give them a broader perspective on the world and their place in it. Living abroad

Studying at an international school anywhere in the world will undoubtedly make students more rounded individuals and give them a broader perspective amongst a community made up of many different nationalities (over fifty in the case of BISS Puxi) is a considerable head start.

Shanghai is such a dynamic and fast-growing international city that it offers even more opportunities than most in this respect. The city is a veritable melting pot of different nationalities, and expat business people move in and out of the city on a regular basis. Children who have visited us, spending time at school and in the wider community, thoroughly enjoy meeting and mixing with so many different nationalities. Our students simply cannot fail to have a better understanding of other nationalities and cultures than others who remain domiciled in their home country throughout their education.

and attitudes of some other nationalities.

This process is greatly supported and enhanced by our curriculum, and by extra-curricular opportunities like the Model United Nations. It is interesting to see them develop a new perspective and understanding of their home nation’s place on the world stage. They also learn to adapt to change with the regular turnover of families in and out of international schools.

They become very adept at welcoming new people and making new friends whilst at the same time building up a network of friends and contacts all over the world.

Similarly, a move away from home also helps to give students a more global perspective because they are exposed to the thinking

The curriculum that we deliver is primarily the English National Curriculum, a very high quality and wide ranging system which

82 FAMILY MATTERS + Issue 3 Journal of The British International School

allows us to track and monitor the progress of each student accurately and closely and to personalise the delivery to cater for every child’s needs. However it is also adapted to local needs and opportunities. All of our pupils, for example, learn Mandarin from kindergarten through to IB in Year 13 and we also teach three more modern foreign languages: French from Year 3 upwards, German from Year 7 and Spanish from Year 10. Most international schools around the world have a similar focus on languages and a variety of different exams to test their students’ progress and attainment. Language is, of course, not just about classroom-based activities and international schools make the most of the opportunities available to celebrate national and cultural events and

education days, as well as having international weeks devoted to developing children’s knowledge and understanding of other nations. This year our week focused on the nations who qualified for the 2010 World Cup. The humanities topics taught across the school are also adapted to incorporate elements of local geography and history, for example a Year 8 geography project on local water village Zhujiajiao and a Year 9 history topic on the first emperor of China, Qin Shihuangdi.

At 16+ our pupils sit International General Certificate of Education (IGCSE) exams in nine subjects. These exams, set by the examination boards of the universities of Cambridge and London, are based on similar exams that are set for the UK population, but they are also adapted for use in an international setting. They are an excellent preparation for the International Baccalaureate (IB) Diploma, which is now accepted around the world as one of the top post 16+ provisions and indeed the best preparation for university entry and study.

Our pupils are without doubt privileged in terms of the opportunities that their education and lifestyles provide. It is important that they appreciate this and also that they develop a knowledge and understanding of the people around them in Shanghai, in China and indeed across Far

East Asia. A wide variety of school activities, especially during the festival periods, helps to ensure that our pupils are integrated into the surrounding community and, through trips and exchanges, with other parts of China and the rest of the region. Our charity work supports local migrant school children

Our pupils are without doubt privileged in terms of the opportunities that their education and lifestyles provide with their education and provides much needed heart surgery for those locally who could not otherwise afford it. Further afield, money raised by pupils and parents has funded the rebuilding and equipping of a school in Gansu Province, an area badly hit by the 2008 earthquake.

well as with other international schools across China and Mongolia, through our membership and participation in ACAMIS (Association of China and Mongolia International Schools). We regularly host events in Shanghai, and our students travel to cities across the nation to compete.

Through the Duke of Edinburgh International Award Scheme our pupils also travel to undertake leadership and outdoor education programmes in China and beyond. Further, through the Creativity Action Service (CAS) element of the International Baccalaureate Diploma Programme they have been involved in charitable work in China and neighbouring countries, perhaps most notably in the development of and in support for a day centre for the street children of Cambodia.

Our organisation’s core mission is to help others to thrive, and international schools are uniquely well placed to develop students into global citizens. Our graduating pupils are the best testimony to our success in this respect. They are well rounded, confident and proficient young people who have an international outlook which is well suited to our rapidly changing world.

We also have good sporting and cultural links with local schools and groups, as

ABOUT THE AUTHOR Principal Kevin Foyle has fifteen years of

experience in school leadership. He studied History, Physical Education and Sports Science at Loughborough and briefly earned a living as a professional cricketer. He began his teaching career at Winchester College, one of the UK’s leading independent schools, where he taught history and politics before taking on the job of Headmaster of Norman Court Preparatory School IAPS in 1995. After twelve very happy and successful years the draw of a new challenge on the international circuit resulted in his appointment as the founding Principal at The British International School Shanghai, Nanxiang Campus in 2007. Inspired by the wonderful fusion of Eastern and Western approaches to learning found in Shanghai, at the beginning of 2009 he moved to take up the position of Principal at the British International School Shanghai, Puxi Campus. He is married to Gill and they have four children, two presently at The British International School, Puxi Campus. In his spare time sports, reading and exploring the city, especially the beautiful French Concession, are his main interests.

Journal of The British International School

Issue 3 + FAMILY MATTERS 83

preparing for a university education in the USA or Britain�1. In fact, a British education combined with high quality post 16 quali ccessful career than any other national curriculum. This is because it helps the child learn how to learn so that they can take thei eir lifetime. If university is the next step from school for your child, then the British Education supported by the International Bac over the world. It is even possible now to do the US university entrance exam (SAT) at one of our schools.

e key is to make sure that the curriculum standards combined with the care and discipline within the school matches the ambitions we have for our childr tural principles of self-discipline, commitment and respect running throughout the school. Our schools aim to ensure that every learner is able to thrive rn new skills and research new areas of knowledge as independent and motivated learners.

Making an educated choice:

parents, we should insist that our chosen school offers every student the opportunity to become self-motivated learners who are enthusiastic and engage abilities and providing a learning experience fit to their individual needs. Setting by ability in mathematics and English starts at an early stage in the Primar ables children to excel in their strengths and be given greater support in their areas of weakness.

her systems have less universal appeal because they are rooted in a national culture.The American system, for example, is not one national programme but v t parents and lobby groups have on the curriculum. Although all schools offer broadly the same range of compulsory subjects, the choice of electives varie ndards which range from broadly IQ-based tests to those that track student ability in recall or understanding.

Understanding the British and American curricula

e European systems draw on their specific cultural contexts and can be quite limiting when preparing pupils for a global economy and university applicatio ernational Baccalaureate, however, is a globally recognised, high-level qualification that has universal currency when seeking higher education in most count

th standardised assessment schemes and regular tracking of pupil progress, pupils in the British system have clearly defined benchmarks against which the rning achieved by the teachers. In our international schools, individual pupil targets are regularly communicated to parents as baseline and golden targets.

by Dr Terry Creissen OBE gets are higher level targets that encourage children to extend their learning beyond the direction of the teacher and beyond the classroom.

Executive Principal The British International School hilst In the UK, the major accreditation bodies come through standardised inspection systems and accreditation bodies such as OfSTED (the Office for Sta Shanghai reditation bodies. International schools following an American system might align themselves with WASC (Western Association of Schools and Colleges),

tish teachers have a great deal of flexibility in the way that they teach but there tends to be greater control over the content of material covered at each ore of choosing the right school for their children. British schools tend to offer the same curriculum content wherever they are situated on the globe, par sound educational research about how children The of investment by the UK government into improving the effectiveness of UK schools has led to a 84 FAMILY MATTERS + Issue 3 learn.

Journal The British International School

ifications such as the International Baccalaureate Diploma examination, is probably the best gateway to Higher Education and a ir place in future society with the adaptability of skills, knowledge and understanding to cater for the changes that they will see i ccalaureate Diploma is probably the best choice you could make. Our schools in China have seen their graduates go to univers

t

ren. At The British International School in Shanghai, the school follows the UK system with the English National Curriculum at its core and British, multiin the school environment so that they can be the best they can be. In order to ensure this level of success, it is vital that they develop the flexibility to

There is no doubt that one of the biggest decisions that parents have to make is choosing the right school for their ed in their learning. The results in our schools clearly demonstrate that this strategy is working. Our schools in Shanghai are inclusive, taking pupils of child. As an international school student, this choice is needs. It is a flexible system that ry school and continues through the secondary curriculum.

This allows children to work at a level suited to their own more complicated because we are faced with understanding the differences between different curriculum models from variations related to the different school districts. The school experience in the Southern States can be very different from the North because of the influen different nations. parents, we constraints. cannot ignore factarethat es significantly based on ideology, religious denomination and, in As many cases, financial In the US,the students compared using a variety of differ the reputation of the British education system stretches far andBaccalaureate wide. In and thetheview of Abitur Professor Johnaccess Howson fromoutside the the host countries. The on outside the home country. The French German offer limited to universities tries worldwide.

UK, the British system provides a “good way of preparing for a university education in the USA or Britain”. ey can match their attainment. Teachers in our schools regularly monitor the progress of individual pupils. Senior staff similarly measure the standards of

. Baseline targets are the level at which the children are expected to achieve if they follow the instructions of the teachers and do their homework. Gold

andards In Education), ISIS (Independent Schools Inspection Scheme) and COBIS (the Council of British International Schools), in the USA there are a range NEASC (New England Association of Schools and Colleges) and SACS (Southern Association of Schools and Colleges).

stage of the pupil’s education. This allows for greater consistency when parents find themselves relocating to different regions and facing the prospect on rticularly those who are affiliated to COBIS such as The British International School, Shanghai and The British School of Beijing. The curriculum is modelled a high level of skill and understanding of the best way toJournal allow children grow and excel in their learningIssue at school. of ThetoBritish International School 3 + FAMILY MATTERS 85

v

education

i

In fact, a British education, combined with high quality post 16 qualifications such as the International Baccalaureate Diploma examination, is probably a better gateway to higher education and a successful career than any other national curriculum. This is because it helps the child learn how to learn so that they can take their place in future society with the adaptability of skills, knowledge and understanding to cater for the changes that they will see in their lifetime. If university is the next step from school for your child, then a British education supported by the International Baccalaureate Diploma is probably the best choice you could make. Our schools in China have seen their graduates go to university all over the world. It is even

If university is the next step from school for your child, then a British education supported by the International Baccalaureate Diploma is probably the best choice you could make

86 FAMILY MATTERS + Issue 3 Journal of The British International School

possible now to do the US university entrance exam (SAT) at one of our schools.

The key is to make sure that the curriculum standards combined with the care and discipline within the school match the ambitions we have for our children. At The British International School in Shanghai, the school follows the UK system with the English National Curriculum at its core and British, multi-cultural principles of selfdiscipline, commitment and respect running throughout the school. Our schools aim to ensure that every learner is able to thrive in the school environment so that they can be the best they can be. In order to ensure this level of success, it is vital that they

education develop the flexibility to learn new skills and research new areas of knowledge as independent and motivated learners.

As parents, we should insist that our chosen school offers students the opportunity to become self-motivated learners who are enthusiastic and engaged in their learning. The results in our schools clearly demonstrate that this strategy is working.

Our schools in Shanghai are inclusive, taking pupils of all abilities and providing a learning experience fit to their individual needs. Setting by ability in Mathematics and English starts at an early stage in the Primary school and continues through the secondary curriculum. This allows children to work at a level suited to their own needs. It is a flexible system that enables children to excel in their strengths and be given greater support in their areas of weakness.

As parents, we should insist that our chosen school offers students the opportunity to become self-motivated learners who are enthusiastic and engaged in their learning

Other systems have less universal appeal because they are rooted in a national culture.

The American system, for example, is not one national programme but variations related to the different school districts. The school experience in the southern states can be very different from the north because of the influence that parents and lobby groups have on the curriculum. Although all schools offer broadly the same range of compulsory subjects, the choice of electives varies significantly based on ideology, religious denomination and, in many cases, financial constraints. In the US, students are compared using a variety of different standards which range from broadly IQbased tests to those that track student ability in recall or understanding.

Journal of The British International School

Issue 3 + FAMILY MATTERS 87

education

t

The European systems draw on their specific cultural contexts and can be quite limiting when preparing pupils for a global economy and university application outside the home country. The French Baccalaureate and the German Abitur offer limited access to universities outside the host countries. The International Baccalaureate, however, is a globally recognised, high-level qualification that has universal currency when seeking higher education in most countries worldwide.

With standardised assessment schemes and regular tracking of pupil progress, pupils in the British system have clearly defined benchmarks against which they can match their attainment. Teachers in our schools regularly monitor the progress of individual pupils. Senior staff similarly measure the standards of learning achieved by the teachers. In our international schools, individual pupil targets are regularly communicated to parents as baseline and golden targets. Baseline targets set the level at which the children are expected to achieve if they follow the instructions of the teachers and do their homework. Golden targets are higher level targets that encourage children to extend their learning beyond the direction of the teacher and beyond the classroom.

In the UK, the major accreditation bodies come through standardised inspection systems and accreditation bodies such as Ofsted (the Office for Standards In Education), ISIS (Independent Schools Inspection Scheme) and COBIS (the Council of British International Schools).

In the USA there is a range of accreditation bodies. International schools following an American system might align themselves with WASC (Western Association of Schools and Colleges), NEASC (New England Association of Schools and Colleges) or SACS (Southern Association of Schools and Colleges).

children learn. The investment by the UK government into improving the effectiveness of UK schools has led to a high level of skill and understanding of the best way to allow children to grow and excel in their learning at school.

So whatever school you choose, make sure that you, as parents, are making an informed and educated choice. Whatever the system, at the heart of every good school you should find effective leaders and committed teachers. It is not just the academic side that needs to be viewed, because children need to feel safe and comfortable in their learning.

The school system is one thing but when British teachers have a great deal of you visit schools, try to feel what it is like flexibility in the way that they teach but inside the classrooms, around the corridors there tends to be greater control over the and in the playgrounds. How it feels in your content of material covered at each stage of heart can be equally important to how it the pupil’s education. This allows for greater seems to meet the academic criteria and consistency when parents find themselves how it appears on paper. The decision about relocating to different regions and facing where your child will best be educated is the prospect once more of choosing the not an easy choice but it is crucial to making right school for their children. British sure that your child is given the opportunity schools tend to offer the same curriculum to thrive and be the best they can be. content wherever they are situated on the globe, particularly those who are affiliated to COBIS such as The British International School, Shanghai and The British School of Beijing. The curriculum is modelled on sound educational research about how

ABOUT THE AUTHOR

Dr Terry Creissen OBE BA (Hons), MA, MBA, PGCE, FRSA, FCIM Dr Creissen worked in a variety of schools stretching from the southwest to southeast of England prior to taking up the role of leading our schools in Shanghai. Between 1994 and 1997, he was a Board Member of the Training Development Agency for Schools. A former Schools Inspector, Terry has been a consultant for the British Government and was appointed as an e-learning consultant for the British Educational and Communications Technology Association (BECTA). He has chaired the Schools Forum within the County of Essex and was the national Headteacher representative with the National Association of Head Teachers. Terry is a qualified trainer and Consultant Leader for the National College for Schools and Children’s Services in England.

In addition to his degree and teaching qualifications from the University of Sussex, he has an MA and MBA in Educational Leadership and Management and was awarded the OBE by the Queen of England in June 1997 for “services to education”. He is also a keen musician and a Fellow of the Royal Society for Arts (FRSA). Terry is passionate about education and strongly believes that the children always come first. He is the devoted father of three grown boys and is our resident member of Mensa.

Dr Creissen is based at our Pudong Campus where he is the designated Principal. He is the Executive Principal for all three Shanghai schools.

88 FAMILY MATTERS + Issue 3 Journal of The British International School

90 FAMILY MATTERS + Issue 3 Journal of the British International School

Personalising Learning

by Dr Terry Creissen OBE Executive Principal The British International School Shanghai

i

If you really want to make the right choice of school for your children, you need to be aware of how the school meets their individual needs. With a class of pupils, how can we really guarantee that all children are stretched and supported in developing their skills, knowledge and understanding so that they remain motivated and passionate learners?

education

The problem with any approach that groups children by ability is that children do not always progress in their understanding at a fixed and steady rate

T

There are many ways in which schools try to make the learning experience individualised to pupils. Perhaps the best way is one-toone tutoring but there are many other ways that teachers can group pupils to ensure that they are challenged and stretched on an individual basis. Some schools choose to select their pupils on entry through testing, similar to many private schools in the UK and elsewhere. Others offer a streaming approach which classifies learners as high, average or low ability. This approach is, in my view, fundamentally flawed because it fails to recognise that there are different skills required to be good at Maths compared with English. Branding them through selective education or streaming fails to recognise their individual talents and fails to support their specific areas of development. Similarly, relying on mixed ability can be harmful because few teachers can manage the individual needs of pupils effectively in broad ability groupings.

Professor Eric Bolton, the former Chief Inspector of Schools in England, said that in classes where no setting takes place, “Most teachers aim for the middle: The bright children are frustrated and the ones at the bottom get left behind.”

92 FAMILY MATTERS + Issue 3 Journal of The British International School

This is why many schools, such as The British International School in Shanghai, have adopted a more flexible approach through setting. This targets pupils at different abilities in different subjects.

Children are tested to find out their innate abilities and then placed in sets tailored to their learning needs.

The problem with any approach that groups children by ability is that children do not always progress in their understanding at a fixed and steady rate. In the same way that they have physical growth spurts, children also experience mental growth spurts. One minute they are half the size of their parents and before you realise it, they are towering over us. The learning process is not an exact science and many children experience a series of “eureka” moments when they suddenly make the breakthrough in a specific area. Teachers see this regularly in lessons when children just seem to “get it”. A problem that they have not been able to master suddenly becomes clear and they make a great leap forward in their understanding. So, even with a setting system, there needs to be flexibility throughout the academic year to ensure that children can move easily between

education

When you visit a school, ask them how they ensure that children in classrooms are monitored and assessed to ensure that they are making the right level of progress

sets, based on their progress. This requires teachers to make continuous assessments of the abilities and progress of all pupils in their classes, coupled with formalised tests and questioning to check understanding along the way. This progress needs to be carefully tracked and measured against standardised assessments to ensure that the teachers’ assessments are in line with other staff. In the UK, this was previously managed through the Standardised Assessment Tests (SATs) but good schools prefer a more regular, termly assessment to ensure that their judgements on individual pupils are accurate. At The British International School, we use GOAL assessment, which is an online resource linked to the standards of the UK National Curriculum. It is a great way for teachers to moderate their own assessment and to identify areas for further development at an individual level.

who can sometimes work with children on an individual basis for a short period of time to overcome barriers to success in the education system. If they are using a setting system, check to see if there are systems in place to ensure consistency in marking and termly checks to guarantee that learning growth spurts are rewarded and that areas of concern are quickly addressed. Only by asking the right questions can you be sure that your children will be given the chance to thrive and be the best that they can be.

So, when you visit a school, ask them how they ensure that children in classrooms are monitored and assessed to ensure that they are making the right level of progress, ask how they provide additional support to children who are experiencing difficulties with their learning. Check to see if they have a learning support teacher

ABOUT THE AUTHOR

Dr Terry Creissen OBE BA (Hons), MA, MBA, PGCE, FRSA, FCIM Dr Creissen worked in a variety of schools stretching from the southwest to southeast of England prior to taking up the role of leading our schools in Shanghai. Between 1994 and 1997, he was a Board Member of the Training Development Agency for Schools. A former Schools Inspector, Terry has been a consultant for the British Government and was appointed as an e-learning consultant for the British Educational and Communications Technology Association (BECTA). He has chaired the Schools Forum within the County of Essex and was the national Headteacher representative with the National Association of Head Teachers. Terry is a qualified trainer and Consultant Leader for the National College for Schools and Children’s Services in England.

In addition to his degree and teaching qualifications from the University of Sussex, he has an MA and MBA in Educational Leadership and Management and was awarded the OBE by the Queen of England in June 1997 for “services to education”. He is also a keen musician and a Fellow of the Royal Society for Arts (FRSA). Terry is passionate about education and strongly believes that the children always come first. He is the devoted father of three grown boys and is our resident member of Mensa.

Dr Creissen is based at our Pudong Campus where he is the designated Principal. He is the Executive Principal for all three Shanghai schools.

Journal of The British International School

Issue 3 + FAMILY MATTERS 93

94 FAMILY MATTERS + Issue 3 Journal of The British International School

education

Understanding the Learning Process

by Dr Terry Creissen OBE Executive Principal The British International School Shanghai

i

I have often wondered why, with all the advances in our understanding of the human brain and significant developments in technology, there is a steadfast reluctance to release schools from a teaching and learning pedagogy fixed in the past and stuck in a time-lock where there is no future.

Why is it that some teachers find it so difficult to develop alternative learning practices in our schools? Why is it that they lack the courage

Some schools and some teachers are looking at learning in a different way, placing the emphasis on the child rather than the teacher

to deliver on a new vision for learning, fit for the needs of the 21st century and personalised to the demands of the individual?

Why is there a reluctance to adopt any strategy that deviates from the accepted norm? Some schools and some teachers are looking at learning in a different way, placing the emphasis on the child rather than the teacher.

Does this happen in your child’s school?

Journal of The British International School

Issue 3 + FAMILY MATTERS 95

education

p

Perhaps the reticence about this has its roots in the desire of teachers to control the learning environment so that they cannot be fearful of being labelled a poor disciplinarian. Perhaps it is as a result of the much lambasted era in the 1960s where teacher experimentation, if you agree with the critics, was done without regard for the needs of learners and its hit and miss approach had more misses than hits in raising standards in schools. This allowed the middle classes to blame teachers for failing to deliver high quality educational opportunities for their children and allowed them to challenge the very notion of professionalism in the world of education.

Too many high profile disasters of failing schools publicised heavily by the media secured the impact of this developmental work as a negative and long lasting feature of the UK schools system. It became a blocking point for the development of informed practice in our understanding of how children learn.

As a consequence of this, the established conservatism of the teaching body has enabled the maintenance of a system that promotes conformity and disregards with spectacular disdain any attempt at creativity in the classroom. As David Hopkins claimed, teaching has been kept in a Medieval Age not because we are lacking in knowledge about how people learn but because we have failed to operate as professionals in the same way that doctors do. By failing to base our progress on an evidential base and by burying our heads in the sandpit in the corner of the playground, we have managed to allow others to dictate not only the where and when of teaching but also the what and how as well.

If we are to be counted as professionals, in charge of the process of learning and in control of how best to help learners to learn rather than simply being in control of the classroom, then we must set out a new pedagogy, or sets of pedagogic practices, that are based on key principles of what we

96 FAMILY MATTERS + Issue 3 Journal of The British International School

If we are to be counted as professionals... then we must set out a new pedagogy

education

mean by learning to learn, assessment for learning and leadership for learning. It is not within the remit of this article to explore these in detail but to set out the picture of different pathways that can then be explored by professional teachers and linked back to these important features for developing a way to enhance the learning of young people in our society.

The safe, secure and low-risk practice common in the toolbox of the modern teacher in our schools is the starting point.

It is built on the foundations of the public school system for the elite members of the wealthy classes in the UK. Quickly adopted as the tried and tested methodology for the transfer of information from the knowledgeable teacher to the ignorant child, this pedagogic practice has been hard to develop because it is not universally effective. We have tinkered with the model around the edges by encouraging teachers to include a more varied range of teaching

Despite such forays into modernity, bookbased learning... still dominates our school classrooms

styles to meet the variations in preferred learning styles amongst their classes but still within their closed, classroom communities.

This has involved teachers enthusiastically embracing Visual, Auditory and Kinaesthetic strategies and, for the more intrepid, adding Tactile and Olfactory experiences for their young and impressionable students.

Despite such forays into modernity, bookbased learning (the favourite learning style for many teachers) and didactic, teacher-led classroom practices with their closed questioning techniques (“Guess the answer that I’m thinking of, children!�) still dominate our school classrooms. This is because our teaching system is based on pedagogy rather than andragogy.

Andragogy is the process of engaging adult learners in the structure of the learning experience. The term was originally used

by Alexander Kapp (a German educator) in 1833 and was developed into a theory of adult education by the American educator Malcolm Knowles.

Journal of The British International School

Issue 3 + FAMILY MATTERS 97

education

M

Marcia L. Conner cites five considerations for an andragogic approach to formal learning: •

learners must know why something is important to learn;

•

learners must be shown how to direct themselves through information;

•

topics must be related to the learners’ experiences;

•

people will not learn until they are ready and motivated to learn; and,

•

teachers must help learners overcome inhibitions, behaviours and beliefs about learning.

Quite recently, the arrival of portable computers and new technologies has challenged some teachers and we are being asked to consider e-learning as a new way to teach. Despite the natural tendency of early software designers to replicate traditional teaching practice through the medium of the written word, we are now beginning to see children and teachers embrace the sweeping advances with enthusiasm and energy. Together we are exploring new ways to enable learners to learn, facilitated by the teacher and the technology. Multi-level, multi-task and multi-media are the new pedagogic terms of the educational elite.

If we look at the best e-learning practice, we realise that the process of learning is undergoing a fundamental shift. Electronic gizmos, software games, multi-screen displays are all stretching young minds to delve deeper into those parts of the brain

We are now beginning to see children and teachers embrace the sweeping advances with enthusiasm and energy hitherto unfathomed by traditional teaching methods. New areas of understanding, knowledge and creativity are being unleashed into the educational arena. It is important that teachers capture the tenets of this new e-learning as we begin to let go of the ties to the traditional teacher and learner paradigm mentioned above. Whilst this is very exciting and the road to e-learning is

unfolding before our eyes at a tremendous rate of change, there is another learning strategy that remains stubbornly hidden from the eyes of even the most e-sensitive and up-to-date teacher in our schools. It is not really a new pedagogy, rather the revival of a lost art of teaching. It is founded on Socratic principles and embraces a style of interaction and interdependence of learner and teacher that is hard to find in most classrooms.

There are some teachers who have decided to go back to some of the basic principles of the learning process, recognising that learning is a collaborative activity. In these cases, the relationship of teacher and learner is not hierarchically defined.

Teachers at The British International School, Shanghai focus on encouraging learners to learn without instructing them in what, how, where or when to think. Our teachers are confident in asking questions even when they do not know the answers.

They encourage critical thinking through dialogue, debate and drama. Learning becomes a subtle blend of motivating learners to learn from each other and within themselves. The classrooms where this work is developing are rooted in informed practice. They have set up professional learning communities within their classrooms, across our schools and beyond to their neighbours. They promote inquirybased learning that encourages children from an early stage in their schooling to ask questions, to challenge assumptions and to open their minds to new ideas.

This open style of learning requires courage and determination on the part of the teacher as well as the learner. It requires trust and openness. It challenges apathy and detachment. It promotes inclusion and growth by retaining a philosophical approach to the very notion of learning in the school environment. Learning is given meaning not by teachers but through our interactions with other people. If we approach our work from a clear understanding of how we learn, then we can begin to understand how those around us learn and how we can help them to develop that process for themselves.

As professionals in the world of education and as parents of children growing up in a fast-changing society, we must come to terms with the meaning of learning as a process. Until we are prepared to ask the difficult questions about learning and accept that the answers will question us further, we will continue to perpetuate an educational state founded on out-dated educational values rather than one that values growth for everyone as a learner. At The British International School, Shanghai, we are challenging these out-dated ideas and helping our students to thrive.

98 FAMILY MATTERS + Issue 3 Journal of The British International School

education

ABOUT THE AUTHOR

Dr Terry Creissen OBE BA (Hons), MA, MBA, PGCE, FRSA, FCIM Dr Creissen worked in a variety of schools stretching from the southwest to southeast of England prior to taking up the role of leading our schools in Shanghai. Between 1994 and 1997, he was a Board Member of the Training Development Agency for Schools. A former Schools Inspector, Terry has been a consultant for the British Government and was appointed as an e-learning consultant for the British Educational and Communications Technology Association (BECTA). He has chaired the Schools Forum within the County of Essex and was the national Headteacher representative with the National Association of Head Teachers. Terry is a qualified trainer and Consultant Leader for the National College for Schools and Children’s Services in England.

In addition to his degree and teaching qualifications from the University of Sussex, he has an MA and MBA in Educational Leadership and Management and was awarded the OBE by the Queen of England in June 1997 for “services to education”. He is also a keen musician and a Fellow of the Royal Society for Arts (FRSA). Terry is passionate about education and strongly believes that the children always come first. He is the devoted father of three grown boys and is our resident member of Mensa.

Dr Creissen is based at our Pudong Campus where he is the designated Principal. He is the Executive Principal for all three Shanghai schools.

Journal of The British International School

Issue 3 + FAMILY MATTERS 99

100 FAMILY MATTERS + Issue 3 Journal of The British International School

Journal of The British International School

Issue 3 + FAMILY MATTERS 101

the british international school

Shanghai, China

helping others to be the best they can be Education and learning has 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.BISSHANGHAI.COM

CONTACT admissions@bisshanghai.com FOR MORE INFORMATION ON SCHOOL ADMISSIONS