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

British versus American Curriculum Making an educated choice Page 10 Health The obesity problem travel A Northern Territory adventure ask the experts Third culture kids education Choosing the right school

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FAMILY MATTERS

ISSUE 1

the English international school Prague, Czech Republic

HELPING OTHERS THRIVE

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

admissions@eisp.cz

+420 272 181 911

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FAMILY MATTERS

ISSUE 1

British versus AmericAn curriculum Making an educated choice Page 10 health The obesity problem travel A Northern Territory adventure ask the experts Third culture kids education Choosing the right school

Family Matters Issue 1 Contributions welcome from all of the Prague community. Please contact admissions@eisp.cz for more information.

FAMILY MATTERS

MAGAZINE

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CONTENTS

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EDITOR’S WORD N

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

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

us to provide what we now see as an essential community service.

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

16 22 24 IB: The best of both worlds

Choosing the Right school

5 simple steps to university success

Clive Underwood explains the ins and outs of one of the world’s most prestigious secondary degrees

David Rowsell offers his insight into the importance and methodology of choosing the best school for your child

Jason Kucker provides some practical tips for university success

CONTENTS

FAMILY MATTERS

10 XX

British versus American curriculum Making an educated choice David Rowsell walks you through some of the finer points of two excellent educational curricula

41 47 51 60 The Great Escape

Ten Classic Books for teenage boys

Lightening the load

Vaccinations in the Czech Republic

Suchi Rudra explores some fascinating and fun weekend and day trips for the family around Prague

Mark Angus runs down some classics for budding teenage readers

A discussion with relocation expert Richard Flejberk on how to make the relocation process easy

Dr Jaromir Vomacka and Dr Magdalena Kreimova provide essential information for parents relocating to the Czech Republic

essentials guide

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Everything you need to know about moving to Prague, from those in the know. The guide covers everything from first arriving to housing and education.

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Photo: Conscious Image

COMMENT

FAMILY MATTERS

COMMENT The paradox of modern times

When the going gets tough...

Is technology isolating us from our friends and family?

Some practical advice for ensuring long-term relationship success

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

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

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

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

PUBLISHER

The English International School admissions@eisp.cz

CHieF EDITOR

Travis Murray editor@bisshanghai.com

ART DIRECTOR

Travis Murray editor@bisshanghai.com

COPY EDITOR

Aelred Doyle aelred@gmail.com

CONTRIBUTORS David Rowsell drowsell@eisp.cz Jason Kucker jkucker@eisp.cz Mark Angus m-angus@bissnanxiang.com Wade Dawson wade.d@austenmorris.com

CONTACT

www.eisp.cz

The English International School Prague Brunelova 960/12 142 00 Prague 4 Tel: (+420) 272 181 911 Fax: (+420) 272 181 924 Email: admissions@eisp.cz Entire contents © 2011 by Family Matters Magazine unless otherwise noted on specific articles

MAGAZINE

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FeatureD Contributors

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FEATURED CONTRIBUTORS David Rowsell

rincipal David Rowsell was born in Leeds, northern England and is proud of his Yorkshire roots. His family home is currently in York. Having studied at state schools in the Midlands and in Cheshire, he Principal studied English and History at Jesus College Cambridge University, The English International School graduating in 1981 with a degree in History. Since then David has taught Prague, Czech Republic and led in a variety of challenging state comprehensive schools across England – in Milton Keynes, in Devon and in South Yorkshire. He has 19 years of Deputy and Headship experience and joined The English International School Prague from Rossington All Saints Church of England School in Doncaster, where he had been Head since 1998. David is a sports fanatic who runs long distances (marathons and beyond) and will watch football at any ground or level you care to mention. He also has a ridiculously large collection of soul and jazz music and enough books to start a shop. He has travelled widely in Europe and Africa and set up partnerships with schools in Ghana and Uganda

Jason Kucker

native of the New York area, Jason Kucker earned his BA from Binghamton University and his MS Ed from the City College of New York. He has taught English Language and Literature to Careers and HE Counsellor primary, secondary and university students in the United States The English International School and in Europe. He joined the EISP staff in September 2006 and has Prague, Czech Republic been an instrumental part of the school’s delivery of the IB Diploma Programme, teaching two English courses, coordinating CAS, teaching the Theory of Knowledge course and eventually taking on the role of Careers and Higher Education Counsellor in 2009. He is also Head of EAL and he enjoys all aspects of teaching English learners. Some of his proudest achievements have been leading the school’s CAS volunteer projects in Macedonia, Romania, Uganda and Ukraine. He enjoys cooking exotic foods, studying languages and playing guitar, blues in particular. He lives with his wife Lada, their daughter Lily and their son Oliver near Prague.

Clive Underwood

live was born in Caernarfon in North Wales and was raised as a first-language Welsh speaker. He studied History at the University of Leeds and the University of Wales, Aberystwyth. Clive began his IB Leader & History/Business Teacher teaching career in Llangollen, North Wales, where he taught a variety The English International School of subjects, including History, Welsh and PE. Clive’s first international Prague, Czech Republic posting was in Cairo, where he worked as Head of Humanities for seven years, qualified as a scuba divemaster and learned to speak Arabic. He and his family moved to Prague in 2009, where he now works as IB Coordinator at the English International School. He is currently in the process of completing his Master’s Degree in Education and Psychology. Clive enjoys spending time with his wife Caroline and his two young sons, Sion and Owain. His hobbies also include playing and watching football, reading both Welsh and English literature and photography.

Suchi Rudra

uchi Rudra grew up hopping continents with her family and hasn’t been able to stop wandering the world since. Shortly after finishing university, she escaped the US once again to see what there was to see in Europe and beyond, and has since lived, volunteered, worked or Freelance Writer studied here and there, but usually prefers there. Prague, however, is Prague, Czech Republic neither here nor there and has managed to leave its mark on her with its mesmerising, fairytale-city powers. Wielding a degree in journalism and an expertise in the art of getting lost, Suchi now works as a freelance writer and unemployed tour guide. She writes on various topics, including travel, sustainable design and architecture, education and business for publications in the US and Europe. In between assignments, she prefers to linger or sing in cafes and green spaces, work on musical and photography projects and learn languages by osmosis. She has published one book, Kitaab, and is currently putting together a collection of short and long stories.

Professor Deborah Eyre

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

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Making an educated choice Understanding the British and American curricula By David Rowsell Principal The English International School Prague, Czech Republic

ne of the big challenges facing expat parents coming to Prague is the choice of school. There are many schools operating different styles of education here, but one of the biggest differences facing parents is between the American and the British curriculum. Teachers and school leaders are often asked which is the best, but it’s really a question of what the difference is between the two systems.

As Principal of The English International School in Prague, I truly believe that ‘British is Best’ and am proud of the high academic standards and the care that is shown to pupils at my school. A product of the English state education system myself, I spent 28 years teaching in UK comprehensive schools, including 10 years as a Headteacher in south Yorkshire. On moving to Prague, I was determined to bring the best of British, modifying it to the international school mould to ensure that the features of the best schools in the UK were implanted here.

EDUCATION

he American model is potentially an excellent system, in just the same way that the old French Highway Code system has potential and is an excellent driving system. If everyone meets the criteria at all levels, it allows a great deal of flexibility in courses to choose from and allows schools to develop individual courses that align with the specialities of their teachers. This is because the American system uses the idea that school districts can choose the courses offered to students in their schools. Although all schools offer broadly the same range of compulsory subjects, the choice of electives varies dramatically based on ideology, religious denomination and in most cases funding and resource issues. For example, you can’t offer a Band elective if you only have a voice teacher and no money to buy adequate instruments.

Another issue that arises from there being so many potential curricula is the ability to gain access to specialist approved resources. This is particularly difficult with sensitive subjects like History, Religion and Biology, where there’s huge variance and debate across the US at this time. The UK, a smaller country, has one curriculum, which means that all resources produced in the UK meet the needs of the students in that course. The teachers can choose the one they feel is the best, rather than the one which applies to the course curriculum set by the state. The layered approach of the British system also means that in the unlikely event that you don’t get taught a topic this year, you’ll meet it again next year and the year after. You’ll thus be able to catch up in bits rather than in one huge, stressful block.

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The UK, a smaller country, has one curriculum, which means that all resources produced in the UK meet the needs of the students in that course

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Possibly the most important consideration, though, is standardisation. Who monitors the progress of the teachers and who decides whether the students are at a particular level, especially if the course is a small one that only has one teacher in the school? Can a principal be conversant in all areas of all courses taught in the school? In a K-12 school this would need an exceptional individual. In the UK this is simply addressed by having fixed standards for each subject which are externally moderated.

nothing could be further from the truth. US universities all accept the IB, and in fact in many cases prefer it to any other qualification because of the guaranteed standards and flexibility of the students who have the diploma. As international parents, the problems with a US-based education are compounded with the issue of potentially missing units and the headache that comes with trying to coordinate a GPA that may have been generated at three different schools of three different qualities.

The lack of consistency and rigour has led to the need for SAT examinations and the ‘No Child left Behind’ Act in the US. To get around this issue many US schools have adopted International Baccalaureate (IB) programmes to guarantee at least a degree of rigour.

In England, there is one National Curriculum, modelled on sound educational research into how children learn. The investment by the UK government in 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. A key feature of this is the fact that there is regular assessment of children’s progress against a set of

Finally, there’s a misconception that to go to a US university you need an American secondary education. The reality is that

The layered approach of the British system also means that in the unlikely event that you don’t get taught a topic this year, you’ll meet it again next year and the year after

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The investment by the UK government in 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

benchmarks, individually tailored to every child’s needs and abilities. At The English International School Prague, these are regularly communicated to students and parents and can be seen online by both. The students are thus set challenging targets which stretch them and enable them to do their best. We make sure that we communicate constantly with students, colleagues and parents to ensure that each student has

David Rowsell

the personal support necessary for them to achieve their best. The excellent results we’ve seen at the school over the past year clearly demonstrate that this strategy is working. Evaluation over the past year also shows outstanding student attainment and progress across the board, with external IB scores standing up very well compared to global averages. Our school is nonselective, taking children of all abilities

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and providing a learning experience fit to their individual needs. Setting by ability in Maths 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’s a flexible system that enables children to excel in their strengths and be given greater support in their areas of weakness. §

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WWW.EISP.CZ

ADMISSIONS@EISP.CZ

TEL: 272 181 911

EDUCATION

helping others to be the best they can be

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

HELPING We do everything to support people and be useful to them, always keeping their best interests at heart. OTHERS Our communities: students, parents, policy makers, the societies in which we live and, of course, our own people. Our work reaches all of them. THRIVE To grow. To flourish. To learn. To be inspired. To stretch yourself further than you, or anyone else, thought possible. To experience more. To keep going, onwards and upwards, closer and closer to your aims and dreams. We are an international school for students aged 2 to 18 years of age and look forward to hearing from you. Please email us at admissions@eisp.cz or call +420 272 181 911 to arrange a visit or order a school prospectus.

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IB EDUCATION

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The best of both worlds By Clive Underwood IB Leader & History/Business Teacher The English International School Prague, Czech Republic and Andrew Joy IB Coordinator The British International School Shanghai, China

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

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

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

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ith over 775,000 students in 138 countries, the IB is expanding rapidly and is seen by many institutions as the best pre-university course around. A strong IB Diploma can let students gain admission to one of the best universities in the world. Even more important, though, is that we help students to develop the skills, knowledge and attitudes that will lead to a successful life. We are very conscious that when students have completed their secondary schooling at The English International School Prague, they must be ready to face the challenges of independent study at university or college, often living alone for the first time in their lives. Merely getting a student into a good university is not enough. The student needs to have the academic background and the study skills to enable them to thrive in that environment and then go on to build a successful career. In the International Baccalaureate Mission Statement, a stated aim is to:

“develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect”. This is in line with our own mission statement, in which The English International School Prague is described as “an environment of respect, intercultural understanding and integrity; a community where everyone feels involved, valued and successful; a place where individuals make a difference”. Certainly, the formidable combination of the top-quality teaching and facilities at EISP and the highly regarded IB course is an excellent preparation for higher education. Every IB Diploma student studies six different subjects, which must include courses in language and literature, a second language, a social science, a natural science and Mathematics. They are also strongly encouraged to study one of the arts. This breadth of study helps to develop the sort of well-rounded education which is demanded

by our increasingly cosmopolitan globalised society. EISP offers an outstanding selection of subject choices. All IB subjects incorporate a coursework element, ensuring that a significant part of the assessment is based on applying the knowledge learned in class. The science courses, for example, are designed to provide a balance between understanding theory and practical experimentation. In subjects such as Visual Arts, the entire syllabus is coursework-based, meaning that learners are actually continuously creating art as well as studying it. However, what particularly distinguishes the IB Diploma from other post-16 courses are three unique elements, all of which are geared towards developing the skills which will bring success in higher education and in later life. These are the Extended Essay, the Theory of Knowledge course and the Creativity, Action, Service programme.

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what particularly distinguishes the IB Diploma from other post16 courses are three unique elements, all of which are geared towards developing the skills which will bring success in higher education

Students will find that in university there is an increasing focus on producing work which is well-researched and written to a high academic standard. Working on the 4,000-word Extended Essay allows them to develop some of those skills under the expert supervision of one of our experienced teaching staff. Selecting one of their six subjects, they form a thesis question in a topic of their choice before embarking on extensive research. The net result of a process which can take a whole year and several drafts and redrafts is a piece of work which is of greater quality and depth than anything they have ever done before. The Theory of Knowledge course helps to develop analytical and critical thinking skills. Combining a philosophical approach with a more practical look at how knowledge is obtained in contrasting academic disciplines, it encourages rigorous thinking processes as well as an understanding of different perspectives. Part of the assessment is by oral presentation, which develops important public speaking skills.

The third of these special elements of the IB is the Creativity, Action, Service (CAS) programme, which aims to help students realise their potential to become leaders and organisers, as well as to establish their position as a contributing member of a caring community. It’s a practical course which takes place outside the classroom and involves such varied activities as sport, drama, art, creative skills and community service. IB students take ownership of this process by initiating projects of their own and by reflecting on their own progress throughout. CAS projects have produced some memorable moments. Within the Creativity component, CAS students have organised and compered a school talent show and our IB dinner parties become more creative and ambitious every year. There have been some unforgettable performances in music and drama, while other students have also made essential contributions to productions by working backstage on props and lighting. The Action part of the

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CAS programme has opened up opportunities to learn new sports such as canoeing, rock climbing and ice-skating, as well as take part in organised cycling trips and hikes. In the area of Service, links have been established with a number of charities, both locally and internationally. Our students have been involved in the practical work of organisations such as Wonderlamp, Habitat for Humanity and the school-building project in Senegal and have also raised substantial sums of money for these charitable causes. All in all, the International Baccalaureate Diploma provides a coherent, yet varied, educational experience. The emphasis on independent inquiry and the demanding workload provide ideal preparation for higher education and promote attitudes that will stand students in good stead throughout their lives.

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The English International School Prague: The IB, internationalism and global citizenship

such as caring, reflecting, risk-taking and adopting a principled approach to learning.

ere at The English International School Prague, students come from diverse and varied cultural backgrounds and we have over 40 different nationalities. Making the International Baccalaureate Diploma Programme the post-16 study option was, therefore, a natural choice.

As a school we are involved with enterprises including World Health Day, World Maths Day, Children in Conflict, environmental organisations and creating a better Habitat for Humanity, while being careful to pay attention to supporting local needs such as the elderly and local orphanages. Themed and international days are among the most anticipated events on the EISP school calendar, allowing students, parents, teachers and administrators from a range of countries to come together in a shared celebration of their cultures through language, tradition, food and various activities.

The International Baccalaureate is fast becoming the most recognised, celebrated and important post-16 qualification offered by schools across the globe. The IB operates in 141 different countries, with 3,271 schools and 949,000 students. The aim of the IB organisation is stated as: “to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect”. An important aspect of the IB Diploma Programme that we at EISP encourage a particular focus on is the concept of global citizenship. George Walker, former director general of the IBO and author of numerous books and articles on international education, explains the strength of the IB Programme as “a particular style of education – broad, interdisciplinary, active and reflective, involving particular learning experiences such as speaking more than one language, serving the community, pursuing a passion in depth – this will give students the capacity to build peaceful relations that will make the world a better place”. Educators and students at EISP have embraced this concept on a number of different levels. At classroom level, students are encouraged to initiate enquiries, communicate effectively and debate issues in a principled, caring and reflective manner. Subject choices span a range of languages, including English, Czech, Chinese, Russian, Korean, French, German and Spanish. Topic choices within subject areas tackle issues that concern us all in a rapidly globalising world, including recognition of diversity, international cooperation and the importance of sustainability and the environment. The IB Learner Profile is an important part of every EISP classroom, from Pre-Nursery to IB Diploma level, evident in the behaviour and attitudes of the students, through to visual displays centred around core principles

Clive Underwood

Over the past four years, IB students from EISP have raised funds through charitable events and visited locations as diverse as Romania, Macedonia, Ukraine and Uganda in support of organised projects. These have included rebuilding habitable residences, teaching and providing resources for an African school, staffing orphanages and learning about health care in different parts of the world. Students have taken part in international conferences through organisations such as the Model United Nations and debated in inter-school exchanges. EISP sporting endeavours also involve exchange visits to events held in numerous different European locations. Through actions initiated by the students themselves, they gain knowledge of, and develop attitudes and values towards, global issues. Students at EISP are firmly aware that their actions through cooperation and problem-solving can have a positive impact on their environment and form the seeds of solutions at a global level. The IB Programme at the English International School Prague provides a platform that enables our students to enter the most respected universities and vocational institutions. Furthermore, EISP students are given the opportunity to develop in the international and principled direction encouraged by George Walker and the IB as an organisation, namely through the provision of: “an education for international mindedness; an education designed to break down the barriers of race, religion and class; an education that extols the benefits of cultural diversity; and above all else, an education for peace.”

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School Life

EDUCATION SUPPLEMENT

School Life

EDUCATION SUPPLEMENT

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Choosing the Right School P

arents often ask me what to look for in a new school. Helping parents to select a school in the UK state sector was an important part of my role as a school leader in three large comprehensive schools in the UK. Parents needed to choose from a wide range of schools, specialist schools and academies, often quite close together physically and often with very little, on the surface, to distinguish them from each other.

By David Rowsell, Principal THE ENGLISH INTERNATIONAL SCHOOL PRAGUE, CZECH REPUBLIC

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the best schools today keep a lot of information and data about their performance and that of the students. You should, of course, use this, but always be prepared to challenge the school critically on its claims

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n the international circuit it’s also a complex and potentially difficult process, as schools use an increasing variety of curriculum frameworks and have very diverse student populations. In Prague, as in most parts of the globe, the British and American systems tend to be the most prevalent, but many other systems are represented, as are international options like the International Baccalaureate. You should of course try to gather as much information as you can, both directly from schools and from independent sources (such as websites like www.expats.cz). Personal recommendations are often a highly valuable source. Most schools will be happy to put you in touch with current parents from your home country to give you an insider’s view of the school and its performance. I would say to be aware of assertions that cannot be backed with evidence. Mark Twain may have said that we should be wary of “lies, damned lies and statistics”. However, the best schools today do keep a lot of information and data about their performance and that of the students. You should, of course, use this, but always be

prepared to challenge the school critically on its claims. There is nothing wrong with the rigour that, in particular, the English National Curriculum brings to students’ learning in this respect. I think it’s vital that young people should be able to speak confidently about their academic strengths, weaknesses and progress, and about specifically how they can improve. Something that cannot, and should not, be measured by hard data is the value added by the school. You should ask schools to convince you about the academic progress of young people, which will often be measured in grades and levels. However, schools are about more than just a young person’s academic achievement. Personal progress and development is absolutely crucial, and IBO schools in particular are great at developing the so-called softer skills, such as teamwork, enquiry, risk taking, respect and compassion. This is often best seen in the atmosphere around the school, the general conduct and manners of the students and the variety of activities they enjoy. However, the very best schools are becoming adept at evidencing this too without

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ticking boxes and turning everything into statistics. Ask them about this evidence – it’s a good challenge. It is often (and I believe rightly) said that schools stand or fall by the quality of their students. Are young people at the school successful, confident, making a real contribution to their community and well prepared for the next move, wherever that may be? If the answer is ‘yes’, you’re almost certainly looking at a high quality school. How can you best find this out? My advice is to visit on a typical working day and ensure that you see the school as it is with no restrictions. Make sure you talk to as many students and staff as you can. Ask that this be the case – don’t just settle for the standard tour or even the principal’s speech. Ask lots of questions, and make sure you get full and convincing answers on issues that are important to you and your family. During your visit, also ask yourself some questions. Would you be happy to entrust your children’s education and wellbeing to the people you meet? What is the atmosphere like? Is it purposeful? Are pupils and staff respectful of each other

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The best schools listen to the needs of the family and the children and show if and how they can cater for those needs. The very best will even be honest in telling you sincerely which needs they cannot match!

and communicating well? Are the pupils happy? Would you be pleased if your children conducted themselves in the same fashion? Ultimately the best way to judge the school is based on a normal working day with no show and sell. If possible, ask whether you can tour the school on your own (as well as with a guide). Ask also whether your child can come for a taster morning or whole day – the best schools will always oblige on both counts. In addition, be wary of schools which simply tell you what they have – most schools have the same things in the final analysis. The best schools listen to the needs of the family and the children and show if and how they can cater for those needs. The very best will even be honest in telling you sincerely which needs they cannot match! Be wary about a school’s facilities – they can be used to seduce prospective parents, and can be very influential in the decision-making process. However, it doesn’t necessarily follow that a school with outstanding facilities is of high overall quality. Facilities are of course important, and most good international schools boast excellent extracurricular facilities. Most schools these days also have significant ICT

David Rowsell

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infrastructure in terms of suites or laptops and interactive white boards. A word of caution is once again in order. Are these facilities used well? Do they support high quality teaching and learning? I strongly suggest you ask to see examples of student work in order to examine the sort of progress being made by students and supported by the facilities. There are other considerations apart from the school itself, such as the proximity of expat housing and facilities, and travel time from home and work. These issues cannot be ignored, but usually (and certainly in the case of The English International School Prague) there is no shortage of high quality housing stock in the vicinity of the school. The single most important factor, I suggest, should be the attitude and quality of the people involved in the organisation. To be successful, a school has to have high quality professionals across the age range and the subject areas, dedicated to the task of bringing out the best in the children in their care. The best staff do not focus purely on exam results, despite their obvious importance. They also concern themselves with their students’ all-round development. Most successful people are able

to communicate and interact successfully with others. Interpersonal skills such as polite conversation, good behaviour and social graces and understanding and appreciating other people and cultures are therefore all-important attributes. The people create the right environment, and are role models with a hugely important role in inspiring and developing children in many different ways. Good staff cater for each child’s individual needs and understand how best to motivate and support the children in their care, thus bringing out the best in them. Great staff are intelligently passionate and give unstintingly of their commitment and time. Ultimately it will come down to your gut reaction. Does the school feel right to you? And, if your children are mature enough to be involved in the decision, does it feel right to them? If the answer to these questions is yes, and the school provides the right curriculum in your language of choice, you have probably found the right school. However, if there are a number of things you immediately take against or that conflict with your own core values, then I strongly advise you to keep looking. §

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

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

The English International School Prague

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EDUCATION The English International School Prague

EDUCATION

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

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

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

future leaders

advanced learners

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

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

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

entrepreneurs

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

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

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EDUCATION

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

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

The British International School Bratislava

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

The British International School Abu Dhabi

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

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The British International School Shanghai

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The British School Warsaw

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

Professor Deborah Eyre

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FIVE SIMPLE STEPS TO UNIVERSITY SUCCESS By Jason Kucker Careers and HE Counsellor The English International School Prague, Czech Republic

icking the right university for you and being accepted to it is no simple matter. There’s a wealth of schools and programmes out there to choose from, and wading through them can be a daunting task. There are a few simple steps that a student can follow, in collaboration with parents and teachers, which will allow you to set a target and work towards it.

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School Life

essentials guide

Prag u e DOWNLOAD FOR FREE TODAY! Everything you need to know about moving to Prague, from those in the know. The guide covers everything from first arriving to housing and education.

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