Choosing an International School
How can parents make the right choice?
Third Culture Kids Growing up in the Third Culture
Exploring Switzerland
Beautiful Family Travel Experiences this Fall
Fafleralp, Blatten, Valais, © André Meier
We need nature.
We need Switzerland. Discover Switzerland now: MySwitzerland.com/autumn Tell us about your favourite experiences using #IneedSwitzerland
BIKEPARK & MULTI PASS
YOUR LIFTS OPEN UNTIL ST NOVEMBER 1
INFO & TIMETABLE PDS-CH.CH
INTERNATIONAL SCHOOL PARENT AUTUMN 2021 | 3
Welcome to the Autumn edition of International School Parent magazine Wow! What a summer! I don’t know about you, but we took full advantage of the good weather and newfound freedom. We visited family, travelled in Europe and Switzerland, and relaxed at home with family and friends. It was such a great antidote to the past 20 months of isolation.
Contents 06 Meet The Headteacher -Dr Ruth Norris - St George’s International School Montreux 10 M eet The Headteachers - Kim Kluckhohn - HumboldtInstitut 14 W hat Is An International School And Where Will It Lead My Child? 16 Measuring The Career Impact Of Study Abroad 20 Most In-Demand Skills For The Workplace Of The Future 24 Navigating Life as a Trailing Spouse 26 E cole d’Humanité – A New Generation Of Creative Critical Thinkers 30 U nique Challenges Of Helping Your Child With Speech Delays While Living Abroad 32 How Do I Know My Child Is Learning? 34 Let The Sunshine In – Welcome To Zug! 36 D eveloping Talent In Young People – The Role Of The Right School 38 R un Talk Run At The International School Of Schaffhausen 40 Autumnal Activities In Switzerland 42 Biel/Bienne Switzerland’s Largest Bilingual Town
As ever, we have worked with our partners at Switzerland Tourism to prepare an abundance of Swiss Autumn, and family-friendly activities to enjoy: Dents-du-Midi bike trails, hiking, museums, a visit to the Jungfrau, Italian-influenced adventures in Ticino and much more. There is also a range of unbelievable prizes to be won in our online competitions over the next few months. Keep an eye out on our Facebook page, newsletter, and website for more information on entering. We have also had the fortune to meet some very interesting headteachers for this edition. We met with Dr Ruth Norris, who recently took the helm at St George’s International School in Montreux. With a strong belief in the transformative power of learning and an ethos that extols the benefits of holistic development within a diverse, international environment, she is set to lead the way in preparing students’ for life as global citizens. As usual, we have some excellent articles from authors around the world, and we remain committed to the task of helping parents and children make the most of the opportunities an education at an international school in Switzerland provides. Enjoy the start of the new school year, see you in the Spring!
44 Autumn Delights!
Work hard and be the best.
46 J ungfraujoch – Top Of Europe 3’454 Metres Above Sea Level 48 The Lake Lucerne Experience 50 B eyond Iq: The Largely Overlooked Importance Of Executive Functions 55 Growing Up In The Third Culture 58 Learning The Local Language: Is It Worth It? 60 H ow To Choose An International School For Your Child 64 S upporting A Child With Learning Differences In The Primary Years - One Parent’s Experience (Part 1)
Nick
Nick Gilbert Editor & Publishing Director International School Parent Magazine Mobile + 41 787 10 80 91 Email nick@internationalschoolparent.com Website www.internationalschoolparent.com Facebook facebook.com/internationalschoolparent
INTERNATIONAL SCHOOL PARENT AUTUMN 2021 | 4
THE EXPERIENCE OF A LIFETIME
Leysin American School in Switzerland is home to exceptional students from around the world. Our warm community is steeped in tradition, and we provide an outstanding education in a supportive environment on our beautiful campus in the Swiss Alps. We encourage our students to be themselves – creative thinkers who aren’t afraid to take risks and think outside of the box. We provide them with personalized attention and diverse course offerings within our IB, AP, and ESL programs. LAS graduates are independent, innovative thinkers who thrive at top universities across the globe.
www.las.ch
admissions@las.ch +41 24 493 4888
MEET THE HEADTEACHER Dr Ruth Norris, School Principal, St George’s International School Montreux This year, students at St George’s International School will start the term under the wing of their new Principal, Dr Ruth Norris. She joins the school as it celebrates a triumphant results success, cementing its place as one of Switzerland’s top 5 rated IB schools. Ruth has set her sights on continuing to build on this academic prowess, bringing a strong leadership background at top-performing UK schools. With a strong belief in the transformative power of learning and an ethos that extols the benefits of holistic development within a diverse, international environment, she is set to lead the way in preparing students’ for life as global citizens. ISPM talks to Dr Ruth Norris, School Principal at St George’s International School Montreux Tell us about your background and what led you to choose education as a career. Why education? For me, my own experience of education was key in the decision to pursue this career path. I was educated in the UK state system, then was fortunate enough to do my undergraduate
degree in History at the University of Cambridge and my postgraduate at the University of Oxford. This meant that I had a wide and diverse educational experience from all angles of the UK system. In particular, I saw education as deeply powerful and transformative, and I INTERNATIONAL SCHOOL PARENT AUTUMN 2021 | 6
understood how essential teachers were in that. Any child from any background can achieve anything if they enjoy and commit themselves fully to their education. So it felt very natural then to go into education and be part of the profession that makes those life-changing opportunities happen for
children. It’s a real privilege. In terms of my teaching career, I initially started by lecturing while at Oxford and worked there for a while before going into school teaching, where I worked across a real mix – from large international boarding schools to small day schools, single-sex and co-ed schools, schools with reception to sixth form and senior-only schools. Most recently, I was the head of Derby Grammar School, a private grammar in the Midlands, UK. I’m delighted to join St George’s and continue my love of international schooling. What really attracted me to the school was the combination of academic achievement, international outlook, and a focus on the child’s holistic development, which is so in line with my own ethos.
What elements of your past experiences are you going to bring to St George’s? At Oxford and Cambridge, I saw what premium education could really look like; how stimulating and challenging it could be when done well. I have a strong academic leadership background, most recently as Head at a high-performing school where we went through quite a significant reform to dramatically improve our academic results. St George’s already has an excellent academic foundation with recognition as a top five IB status in Switzerland, so my journey here will start with cementing and building on the academic success of the school. The next step forward is going to be about developing a wider enrichment program, concentrating on our holistic approach to the development of children. Alongside academia, we have two other educational pillars at St George’s: sports and performing arts, which are so important for character development. Sport in Switzerland is very individualised and not particularly competitive, which is in contrast to the fixtures and team play of the UK private school system. I think the next step forward for St. George’s’ extra-curricular offering is to develop a more competitive sports programme. The school has already made tremendous first steps towards this: we’ve developed the Sport Étude programme and we’ve got links with lots of different local sporting providers. We’ve recently hired a new director of sport who I’m looking forward to working with to develop this
area and integrate it more fully into the school day.
What is your ethos and how do you encourage a love of learning in your students? My own ethos is around the holistic development of each student, to nurture and equip them with the skills and confidence to ensure success as leading global citizens of tomorrow. Fundamentally, this starts with a love of learning, and I believe that there are three elements to this: inspiring our pupils, investing in amazing teachers, and working collaboratively with parents. As a headteacher, you have to start with INTERNATIONAL SCHOOL PARENT AUTUMN 2021 | 7
your professional capital: your teachers. You must make sure that you’ve got the right people in place who bring an infectious, unbridled enthusiasm for their subject. My approach to managing teaching staff is very liberal – I believe that teachers need professional space to flourish. They should be encouraged to be individual, to be quirky, to develop their own interests in their own subject area. Teachers should be committed lifelong learners to be able to inspire that kind of attitude in their pupils, so investing in meaningful, regular professional development for staff is also key. I think it’s also important that the school communicates effectively with parents about the educational ethos, how we aim
“Parents love that the school is tailored to the needs of their child and takes the time to understand them.” to bring out the best in their children, and how parents can best extend that learning environment to the home.
cultural environment for the children to learn in. I think this progressive, global outlook gives St George’s a real edge.
What makes St George’s a unique school?
What is it that makes parents at St George’s value the school?
Well, I have to start with the caveat that I have visited the school only a few times since coming over in August, when everything was closed down because of COVID. But the impression that I got immediately is that the teachers and the pupils form a happy and unified community. We have over 60 nationalities here represented in our student body, and I like that the teaching community reflects the international nature of the school. I really didn’t want to come to a British school abroad; I wanted to come to an international school abroad. I believe that this environment promotes an essential education in social outcomes for pupils who are facing a very global future. It’s important that the teachers reflect this, establishing the right mindset and the right
I have already met several of the parents and spent some time with the Parents Liaison Group. We tend to have a very settled ex-pat community here who are well integrated into the Swiss community. It’s an interesting mix of a stable community with tremendous diversity. One of the first questions I posed to them was ‘Why this school?’. The answers focused on the school’s size and how that relates to our community and teaching ethos here. It’s big enough to be vibrant, to have great social opportunities and a community feel, but it’s also small enough that the parents feel that it’s bespoke and individual. The educational ethos at St George’s is very much that we recognise that every child is different. You don’t just bring them INTERNATIONAL SCHOOL PARENT AUTUMN 2021 | 8
all in through the door, herd them in, line them up, teach them the same way. They’re all different, and the school is small enough to be very bespoke in our teaching methods. There’s a lot of very individualised pathways for students through the school, depending on what quality of French they have or what quality of English they have, whether they want to go to a Swiss, UK or American university, whether they want to do the iGCSE route or not, whether they want to do an IB route or certificate route. Parents love that the school is tailored to the needs of their child and takes the time to understand them.
Do you think that COVID will have a lasting impact on teaching methods at St George’s? Absolutely, in a good way. We learn from history that these moments of crisis are always catalysts for change, and we can now start to reflect on the changes that COVID has brought us. Of course, for teaching, it’s technology. ‘Technology for Learning’ was already becoming a buzzword within the profession before COVID hit. Many schools were looking at going online with some trepidation and in a very rudimentary way.
Now, teachers are learning and benefitting from how slick and integrated some of these platforms can be. So, for the future, we’ll be cherry picking the best features of the technology and transferring that back into the classroom. We recognise that nothing replaces a faceto-face experience – something I think that we have all learned during lockdown – but there’s a lot that we can now integrate into classroom learning around, for example, managing cover lessons or homework. I think that’s going to be something very positive to take forward at the school.
How are you supporting pupils’ mental health and wellbeing with the return to school? Wellbeing is high on the agenda, but I don’t think we yet fully understand the impact that COVID will have had on young people’s mental health. We’re looking ahead and investing in school counselling services and pastoral welfare so that we’re fully prepared to support our students when they return. I think it’s also important to foster positive mental health practices within their education too. Making time in the day for them to understand their emotions and their relationships with other people and to talk to them about their experiences are a natural part of schooling. It’s something we continue to discuss and develop in our senior leadership and educational leadership team meetings.
What do you think the major challenges will be facing students and the education sector in the future? That’s a big one. Ultimately, for both, it’s change. Over my lifetime, I’ve already seen huge amounts of change. Technology has gripped the world and has brought heightened communication, awareness, and challenge. For education, the world is changing too fast for a specialised curriculum to keep up. It’s always going to be out of date. I think a skills-based education is much more relevant: equipping pupils with the versatility to thrive in a world that is going to be vastly different five, ten, twenty years after they leave school. As an educator, you’re always preparing pupils for a future that’s completely unknown. In my previous role in the UK, I worked closely with large local employers,
like Rolls-Royce and Toyota, who are all prioritising ‘soft’ skills in their staff. Employers want to see the academic side and the practical, creative, problem-solving skills which will enable people to grow and change to manage future unknowns. The challenge for students is to recognise and cope with the coming changes; the challenge for education is to keep it current, topical, and skills-based, with flexibility and versatility built in.
What is your vision and ambition for St George’s graduates? What would you like a St. George’s graduate to be? There’s a long list! Obviously, I want them to have all the right academic doors open to them and to have the world as their oyster. I want them to be able to pursue whatever it is that they choose to do next. I’m very determined that St George’s graduates will not just be academically successful; I want them to be world-ready, with the ability to cope with change. I want them to have the problem-solving, creative thinking, powers of reasoning and resilience to thrive. They will have benefited from the all-important character development which wraps around their academic grades and makes them stand out. And then the pinnacle to all this is the expectation that St George’s graduates will understand the world from a global perspective. They will have appreciated the experience of diversity that they’ve had here, being around people of different cultures, backgrounds, languages, and religions. I want them to understand that there is a whole melting pot of humanity INTERNATIONAL SCHOOL PARENT AUTUMN 2021 | 9
and to be a global citizen when they come out of here.
How was the move to Switzerland and how will you make the most of everything the country has to offer? So far, we’ve loved every second of it. We’ve been really well supported in making the transition over to Switzerland in August last year. We’re up in the mountains, overlooking the lake – it’s incredibly beautiful. As a family we’re really big into water sports, like paddle boarding and water skiing, so having the lake on our doorstep is perfect. Switzerland is an interesting country; it’s got very high standards for absolutely everything. You get the impression that if you accidentally ruffled a few flowers by the lake, that somebody would have immediately arrive and put them back in order. And I think that extends to the culture; there’s a tremendous sense of mutual respect for one other. It’s also a lovely, safe environment for families. I can see as a parent that Switzerland offers a very outdoors-y, natural childhood. The number of children that are walking around in friendship groups without their parents makes my children very excited; they know that they can go and enjoy this environment independently. I have two girls aged 11 and 9 who are enjoying their summer holiday at the moment, thinking that life is all about flip flops and swimming. I’ll have to burst that bubble at some point! But, like me, they are very much looking forward to starting a new adventure at St George’s.
MEET THE HEADTEACHER Humboldt-Institut – Kim Kluckhohn What initially inspired you to pursue a career in education? Inspiration seems to be the right approach to explain how I made my way into an educational career. When I started my German and Journalism university studies, all I could think about was becoming a sports journalist. However, it transpired that I was much more interested in the linguistic aspect of the degree. I started to teach new university students as a tutor in the German studies department. However, my colleagues in the department of English studies and psycholinguistics inspired me. The way they taught linguistic theory seemed much more demanding and exciting than the German
department’s. Luckily, one professor in the German department gave me the chance to add some of those theories to my tutoring program. I was not aware of this then, but obviously, this was my inspiration and starting point: I wanted to add topics to my courses without having any material for it in my language, without having the foundation for it in my university department. I needed to work on it myself and prepare the material to enable my students to understand it and work with it. I was inspired and inspiring at the same time: What a great experience. And luckily, my students liked what I did. Maybe because it INTERNATIONAL SCHOOL PARENT AUTUMN 2021 | 10
was different from what they experienced in their regular studies, perhaps they were just nerds… Hard to tell more than 20 years later… After graduating, I became a university teacher in the department of German linguistics. The teaching part was always more attractive to me than the research work. In my late twenties, after five years of working at university, I decided to quit the university career and do something else without exactly knowing what this could be. I applied for a teaching position in Osaka as I also wanted to have the experience of living and working abroad. Having approximately six months before travelling to Japan, I followed the advice of a friend
and applied as a teacher at the HumboldtInstitut in Lindenberg. This was my first contact with Humboldt and German as a foreign language and the start of my educational career in this field. With a double Humboldt experience (teacher, summer course director) and my teaching work in Japan, I took up the position of the institute’s director at the Humboldt-Institut in Constance, so the story began. After three years as the educational director at a renowned school for German as a foreign language in Dusseldorf, I came back to Humboldt in 2009 to take up the position of educational director of the company. Of course, this position changed during my development and expansion to my actual job position as the academic director. However, the constant over the years was my belief in making things better and giving people an (educational) environment where they could find something interesting, something new or – to come back to the very beginning – something inspiring for themselves.
How do your own life/work experiences inform your approach to your work? I did not have the traditional teacher training but found my way to teaching while practising it and experiencing the direct outcome of my work. I have always tried to be open to different approaches and tried to find the best possible way to implement good ideas into my work. Luckily, the teams I had been responsible for have been relatively small initially and began to grow in line with my management experience. Thus, I was able to grow during my career and help others growing at the same time. Today, I try to transfer those experiences to the management teams in our schools and support their independence and sense of responsibility. I leave it up to my teams to judge if my work in this field has already been successful. On the other hand, I keep trying to incorporate their experiences into my work and improve both the schools’ contents and approaches and my management work. Speaking about cultural experience and living abroad, my situation in Japan, working in a foreign country without speaking the language or being familiar with the culture, has influenced my work with international students. This has been true during my time in Constance and Dusseldorf working with adult university
“We complement classroom learning with engaging activities and excursions that support the learning process.” students. Still, it becomes even more evident with younger Humboldt students. They come to Germany without their parents or friends to learn the language and go to a secondary school afterwards being only 15 or 16 years old. Trying to put myself in their position always leaves a trace of humbleness in me, and I am not sure if I would have been able to do what they do when I was their age.
Describe the typical Boarding School Experience student? Who is the course aimed at? Since 2010 we have run a special program for international students who want to graduate from a German secondary school. Not only do we provide exceptional and intensive German preparation, but we also run a cooperation with more than 40 renowned secondary education boarding schools all over Germany. Thus, international students learn German with us and benefit from boarding school life; they can also apply for secondary education with the Humboldt application and placement service. This program runs very successfully with many students from China, South Korea, Vietnam, Russia, Ukraine, and single students from other INTERNATIONAL SCHOOL PARENT AUTUMN 2021 | 11
countries worldwide, e.g., Brasil, Bulgaria, Egypt, Iran, Turkey, just to mention a few. On the other hand, the program hasn’t attracted many students from many European countries or other countries worldwide. I think this is just that people don’t consider the option of graduating school in Germany yet, probably because they have never thought about it. This is why we established a short-term program for students who can come to Germany visa-free to get an impression of life at a German secondary boarding school. They can combine the experience with improving their German knowledge and immerse themselves in the German culture and language. The experience program is always a combination of an intensive German course at our boarding schools for German as a foreign language and a stay at one of our secondary education partner schools. It is straightforward to apply as the Humboldt team makes all the appropriate application steps. It is also very flexible as students can indicate when they want to come to Germany and when to leave, and we tailor their program according to their wishes and needs.
The boarding school experience is an exciting education concept. What would you say makes the learning environment extra special? Many students and their parents underestimate the need for a solid language base. Thus, having a German course beforehand and then improving the German language in a German-speaking surrounding at the Humboldt-Institut is a great benefit. With us, students do not only improve their German. They experience the daily routines of a boarding school and the German culture at the same time. The learning process takes place inside the classroom but continues outside the school with extracurricular activities, workshops and excursions. It’s fantastic because the learning process takes place simultaneously and on different levels: linguistically, culturally, socially and personally. Moreover, all this takes place in an environment that gives special attention to non-native speakers before moving into the German school system.
Which features of the program do parents value the most? Regarding education, it is the mix, as mentioned earlier, of a diversified learning
environment that makes the stay at the Humboldt-Institut special. But for sure, it is also vital for parents and agencies that the entire counselling process is centralised and straightforward. You only need one partner to find the right secondary school and the best possible German preparation.
What are the main principles and philosophies you promote during the program? We emphasise the correct level assignment and aim at perfection and fluency on an individual level. Often students claim that they already know a particular topic or a language structure. But are they also able to apply it? This is what is essential for us. As we train our students for the school visit or the university visit, we place equal importance on reading comprehension, listening comprehension, speaking, and writing. We also run school-internal curricula so that our course contents have a steep learning curve. We orientate the contents towards the individual needs of the target group, tailored to the final goal from the very beginning. At the same time, we complement classroom learning with engaging activities and excursions that support the learning
process. Students can choose between several activities or workshop options, but their participation is obligatory. Thus, a Humboldt student is always active within a motivating and activating framework inside and outside the classroom.
How do you get children to do their best academically? We teach our students in small classes with teachers who support student’s activities. We try to activate and motivate our students to use the language actively as much as possible, in partner work, group work or in the class plenum. Daily homework is given and done under supervision. Students write a weekly test as a monitoring tool to check if they can deal with the contents of the respective week. Individual support is given inside the classroom and in a special weekly supporting lesson, which also considers the student’s self-reflection of their academic progress.
Which areas of education and extracurricular activities do the children experience during their time with you? In addition to the classroom training and the daily study time, weekly activities such as a reading club, a community evening, workshops, and general free-time activities support each student’s progress. Interactive and social activities strengthen the community feeling. Regular excursions give students a better insight into the German culture and serve as a necessary distraction from classroom work, sports, and creative activities are a general part of the weekly activity program. And for sure, there is also some free time, e.g., to spend time with friends during a city walk or to retreat from the obligatory daily program and take some time for private interests.
What is the best thing (in your opinion) about leading a program like this in Germany? Germany has a long tradition of international university students, but secondary schools haven’t traditionally been a target focus for international students. Thus, becoming a student at a German school generally means immersion into the language. As a result, the student body and the German culture and language greatly influence the school structure. The schools also benefit a lot from the international perspective that comes from international INTERNATIONAL SCHOOL PARENT AUTUMN 2021 | 12
“We teach our students in small classes with teachers who support student’s activities.” students. It allows them to open their horizons to different perspectives and educational approaches. In the long term, this can lead to practised globalisation. Germany is searching for international specialists but has not realised yet that educating international students at such an early point may be an additional part of the solution.
of similar age, similar German level but different mother tongue. We make sure that they are not alone on their first day but can quickly connect with people and make new friends. With a lot of activities each day, the integration into the school body is smooth and quick.
How do you help international students settle in when they first arrive?
The current pandemic means that trends are hardly predictable. Online education has been a solution for those who have not been able to travel. Still, for me, it has become evident after a short time only that online language courses will not replace language courses on-site. Students have realised soon that the community aspect of learning and direct interaction among students is crucial. Thus, online education options will be an essential add-on for the future, but the demand for travelling and learning to speak the language will not decrease. Nonetheless, modern media and the internet will enrich the learning process also inside the classroom with growing
On the day of arrival, the integration into the boarding school community is an important part. After arrival and checkin by our team, our educators organise a campus tour, explain the school rules and give students a first overview of the daily routines. Afterwards, we try to integrate new students into activities as soon as possible. The offices of our management team and the educator teams are close to the reception so that it is easy for new arrivals to find a contact person if necessary. Our student accommodation is mostly twin rooms - roommates are
What are the main trends in education that you see at the moment?
INTERNATIONAL SCHOOL PARENT AUTUMN 2021 | 13
importance. Thus, media education will also be part of the educational process, not only at secondary schools but also in language courses.
Tell us how the Boarding School Experience can contribute to a student’s future success? A boarding school experience student combines the benefits of an intensive Humboldt German course and the complete immersion into the German language with the educational and cultural experience inside the German school system. The duration is flexible so that each student can decide on the intensity of the stay individually. The experience can be anything from a first independent stay abroad to improving school grades at home to a first insight into the German school system for a later decision to continue the education and graduate in Germany. Its flexibility is the program’s most significant benefit! And for those who already know that they want to graduate at a German school, we also offer the longterm German program together with an extensive counselling and placement service at Germany’s most renowned secondary boarding schools.
What is an International School and where will it lead my child?
I
f you are reading this article you probably already have a pretty good idea of what an international school is – a school that teaches an international curriculum usually in English. But what other factors make an international school different to a ‘regular’ school and what can your children do with an international school education? Traditionally, international schools were located in non-English speaking environments, however these days you can find them in the United States, Canada, the UK, and other English-speaking countries. Modern international schools also offer a diversity of languages and programmes, from German-language medium schools to schools that follow the Australian curriculum – there are all kinds
WRITTEN BY ISP EDITORIAL TEAM
of international schools to suit you and your child’s needs. The first international school was founded in 1924, however the concept can be traced back to the 1800’s to schools set up by missionaries in Africa. International schools as we know them, were established to provide the children of diplomats and expatriates the same quality and style of education as back ‘home’. However, recently, the international school student body has also undergone a massive change, with up to 80% domestic students in some markets. Most international schools follow the International Baccalaureate (IB) and/ or an adapted British or American curriculum. However, it is not unusual to find international schools delivering INTERNATIONAL SCHOOL PARENT AUTUMN 2021 | 14
other curriculums or even a blend of international and local content. Almost 25 years ago, there were around 1000 English-language international schools scattered around the world. In 2020, there were almost 12,000 international schools with a total student body of close to 6 million. International schools are on the up, largely due to the increased perceived value in the domestic market. Let’s look at what makes international schools different and increasingly popular in some markets:
The differences between an international and ‘regular’ school The main difference between an international and a regular school, be it public or private, is the curriculum. As
Practicality If you or your partner/spouse’s job is highly mobile, an international school education is a practical alternative to regular school. Most international schools follow a standardised curriculum, meaning that your child can continue their studies at any international school, anywhere in the world. While this may not be ideal for your child’s learning, it is far less disruptive than dipping in and out of local curriculums.
we have already mentioned, usually, the curriculum follows an international model, however there are also other differences in the way children learn including a greater emphasis on socio-cultural studies, practical applications, and greater independence. It is also common for an international school to boast an international staff. Jobs at international schools are coveted and teachers enjoy benefits such as travel, quality campuses, access to technology, and in most cases, better pay and employment conditions than they could expect at home. Another important difference is class size. Most international schools have a maximum class size of 20 students. This is drastically less than regular schools, in which – depending on the country – could have as many as double this number of students per class. Cost is another area of difference. International schools are in essence private schools and cost substantially more than a public domestic school. In many countries, especially in Europe, education is free for all children – even children of expatriates and migrants. The cost of tuition at an international school varies wildly depending on country and location, however no matter the cost, it is always going to be pricier than a public-school education.
Why choose an International school? Aside from the smaller classes, curriculum, and international faculty, why should you choose an international school for your child?
Global citizenship As many students are from highly mobile families, the school population is extremely international and changes regularly. Students are exposed to a wide range of cultures, languages, and perspectives. Students develop greater empathy and understanding for different backgrounds and world views – skills that provide a huge advantage in today’s international marketplace and global community. A positive by-product of high student turnover is that students learn acceptance, respect, and to support new students in their transition to a new school and environment. Existing students do not feel threatened by new students. The shared experience of regular change means that newcomers are quickly accepted and welcomed into the student community. Quality Regardless of which country you are in, the quality of education delivered across domestic schools is extremely varied. By choosing an international school you can be assured that your child will receive a high-quality education. International schools are accredited in one way or another and have passed, for example, quality testing by the Council of British International Schools (COBIS), European Council of International Schools (ECIS) or the Council of International Schools (CIS). International schools may also be accredited by local governing bodies, meaning you can be assured that the school is a safe, ethical, and conscientious environment for your child.
Life after international school We have discussed the differences between regular and international schools, but how does this impact your child’s life after graduation? An IB Diploma allows students to apply INTERNATIONAL SCHOOL PARENT AUTUMN 2021 | 15
to a university of their choice. It is an international qualification that carries weight and prestige in any country in the world. However, the university application process can vary from country to country and whether the institution has a an IB partnership in place. Many universities have a IB recognition policy, which may or may not be published on their website. In many cases, the lack of published policy does not mean that it does not exist – the best way to be sure of what is required to apply is to speak to a university representative or contact IB via their website. An IB diploma is held in high regard and will help your child apply and be accepted into the world’s best higher education institutions. Extra curricula activities, social involvement, and focus on international understanding all contribute to a strong student profile and will help your child standout from the crowd. Finally, throughout their international school education your child will be establishing an international network that can, and will, help them find internships, jobs, and provide them with useful connections for the future. An international school provides many benefits in what it can provide your child in terms of education and life learning. By choosing an international school you broaden your child’s horizons and open doors to an exciting internationally focussed life. References: Richards, O., (n.d.). The differences between international and national schools. TIC Recruitment. https:// www.ticrecruitment.com/blog/the-differences-betweeninternational-and-national-schools Wechsler, A., (2017, June.). The International-School Surge. The Atlantic. https://www.theatlantic.com/ education/archive/2017/06/the-international-schoolsurge/528792/ Williams, E., (n.d.). What is an international school? TheSchoolRun.com. https://www.theschoolrun.com/whatis-an-international-school American School of Paris, (n.d.). 5 Benefits of an International School Education. https://www.asparis.org/ blog/details/~board/admissions/post/studying-at-aninternational-school ICEF Monitor, (2020, September 30). Continued growth for international K-12 schools with greater emphasis on mid-market segment. https://monitor.icef.com/2020/09/ continued-growth-for-international-k-12-schools-withgreater-emphasis-on-mid-market-segment/ International school in Wikipedia. Retrieved August 07, 2021, from https://en.wikipedia.org/wiki/International_ school
ADVERTORIAL
Measuring the Career Impact of Study Abroad WRITTEN BY WILLIAM MCDONALD, DIRECTOR OF ADMISSIONS AND ENROLMENT
A
s parents, we seem to know inherently that studying abroad is an incredibly valuable experience. We chose international schools for our children, knowing the many advantages they will gain from pursuing a globallyrecognized school curriculum, earning advanced placement in universities through International Baccalaureate or A.P. Exams, or even just from studying in a more diverse classroom. We invest because we know that it gives them an advantage when they are ready for higher education. We hope that they will continue to choose the options that give them the most competitive advantages as they become
adults and enter the working world. Enrolling at a university abroad—or at least pursuing a semester of study abroad—also imply further investments in their future success. Yet, how can we measure the benefits of a study abroad experience? How can we trust that it’s worth the investment? Fortunately, teams of international educators and researchers have examined the impact of study abroad. As we can imagine, the European Union invests heavily in its Erasmus program, so as far back as 2014, the EU Commission has studied the impact of study exchange on skills development and employability. INTERNATIONAL SCHOOL PARENT AUTUMN 2021 | 16
In 2017, the Institute for International Education (IIE) analysed how studying abroad gave university students a career edge, analysing 15 soft and hard skills drawn from competencies identified as most desired by 21st-century employers. Others like the Institute for the International Education of Students (IES Abroad) also report direct benefits of study abroad on early and long-term career prospects. As an international educator, I was pleased to learn that a plethora of research is available to back our assumptions as parents: studying abroad brings a direct, measurable impact on personal and career growth. For example, in one study that
ADVERTORIAL
assessed personal characteristics deemed important to 92% of employers, the EU Commission reported significant advances in personal development, including psychometric indicators like Tolerance, Curiosity, Confidence, Decisiveness (decision-making) and Vigor (ability to solve problems). Moreover, the change in these personal traits after a long-term study abroad (of one semester or more) was equivalent to a change of about four years of development for this age group. So in comparison to those who pursue university studies only in their home culture, those who launch abroad simply mature more quickly.
Career Readiness When thinking about the technical aspects of Career Readiness of university graduates who study abroad, how does this all add up? Career Readiness is considered a combination of knowledge and competencies and developed as a concept by various organisations like the National Association for Colleges and Employers (a group that links university career counsellors with employers and recruiters). It turns out that many cognitive competencies and personal traits that are developed through study abroad are directly aligned with those deemed as most needed for career readiness in our globalised world of work. In the aforementioned IIE study on the impact of study abroad on 21st Century Skills, most respondents reported that their study abroad experience helped develop or improve intercultural skills, curiosity, flexibility & adaptability, confidence, and self-awareness to a significant degree. Studying abroad also develops interpersonal skills, communication, problem solving and language skills, and tolerance for ambiguity – and these competencies further support Career Readiness. It is interesting to note that Creativity was recently reported by both LinkedIn and Forbes (2020-21) as the most sought-after trait among top employers (in the context of financial downturns, global pandemic and in this era of technological disruption, it is not surprising). It is well-known that creativity is more highly developed in contexts and environments beyond what is familiar and the comforts of routine. Being surrounded by the unfamiliar and unexpected sparks creative thinking and INTERNATIONAL SCHOOL PARENT AUTUMN 2021 | 17
ADVERTORIAL
problem-solving—and a study abroad experience is an immersion in the unknown. Perhaps the most essential skills for those young people entering the unknown job market will not only be the capacity to problem-solve creatively but to demonstrate their experiences and personal confidence for responding to unanticipated problems in creative ways. Living in foreign cultures allows for this experience and builds confidence. This confidence will enable students to make decisions based on their convictions and trust in their competencies—and this is a metric that is consistently reported to be enhanced through long-term study abroad experience. This also helps to put students in the driver’s seat on the road to their future careers. In one study from the IES Abroad, which looked at the impact of study abroad experiences on its alumni over time, 96% reported that studying abroad served as an overall catalyst for increased maturity and self-confidence. And they not only reported increase employability but also that they secured jobs more quickly than their peers-and earned an average of about $6,000 more per year for their first salary out of university than the national average—all of which speak to a return on that investment.
Study Abroad at Webster University We see these dynamics playing out at Webster University Geneva, where only
a third of our entering class of bachelor students come from high schools based in Switzerland—and where a large majority of our students (83% in our most recent incoming class) are non-Swiss citizens. In our most recent intake, there were 38 distinct nationalities represented, and across the campus, it’s not unusual to have 90 nationalities enrolled in any given semester in Switzerland. On average, our Geneva campus also hosts about 100 study abroad students each year, both from other Webster campuses and from other universities in the U.S.A. The value of living in the international milieu of Geneva and studying highly diverse classrooms brings direct benefits to students by developing the personal traits, knowledge and competencies that directly impact Career Readiness. Our Career Services office works on a Career Plan with each student, helping them track progress in these critical knowledge areas and skills they can develop in course work or through
co-curricular experiences like internships— or even internships abroad. In addition to personal coaching and mentoring, students have opportunities to attend career-related workshops, alumni panels and other events that expose them toward higher aspirations, whether for obtaining an internship, their first professional job or admission into competitive master programs for further (postgraduate) studies. In our most recent graduating class (2021), Career Services reported that 82% of bachelor students gained some form of work experience during their studies through internships, work-study positions on campus, or jobs off-campus (or during summer). In the 2021 cohort, 55% of bachelor students pursued internships during their degree program (56% in Switzerland and 44% in another location). Our most recent research on young alumni in 2020 also found that 91% of bachelor alumni were engaged within six months of graduation in either an internship, full-time employment or further graduate studies. We continue to refine our programs and activities to support developing individual career readiness.
Study Abroad during Covid-19 A final note is that the exchange of students for temporary study abroad at many universities was suspended during the pandemic’s peak. Yet, student mobility for degree-seeking candidates abroad continues to be in demand, and many consular offices re-opened for processing of student visas in Spring 2021. Administrators at many universities, of course, are anticipating some ‘pent-up demand’ for study abroad soon. But, in the near term, some unknowns remain—yet student mobility is expected to grow worldwide in the long term. For example, Webster University has re-opened its study abroad programs and continues to promote the option within its global network.
Webster University (worldwide), based in St. Louis, USA, has an international network of campuses across Europe, Asia, and Africa. It provides unique options for student mobility: semesters or summers abroad within its international campus network are available to students who declare an interest. The University has been recognised in US News and World Report among only 56 out of 1,500+ institutions of higher education placed on this list, placing the University in the top 3% of universities for Study Abroad (this was also the 12th time Webster has been recognised by U.S. News & World Report for its study abroad programs since 2003). As a U.S. Accredited, non-profit University based in St. Louis, its mission is to ensure high-quality learning experiences that transform students for global citizenship and individual excellence. Learn more at webster.ch/success INTERNATIONAL SCHOOL PARENT AUTUMN 2021 | 18
YOUR CHILD’S JOURNEY TO THEIR DREAM UNIVERSITY STARTS HERE
Our graduates go on to study at some of the world’s leading universities, including the Massachusetts Institute of Technology (MIT), University of Toronto, McGill University, University of Bath, Central Saint Martins, Leiden University and Ecole Hôtelière de Lausanne (EHL). Learn more by joining our Virtual Open Days. Dates and registration via the QR code above.
www.international-school.org
We welcome and connect. Did you know that ISBerne accepts new students year-round? If you are searching for school options, we invite you to visit our website, take our virtual tour, and discover the family-based community that makes our school unique. Combine this community with a continuous International Baccalaureate curriculum and a wide choice of extra-curricular activities, and you will quickly see why ISBerne students are happy and engaged! Contact us at: www.isberne.ch or call 031 959 1000
INTERNATIONAL SCHOOL PARENT AUTUMN 2021 | 19
Most In-Demand Skills for the Workplace of the Future
T
he world of work is changing at breathtaking speed, as technological advances and digitalization transform the way companies do business. The ever-increasing pace of change and the rapid advance of AI and automation mean that some of the jobs of the future do not yet even exist. So, how can we prepare our children and young adults for career success in the workplace of tomorrow? A recent Deloitte report noted that soft skills will be more important than ever before in order to respond to rapid change and a shifting business landscape. Professionals will need to demonstrate a high level of adaptability, creative thinking and problem-solving skills and a capacity for teamwork and cross-cultural
cooperation. They should understand that continuous learning is essential in order to keep their skillset up-to-date, because the jobs of the future will become less clearly defined, evolving in response to increasing digitalization and the integration of new technologies. In addition to these critical soft skills, it is clear that an understanding of business technology will give young people a head start when it comes to choosing a career. The expanding role of big data and cloud computing for businesses and organizations across the globe mean that job-seekers with hard skills in these areas will enjoy increased employability. We’ve rounded up some of the most important skills that young people like your son or daughter should acquire in order to INTERNATIONAL SCHOOL PARENT AUTUMN 2021 | 20
achieve career success in the workplace of the future.
Adaptability and Open-Mindedness Adaptability will be the most important soft skill required by professionals in the future. They will need to be able to respond quickly and effectively to the changing demands of their role as emerging technologies are introduced. In addition, as globalization and digitalization continue apace, employers will seek the best candidate for the job regardless of physical location, and they will increasingly be working remotely and/or with teams spread across the globe. As a result, an ability to adapt to different cultural norms, understand different perspectives and demonstrate open-mindedness will be
INTERNATIONAL SCHOOL PARENT AUTUMN 2021 | 21
“Design thinking and other ideation techniques are now a key part of the most advanced business school curricula, and the acquisition of this skillset will set your child on the path to career success.” highly valued. If your child chooses an international business school such as EU Business School, they will join a diverse community of more than 100 nationalities, fostering the international and multicultural mindset that employers seek.
Creative Thinking and Innovation Creativity and innovation were long considered to be attributes required exclusively for creative professions, but this is no longer the case. The most successful professionals will apply creative thinking in order to deliver solutions to complex problems across the entire business spectrum. Design thinking and other ideation techniques are now a key part of the most advanced business school curricula, and the acquisition of this skillset will set your child on the path to career success. An entrepreneurial mindset – agile, quick-thinking and innovative – will give new professionals the edge in all employment settings,
whether they are working in startups, tech companies, multinationals or international organizations.
A Different Kind of Leadership The leaders of tomorrow must demonstrate a different skillset to that required of managers in the past. A recent Forbes article highlights some of the key skills and attributes that are crucial for future leaders, including the capacity to motivate and inspire employees, display futurist thinking that envisions a range of potential scenarios, and a commitment to continuous learning, in order to stay abreast of innovations and new technologies. Universities and business schools with faculty that have both academic and real-world professional experience give students the chance to acquire practical, hands-on knowledge of the evolution of the workplace. In addition, the opportunity to hear from globally renowned business leaders, such as the Learning From Leaders INTERNATIONAL SCHOOL PARENT AUTUMN 2021 | 22
conference series at EU Business School (which has featured speakers such as Zev Siebel, the co-founder of Starbucks and Steve Davis, Strategic Director at the Bill & Melinda Gates Foundation), gives students privileged insights into the leadership skills of the future.
Analytical Skills A recent World Economic Forum report notes that “Analytical skills are an increasingly prevalent skill to master for the future job market as the digital world collects more and more data at every touchpoint which can be used to inform decisions and innovate”. An ability to analyze and develop strategic solutions in response to data is no longer solely within the purview of data analysts, but a skill that will be an asset in all sectors of business, from talent management to sales. At EU Business School, analytical and problemsolving skills are honed through case studies and business simulations, which require
students to provide solutions to business scenarios. This experiential approach to education ensures graduates attain the valuable data analysis and critical thinking skills that will bring success across a wide range of professions.
Communication and Interpersonal Skills There has been considerable debate about the role of automation and which jobs will be lost as a result. Dr. Carl Frey, Director of the Future of Work Program at Oxford University, estimated that 47% of jobs are at risk of automation in his 2013 book “The Future of Employment: How Susceptible Are Jobs to Computerization?” But, as he noted in a Learning From Leaders conference at EU Business School, the skills that will resist automation are the truly human skills. Paramount among them are excellent communication and interpersonal skills which, although they have been valued by businesses for decades, will become even more important in the future. Professionals will need to demonstrate exceptional communication skills to participate in the collaborative problem-solving processes that will be a hallmark of future workplaces.
“An entrepreneurial mindset – agile, quick-thinking and innovative – will give new professionals the edge in all employment settings. ” When your son or daughter is considering what and where to study after they finish high school, they should seek a university or business school that gives them the opportunity to study in a dynamic, diverse environment in order to gain the openminded and multicultural perspective that they will need for success in globalized world. Ideally, it will offer a practical, experiential approach to education and a range of programs that respond to the demands of industry, shaping them as future leaders with the real-world skills required by the workplace of the future.
EU Business School, which has been shaping the entrepreneurs and business leaders of tomorrow since 1973, has campuses in the European business hubs of Barcelona, Geneva, Montreux and Munich as well as online. Our students acquire a multicultural perspective and an entrepreneurial mindset, as well as the practical, hands-on business skills that they will need to excel in the workplace of the future. On our website euruni.edu, you can find out about our wide range of bachelor’s programs, all taught in English, the international language of business.
Established in 1973, EU Business School (EU) is an international, professionally accredited, high-ranking business school. We offer English-taught foundation, bachelor’s, master’s and MBA programs on our campuses in Barcelona, Geneva, Montreux, Munich and online. We educate the business leaders of tomorrow through experiential learning, small class sizes, a high-caliber faculty and a multicultural environment of more than 100+ nationalities to successfully prepare them for the rapidly evolving global business environment.
INTERNATIONAL SCHOOL PARENT AUTUMN 2021 | 23
Navigating Life as a Trailing Spouse Korinne Algie is an expat living in Germany. She has lived in many countries including Japan, Brazil, and the US where she spent some years as a trailing spouse. During this time, she struggled with loss of identity and independence. In this piece, Korinne looks at her life as a trailing spouse and how she found her place in New York City. INTERNATIONAL SCHOOL PARENT AUTUMN 2021 | 24
L
ife as a trailing spouse can be fabulous, fantastic, boring, exciting, difficult, and stressful all at once! While our spouses head off to their dream jobs, we are often left twiddling our thumbs and wondering how to make our mark in our new environment. The term “trailing spouse” was first used by Mary Bralove, a writer for the Wall Street Journal about 40 years ago. According to Mary, a trailing spouse was “a wife who leaves behind life in their home country for the benefit of her husband’s career.” Times have changed and these days a “trailing spouse” can be any gender. Similarly, a trailing spouse does not have to be a husband or wife, it can refer to any kind of long-term partnership. Sure, supporting your spouse with a big move abroad is exciting! It opens up opportunities for travel and exploration, and educational opportunities for the kids. However, as fantastic as that sounds, more often than not it also presents some serious challenges for the family and in particular the trailing spouse. In today’s society the idea of a trailing spouse is an uncomfortable one. Given that around 80% of trailing spouses are women, the thought of following your partner, and being “kept” are ideas that do not sit well in the era of feminism and female empowerment. And yet, many women still make the move. The harsh reality is that the trailing spouse gives up more, has less support available to them, and can struggle with not being an equal partner in the relationship anymore. Having been a trailing spouse, I understand all too well the sacrifices we make to be supportive partners. I went from a high paying marketing job in New Zealand to a lady-who-lunched. It sounds silly, but in one of the world’s most exiting cities I was lonely. The loss of my independence, career, time with my partner, and family and friends saw me plug the gap with a lifestyle that was fabulous, but in the end turned me into someone I didn’t like very much.
“Times have changed and these days a “trailing spouse” can be any gender. Similarly, a trailing spouse does not have to be a husband or wife, it can refer to any kind of long-term partnership. ” While my partner flourished, I struggled. No amount of mimosas or shopping could stop me from mourning my old life. I yearned for simpler times. My partner enjoyed the structure and challenge of his new job whereas I was largely left to my own devices. Like many trailing spouses before me, I questioned my worth. Even if I had wanted to, I was not allowed to work – my visa simply didn’t allow it. Being reliant on my partner made me feel like a burden. The “good news” was that I wasn’t alone in my feelings of grief – in fact what I experienced is so common it has its very own syndrome. Trailing Spouse Syndrome is a nasty depression-type illness that manifests in a variety of ways including – but not limited to – loneliness, aimlessness, loss of identity, relationship problems, and a gap between expectation and reality. What we deal with as trailing spouses is very real and can be hard to overcome. So, what do we do? For me, the first step out of this “mess” was to reconnect with things that I loved. I traded designer fashion for gym gear and got back into running. Not only was I benefitting from all the extra endorphins, I was spending time doing something productive. I could set small goals and work to achieve them. This mindset-shift eventually allowed me to tackle other aspects of my life too. Much of the advice out there on the Internet suggests finding a hobby – which I agree is a great step towards finding your feet. Although, I would go a step further and suggest finding something with a tangible outcome like knitting, gardening or even cooking. Seeing your results will give you satisfaction and help you to remain
“Like many trailing spouses before me, I questioned my worth. Even if I had wanted to, I was not allowed to work – my visa simply didn’t allow it. ” INTERNATIONAL SCHOOL PARENT AUTUMN 2021 | 25
motivated. And when we find ourselves in a more positive frame of mind, everything is a little easier to deal with. Another thing you could try is joining a club or volunteering. This provides you with opportunities to meet people who share your interests and gives you a way to contribute to your new environment in a positive way. For me, things changed when I joined a gym. Seeing the same people multiple times a week inevitably led to friendship and an identity independent of my spouse. Learning the local language will help you find your feet in your new community and generally speaking, the locals will appreciate your effort. Joining a language class will also introduce you to other expats – people who are going through (or have gone through) similar challenges and can help and support you in your transition. Being a trailing spouse is not easy and although it can present many very real struggles, it does not need to mean the end of your career or of what makes you a spectacular human being. My time as a trailing spouse taught me a lot. It forced me to look at my reflection and decide who I wanted to be, and even as an adult it allowed me to mature. It also taught me to value my contribution to our relationship in whatever form that takes. To those of you doing it tough, hang in there - it will get better!
Korinne Algie has now been based in Germany for almost 12 years. She is the founder KAIE Marketing (korinnealgie. com), an international education marketing consultancy and Co-founder of the Education Marketing Collective (educationmarketingcollective.com), a membership platform providing digital skills training and support to education professionals. You can contact Korinne via her websites, or on Instagram at @ kaie_marketing
Ecole d’Humanité
– A new generation of creative critical thinkers
S
tudents of today graduate into a fast-paced and ever-changing world. This presents a daunting task for educators, who must prepare the future generation to manage unknown challenges and opportunities. How do you equip students with the skills and knowledge to overcome problems that we – as yet – don’t know the scope and scale of ? Providing students with the fundamentals of how to think about these challenges at a strategic level is vital; pupils must be skilled in developing and applying their ideas to circumstances about which we have limited current knowledge or understanding. In addition, creativity and critical thinking are crucial elements of strategic thought – they help us visualise a path ahead, analyse it, and shape what success looks like. Ecole d’Humanité is one of the leading proponents of a progressive, holistic approach to schooling, which puts creativity, critical thinking, and self-determination at the centre of its philosophy. Established in 1934, the school takes its progressive educational ideas from its founding couple, Paul and INTERNATIONAL SCHOOL PARENT AUTUMN 2021 | 26
Edith Geheeb-Cassirer, who believed that every child is unique and their education should be tailored to their uniqueness. The school’s theoretical background also draws from the art of teaching through profound immersion in key subject areas (“Exemplarisches Lehren”) developed by Martin Wagenschein and the Method of Theme-Centered Interaction (TCI) developed by Ruth C. Cohn. The Ecole’s curriculum – accredited by Cognia for the American AP program and the Swiss Governing bodies for the Matura – focuses on developing creative strengths, readiness for engagement in society, and the assumption of responsibility. What does this holistic approach look like in practice? The best place to start is the school’s idea of self-determined learning. Even before classes start, Ecole students determine (with guidance from their academic advisor), when, how and what they will study, constructing an academic program that they will own, not just participate in. Choice and passion, negotiation and what-ifs – students are required to understand the consequences of
Ecole d’Humanité The Creative International Boarding School in the Bernese Alps US High School curriculum AP International Diploma | Swiss Matura Education and Career Guidance
NESTLED IN THE SWISS ALPS Nestled in the High Swiss Alps, between Lucerne and Interlaken, the Ecole d’Humanité is a rather different place. No uniforms here, no airs and graces, with a heart that beats to music and dance, fueled by home grown vegetables and goats cheese. The pupils live in small chalets that form a village.
THE RIGHT SCHOOL FOR HUMANITY AT THE RIGHT TIME. It is hard growing up today for young people; they need vision and the skills to change things. Whilst the Ecole does not pretend to have all the answers, we have some of them, and equip our pupils to challenge others and not be afraid to say what they think.
JOIN THE GENERATION CHANGE!
www.ecole.ch
their choices and be active in shaping their learning. From an early age, students are encouraged to be inquisitive, make decisions, and go into depth about a topic they’re interested in, rather than acquire superficial knowledge. At the start of each trimester, students select three academic subjects on which to focus for the term. Within these academic disciplines, they may explore themes as diverse as Dam Building, Science and Society, or French Theatre. Within these topics, they learn to apply theoretical knowledge in practice for themselves. Projects run for a more extended period to enable students to dig deep into their chosen area, working together in small classes of six to eight students to solve problems, ask difficult questions, and inspire one another. They receive narrative reports and individual feedback instead of grades, with selfreflection an important part of their evaluation. Students develop naturally to become diverse learners, applying broader skills and knowledge to specialised tasks and problems. The Ecole also focuses on enabling students to explore their environment and draw out their creative and strategic skills by testing themselves under challenging conditions. The Ecole is the only school to have accreditation from the renown foundation Safety and Adventures and takes advantage of the beautiful yet challenging natural environment around them to empower students to take the
lead and learn their strengths. Students participate in hikes year-round, which range from mountaineering to loweraltitude endurance hikes. They take responsibility for their preparation and are taught survival skills by specially-trained instructors while on the trip. Students are immersed in a world where there are unknown risks and challenges that they must overcome, and they must think creatively, and trust their own judgement to succeed. The Ecole promotes a culture of inclusivity and collaboration, crucial tools in facing the challenges of tomorrow in a global world. The international nature of the school’s community allows young people to see diversity as enrichment
INTERNATIONAL SCHOOL PARENT AUTUMN 2021 | 28
(they boast over 30 nationalities and a multilingual environment). Students deliver their work together as partners while practising mutual respect for cultural differences. Creativity, critical thinking, collaboration – these are all skills and competencies that employers are already seeking in their staff. However, it’s safe to assume that many of Ecole’s graduates will gain jobs that aren’t conceived of yet, so it’s crucial to focus education on preparing for the broad-brush requirements of these roles. Ultimately, the Ecole d’Humanité strives for holistic education for its students, supporting and developing strengths, preparing for life in the future and creating a new generation of creative, critical thinkers.
A personal education for an exceptional future ■
11 acres of private grounds, minutes from central London
■
An intimate, nurturing and tight-knit learning community – small classes and a strong support network
■
Gated access and a 24/7 security presence
■
Personal support to identify the skills your child needs
■
A global network of industry experts and masterclasses
www.regents.ac.uk
Unique Challenges of Helping Your Child with Speech Delays While Living Abroad WRITTEN BY RUSSEL MICHELSON
H
elping your child overcome delayed speech is challenging enough when you’re living in a familiar environment. Those problems can become compounded when you move to a foreign location. As the parent, it is up to you to identify potential hurdles and ensure that your child continues getting the help they need. Just as your Speech-Language Pathologist (SLP) has likely explained, consistent practice is the key to successful speech therapy. Keeping up with treatment is possibly one of the issues you’re facing in a new place. However, signing your child up for online sessions can help them connect with a familiar face and continue practicing their newly acquired skills.
Exposing Your Child To a New Language Considering that your child struggles with speaking at home, exposure to an additional language may add to the difficulty. The child may grow frustrated with the new and unknown terms and words. Don’t let that worry you because research shows that being bilingual or multilingual is good for a young developing mind. Hearing multiple languages isn’t necessarily a problem for many children with speech delays. Trying to learn a new language outside the home, like in school or daycare, could be a welcome boost. The variety of sounds and situations leads, in some cases, to improved cognitive and problem-solving skills.
Get the Family To Join In Picking Up a New Language Kids learn quickly when their parents help with reading, singing, reciting poems, and providing lots of love and positive encouragement. Make the learning
experience fun and exciting by getting the entire family to join in the exercise of picking up a new language. Get a friend to guide you through kid-friendly activities like going to the park or buying a sweet treat while demonstrating native pronunciation, diction, and vocabulary. Be open about how tricky language can be for adults. Laugh at your own mistakes to convey that it’s okay to take your time learning new skills. Involve the family in practicing at home and sharing tips they might pick up from social interactions at work or school.
Simply Going To School and Making Friends Helps Parents are typically worried about their kids going to school in a new city where most other children speak an entirely different language. Experts suggest that young children are more flexible in adapting to a new environment because they haven’t developed complex social preconceptions like adults. Children are also more receptive to a foreign language since they have yet to form permanent connections between words, sounds, and the context in which they are expressed. You might find that your kids are more adept at picking up new terms and the local language by interacting with peer groups. Don’t be surprised if a couple of the other kids take your child under their wing to show them around and help them adjust. Impromptu lessons in pronunciation and the correct usage of new words could help your child progress quickly.
Dealing with Speech Delays Amidst a Cultural Shock Dealing with the cultural shock, new INTERNATIONAL SCHOOL PARENT AUTUMN 2021 | 30
holidays, unfamiliar music and songs, and folk tales is more challenging for a child with speech delays. As parents, you can help in the transition process by being more accepting when your child wants to celebrate festivals and holidays they learn about in school. Kids will also likely want to follow local customs, dressing styles, and food habits similar to their friends simply to fit in with their peers. Encourage their interests and follow cues to have cultural experiences that help expand their exposure to words, sentences, and pronunciations.
Sign Up for Language Sessions Practicing as a family helps a child get through hesitation and nervousness. Remember that being unable to speak and understand an additional language can affect anyone’s self-confidence, but it can
“Get a friend to guide you through kid-friendly activities like going to the park or buying a sweet treat while demonstrating native pronunciation, diction, and vocabulary. ” hit especially hard for children with speech and language delays. An SLP specializing in your new host country’s language could provide valuable insights for the whole family. Aside from textbook words and phrases, you’ll learn local terminology and slang. When you’re working with your child, don’t overlook this information that can help them settle in the new environment.
Recognize Your Own Feelings of Anxiety in Transitioning to a New Country Relocating to a foreign country, building a new life, and perhaps, transitioning into a new career is also stressful for the adults in the family. Alongside your kids, you are also re-establishing your identity and a sense of purpose while making friends and learning about the nuances of how your adopted
city works. Recognize the signs of anxiety as each family member struggles to cope in whatever role they play. Remember that kids can sense when parents are uneasy and stressed even if they do not openly express their feelings. Regroup at the end of each day over dinner, share your experiences, the situations you encountered, and how you overcame them. Talk about your feelings and how the transition is tough. This simple exercise helps in more ways than one. Your kids will get an opportunity to talk about the things that scare them. At the same time, they’ll practice their speech skills when recounting their activities all through the day. Most importantly, kids understand that it’s okay to feel nervous in a new place. Help them build their self-esteem, which is INTERNATIONAL SCHOOL PARENT AUTUMN 2021 | 31
a valuable first step in overcoming speech delays.
Dealing with the Challenges of a Relocation Adjusting to a new country does not have to be harder for a child with speech delays. Lots of practice and encouragement can smoothen the process for the entire family. However, do understand that coping with a new, unfamiliar environment can be tough for any child. Expect that they may lose some of the progress they’ve made so far. Accept it as a part of the adjustment period, and continue with the speech sessions. Focus on the positives of the relocation and take advantage of the exposure to a new language to improve your child’s skills.
How do I know my child is learning? How should schools measure and evidence learning? How should the evidence be considered when it is obtained? How can teachers support students in partnership with them, rather than just teaching ‘at’ them? Attitudes to assessment – and everything that informs it
T
hat young people ‘go to school’ in order to learn seems completely self-evident, but the question of how we know they are learning is rather more complex. This is not just a question for the adults, either; students themselves are well placed to ask how they know themselves that they are learning effectively. This brings us to a series of questions. How should schools measure and evidence learning? How should the evidence be considered when it is obtained? How can educators support young people in partnership with them, rather than just teaching ‘at’ them? The concept of assessment is one of the most important topics in education, and getting it right is at the core of any successful learning institution.
How does a Teacher know if a Child is Learning? Historically, two styles of assessment have been practiced in education: ‘summative’ and ‘formative.’ Summative assessment involves teaching a particular subject with student testing and evaluation taking place at the end of a unit or term. Formative assessment, on the other hand, aims to assess throughout the learning process -- student comprehension, academic progress, and learning needs, are evaluated during the course of a lesson or unit. The approach is considered more continuous and forward-looking, whereby adaptations to the teaching and/or learning experience can be implemented swiftly. In short, summative assessment can be considered an assessment of learning and formative assessment methods are more an assessment for learning.
To a certain extent, relying solely on summative assessment is considered a misguided educational practice. Some suggest that it could be too late to guide a learner towards correcting or improving their knowledge skills and understanding if they are only checked after the period of learning and not during the period of learning. The challenge, then, is to assess in a formative manner. This takes place within a school setting through monitoring constantly, as well as documenting and measuring learning – with reporting only an outcome of these processes. The individual skill of the educator is most evident here. To pose a challenge to a group of students and then instantly read the outcome is a key part of formative assessment. Did child A look puzzled? Did child B’s eyes light up? Did child C look disinterested? This is assessment at the very ‘front line’ that is not just interesting – it allows immediate differentiation between individual learners to be implemented.
traditional sense but not necessarily in a summative approach. Moreover, and most interestingly, we can speak of “assessment as learning” that both fundamentally shifts the emphasis of assessment (from adult to child) but also promotes skills and selfmanagement approaches that are crucial both now and long into a child’s future. By being transparent with young people about expectations of their learning, and by actively involving them in evaluating what they have done, we, as an academic community, promote a culture of selfassessment that is infinitely more powerful than any standalone ‘grade’ or ‘score’ meted out at the end of a term. For a child to take stock of their own progress, and to suggest ways that they themselves can bridge the gap between where they are with their learning now, and where they are headed with their learning (in other words clearly defined learning goals) and the ‘goal’, we are significantly increasing the possibility for genuine personal progress in each child.
Why do Schools Assess?
How do Students know they are Learning?
For many, this might seem an obvious question – as a measuring stick to see where a child ‘is at’ when compared to certain standards. The reality, however, is more nuanced. In fact, three strands of purpose behind assessment can be identified when it is associated directly with ‘learning’. Educators can speak of “assessment for learning” – by using simple tools that can inform how learning is taking place (ie ‘exit cards’ where children provide feedback on their understanding at the end of a particular lesson). Educators can speak of “assessment of learning” in a more INTERNATIONAL SCHOOL PARENT AUTUMN 2021 | 32
Children need to be aware of the skills or knowledge that they are aiming for, and they need both time and space to reflect on what they have done thus far and the ‘gap’ between the two. Teachers do not have ‘dominion’ over the assessment of a child. If anything, they should look to facilitate this assessment in the child to the extent that they can remain focused on delivering content in the most engaging way possible. Assessment moves from being passive (for the child) to an active process. From this perspective, the matter of
recording learning becomes essential. Thus, teaching staff are entrusted with providing students the tools to self-assess (eg photos, videos, learning portfolios and apps) that contribute to a formative and self-directed, style of assessment. When teacher and student have evidence before them, they can constructively discuss how improvement is going to take place.
What are the Realities of Grading? It is important to recognize that assessment is not a secret process of children ‘aiming for’ achievement and hoping they get a good score. A school’s student body – especially a school’s student council – should fully understand the concepts outlined here, and the information needs to be shared with teachers and parents if the school is to move forward with assessment capability for students. A culture of ‘holistic grading’ that considers a wide range of different criteria in each subject could then be promoted. Where these criteria in Math, for example, might range from ‘Knowing and
“For a child to appreciate their strengths and weaknesses openly is half the challenge of education itself.” Understanding’ to ‘Application in Real-life Context’, those in Languages and Literature could include ‘Analysing Language’ and ‘Organising Ideas’. For a child to understand from where a grade has originated, and agree with its rationale, is a key part of building relationships in learning environments. Moreover, for a child to appreciate their strengths and weaknesses openly is half the challenge of education itself. Teachers would be ‘grading’ students not just on their output but their process. The final design piece, for example, might be impressive, but more impressive is the journal of progress they have kept, the constant adjustments to their approaches they’ve designed, and the insightful self-commentary they have
developed. Thus, the process would be graded as much as, if not more so, than the product. Ultimately, the best indicator of knowing if (and to what extent) a child is learning is in their own ability to reflect on and answer that question. Through proactive teaching practice and the use of technology, educational institutions can develop mechanisms for collecting evidence of learning, but that is only part of the challenge. Teachers, parents, and students themselves want to see progress – but that progress is undoubtedly best achieved and promoted through open discussion and enabling the child to be the centrepiece of that process, not merely the recipient of a grade.
At the Inter-Community School Zurich (ICS), our assessment practices include answering three important questions for parents: What is my child learning? How do I know my child is learning? What can I do to support my child’s learning? To arrange an appointment with our Admissions team, or to find out more about the international school of first choice in Zurich, visit our website at www.icsz.ch.
INTERNATIONAL SCHOOL PARENT AUTUMN 2021 | 33
ADVERTORIAL
INTERNATIONAL SCHOOL PARENT AUTUMN 2021 | 34
ADVERTORIAL
Let the sunshine in – Welcome to Zug! T he city of Zug is home to people from 128 different countries. They all came here as tourists and ended up staying. OK, that isn’t entirely true! But what is true is that Zug casts a spell on locals and visitors alike. The region is like Switzerland in miniature. It showcases what our beautiful country has to offer better than almost anywhere else. Zug is where tradition meets innovation, where gorgeous lakeside landscapes meet snowy mountains, and cherry-blossom trees adorn the secluded alleys of the old town.
Adventurous Zug Take your kids on an adventure through the 6,000-year-old Höllgrotten caves. This unique, enchanting subterranean world, replete with small lakes, stalagmites and stalactites, promises an unforgettable experience for the whole family. Let your kids become knights and princesses for a day. In the Museum Burg Zug, the cartoon character Lili is waiting to greet children who share her thirst for knowledge. Tales of ghosts, knights, mermaids and princesses are the order of the day. The Museum of Prehistory will stimulate children’s thirst for discovery. And there is so much to discover, like hunting adventure, the Celtic fashion show, and the Roman festival. Another highlight is the Freiruum, which promises a true indoor adventure: food stalls, a kids’ corner, a trampoline park, a parkour zone and one of the largest bouldering halls in Switzerland. Kids’ corner – a 250m2 indoor playground – will make your children’s faces light up. Big fun for the whole family!
We need nature!
Zug is the perfect starting point for outdoor family experiences. Our local mountain, the Zugerberg, can be reached by train in just 8 minutes and is the ideal destination for hiking, cycling or having a BBQ. A boat trip on Lake Zug is a must for all wannabe ship’s captains while swimming enthusiasts can take a dip in one of the numerous lidos.
Zug is so delicious During a day out with the family, you will, of course, need to refuel. Zug offers numerous traditional but also trendy restaurants by the lake or on the local mountain, from where there are stunning views over the lake. Want to stay a little longer? The campsites in Zug and Unterägeri are little slices of heaven. Sleep by the lake and then, first thing in the morning, try stand-up paddle-boarding, diving, windsurfing, swimming or sailing. They’re all just a few steps away from your tent or caravan.
Zug Card – your ticket to more fun
Top tip: if you stay in one of Zug’s hotels, you will get free travel on public transport and attractive reductions on various leisure activities with the Zug Card.
See you soon in Zug! Make sure you visit Zug during one of its many traditional events. There are various customs associated with the famous Zug cherry, but carnival – in February/March – and the bull market –in September – is also worth checking out. Your kids are sure to love these unusual traditions.
For more inspiration and ideas, visit our website: www.zug-tourismus.ch. Who knows? Perhaps you won’t want to leave.
INTERNATIONAL SCHOOL PARENT AUTUMN 2021 | 35
Developing talent in young people – the role of the right school In a world where academic merits seem to be everything that matters, SHL Schweizerische Hotelfachschule Luzern continues to nurture the individual talents of their students when educating the next generations of hospitality leaders. WRITTEN BY MARIA RAMSTAD KRISTIANSEN
Young people need opportunities to display their talents Motivated and driven young people have the potential to become outstanding young people and high achievers. However, they need the surroundings that allow them to express and develop their talents, ideas, and creativity. A supportive school environment that not only allows, but supports and encourages, them to demonstrate those traits plays a crucial role. Therefore, finding and choosing the right school is a key decision in their personal development. Combined with other criteria, INTERNATIONAL SCHOOL PARENT AUTUMN 2021 | 36
the size of the school has a direct impact on various aspects such as academics, social life and internship opportunities, all linked to students’ individual growth.
Not just a face in the lecture hall Students’ personal development is strongly related to finding the perfect fit and choosing the right school. In addition to numerous others, the student-faculty ratio is an important factor. Smaller classes have an impact not only on the learning experience, but also gives the lecturers time to focus on aiding the students’ personal enrichment. As a school with 250 students on campus, out of 1’000 enrolled, the self-fulfilment of each student has been one of SHL’s core values since the first hotel management
ADVERTORIAL
classes started in 1909. Students who choose SHL, not only value the characteristic personal atmosphere and community spirit, but also appreciate being more than just a face in a lecture hall and the chance to be recognised as individuals with particular talents.
Two programmes – one ideology SHL Schweizerische Hotelfachschule Luzern is one of the two original hotel management schools in Switzerland and offers programmes taught in English and German. The Bachelor of Science in Hospitality Management is a full-time, four-year degree programme in English, offered in cooperation with the University of Applied Sciences and Arts Lucerne (HSLU), accredited by the Swiss federal government and in compliance with the Bologna Declaration, using the European Credit Transfer System (ECTS). The renowned Diploma programme Dipl. Hôtelière-Restauratrice / HôtelierRestaurateur HF, fully taught in German, is accredited by the Swiss federal government as a tertiary level professional education. The SHL ideology stems from the founders’ passion for hospitality and desire to provide young people with the best opportunities to build their future careers and to fulfil their potential in the hospitality industry, one of the most fascinating and exciting global industries.
Personal talent is multifaceted Young people have all kinds of talents in many different fields and subject areas. SHL believes that the best way to unlock students’ full potential and to have an actual impact on their individual development is to provide them with a solid foundation of applicable knowledge and transferable skills in hospitality leadership, management, strategy and operations. Through the theoretical classroom studies, case studies, real-life business projects, coaching and hands-on practical training, lecturers give students all the tools for them to unleash their maximum potential.
Environmental impact on student learning School location, infrastructure and services play a significant role in shaping students’ successful learning process. How students live, how they get around and what they can do in their leisure time has a direct impact on their student experience and what they will achieve. At SHL, these are factors that are paid a great deal of attention to. The campus offers state-of-the-art academic and practical training facilities, as well as group rooms, independent study spaces, creative and lounge areas. Four F&B outlets provide delicious, fresh meals and beverages. Hotel SHL, where students live during their on-campus semesters, mirrors a modern city hotel, with various en-suite room categories to choose from. In addition to the spacious rooms, the student hotel offers a Community Room with a fully equipped kitchen and an attached courtyard, laundry facilities, as well as a large rooftop terrace. Student life in Lucerne is rich in contrasts and entertainment all year round. With a variety of famous sights, its charming Old Town with attractive shopping areas, the town is a destination for visitors from around the world. The SHL campus is a 10-minute walk away from the city centre.
SHL Schweizerische Hotelfachschule Luzern is one of the two original Hotel Management Schools in Switzerland. and offers one of the only two Bachelor of Science in Hospitality Management degrees in Switzerland accredited by the Swiss federal government and in compliance with the Bologna Declaration, as well as the regarded Swiss Diploma Dipl. HôtelièreRestauratrice / Hôtelier-Restaurateur HF. Owned by the Hotel Gastro Union, SHL has been paving the way for the renowned Swiss dual education system, teaching first-class practical and academic hospitality management skills since 1909. SHL prepares young talents for becoming inspiring leaders on the global stage.
Are you interested in learning more about SHL Schweizerische Hotelfachschule Luzern? Get in touch with us for more information. https://info.shl.ch/ hospitality_bachelor/
Maria Ramstad Kristiansen is Head of Marketing & Student Recruitment at SHL Schweizerische Hotelfachschule Luzern. She has a MSc in Business Administration, major Tourism and a BBA in Hospitality and Tourism from the University of Applied Sciences Graubünden, as well as a Swiss degree in Hospitality Management from EHL Swiss School of Tourism and Hospitality. Maria has 25 years of management experience from the Hospitality Industry in Norway, UK and Switzerland. INTERNATIONAL SCHOOL PARENT AUTUMN 2021 | 37
Run Talk Run at The International School of Schaffhausen WRITTEN BY ELIZABETH WILLIAMS & PAULA GRAINGER
O
ne of the tricks to successfully settling in after an international move is the ability to transition through the process of meeting people and becoming friends at a faster rate than you would in your home country. This is because your new friends become your support network, and if you’re lucky, your surrogate family. Having moved to the US with a young family and remaining for 9 years I knew that we would eventually settle and feel at home in Switzerland, but in my mind this would take at least 1-2 years. However I was lucky enough to meet Paula just a week after moving to the country, and I am convinced it was our running together that cemented our acquaintance into friendship in a much shorter space of time. Paula introduced herself to me in the school carpark, which I thought was incredibly brave of her. I learnt afterwards she’d
noticed I was in my running gear and had, in her 6 years here, learned to recognize signs of a kindred spirit! After some meetings arranged as playdates for our children, we realized we had a mutual love of running and decided to meet to run together. We actually managed only two runs before the 1st lockdown hit, but these were enough to strengthen our friendship and meant I became part of a wider friendship group through Paula, which I was so thankful to be a part of during that time. As soon as restrictions allowed, we picked up again on the running. We commented on how quickly and how well we got to know each other during these runs – the barriers against opening up to someone new are much less when you are running forward together, side-by side, heading towards the same goal and being dressed in the same gear so feeling as equals. The fact our bodies were already tired meant our natural filters were less of a restraint to us just being ourselves and opening up. At this same time Paula had been looking for new ventures and came across Run Talk Run on a UK Website. Run Talk Run is a mental health running group which exists to increase accessibility to mental health support through running and peer support groups. Run Talk Run is a weekly 5km jog where people can turn up and talk about how they are really feeling. It is free to attend and open to all abilities – we run as slow as the slowest runner. Paula asked me whether I would consider a joint venture to bring Run Talk Run to Schaffhausen, and of course I agreed. What a fabulous way to share what we had discovered with our wider community! We started a Run Talk Run group in Schaffhausen in October last year and it has become a real success. Every week, we have many people turning up and enjoying the chance to get some fresh air and be able to talk about how they are really feeling in a supportive environment. We meet as a group 10 minutes before the run is due to start at a chosen location where there are facilities available, and a bag drop option. We explain the route to any new
INTERNATIONAL SCHOOL PARENT AUTUMN 2021 | 38
members and then set off together as a group. The emphasis of Run Talk Run is not on pace or timings, it is to provide a safe place for people to talk about whatever they need to with no fear of judgement, whilst being outside and moving forward together. Despite the success of these runs, within our community we found that for some people even the thought of a 5km run was a bit overwhelming. Luckily for us this coincided with the launch of Walk Talk Walk in the UK and we found this to be a perfect fit for us. Walk Talk Walk follows the exact same premise as Run Talk Run, but it is a walk that is offered, not a run. We now offer Run Talk Run and Walk Talk Walk weekly alongside each other; both groups meet at the same location before heading off for either a 5km run or a 3km walk, with Paula and I alternating between the groups. The finish time is usually similar, which makes it perfect for us to stay on for a coffee and a chat after the exercise. Nobody is required to stay for this of course, but Paula and I always do, and we have found that our members enjoy this social part as much as the physical part. Paula and I have recently become Run Leaders for Western Europe and have helped set up new Runs and Walks throughout this region, including Italy, Malta, Germany and The Netherlands. Coming from the International School community ourselves we realise what an absolute perfect fit this is for the other schools throughout Switzerland, particularly in these Covid times when so many of our usual activities and pastimes are restricted or not possible. It is a wonderful opportunity for the school to offer a support group for new and existing families, yet also provides a way for the wider community to come together. Our group consists of not just members from ISSH, but from the wider international and local communities too, providing us with new links to Schaffhausen as a whole. We would love to help facilitate setting up Runs or Walks for the other International Schools here in Switzerland. The process is
straightforward, and all the support systems are already in place. If this is something you think would be of interest for you, please do not hesitate to get in touch with us. Paula and I are here to help you with every step of the journey and truly believe you will get as much from it as we do. For more information please contact us via email (westerneurope@runtalkrun.com) or through our Instagram or Facebook Page (runtalkrun_schaffhausen). We would love to hear from you.
INTERNATIONAL SCHOOL PARENT AUTUMN 2021 | 39
ADVERTORIAL
Autumnal Activities in Switzerland W
hen the summer sun starts to tire and the season comes to an end, Switzerland transforms into an autumnal wonderland. Enjoy the aroma of sweet chestnuts roasting in the air, feel leaves crunching on the forest floor beneath you and submerge in a sense of autumn magic like you’ve never experienced anywhere else. Below is our roundup of all the familyfriendly destinations to explore this autumn in Switzerland.
Wildlife watching in Graubünden’s regional nature parks (GR) Autumn in Graubünden is a spectacle for the eye. Home to four impressive nature
reserves that offer long-range hikes, wildlife watching and unique flora and fauna to admire. The Biosfera Val Müstair boasts lush green meadows and well-kept villages, while the Swiss National Park offers regular guided tours by experienced rangers and the chance to encounter deer, ibex, chamois and possibly even a bearded vulture. Wildlife watchers will be mesmerised by Parc Ela, renowned for the bellowing deer that echo through the valley in autumn. However, If you’re keen to spot an Ibex, Beverin Nature Park is his home. Visit the Center da Capricorns to learn all about the king of the mountains, then observe him in the wild. INTERNATIONAL SCHOOL PARENT AUTUMN 2021 | 40
Les Mélèzes (the Larch Trees) de Balavaud (VS) Hike from Tracouet mountain station to Haute-Nendaz to visit the largest and oldest larches in Europe. Many of which are between 300 and 800 years old. The oldest, nicknamed King of Balavaux, is estimated to be up to 1000 years old. Further highlights along this hike include the gondola ride with its magnificent panoramic views, the Lac Noir (Black Lake) mountain lake, autumnal forest paths and the Bisse de Saxon irrigation channel, the longest in Valais.
The Enchanted Forest, Binntal (VS) Deep in the enchanted forest of Ernen
ADVERTORIAL
in Valais, someone has stolen Brüna the squirrel’s supply of winter nuts. Follow the squirrel’s journey through the spruce trees, moss-covered boulders, pine cone run, swinging tree and the adventure playground to help solve the mystery.
With six games cabins and seven activity stations including a tricky escape puzzle to crack, there’s something for everyone. Adventurers that manage to solve all the games will be in with a chance of winning some fantastic Ravensburger prizes!
Traditional sheep shearing (GR)
Muggestutz adventure dwarf trails (BE)
Join spectators at Savognin who every year wait for the Cotti family to take a 4 hour ride down into the village with their livestock. It’s Swiss tradition that 300 sheep are shorn here each Saturday in October. Local market stalls offer a range of regional products, including a variety of treasures made from soft sheep’s wool.
Journey from Meiringen or Hasliberg-Reuti to reach the Mägisalp upper station and let the dwarf trail begin. This easy mountain hike mostly runs downhill over Alpine meadows and forest paths, promising a way for young and old hikers alike to playfully discover the legends and secrets about the Hasli dwarves. An unforgettable experience is guaranteed!
Treasure Hunt in Ascona (TI) Little explorers will love the treasure hunt at Ascona. Where is the treasure hidden? That’s for you to find out. With many puzzles to solve, this free game is a riveting experience for all the family.
Rigi: above the fog (SZ, LU/ZG) The Rigi, one of Switzerland’s most popular mountains known as the Queen of Mountains, towers between Lakes Lucerne, Zug and Lauerz. This majestic setting where three lakes meet is easily reached by cog railway or cable car, offers panoramic views and a diverse range of leisure activities for everyone to enjoy.
Ravensburger Games Trail (VS) The Ravensburger Games Trail provides a unique alternative to hiking, offering exciting challenges for the whole family.
A scavenger hunt in Toggenburg (SG) Do you love to crack codes and uncover clues? Only the sharpest ears can help solve the riddles at the scavenger hunt in Toggenburg holiday region. Everything in this scavenger hunt for puzzle-loving families and groups revolves around the acoustic senses, with a one-hour “Sound Trail” through the centre of the village of Alt St. Johann.
Technorama Swiss Science Centre (ZH) A hands-on experience! The Technorama is one of the largest science centres in Europe, benefiting from a variety of experiments and over 500 opportunities to experience science. Unlike traditional museums, visitors are allowed to touch and play with everything, inviting them to learn in a playful way that explores all the senses. INTERNATIONAL SCHOOL PARENT AUTUMN 2021 | 41
Chestnuts in the Val Bregaglia (GR) Autumn time in the Val Bregaglia focuses on the culinary delight, chestnuts. Hidden away in the canton of Graubünden, this idyllic mountain valley takes you on a journey following the chestnut from tree to the finished product. Interesting fact: The chestnut used to be considered crisis-proof food because it provides a vitaminrich diet and its flour will keep for several years. It is also said to strengthen the immune system.
ADVERTORIAL
BIEL/BIENNE -
Switzerland’s largest bilingual town
M
ost visitors imagine Biel/Bienne to be an industrial town, however on arrival they are surprised to discover that it has a well-preserved medieval centre. This historic part of town invites you to go on a stroll through the charming alleys and along the picturesque squares and terraces which are adorned with pretty little shops. Besides events of national and international significance, Biel offers a host of other cultural highlights, too. The Neues Museum Biel and the Pasquart are two important museums near the lake. In 2004, Biel was awarded the Wakker prize by the Swiss Heritage Society for its exemplary townscape protection. You can discover Biel’s old town during a culinary stroll, called nourritour, on a Saturday morning. The tour consists of seven different stops, including tastings of artisanal products made by local people. Sweet or savoury, in French or in German, this walk has lots of unexpected surprises in store for you. In Biel, you will hear people converse in German and in French.
In the largest bilingual city of Switzerland, all streets and official buildings are signposted in both languages. This mixture of German and French-speaking inhabitants makes Biel an especially charming place. Bilingualism is a result of the watchmaking industry, highlighted by the middle of the 19th century when Biel became Switzerland’s most important watchmaking centre. The numerous watchmakers from the Jura who found work in Biel brought the French language with them, and to this day renowned brands such as OMEGA and Swatch are headquartered in Biel. A must-see, not only for watchmaking-fans, is the Cité du Temps, which recently opened its doors in the heart between the OMEGA watch factory and the new headquarters of the Swatch brand. Designed by world-renowned Japanese architect Shigeru Ban, Cité du Temps unites under one roof the playful, cheerful style of the Swatch brand and the luxurious character of OMEGA. Equipped with state-of-the-art interactive technologies, the OMEGA and Swatch museums invite their visitors to explore the different worlds of the two brands in a dynamic way. Nature enthusiast? You will love discovering the beautiful surroundings of Lake Biel. The northern shore land is characterised by intensively cultivated wine growing areas, while the southern shore remains entirely natural. The lake’s highlight is the mystical St. Peter’s island with its hidden bathing bays and the venerable monastic hotel. The Lake Biel Navigation Company provides a tranquil atmosphere while you enjoy a glass of local wine on board and glide along the picturesque winegrowers’ villages. St. Peter’s island invites you to relax among reeds, vineyards, and on intricate sandy beaches. Even Rousseau succumbed to its charm while seeking refuge on the island for a few days. The island can be reached either by boat from Biel or passing through the charming winegrowers’ villages. From Erlach, the Heidenweg path takes you there on foot or by bike.
INTERNATIONAL SCHOOL PARENT AUTUMN 2021 | 42
ENJOY BIEL/BIENNE, THE CITY BY THE LAKE LET YOURSELF BE SEDUCED BY ITS UNIQUE ATMOSPHERE AND AUTHENTICITY.
COMB INED OFFER from
CHF 10 3.p er pers
on
AHOY ON THE LAKE ! ESCAPE FROM EVERYDAY LIFE AND ENJOY LA DOLCE VITA ON LAKE BIEL/BIENNE.
WWW.J3L.CH/AHOY
ADVERTORIAL
AUTUMN DELIGHTS! Discover the autumnal splendour of the Alpine foothills on the Voralpen-Express
C
hoose the ‘Herbsthit’ offer this autumn for a holiday to remember. Explore the colourful corners of Eastern and Central Switzerland with your family and discover the region’s unique natural and cultural attractions. Attractive leisure vouchers round off the experience. Summer may be over, but a wonderful golden autumn lies ahead. It’s the perfect time of year for exploration and adventure in the beautiful Swiss countryside – particularly in Central and Eastern Switzerland. With the ‘Herbsthit’ offer, you can take the Voralpen-Express from the lakeside city of Lucerne to the cultural metropolis of St. Gallen for just CHF 20, travelling via Mount Rigi, SattelHochstuckli with its famous toboggan run or the cultural diversity of St. Gallen. Whether you’re looking for adventure or a more leisurely day out, you can use the
INTERNATIONAL SCHOOL PARENT AUTUMN 2021 | 44
ADVERTORIAL
DISCOVER THE DELIGHTS OF AUTUMN FOR CHF 20
leisure vouchers, worth CHF 20, to enjoy activities and experiences throughout the region. Alongside thrilling panoramas and rich, varied landscapes, the route between the two cities offers plenty of cultural highlights and insider tips, which you can discover at www.voralpen-express.ch/ herbsthit.
Majestic Mount Rigi The views from Rigi – extending from the Black Forest to the Swiss Plateau and right across the Alps – are unrivalled by any other mountain in Switzerland. And while you’re enjoying the view, there are tasty treats to sample: Switzerland’s first mountain guest house opened here in this fantastic location in 1816. Today, too, a wide range of hiking trails with refreshment stops catering to appetites of all sizes await – with convenient connections from Arth-Goldau
Enjoy a return journey between St. Gallen and Lucerne on the Voralpen-Express for CHF 20* (2nd class, half fare) and get four different leisure vouchers worth CHF 20 to help you make the most of your trip. Book your ticket by 31 October 2021 and travel by the end of 2021. there is a choice of circular hiking trails, *Terms and conditions and booking at www.voralpen-express.ch/herbsthit offering fantastic views. With the ‘Herbsthit’
railway station. With the ‘Herbsthit’ leisure vouchers, you can enjoy a CHF 5 discount on a Mount Rigi hiking ticket or a Mount Rigi day ticket, or CHF 5 off when you visit the Rigistübli or Rigi Kulm restaurants.
Exciting Sattel-Hochstuckli Step aboard the unique revolving cable car at Sattel-Aegeri and feel like you’re floating on air as you make your way up this familyfriendly mountain. The summer toboggan run and a tubing run promise exciting ups and downs, while the 374 m long Skywalk suspension bridge offers an adrenaline rush for those who dare to aim high. For those who prefer a more leisurely pace, INTERNATIONAL SCHOOL PARENT AUTUMN 2021 | 45
leisure vouchers you can enjoy a CHF 5 discount on your return cable car ticket. And while you’re in the neighbourhood, why not pick up a delicious, free goat’s milk ice cream from the goat farm at Blüemlisberg?
Fascinating St. Gallen Historically one of the most important intellectual centers of the European Occident, you can still feel the spirit of the Benedictine monks when you enter the Cathedral in St. Gallen. A UNESCO World Heritage Site since 1983, the architectural wealth of the baroque cathedral and the originally preserved manuscripts make the abbey district a place of cultural tradition and an absolute “must visit” destination in Switzerland.
ADVERTORIAL
JUNGFRAUJOCH
Top of Europe 3’454 metres above sea level For more than 100 years, the Jungfraujoch has been considered one of the most spectacular destinations in Europe, right in the middle of the Alps, surrounded by the famous Eiger, Mönch and Jungfrau mountains. In 2001, this region became the first in the Alps to receive “UNESCO World Heritage” status.
T
he Jungfrau railway is one of the most impressive achievements of Switzerland’s mountain railways. It was opened in 1912 after 16 years of construction. It leads from the Kleine Scheidegg mountain up to the Jungfraujoch – Top of Europe at an altitude of 3,454 m, to the highest train station in Europe. Many visitors view the journey to the “Top of Europe” as the highlight of their Swiss holiday. The train covers the distance of 9.34 km to its destination largely through a seven kilometre-long tunnel hewn out of the mountain. It traverses the mountains of Eiger and Mönch and surmounts 1,400 metres in altitude. The Jungfraujoch opens up a world of ice and snow for visitors with a view to the Aletsch Glacier which, at 22 km, is the longest in the Alps. On a clear day, it is possible to see beyond the Swiss border into the Vosges Mountains in France and the Black Forest in Germany. Popular attractions on the Jungfraujoch include the Sphinx viewing terrace, the ice palace, the Alpine Sensation opened for its 100th anniversary, the Snow Fun Park, various restaurants, the Lindt chocolate shop (the highest of its kind) and the highest post office in Europe.
INTERNATIONAL SCHOOL PARENT AUTUMN 2021 | 46
ADVERTORIAL
Journey time to the Jungfraujoch slashed by 47 minutes Since 5 December 2020, the Eiger Express, the heaviest and most modern tricable aerial cableway, has been taking guests from the Grindelwald terminal to the Eiger Glacier station in just 15 minutes. The impressive ride in 26-seat cabins passes by the world-famous north face of the Eiger.
Alpine Sensation adventure tunnel The Alpine Sensation is a new attraction on the Jungfraujoch, opened on 30 March 2012 to mark the hundredth anniversary of the Jungfrau railways. In a 250 metre-long adventure tunnel, it brings to life the story of the Jungfrau railway and the development of tourism in the Alps.
Ice Palace In the middle of the Jungfrau firn, 20 metres below the viewing platform, on the watershed of Europe, the ice is piling up to move slowly northwards and, once it melts, it will eventually flow into the North Sea. In the 1930s, two mountain guides started to carve this vast hall out of the glacier ice. Working by hand using ice picks and saws, they created the 1,000 square metre Ice Palace. The cave-like corridors lead to various ice sculptures.
Sphinx The glazed sphinx viewing hall gives a view of the glacier landscape in all weathers. In sunny weather, the terrace surrounding the building invites you to linger. The terrace is at an altitude of 3,571 m and offers a view of the Aletsch Glacier and into the neighbouring countries of France, Germany and Italy.
Research station The Jungfraujoch has Europe’s highest research station, and the
highest in the world that can be reached by train. This enables the transportation of highly advanced equipment required for the sophisticated research. The research station is of enormous significance for environmental scientists, astrophysicists, meteorologists, glaciologists and materials scientists.
Snow Fun Park It is also possible to enjoy winter sports in summer at the Snow Fun Park on the Jungfraujoch. In good weather, various winter sports can be practised from the beginning of May to mid-October. Whether zooming down the piste on skis or a snowboard, gliding down the sledding piste in comfort or hovering over the crevasses on the steel cable, endless snow can be enjoyed to the fullest.
Mönchsjoch hut The Mönchsjoch hut is the highest manned hut in Switzerland. An excursion onto the Jungfraujoch can be easily combined with a winter walk to the Mönchsjoch hut. The trail goes over glaciers but, weather permitting, is prepared daily using a snow groomer. The hut, which is at an altitude of 3,657 m, can be reached in around an hour.
Dining The Jungfraujoch offers various restaurants with a total cover of 1,000. In the a la carte restaurant Crystal, guests are spoiled with a choice of Swiss specialities and international menus. The self-service restaurant Aletsch offers an extensive range for every taste and is best for quick and simple meals.
INTERNATIONAL SCHOOL PARENT AUTUMN 2021 | 47
ADVERTORIAL
The Lake Lucerne Experience Two beautiful options for family fun this Autumn!
INTERNATIONAL SCHOOL PARENT AUTUMN 2021 | 48
Golden Round Trip The “Golden Round Trip” takes you to the most beautiful spots around Mount Pilatus and the summit by boat, cogwheel railway, aerial cablecar and panorama gondolas. The starting point in the heart of Central Switzerland is in Lucerne. On Lake Lucerne, you enjoy the boat ride and a view of the surrounding mountains. The amazement continues. In Alpnachstad, you will board the steepest cogwheel railway in the world to reach the summit of 2,132 possibilities. At 2132 meters above sea level, the unique Pilatus warmth greets you, and you can indulge in one of the restaurants. Hearty, nutritious, and exquisite meals and delicious snacks - always freshly prepared. Whether in the stylish self-service Bellevue restaurant or the belle epoque PilatusKulm restaurant built in 1890: hospitality is included.
ADVERTORIAL
Of course, the breathtaking panorama at 2132 meters above sea level and the view of the mountain range of the Alpine massif also contribute to an unforgettable stay. The return journey first takes you on the “Dragon Ride” cable car to Fräkmüntegg. A paradise for the adventurous: the largest rope park in Central Switzerland, tree tents, the toboggan run, hiking trails and fantastic barbecue areas invite you to stick around and enjoy. The journey continues downhill to Kriens on the panorama gondolas. A stop at the Krienseregg midway station is a must, especially for families. In this paradisical local recreation area, you will find marked, varied walks and large picnic areas. The “PILU-Land” adventure playground is the highlight for little adventurers. The round trip ends where it began. From Kriens, you can reach Lucerne in a few minutes by a comfortable bus ride.
Pilatus & Pilu Rope Park Climbing, balancing and whizzing through the forest on rope slides, the Pilatus Rope Park trains your skills and nerves on ten different courses and at the same time provides a lot of fun. The highlight of the park is a free fall from 20 meters. It is pure adrenaline and demands courage and a good dose of self-confidence. Under the motto “learn to fly with PILU”, the PILU Rope Park takes brave climbers aged 4 to 8 on a story with the Pilatus mascot. PILU the Dragon learns to fly with the help of his seven friends and invites the little kids on an adventurous journey between treetops and peaks. Scenic cruises on the panorama-yacht Saphir
A luxury yacht for everyone! Refresh your senses and take in the firstINTERNATIONAL SCHOOL PARENT AUTUMN 2021 | 49
class comfort of our cutting-edge ship MS Saphir. The stylish design and dashing appearance of our elegant Panorama-Yacht will be sure to impress! With unique features such as the convertible roof on the upper deck, the aqua terrace on the main deck aft or the custom-built furniture, the ship provides excitement and luxury for all. Cruising aboard MS Saphir is an experience that just might remind you of the superyachts on the Côte d’Azur! So bring your friends to nip on a few happy hour drinks or take advantage of the informative audio guide, which is available in 11 different languages and will narrate the top attractions in the Bay of Lucerne.
BEYOND IQ:
The largely overlooked importance of Executive Functions “What we really need to harness for our youth to succeed” WRITTEN BY DR LAURENCE VAN HANSWIJCK
INTERNATIONAL SCHOOL PARENT AUTUMN 2021 | 50
“Executive Function allow us to manage our emotions and attention, organize and plan our work and time, work with large amounts of information, and reflect upon and revise our tactics as circumstances change.”
I
suppose it seems like a logical formula strong, IQ = success. We can also conger together the understanding that clearly you need a supportive environment; chances are better if there is financial support and family support as well as living in a decent neighbourhood. These are all factors that will clearly increase success. However, there is a growing understanding that success lies beyond intelligence and academic skills. One area that is often overlooked, at the hand of which many children have faltered, are executive functions. Executive Function allow us to manage our emotions and attention, organize and plan our work and time, work with large amounts of information, and reflect upon and revise our tactics as circumstances change. A person with a high IQ can be capable of understanding or
discussing complex concepts, but be nearly incapable of producing an essay, completing a set of problems, or finishing a research paper. Why? It’s not because he isn’t smart enough, it’s because he can’t effectively marshall his efforts toward a specific end result. Child W is a highly gifted adolescent, however, he is also known to have weak executive functions. This adolescent can run circles around you when arguing a point. However, this same adolescent needed to be handheld through high school, his mother quitting her job so she can manage his workload and assist him full-time. This child has no sense of time, grossly underestimating how long assignments may take, as such often playing video games till midnight and then realizing a report was due the next day and its more time consuming then he had imagined. He would let subject upon subject pile up on each other, to the point that he was so far behind he wouldn’t do anything at all. He could equally get fixed on a topic and find it hard to shift, as such spending much more time than his peers on topics. Other times he was also found to stay up till the small hours of the morning perfecting a single low-stake assignment, leaving untouched the others that influence his grade far more. W also often had all the information accurately in his head, but lacked a method to get those ideas cohesively in written form resulting in no finished product to submit to his teacher. This gifted student struggled through all of high school. He was ineffective because he couldn’t manage his time or prioritize his efforts or organize himself. This highly intelligent child ended up failing out of his first year of university. W was a gifted child with weak Executive Functions. Executive Function (EF) skills have been shown by research to predict academic outcomes. EF have been shown to in fact be better predicators than both intelligence and socioeconomic status. INTERNATIONAL SCHOOL PARENT AUTUMN 2021 | 51
What are Executive Functions? Executive functions are understood as the distinct, but related, higher-order neurocognitive processes that control thoughts and behaviors aimed at achieving an objective or goal (Anderson, 2002; Zelazo and Carlson, 2012). Therefore, they regulate behavior and cognitive and emotional activity by means of a set of adaptive capabilities. Experts in the field usually break down Executive Function into these simple skills: Inhibitory control (IC) The ability to override impulses to exercise control over attention, thoughts, and behavior. Cognitive flexibility (CF) The capacity to adapt our thinking and behavior, often in response to new information. Working memory (WM) The ability to hold information in our minds that is not perceptually present and simultaneously analyze or manipulate it. These simple skills intertwine and support complex skills, like planning, problemsolving, and reflection. They help us manage multiple pieces of information, filter distractions, and prioritize our actions. The frontal lobe, often referred to as the brain’s “control centre,” or “central executive”is considered to house executive functioning. This is also where the anterior cingulate is located, which is often referred to as the “oops centre” because of its role in helping us anticipate risks and keeping us from acting in a way that is detrimental. This structure in the brain has been associated with many executive function skills, including emotional self-control, problem solving, divided attention, recognizing errors or conflicting information, and adaptive behaviour in changing circumstances (Allman, Hakeem,
Erwin, Nimchinsky, & Hof, 2001; Powell & Voeller, 2004). Although the anterior cingulate is not the only part of the brain involved in executive function skills, it does demonstrate that the roots of executive dysfunction lie in the brain, not in character flaws.
Executive Functions vs Intelligence Studies show that various aspects of child self-regulation accounted for unique variance in the academic outcomes independent of general intelligence and that the inhibitory control aspect of executive function was a prominent correlate of both early math and reading ability (Blair & Razza, 2007). In the K-12 years, EF has been shown to predict math and reading in higher grade levels. A student must be able to successfully avoid distractions, pay attention, remember rules, and manage emotional reactions. The literature provides numerous examples of the importance of executive functions in achieving academic success (see Huizinga et al., 2018; Willoughby et al., 2019). The research by Best et al. (2011), Hall et al. (2015), or Tsubomi and Watanabe (2017) all highlight the importance of executive functions in the early years of primary education and the effects of rapid development of working memory at a young age in achieving stability between the ages of 10 and 12. In Alloway and Alloway’s (2010) article, this mnesic-executive aspect emerges as a better predictor of future performance (in literacy and mathematical reasoning) than the intelligence quotient. Pascual, Munoz & Robres (2019) suggest that an important finding is that it was possible to confirm that, in the last decade, executive functions have replaced the intelligence quotient as the most studied variable with respect to academic performance and that both currently have the same predictive capacity. Given the dilemma of classifying executive functions as a domain-general cognitive variable, the studies reviewed confirm that executive functions can be decomposed into different components (working memory, inhibition, cognitive flexibility and planning) that are distinctly linked to certain types of learning. Deficits in executive function have additional implications, beyond the classroom manifestations. For example, studies show that the emotional control measure of the BRIEF (an EF
questionnaire) was identified as a significant predictor of being bullied, because a child with weak emotional control is so reactive (as cited in MacReady, 2011). A student with poor inhibitory and emotional control, who doesn’t grasp the effect of his or her behaviours on others, will likely have impaired social skills. A student with weaknesses in working memory, organization, and the ability to plan and initiate tasks is likely to have deficits in such academic enablers as study skills, motivation, and/or engagement—which have been linked to academic success (DiPerna & Elliott, 2002). There are important correlations that deserve our attention. We know that strong EF development in early childhood is associated with positive academic and social outcomes all the way through adulthood. We know that it’s possible to improve these skills at any time through direct intervention. We know that the defecits are disproportionately larger for disadvantaged populations. Meta-analysis confirms that the executive functions display greater predictive power at early ages and have a robust, specific capacity for predicting future academic performance. Thus, it is important to detect academic achievement problems as early as possible to initiate intervention programs.
One of the stumbling blocks is, identifying children with weak EF skills. What do these EF deficits look like in a classroom? Unfortunately, most students don’t show up on the first day of school, clutching a pencil in one hand and a full psycho-educational report in the other. And even if they do, and you’re lucky enough to find they have been tested for executive functioning, there’s a caveat. Many measures test for a wellcircumscribed and small subset of executive function skills, so the results cannot be generalized across the whole span of skills. Several of the EF skills are behavioural in nature, and others are metacognitive. An individual may be weak in some skills and competent or even strong in others. The weaknesses may be “stand-alone” or part of a mix of other difficulties. There is a slew of characteristics that make up EF deficits, some of the more common ones you may notice in the classroom are as follows: Difficulty changing tasks, places, approaches to problems, difficulty tolerating change, INTERNATIONAL SCHOOL PARENT AUTUMN 2021 | 52
black and white thinking, can’t see the grays, can’t let go (not won’t let go), needs to be told to start a task, even if they’re willing to do it, ready to start a task, but doesn’t know where to begin (i.e., doesn’t know the first step, needs to have the steps broken down), losing track of what they’re doing, forgetting the purpose of an errand, frequently failing to stick to an activity (poor sustained attention), underestimating time to complete a task, or level of difficulty, waiting to the last minute to begin a big project, mixes up the steps involved in a project, or in any multi step sequence, failing to understand main points in written or verbal material, losing track of homework assignments, trouble keeping school materials/belongings organized, leaving thing at home that should be at school, and vice versa, locker/ desk/schoolbag is a mess, frequently
losing things, difficulty assessing their own performance after finishing a task, assessing what works and what doesn’t work. These are all EF deficits in set-shifting, initiation, self-monitoring, working memory and planning and organization.
So what are some of the specific strategies that can be employed in the classroom? Some specific strategies that may be taught to and employed by all students, not just those with executive dysfunction, would include time and work organizers, colour-coded and/or sectioned notebooks, calendars to keep track of deadlines and monitor progress, task analysis checklists, memory aids such as mnemonics. It is also important to understand whether they are strong auditory or visual learners
and use techniques adapted to those styles (audio recording of classes, detailed written instructions of assignments, etcetera). It may also be beneficial to give the opportunity to develop important work habits, such as breaking down problems or projects into manageable “chunks,” realistically estimating time demands, generating alternative solutions and selecting the best one, taking time to pause, reflect, and consider options before impulsively acting upon a first thought. These types of strategies have important implications even beyond the academic years. They encourage self-reliance and self-knowledge skills which would benefit any student, and should be applied in all classes, so they may begin to be generalized. Explaining to parents what appears to work best for their child may encourage them INTERNATIONAL SCHOOL PARENT AUTUMN 2021 | 53
to reinforce these approaches at home when helping with homework or in other activities, again increasing the likelihood that the strategies will be internalized and generalized across environments. Strategies for teachers can be as simple as changing how they talk to a child. Using what is termed ‘metacognitive language’ equally develops EF. For example, with a younger student, articulating the challenge could be useful. “I see that you are missing a pencil. You will need a pencil to complete the assignment. Where could you find one in the classroom?” Displaying the steps or questions that students could ask themselves in the classroom will in time with repetition become internally automatized by the student. It is also important to know that some of these children that seem “explosive”,
that have meltdowns are actually suffering with underlying weak executive functions. Meltdowns are manifestations of inflexibility, rather than opposition or bad behaviour. Punishing such behaviour, or even rewarding the cessation of these outbursts, would do nothing to remediate the underlying problem. If these children could behave, they would behave; the problem is that they lack the skills to respond adaptively to the demands being placed on them. One last nugget that will greatly improve all children’s academic ability goes back to the archaic days of rote learning poetry. From a young age in France it is noted that children are asked to arbitrarily memorize lengths of poetry. Although this seems arbitrary and useless to most parents there is a good reason for this neurologically. ‘This memorization task encourages the development of verbal memory, long term memory, rhyme, vocabulary, and working
memory. Memory is known to be plastic and very much trainable, imporving these neurological connections from a young age increases academic capability. As much as the more modern method of teaching is straying away from mental multiplication facts, these remain important for that exact same reason, expanding the working memory. Children with working memory difficulties are at high risk of academic failure. Studies show working memory is strongly associated with literacy and numeracy skills, and children with poor working memory at school entry are unlikely to reach expected levels of attainment in literacy, maths and science three years later. Working memory deficits can be identified early - even before academic difficulties become obvious. Promising new evidence, suggests that working memory deficits can be improved by training intervention in the early school years.
Knowing these factors would then beg the question: So, why isn’t Executive Function a standard element of curriculum design or after-school programs? Awareness of the importance of executive functions is still in its infancy. Many educators are wrapping their minds around how to teach them. Understanding the power and necessity of explicitly teaching time management, planning and organization from the perspective of the brain takes time to trickle down from research to the hands on approach at school. Research is showing us hands down of the importance of executive functions and how it rivals IQ for academic success. Our growing understanding of the neurological basis for executive dysfunction will lead to effective classroom interventions to help these students (and indeed even neurologically typical students) reach their academic and personal potential.
Laurence van Hanswijck de Jonge is a Developmental Clinical Psychologist with a background in Neuropsychology who provides a range of services for children, adolescents and parents. She has worked for over 20 years in this area and is currently at KidsAbility Paediatric Therapy Clinic - Cayman Islands. Her practice is rooted in Positive Psychology and her belief in the importance of letting our children flourish through building on their innate strengths. https://www.laurencevanhanswijck.com/ INTERNATIONAL SCHOOL PARENT AUTUMN 2021 | 54
Growing up in the Third Culture WRITTEN BY TANYA CROSSMAN
M
illions of children around the world right now are growing up in countries where they do not have citizenship or permanent residency, and do not have an expectation of permanence. They are not having the same childhood experiences of peers in their passport countries. They have no legal right to stay in the countries where they are growing up. Their childhood is happening in between – in the Third Culture.
What is a Third Culture Kid (TCK)? Third Culture Kid (TCK) is a term used to describe people who spend a significant part of childhood living outside their passport countries. Even where the acronym TCK is fairly well known, it is
often misunderstood. Most people assume that the “Third” part of a “Third Culture Kid” means my first country (home) plus my second country (where I live) equals a mixed up third culture – but we aren’t talking about simple addition. Many TCKs are connected to more than two or three cultures. In fact, most TCKs I know have encountered more than three or even four countries. This leads them to wonder if they should be called “Fourth Culture Kids” or “Fifth Culture Kids.” They instinctively know that three countries can never sum up all of who they are. But the three cultures of a Third Culture Kid are not how many countries influence a person. Instead, they are three types of cultural influence. INTERNATIONAL SCHOOL PARENT AUTUMN 2021 | 55
First Culture: Legal Culture A legal culture is any country in which I have legal recognition. That is, the government grants me citizenship or permanent residency (green card or equivalent). I have legal rights of access, and legal responsibilities as well. 35% of TCKs have more than one legal culture. Holding a passport does not automatically confer experiential connections. The experience of growing up in places where I do not have legal recognition has an emotional impact. The country I legally belong to may not completely feel like home, as I did not share all the same childhood experiences of peers who spent all of childhood there.
“Singapore has always been very foreign to me, but when people asked where I was from, I replied: “Singapore.” It was a reflex. In high school, when people asked where I was from, I still said Singapore, but I knew it simply meant the country printed on my passport. — Stephanie, 20” Misunderstood, page 254
Second Culture: Geographic The second category of cultures are Geographic Cultures. These are cultures I experience first-hand, where I have been physically present. I am legally connected to my legal cultures; I am experientially engaged with my geographic cultures. First cultures are legal realities, whereas second cultures are geographic realities – places I have spent time and made memories. Many TCKs have multiple second cultures. 40% of have four or more geographic cultures; 10% have six or more. This category can also include “heritage cultures.” A heritage culture is a culture I have no legal connection to, and have never lived in, but engage with meaningfully throughout my childhood because it forms part of my family’s cultural heritage. For example, if my parent immigrated from a country I have never lived in or had citizenship from, but I engage with this cultural heritage through my senses and thought-processes (i.e. values, language, food, music). “My parents were born and raised in Korea and moved to the States after high school. . . We celebrated both American Thanksgiving and traditional Korean New Year. We visited relatives both in Korea and in the States. And all this happened as we grew up in China. — Eugene, 21” Misunderstood, page 96
Third Culture: Relational While the first and second cultures are primarily about place, the third culture is about experience: the experience of growing up between first and second cultures that do not perfectly align. Many people grow up in a country where they have legal recognition — their first and second cultures are one and the same. They have comprehensive connection to place that centres their childhood experiences. The Third Culture is the childhood home of those who did not experience comprehensive connection to a single place as children. For many TCKs there is comfort and
understanding in having a shared Third Culture, especially when feeling out-of-step with both Legal and Geographic cultures. Some TCKs have no overlap in their first and second cultures. That is, they have never lived in the places they have legal recognition, and have no legal recognition in the places where they do live. “As a TCK, I often feel that I cannot truly relate to those around me. I function in two worlds at once. I have gained a broad knowledge of the world while missing the more specific aspects of cultural understanding that come with spending a lifetime in one place. — Heidi, 24” Misunderstood, page 23 The Third Culture is a Relational Culture – woven together from overlapping experiences of life lived in between. It embraces people who share a childhood not geographically but experientially. TCKs do not grow up in any one culture, but in between them, influenced by multiple cultures. Two TCKs with no overlaps in their first and second cultures do not share a place and yet still share a childhood experience. In the Third Culture they find the comfort and connection of shared experience, and it becomes a place of belonging. “The Third Culture is our home. It is where we “belong” and relate to people as others do in their hometowns. – Lisa, 24” Misunderstood, page 7
Shaped by the Third Culture During childhood we learn about the world around us, and how to live in it. We develop strategies for survive and to thrive in our environment. Every community has different social norms, different communal strategies. Children who grow up in more than one place, or exposed to more than one way of thinking, develop a different outlook on life than children who grow up in a single place and exposed to a single way of thinking. Why does this matter? Because many TCKs are growing up quite differently than their parents did. While they currently live life together – moving to the same countries, or living in the same place – their experiences of childhood are fundamentally different. TCKs experience cross-cultural life as a formative experience: something that is shaping how they understand and respond to the world around them. INTERNATIONAL SCHOOL PARENT AUTUMN 2021 | 56
Third Culture Life in the 21st Century Even when parents had cross-cultural childhoods themselves, and therefore have some overlap in worldview, the experience of growing up between countries and cultures is very different now than in was 20, 30, or 40 years ago. TCKs born after 1985 are twice as likely to have lived in an “expat bubble”, more likely to have attended an international school, and far less likely to have attended boarding school (10% as opposed to 50%). Changes to travel and communication over time changed the emotional experience of TCKs. The first research into TCKs was done in the 1960s. At this time, most families living abroad travelled by ship and spent years in the host country without returning. They had little if any contact with friends and family back home while they were away. The term TCK became more widely known in the 1980s, by which time air travel was more accessible and affordable. Most families travelled “home” once every two years. Communication with friends
and family in other places was easier, but still infrequent. Even as travel sped up, communication at this time was still slow. When a family moved, they were unlikely to stay in touch regularly. They created a new life with new people in a new place. The situation for today’s TCKs is very different. The internet allows people to keep in close and regular contact. TCKs can maintain connections with the people and places that matter to them, no matter where life takes them. This is great! Time given to connecting virtually, however, is time that cannot be invested where they live now. They grow up juggling relational commitments in various places. “People who haven’t moved as much or as far do not understand that it is usual for TCKs to have more than one best friend. They are my best friend in this circumstance and this location. I don’t expect all of those friends to say I’m their only best friend, we all have many. — Callie, 17” Misunderstood, page 16 The advantage of cheaper and faster travel means many modern TCKs spend
“People who haven’t moved as much or as far do not understand that it is usual for TCKs to have more than one best friend. They are my best friend in this circumstance and this location.” 2-3 months a year outside the country in which they live. They can see friends and family in other places more frequently and experience a passport country they are not living in. This is great! The drawback is that they are caught more in-between than previous generations of TCKs. “62% of TCKs born after 1985 said that ‘feeling in between’ was a significant part of their childhood experience (compared to 46% of older TCKs).” Misunderstood, page 4
This increased sense of living in between means the Third Culture is becoming more important as a space of belonging, identity, connection and understanding. The Third Culture is neither a legal nor a geographic entity – but it is real and powerful for those who find meaning in the sense of shared experience they find there. Many TCKs first feel the true power of this after they leave international communities – and realise that for perhaps the first time, they have truly left home.
Tanya Crossman is a cross-cultural consultant providing training and support to international schools and other entities serving cross-cultural populations. Tanya is a leading expert with 16 years experience in the field of modern Third Culture Kids and issues facing cross-cultural families. She is the author of Misunderstood: The Impact of Growing Up Overseas in the 21st Century, a book that opens a window on the experience of an international childhood in the internet age. Tanya is passionate about coming alongside cross-cultural families with information, encouragement, and support.
INTERNATIONAL SCHOOL PARENT AUTUMN 2021 | 57
Learning the local language: Is it worth it? WRITTEN BY ISP EDITORIAL TEAM
INTERNATIONAL SCHOOL PARENT AUTUMN 2021 | 58
W
hether by design or fate, living abroad presents several challenges, one of the biggest being learning a new language. Many parents see their children absorb the local language, but when it comes to our own language acquisition there can be a number of barriers: perhaps we don’t have the time, perhaps we will not be there that long, or perhaps languages are just not our thing. Whatever the case maybe, choosing to put our valuable time into language learning is not necessarily an easy decision.
Language is how people communicate their values, ideas, traditions and customs, and as a result, we also get an idea about the people speaking that language. For example, in Germany you could infer from the language that Germans value honesty and directness. On the other hand, learn Japanese and understand that being sensitive to the feelings of others is of utmost importance. Language provides us with little clues to how things work and helps us to find our place within the host culture.
Do you have to learn the local language when living abroad?
Earlier we touched on how much easier it is for children to learn a new language. Actually, if we look at the science behind language acquisition, you will see that it is less about ability and more about the way we go about learning. In other words, it is not that our brains have closed shop and won’t let anything new in, it’s just that as adults’ things work a little differently. Kids absorb language in a heartbeat, but they won’t necessarily know why or how that language functions. Generally speaking, they also have a lesser fear of making mistakes and will literally hear something once and blurt it out with little care for whether it is correct. Adults on the other hand have years (and years) of conditioning; we want to know why something is a certain way, we want to know how certain ideas or concepts fit together and we certainly do not want to make fools of ourselves! These things slow us down, but in the end, make us better users of our acquired language.
If we are talking about actual necessity the answer is often no. These days – unless you are really off the beaten track – you can get by speaking English. Locals relish the chance to practice and show off their (superior) linguistic abilities and when that doesn’t work Siri and Google are never far away. Another factor that tends to minimise the need to learn the local language is that expats tend to stick together. This is a completely natural and understandable survival mechanism we deploy when we are abroad. We look for something familiar, a shared experience, a shared background, something that isn’t so foreign in our scary new surroundings. However, this does little to help when language is concerned.
If learning the local language is not really needed why should we bother? The answer is less about language and more about what our efforts signal to our hosts. It is rare that any attempts to master basic greetings, niceties, and common phrases leave a bad impression. Even when you make a complete mess of it, locals are most often touched, even if slightly amused, by your desire to try. Yes, it might be nice to be able to order a coffee at a café or ask where to find the salt at the supermarket, but what you are really doing is showing respect for community you have entered. Whether you decide to deep dive into the grammatical intricacies of your host language, or just want to be able to greet your neighbours appropriately, learning any amount of language is an important step towards feeling at home.
Language as a part of culture Language and culture go hand in hand.
Learning as an adult
Tools and resources for adult learners There is no one-size-fits-all answer when it comes to the best way to learn a language. Joining a class can be a great way to get out and meet people and practice your language in a ‘safe’ environment. However, the cost of classes varies wildly depending on whether you attend a community class or enrol in a language school. At a language school your teacher is likely to be more formally qualified and lessons more structured, but this does not guarantee better results – the key is finding what works for you. If fitting in classes between work, kids and life in general is something that sends your stress levels soaring, there are many other ways to learn while enjoying maximum flexibility. These days there are a world of Apps you can use - free Apps like Duolingo INTERNATIONAL SCHOOL PARENT AUTUMN 2021 | 59
to paid programmes like Babbel. Language learning Apps provide on-demand lessons that can literally be taken anywhere, paused mid-unit or revised as often as you like. Although, many of these Apps have voice recognition to help you with pronunciation, nothing beats talking to a real person! If you are not quite ready to talk to ‘people on the street’, signing up for an online language exchange or speaking class can be just as good! Pre-pandemic there was little choice in the way of affordable online tutors. Now you are spoilt for choice! If you are thinking of hiring an online tutor, make sure you get a free taster lesson and check their references. Remember, it is absolutely fine to try a few out before making your choice. Another way to practice speaking is to sign up for a tandem or language exchange group. Most cities have numerous groups that can be found on Facebook or via your local community noticeboard. Through these groups you can find yourself a partner to meet with regularly either in person or virtually. In a language exchange you spend half the time speaking your native language then swap to practice your target language, gently correcting each other as you go. Tandem lessons are more like having a coffee with friends and help you to build confidence and learn pronunciation in a casual setting. However, you decide to learn your host language, just know that speaking and understanding even a tiny bit, will immensely improve your experience and help you find your place in your new community. Resources: Kerschen, K. & Cruz Martínez, J, (Penn State University Summer/Fall 2021 – Newsletter). Children vs. Adults – Who Wins the Second Language Acquisition Match?. Bilingualism Matters. https://sites.psu.edu/ bilingualismmatters/children-vs-adults-who-wins-the-econdlanguage-acquisition-match/ Newport, E. L., (2019, March, 05). Children and Adults as Language Learners: Rules, Variation, and Maturational Change. Topics in Cognitive Science. https://onlinelibrary. wiley.com/doi/full/10.1111/tops.12416 Shashkevich, A., (2019, August, 22). The Power of Language: How words shape people, culture. Stanford News. https://news.stanford.edu/2019/08/22/the-power-oflanguage- how-words-shape-people-culture/ RacismNoWay. (unknown). The importance of Culture, Language and Identity. https://racismnoway.com.au/aboutracism/understanding-racism/the-importance-of- culturelanguage-and-identity/
How to choose an international school for your child WRITTEN BY ISP EDITORIAL TEAM
T
he international school landscape is complicated in Switzerland. Parents are often overwhelmed because we have so many options. Dare I say too many? In this interview, we talked to Alex Marrable, the founder of TutorsPlus, who provides a school choice
service, and asked her the key questions to consider when selecting the best school.
How do you help parents choose the best school? We lean on 15 years of experience and expertise working with students and INTERNATIONAL SCHOOL PARENT AUTUMN 2021 | 60
teachers in Swiss International schools to help parents select the best school for their children. As we employ over 100 teachers across Switzerland, we have a unique insight into each school. We know what it takes for students to do well and fly high academically in each school. However, it
is hard for parents to get objective views on each school without league tables or inspection reports available in Switzerland. So we use our knowledge and network to fill this gap to help parents find the right school for their children. One hour with one of our expert consultants can save days of research and school visits.
What is the first thing parents should do in their search for the best school? First, break down all the information you collect via websites and brochures and reduce it to the facts that can be compared between schools. Then, keep track of all the information on a spreadsheet or a notebook, so you can easily refer to it and avoid information overload. Then make a shortlist and visit each school on it. Talk to everyone you know, face to face
and via your social networks, about the schools you are considering. Just be careful to avoid putting too much weight on one person’s opinion. Your child might have very different needs, so what doesn’t work well for one student could be the perfect approach. Also, keep in mind that the most vocal critics on social media are the unhappy parents, while those who are satisfied tend not to engage in online discussion. In our experience, each school has both dissatisfied and satisfied parents. Indeed, some negative comments should not lead you to rule out a school entirely. This research process can be complicated, and sometimes families aren’t able to visit schools easily, particularly when there are many restrictions on travel. Increasingly we see that parents have to choose schools without actually setting foot in them. This makes the decision hard, as it is by observing a lesson, seeing how the kids interact while walking down the corridors, and chatting to teachers that gives parents a sense of whether the culture, the ethos and the school’s philosophy will fit with their family and their children.
What do you suggest parents look at first in their school search? The practical logistics - Dropping off and collecting your kids from school need to fit with the work-life of your family. It sounds obvious, but it requires some careful consideration to avoid parents turning into taxi drivers. Can all the children in your family be at one school? If not, how can the various pick-up and drop off times work? Can the kids take public transport or a school bus? Often pick up times are INTERNATIONAL SCHOOL PARENT AUTUMN 2021 | 61
different for children of different ages. We recommend securing the school places first then choosing accommodation, but know that this is often impossible.
In Switzerland, many schools are bilingual. So how do parents decide if this is the right choice for their child? Parents can reflect on the languages spoken at home and other languages the child has already acquired and decide if they will quickly acquire the new language. Ask yourself; will there be additional barriers to that child’s learning by introducing another language? Having a bilingual child or a child fluent in many languages is a great asset. Still, you also want to ensure that a new language of instruction does not inhibit their academic success. Parents should think carefully before changing their child’s language of instruction, particularly in secondary school. They need to time the school move to allow the student to adapt to the new language ahead of critical exams. Studying a whole new language can negatively impact academic success, especially in the short to medium term. It is impossible to say with certainty how quickly a student will acquire the new language. We recommend that parents allow several years of study (at least two) in the new language before a student must do external exams. This is just a rough rule, as it will also depend on the rate of language acquisition for that specific student.
How do parents make sense of the choice of curricula? It can be challenging for parents to understand the difference between
discipline. However, a child who isn’t very organised, and maybe very chatty, will find it harder to succeed in that school. If they walk down the corridor and their hands are in their pockets and lose points, that can become an issue. And yet, another child may find that precisely the environment they need to excel.
Are there additional factors to consider if a student has special educational needs?
academic programmes, as most of us have not studied the curricula available to our children. So it can be challenging for parents to see the future implications of choosing one curriculum over another. At the same time, those implications can be far-reaching. It’s a case of thinking about, particularly for older students, which curricula will be most advantageous to a particular student. One programme may be a better fit for some students than others, leading to better academic results. For example, if a student is strong in all curriculum areas, the Swiss Matu could be a great option because they have to do their final exams in all school subjects. However, the IB could also work well as it covers six subjects, and so the student studies across the curriculum right up to the final exams. However, if a student is particularly strong in one area, like the Sciences or Humanities, the English A-Level, or the American Advanced Placements may be a better solution. They enable a student to drop the subjects in which they aren’t so strong. So there’s a tactical advantage for those students to study a curriculum where they can leave the weaker subjects to one side because it will mean that their chance of academic success is much higher. Vocational qualifications are also becoming more widely available in international schools. In recent years, the International Baccalaureate Organisation has offered the IBCP. The careers program,
as it is known, combines IB academic subjects with the vocational BTEC qualification. In most areas of Switzerland, now, you can find an international school offering the IBCP. The IBCP is in subjects like art and design, hospitality, and business. These programmes are growing in popularity and leading students towards vocational degrees in higher education. In essence, we advise parents to look at the curricula available in each school and find out which will play to their child’s strengths in the best way possible.
How important is the philosophy and ethos of a school? If they’re not aligned, or if they’re not close to the families’ beliefs, ethos, principles, then the mismatch between family and school can be much more likely. It may be that the school has a very competitive environment academically, where students win academic rewards for getting great results. This might be a perfect fit with a competitive, driven student. Yet, for another anxious student, it could be debilitating and damage their confidence. Try to find out if the school is particularly progressive and laid back? Or is the school’s discipline strict and demanding? Which is the best fit for your child and family? This could make a massive difference to the happiness of a particular child at school. For example, we have some parents who love rigorous schools that place a lot of value on politeness, organisation and INTERNATIONAL SCHOOL PARENT AUTUMN 2021 | 62
If your child has any special educational needs, whether they’re dyslexic, dyscalculic, have autism spectrum disorder, or any diagnosis that affects learning, parents need to question each school on the kind of support available. I would say that the support available for those students is different, depending on the school selected, so much that this extra support needs to be the primary consideration. Most schools say they are an excellent environment for children with special educational needs or learning difficulties. But ask, specifically, how many teachers are there in the Learning Support department? How much support, in terms of hours a week, would your child get in your school? What are the other types of school support that are available? For example, is the support in your school, in class, pull-in help, or is it out of class, pull-out help? And if that help doesn’t end up being enough for your child, what would the school then propose? Ask for concrete examples of the support children with similar difficulties get in the school.
How can parents tell how much pastoral support is available in a school? All students need strong pastoral support, especially today, as the number of children with anxiety-related difficulties at school has increased. Rates have soared amongst students of all ages. This means understanding the type of pastoral support and psychological support available in the school is very important. Ask detailed questions about the pastoral support structure. For example, who is responsible for your child’s wellbeing? How many times does a staff member check in with each student every week? How does that happen? Is there a school counsellor available for students? Is there a school psychologist? Are these roles full time? And if so, what is the ratio between
the number of students and the amount of psychological support? If your child needs emotional support or counselling, is this provided within the school, or will the parents seek it externally? Parents need to pin down the schools on the detail of their pastoral support because, in my experience, some schools will have extensive support structures in place, and some schools will have a lot less. However, it is hard to tell how comprehensive this support is from the website, literature, or school visit. Sometimes, a child with emotional difficulties, learning challenges, or anxiety issues may get on much better in a smaller school environment. This is because they will know everyone when the classes are smaller, the teaching faculty is smaller, and it might be a less intimidating environment.
If you have any questions about school choice, International School Parent is hosting a free school choice webinar with Alex on 8th November 2021. Please refer to our email newsletter for more However, it tends to be Remember to keep information. the bigger schools that have a to the application more substantial infrastructure of deadlines. Leave enough support. So, again, this is something that time to prepare all necessary parents will need to weigh up very carefully, materials beforehand and apply as early as they make that school selection for their in the academic year as possible. You children. may also need to pay admin fees for each application, and most schools will offer When should parents start their school places based on the date of application. So, the earlier you can apply, the more search? likely you are to gain a place. The simple answer is the earlier, the better. Alex is the founder and Managing Director of TutorsPlus. Her team of teachers and education consultants support students and parents across Switzerland and internationally. TutorsPlus has teachers trained in all school subjects helping international students towards academic success. They know all international school programmes inside-out and truly work magic to draw out each student’s ability. You can reach TutorsPlus at 022 731 8148 or info@tutorsplus.com. INTERNATIONAL SCHOOL PARENT AUTUMN 2021 | 63
ADVERTORIAL
Supporting A Child With Learning Differences In The Primary Years - One Parent’s Experience (Part 1)
I
n this article, an Oak Hill alumni parent and mother of two boys, one of whom has severe dyslexia, shares her thoughts about how to navigate the learning difference journey from initial identification. Her opinions are her own and not based on research or qualitative data; rather they are one person’s personal experience of supporting a child with learning needs in the international school setting in Lac Leman. She very much hopes her comments will be helpful to other parents starting out on an unfamiliar path.
What kind of difficulties might a parent observe in the home setting? A child with a learning difference or co-
occurring learning differences may display challenges at a very young age, even before they start school. For example, when putting on shoes/balancing when walking (coordination), tidying up their toys/room (organisation), speech development (oral communication), recalling facts or names (memory), decoding words/phonics (early reading skills), sensitivity to touch/noise/ food textures (sensory) or having difficulties reading social cues (communication). Therefore, observing your child by comparing their development with an older sibling/family member or neighbour/friend can be a good starting point. In addition, assessing how they interact at playdates or settle into playgroups, etc. can provide a lot INTERNATIONAL SCHOOL PARENT AUTUMN 2021 | 64
of useful information. For me, I quickly identified differences because our son’s sibling was only 20 months older, which provided a gauge for comparison. By pre-school age, we noticed that our younger son was not absorbing or understanding the world around him as much as his older brother did at a similar age; he had no interest in books, jigsaws or TV for example. He did however love elephants and playing with a ball, which continues to be important in his life.
How do you really know if your child is finding things hard? Regular chats with children can unveil many insights. How does your child feel,
ADVERTORIAL
do they enjoy school, is it hard, are they making friends? You never know when they will tell you something important so it’s valuable to afford a listening ear during their downtime. Try not to bombard them with 100 questions at the end of a school day, although I admit I have been guilty of this at times! You may find they are more ready to ‘share’ something with you after a break/snack – even so, information tends to come gradually, not in one whole dialogue. Our son was a nervous, shy, timid child outside of his family particularly during his primary school years. To feel stable and content, he required his whole family to be a constant; he was very sensitive to change. In year 1 he cried for 6 weeks solid when going to school – his friend had moved from Prep and his dad was travelling. Change was hard for him; it was a destabiliser. Thankfully, with the support of wonderful teachers, we pushed through these difficult times, providing a supportive environment at school and at home. In class, our son was unable to recall keywords to the same level as his peers. He stagnated on the same set of reading words for weeks whilst others progressed in days; his spelling tests didn’t match his intelligence nor the effort he was putting into learning them. I knew there was more to investigate and that spurred me to continue my journey of finding out more.
Where should I start if I have noticed something is not quite right? Consulting teachers and the learning support staff at schools is a great place to begin. Ensuring vision and hearing tests are up to date, whilst also discussing your concerns with a paediatrician is vital. It may also be helpful to consider having a psychologist assessment (WISC & WIAT) completed to provide an overview of your child’s cognitive profile and their learning potential; the report you receive afterwards will provide strategies to help and recommend next steps. This process may also help rule in/out co-occurring differences or reveal that further testing is needed. In our situation, following a very supportive chat with his year 1 teacher, we decided our son should have an assessment completed. As the testing began, I remember feeling nervous and wondered what his diagnosis was going to say, was he always going to struggle at school, did he
have an illness? However, my husband and I were reassured to find out he had a good IQ level and was likely to have dyslexia, somewhere on the ‘severe’ end of the spectrum. Having a diagnosis was helpful and a big relief: now we had a place to start when discussing his needs at school and at home.
Are any other parents going through these sorts of issues? Yes - there are many parents asking similar questions, so keep going! Although it can feel lonely and isolating at the beginning of identifying a learning difference, once you start talking to teachers, specialists, and other parents, you may be surprised to learn about the number of experienced people around who can help. Taking those first steps to investigate your child’s challenges may seem daunting, however, having the data you need will ultimately lead to your child receiving the support they require in the classroom.
Should I wait a bit longer before trying to get some support in place? Ideally, as parents, we’d prefer to limit change and hope that things will improve for our children. However, the reality is that students with learning differences who do not receive interventions to support them quickly lose their self-esteem as they struggle academically, and sometimes socially; they may also become quite adept at ‘masking’ their difficulties. Yes, it is a `brave’ decision to seek help and the process can be a little overwhelming for the child and parents initially. Nevertheless, the sooner an intervention is decided upon, the sooner the child can reach their potential. It is a myth that children ‘grow out’ of their learning differences and in my experience, I can see that this statement really needs to be dispelled!
But I’m not sure I want my child to be ‘labelled’. This is a comment I’ve heard many parents voice. However, it is our understanding and interpretation of what those ‘labels’ mean, and how we plan to use them to support our children that really matters. Labels in one form or another are a part of life, so it’s our role as parents to make sure the labels aren’t used as a judgement about a child, but rather that the terminology assists the process of teaching and learning in the INTERNATIONAL SCHOOL PARENT AUTUMN 2021 | 65
classroom. By sharing information with our children, their peers/teachers/support staff, we all become advocates for those with learning differences and we can help shift the mindset about how children learn. We have an important and ongoing role in our child’s education, and need to be organised, realistic, planned, inquisitive, calm and courageous (sometimes all at the same time!).
So how quickly can my child get support in the classroom if I do decide to go ahead with an assessment? If your child is diagnosed with a learning difference, make sure you allow time to consider the options. You will become a master organiser and problem solver as you navigate through processes/people/ departments in your child’s school. It may also be important to consider school visits, classroom observations, open mornings, fees, transport logistics, funding, timetabling and learning support availability as you make decisions about the school your child should attend. Once you’ve talked with the school team working with your child and are ready to begin a plan/intervention, it can then be helpful to share the process with your child. Ensuring the ‘burden’ of choice about what to do is not put on your child is also important, especially when they are young, as they will probably prefer to opt for no change, which may not be in their longterm interest.
What school supports help during the primary age years? Once a learning difference/s has been diagnosed, consider what accommodations might be available at your child’s school. Our son’s poor working memory and slow processing speed, due to his severe dyslexia, meant he struggled to recall facts and put his thoughts down on paper coherently. Therefore, to assist him in the classroom, he required additional over-learning and extra time to master the basics in reading, writing and maths. Writing tasks needed to be scaffolded carefully and working in small steps helped him enormously with maths problem solving. Multi-sensory approaches, using manipulatives, playing games and reading ‘touch/sensory’ books in the early years helped him understand concepts/ vocabulary.
ADVERTORIAL
What other measures can help in the primary years? Your child’s school is the best place to start. Identify what learning support is available and discuss the frequency/content of the sessions and what programmes they will be using. In addition, consider researching alternative specialists to assist your child’s particular learning difference. For example, our son attended Oak Hill for two years to develop strategies to support his reading, writing and maths. He really benefited from the explicit and predictable methodology used and his confidence and academic skills improved significantly. Our son realised he could learn just as well as other students but that sometimes he needed to do things in a different way. When you know your child has a learning difference, it may also be time to consider whether they need a home tutor - as this action can support both parents and child alike! See if you can find a tutor who has worked with children with learning differences, as these professionals are equipped with a toolbox of approaches, as well as empathy and patience.
Do you have any other tips to help parents as they start on their journey to find out more about learning differences? Yes, when assisting a child with learning differences I’ve found the following suggestions really help: • Make sure you learn as much as you can about your child’s learning challenges and ask lots of questions! • Talk with the school, other schools, specialists, and begin researching online platforms. • Remain positive – children are special for so many reasons, value it all. • Network with other parents and provide support for one another. • Set up a study area for your child that enables learning and supports organisation – put timetables on notice boards, check the school agenda for deadlines, organise their schoolbooks, label their books and devices, set alarm clocks, leave sticky notes on front door to aid memory etc. • Remember that your child’s school and the teachers/staff want to help your child and a collaborative approach is vital.
• Start researching technology that might support your child’s learning e.g. keyboarding skills, speech to text software, reading pens, headphones etc. • Involve your child as much as possible, ask his/her opinion before any plans are made – ensuring they are a part of the decision making is very important and reassuring to them. • Finally, allow plenty of time to enjoy the things they love and try new skills/activities, whilst remembering to allow for rest and downtime. A child with learning differences can be very tired at the end of a school day! In a future ISPM issue, read part 2 of this parent’s journey; how her son transitioned to secondary school, advocated for him in the larger school setting, and navigated key decision making on his journey. If you would like to learn more about how Oak Hill can support students with learning differences, visit www.oakhill.ch. Please email your message to: education@oakhill.ch.
“Life changing. Simply life changing. The two year experience at Oak Hill has given our daughter a foundation upon which she will build the rest of her life. She now has the tools - and the confidence - to succeed in traditional school systems and beyond.”
The Oak Hill programme is an individualised and research based English speaking half-day curriculum for students with dyslexia and/or AD(H)D in the Lake Geneva region of Switzerland. • Three 50-minute structured, multi-sensory lessons in reading, written language, and mathematics • A teacher-to-pupil ratio of 1:4 • Explicit and differentiated teaching • Experienced and highly trained teachers
To find out how our unique approach will support your child’s development, contact us at: education@oakhill.ch
|
Tel: 022 354 0140
|
www.oakhill.ch
DOES YOUR CHILD HAVE DYSLEXIA OR ADHD?
HOCHALPINES INSTITUT FTAN AG Chalchera 154 • 7551 Ftan • Switzerland Tel. +41 81 861 22 11 • admissions@hif.ch
HIF.CH
Potential Passion Responsibility Exceptional academic results and top university admissions Inspirational teachers committed to students’ success Internationally accredited IB school for ages 18 months to 18 years Preschool and Kindergarten programmes include German lessons approved by Bildungsdirektion Kanton Zürich
Minutes to
Zciurich ty centre
O
ne cam sch puool s
Visit us!
www.icsz.ch Strubenacher 3, 8126 Zumikon, Switzerland
