VOLUME 23 – SUMMER 2013
the tribune The Journal of the International School of Paris
Extended Curriculum Activities: Student Choices & Voices
summary ISP Beyond the Classroom ......................... 2 Farewell and Welcome .................................. 4 Primary School ECAs ...................................... 6 Student Council ................................................ 7 Model United Nations (MUN) .................... 8 Secondary School ECAs ............................. 10 How an ECA Became a Career ................ 12
From the Editors Tuija Wallgren & Tasia Asakawa
by Tuija Wallgren, Office of External Affairs
ISP’s Extended Curriculum
The Extended Curriculum
Activities (ECA) program offers
Activities (ECAs), offered by ISP
students suggested them. Parent
our students a possibility to
outside our regular school hours,
feedback is also at the heart of
explore and learn new skills, work
form a big part of our students’
ECA planning every year. Recently,
as a team, and be active beyond
lives. About 70% of students in
this has resulted in an increased
the classroom. The activities are
both Primary and Secondary School
emphasis on competitive sports at
so varied that it is impossible to
participate in at least one activity.
the Primary School.
present all 81 of them in just 12
Many of them are involved in sev-
pages, but you will be able to find
eral different clubs, and the most
community needs, ECA planning
a complete list of activities
active Secondary School student
involves identifying staff mem-
currently offered in the ECA
managed to participate in 15 differ-
bers who have specific skills and
handbooks, posted on the
ent activities in just one year!
interest to share those skills with
Extended Curriculum Activities page of our website. In this issue, we will discuss
While the ECAs are not part of
were originally introduced because
In addition to striving to meet
the students. The coordinators
the formal curriculum and structure
also need to find activity facilities,
of the school, they strongly support
ensure activities fit the school’s
the philosophy and practice of
the philosophy and learning style
insurance policy and French regula-
our ECA program, and especially
of the IB programmes. Participation
tions, and finally schedule activities
emphasize the students’ experi-
in the activities develops students
in a meaningful and practical way
ences. Most of the articles are
in all areas of the learner profile,
for everyone. The ECA Coordinators
written by ISP students and
gives them opportunities to try new
seek to maximize the pedagogical
– along with the inspired quotes
disciplines and perhaps even find
benefits of the program, while mak-
and happy images – they speak
their passion(s) in life. In addition
ing sure that there are interesting
volumes about their appreciation
to developing interests and skills,
and motivating activities available
and enthusiasm for the ECA
the ECAs enhance school spirit by
for every student. They are both
program.
giving students and staff oppor-
extremely grateful to the commit-
tunities to interact across grade
ted and active participation of ISP
the students from our Journalism
boundaries and making new con-
staff in planning and running the
Club to interview both Ms.
nections in the community.
manifold clubs.
Fitting to our theme, we asked
Peverelli and Mr. Holliday-
The ECAs that we offer vary
At the Primary School, we have
Bersegeay for this issue. You will
slightly each academic year, and
already enjoyed great success
be able to read those interviews
can also change from one term to
bringing in external organisa-
on pages 4 and 5.
another within the year. Our ECA
tions to run their activities for our
Finally, the students’ ECA
Coordinators, Ms. Mylène Foucher
students. Parent feedback has been
choices not only provide current
at the Secondary School and Ms.
very positive, and this has enabled
enjoyment and learning opportu-
Nina Wilson at the Primary School,
us to ensure the broad scope and
nities but can also have an
try to accommodate and listen to
continuity of our ECA program. For
important impact on their future,
parents and students whenever
instance, our cooperation with the
as the alumni story on page 12
they can. For instance, rock climb-
American Conservatory of Paris has
reveals.
ing and badminton, both very
been extremely fruitful, and we
popular at the Secondary School,
are currently developing exciting
Happy reading! 2
Extended Curriculum ISP beyond the classroom
the tribune — The Journal of the International School of Paris — www.isparis.edu
new opportunities for ISP students
PHOTOS: TOP RIGHT, BOTTOM LEFT & RIGHT: SHAHRAM SAADAT
with them. The Secondary School
and the spirit of the whole group. Some of the activities are clearly
students in Grades 6-8 a good
Clockwise from upper
starting point, building up towards
left: Primary School
is also looking into possibilities to
connected with a specific subject
more challenging and independent
football (soccer)
offer externally provided ECAs in
in the curriculum, such as sports
activities at the local and national
team, “Panther Cubs”;
the future, in order to give families
with PE, band with music or differ-
level in higher Grades. In addition
Primary School Brain
easy access to the variety of activi-
ent maths clubs with mathematics.
to supporting the students’ learn-
Games; Secondary
ties available throughout Paris.
However, many of the activities are
ing and development, participation
School Amnesty
transdisciplinary, drawing from and
in these activities is a valuable
International Club;
aged to participate in the activities,
contributing to several different
reference of character in university
Secondary School
both Nina and Mylène would like to
classes in the curriculum.
applications and recommenda-
Hooping and
While all students are encour-
remind parents of the importance
ECAs are also closely related to
tion letters. With this in mind, the
Jumping; Primary
of free time as well. It is equally
the Community & Service (C&S)
Secondary School will be moving
School “Once Upon
important that students choose
program of the Middle Years
towards more efficient attendance
a Time” Club.
wisely and make a commitment to
Programme and the Creativity,
reporting and official recognition of
active and regular participation for
Action and Service (CAS) compo-
the students’ ECA participation in
the benefit of their own learning
nent of the IB Diploma. ECAs give
the future. ECAs do count! Volume 23 – Summer 2013
3
Farewell and Welcome Arya Alexander and Shamsa Al Ameri, Journalism Club (ECA), Grade 6 In June, ISP’s Journalism Club interviewed Ms. Audrey
learning. At ISP, we also make connections between
Peverelli, our departing Head of School, and ISP’s Interim
the different subject areas, which I’m sure that you
Head for 2013-14, Mr. Raymond Holliday-Bersegeay.
have experienced as students in the MYP and the PYP. I am proud to say that ISP has been doing these
Ms. Peverelli, why did you choose to become a Head
things for many years already, and we are one of the
of School and why did you choose ISP?
more experienced schools in the methodology of
I began my career as a psychologist, and while doing family therapy with children, became increas-
teaching concepts, as well as transdisciplinary curriculum development.
ingly interested in education. During my studies, I specialized in early childhood, working with very
What is the funniest/silliest excuse you have heard
young children. I moved to Paris and was appointed
from a student?
ISP’s Primary School Principal after having done sev-
…we are one of the more experienced schools in the methodology of teaching concepts, as well as transdisciplinary curriculum development. —Ms. Audrey Peverelli
The dog ate my homework!
Getting to know Mr. Holliday-Bersegeay When did you start teaching? Why did you choose ISP? When I was a university student and young teacher,
eral years of teaching and actually founding three
I used to work as a director of international holiday
schools in different parts of the world.
camps during the summer and I really loved that multicultural lifestyle. After receiving my degree, I started
What do you think has changed from the time you
my teaching career in Middle Schools in the North East
came to ISP?
of England. I soon found that I was missing the diver-
The school has almost doubled in size, and we have
sity that I had appreciated at the camps, and decided
more buildings as well. Also, like in any organization,
to apply to work internationally. That decision brought
the solutions and systems that we use at ISP are quite
me to work in Madrid, Boston, Budapest, and now ISP.
different than what they were 11 years ago. What are some of the changes you want to make at ISP? How would you describe excellent education?
This is a very difficult question to answer because I
An excellent student, I think, is somebody who is
don’t know ISP all that well for the moment. What I do
able to organize his or her time and studies, and who
know is that this is a very good school. You, as students,
can be active outside school as well. The ability to pri-
receive an excellent education here. I know this because
oritize and focus on the important things is crucial.
one of my daughters was a student in ISP for four years.
An excellent education teaches students these skills,
She graduated from ISP and is now at university. So, I do
and helps them to analyze and make sense of today’s
know the school as a parent, and I am looking forward to
world. Good education teaches students how to apply
having my youngest daughter at the Primary School this
things they have learned.
year. She is really excited to join ISP.
What new educational changes have you observed?
community. My aim is to lead the further development
Teaching students based on what they already know
of ISP as an inspirational and high-quality experience
has become one of the mainstream approaches to
for the students, teachers and parents alike.
Your school has a very active and enriching learning
4
the tribune — The Journal of the International School of Paris — www.isparis.edu
What are some of the differences you have observed from your previous school and ISP?
What is the main thing you are looking forward to at ISP? I’m looking forward to working with everyone in the
Mr. HollidayBersegeay and Ms.
Well, this is only my third day at ISP, while I was
pursuit of excellence at all levels as well as the under-
Peverelli: Two strong
seven years in my previous school! The major differ-
standing of the practice of global citizenship. For me,
believers in the
ence is naturally the campus. ISP’s city-center cam-
these are very important, as I know from all the statis-
power of interna-
pus has a completely different atmosphere compared
tics that international school students are going to be
tional education to impact the lives of
What I see here are happy, smiling faces of students from different nationalities all
young people and, by extension, the world.
working together. For me, this has always been a powerful symbol of international education. — Mr. Holliday-Bersegeay to the Budapest campus. What I have noticed as very
leaders in their chosen areas of activity in their future
similar is the type of students and the multicultural
careers. I therefore want to ensure that ISP students
atmosphere. What I see here are happy, smiling faces
are well challenged academically and that they grow as
of students from different nationalities all working
well-balanced individuals with a strong sense of their
together. For me, this has always been a powerful sym-
own identity, of ethical behavior and direction in life.
bol of international education.
I’m looking forward to the challenge! Volume 23 – Summer 2013
5
Left: Beginner Band rehearsals; A drawing inspired by the Capoeira club; Girls enjoying the Brain Games. Right: Beginner Arabic was one of the new activities last year and turned out to be very popular among the students.
you use your wonderful brain! —Ron, Grade 4
First Steps Towards Passion Primary School ECAs At the Primary School level, the whole family is often involved with
At the Primary School, ECA
I like [Arabic songs and
the children’s activities. This is also
registration is done electronically
stories] because if you
a time when most activities are
by the parents, and the system has
new to the children, and they are
worked well. While some activi-
have a friend who speaks
uncertain whether or not they will
ties may become full, Nina does
Arabic, you can talk to
like them. ISP’s ECA program makes
her best to give all students equal
it easy for parents to let their
opportunities to do what they
her! —Rebecca, Grade 1
children explore a broad range of
want. The program is constantly
opportunities in a safe and familiar
growing, and this year Nina is
environment.
excited to introduce ‘yoga’ and
I like [sewing and stitch-
6
that they don’t like.”
”While it is important that ECA
‘engineering fun with Lego’ to the
ing] because you enjoy
scheduling works for parent and sibling timetables as well, the
”Last year’s most successful
sewing when doing it and
most important concern is that
additions were competitive sports
even after you’ve made
the participating students are
and languages. I am extremely
genuinely engaged. Therefore, the
pleased to be able to offer Arabic,
your craft, your teddy
decision should always be made
Chinese and Japanese for begin-
bear, for example! We
with the student’s best interest
ners, in addition to the many
in mind,’ our Primary School ECA
mother tongue classes that are
learn to be independent
Coordinator Nina Wilson says.
available to Primary School stu-
because we sew by our-
‘At the end of the day, our young
dents. Also, it’s great to cheer on
students are often tired, and it is
selves. —Hannah, Grade 3
our little Panther Cubs, when they
not beneficial for anyone to force
compete in swimming, soccer and
them to participate in an activity
basketball.”
the tribune — The Journal of the International School of Paris — www.isparis.edu
activity list.
LEARNING ARABIC PHOTO: SHAHRAM SAADAT
I like brain games because
The Secondary School Student Council holds an open meeting once every term, inviting all students and staff members to discuss common issues.
Report: Secondary School Student Council By Juliette Teunissen, Grade 10 Student Representative, Academic Year 2012-13 The Secondary School Student Council is a student government group that organizes events and partici-
community an opportunity to contribute constructive advice and ideas in Student Council discussions.
pates in school government issues. Each homeroom
In the 2012-13 academic year, the Student Council
elects a representative at the beginning of the year.
elected their executive team and student liaisons,
The Student Council meets every Friday at lunchtime,
worked to improve the school’s facilities and teacher-
to discuss school issues, events and ideas to improve
student relationships and organized social activities to
school life.
facilitate student interaction, among other things. In April,
The Student Council also holds an open meeting
we organized a Spirit Week, during which the students
(photo above) once each term. This is a public meeting
were encouraged to dress up with a different theme every
where teachers and other students are invited to see
day. Days like pajama day and color day (each grade has
what the Student Council does. The Student Council
its own color) are great opportunities for students to
talks about relevant issues, giving the broader school
show their creativity and to raise school spirit.
Report: Primary School Student Council By Reuben Beard and Oskar Mijic, Grade 5 Student Representatives, Academic Year 2012-13 The Primary School Student Council is a group con-
Student Council decides which ideas are most appro-
sisting of one student representative per class from
priate and feasible. Examples of this year’s projects
Grades 1-5. At the beginning of the school year, the
have been helping the PTA welcome Dr. Jane Goodall
students are elected by their peers to represent their
to the Primary School, raising money for chimpanzees
classes at weekly meetings. Each week the Student
through toy, book and fruit sales in the ‘help-a-chimp’
Council discusses ideas and projects that they are
project, and a Student Record Day, which was a huge
interested in pursuing. The Student Council representa-
success, raising more than 700€ for UNICEF’s ‘School in
tives collect ideas from their classmates and then the
a Box’ initiative. Volume 23 – Summer 2013
7
PAMUN (Paris Model United Nations) By Laura McDuff, Grade 9, Academic Year 2012-13 The PAMUN conference was held at UNESCO headquarters in Paris
conference is held at the prestigious facilities of the UNESCO headquarters.
Model United Nations
debated measures to combat
65 schools attended, and 19 ISP
trafficking of small arms and
students were delegates in various
light weapons in Southeast Asia.
committees. The conference theme
A delegate of France submit-
was the ‘Bottom Billion,’ referring
ted a clause to prevent poor
to the billion people living below
border controls by creating a
the poverty line. My role as PAMUN
new international body against
press administrator was to observe
arms trafficking across borders.
the four committees.
Both supporters and opponents produced thoughtful arguments
began with open debate on the
concerning problems this clause
resolution, after which a delegate
might have. An amendment to
of China submitted a clause for
strengthen bonds between coun-
more economically developed
tries, border agencies and the
countries (MEDCs) to cooperate
‘new body’ to prevent arms traf-
with less economically developed
ficking was then made. Both the
countries (LEDCs) in creating infra-
clause and amendment passed
structures that enhance sustain-
voting procedures.
Model UN is a simulation of
able tourism. This would not only
Lastly, I observed the Political
the United Nations for Secondary
help LEDCs develop their tourism,
Committee, where the topic was
School students. It offers stu-
but also create partnerships with
how to combat Islamic terrorist
dents an opportunity to develop
MEDCs. After a short debate, fol-
organizations in Africa. Austria
their reading, researching and
lowed by voting, the clause passed
submitted a clause involving finan-
presenting skills in English and
with an overwhelming majority.
cial and economic restrictions,
introduces them to the world of
The UNDP (UN Development
border control and arms distribu-
diplomacy and negotiation.
Programme) Committee topic was
tion. The clause failed the vote and
Students or ‘delegates’ debate
the economic development of
was not added to the resolution.
actual issues on the current
indigenous peoples. The United
agenda of the UN.
Kingdom submitted a clause for
well conducted and an interest-
land rights and self-determina-
ing experience. All ISP students
representing a country (or coun-
tion for indigenous people. This
debated and participated impres-
tries) to a conference, prepared
was much disputed among the
sively in their roles. It was a privi-
to debate resolutions on particu-
delegates, sparking questions on
lege to witness.
lar topics in different forums.
how such goals could be achieved,
ISP sends a team of students
High expectations are placed
8
The Disarmament Committee
in December 2012. Approximately
The Environmental Committee
The Paris MUN
to the resolution.
and how it would impact current
on participating students regard-
and new landowners. Many del-
ing preparation, involvement and
egates abstained in the first round
general conduct when represent-
of voting, so a re-vote had to be
ing the International School of
cast. In the end, the clause passed
Paris at conferences.
by a small majority and was added
the tribune — The Journal of the International School of Paris — www.isparis.edu
I found the PAMUN conference
THIMUN (The Hague International Model UN) By Ben Koetsier, Grade 11, Academic Year 2012-13 The THIMUN week in The Hague
debating UN-style resolutions. We
was a fantastic, once-in-a-lifetime
made crowds of new friends along
experience for 16 ISP Grade 11
the way too. It was interesting to
speaking before, but since
students. Located in The World
hear the views of delegates in so
Forum next to the International
many different accents, from vari-
joining MUN I have had
Court of Justice, The Hague
ous cultural backgrounds.
International MUN is an annual
I didn’t enjoy public
my confidence boosted massively. I like the idea
In our free time, we took a trip
meeting of 4000 future leaders
to Amsterdam and had an all-you-
from schools around the world,
can-eat ribs dinner, among many
who come together to mimic the
other things. The group bonded as
procedures of the UN and debate
a team, with the continuous guid-
At MUN Conferences
current world issues.
ance and help of our supervising
students get a feel
teachers, the caring Ms. Craig and
for how international-
the jovial Mr. James.
ism works outside
The THIMUN 2013 agenda included issues such as “aiding the survivors of the 1994 Rwanda
The week was completely unfor-
genocide” and “establishing a UN
gettable – an amazing professional,
space program.” After waking at an
international experience for eve-
unearthly hour, suiting up, and tak-
ryone. All of us, MUN veterans and
ing crowded Hague trams, students
newbies alike, are looking forward
divided into committees to tackle
to the much anticipated Grade 12
these issues through writing and
Athens MUN trip in October.
of discussing current UN issues. I also think that it is great to meet new people from around the
their own school
world at conferences.
environment.
– Charlotte, Grade 9
Volume 23 – Summer 2013
9
What Did Secondary School Students Think About Their 2012-13 ECAs? ECA: CONCERT BAND,
ECA: BASKETBALL,
ECA: ENGLISH CONVERSATION
Mannat Singh, (Grade 9)
Eriko Kabashima (Grade 9)
Koki Takigawa (Grade 6)
1. Why did you decide to go into
1. Why did you decide to join the
1. Do you like English
Concert Band?
Basketball Team?
Conversation?
I knew how to play an instru-
I joined the basketball team
ment and I wanted to develop my
because last year I was in it, and I
club and it’s fun.
skills in that instrument by playing
really enjoyed it. Also, the team is
2. Why do you like English
songs from all kinds of genres and
very friendly.
Conversation?
styles. Since we participate in dif-
2. What do you do there?
ferent concerts and activities, it is a
Other than play basketball, we
I like it because it is good to learn things.
great experience to have.
practice together and we play
3. Would you recommend English
2. What do you do there?
matches against other schools in
Conversation to other students?
Everyone plays different genres
different countries.
Yes, I think that it is a very fun
and music styles that the teacher
3. What do you like about
club to be in.
has prepared. The music we
basketball?
—Interview by Yongsoon Hwang
practice is often performed in one
I like basketball because we all
of the events that we have every
work very well as a team. We are
year. We practice the songs every
almost like a family and we com-
Wednesday during lunchtime with
municate well together.
students from different grades,
4. Would you recommend it to
playing various instruments.
other people?
3. What do you like about it? The Concert Band develops our
Yes, because I had lots of fun and thought that it was a great ECA
music skills and it is nice to learn
to do.
different pieces of music. I person-
5. Does basketball stand out from
ally play the guitar, and the band
other ECAs? How?
certainly developed my guitar skills
You work hard because you
since I was motivated to practice
play a lot, but you are also reward-
and play every week.
ing yourself
4. Would you recommend this
because you
ECA to others? Is there anyone in
get to play
particular?
with some nice
I would recommend this greatly
people.
to people who love music and
—Interview by
want to develop their skills.
Charlotte de
Experiencing the combination of
Wolf (Grade 9)
different sounds of instruments also develops your music listening skills. —Interview by Eunho Kim (Grade 9)
10
Yes, I think that it is a very good
the tribune — The Journal of the International School of Paris — www.isparis.edu
Girls’ Basketball Team 2012-13
(Grade 9)
ECA: YEARBOOK CLUB, Sari Imai, (Grade 9) 1. Why did you decide to go into Yearbook Club? I did it already last year and it was really fun. I like taking photos, making layouts and designing. It was also fun to see the finished product! 2. What do you do there? We make the yearbook, from the cover to the photos on each page. Usually, each group of students begins by doing the pages of their own grade (layout and pictures), but once we’re done, we move onto working on other grades’ pages, as they may not be represented in the club. 3. What do you like about it? I especially like designing, because we choose a main theme that we
Above: Students get
Below: Before
follow, and then we get to use our
creative at the Pottery
embarking on their
imagination to finish the pages.
Club.
trip to Ghana, ISP’s
4. Would you recommend
Left: This year’s
Humanitarian Project
Yearbook Club to other people?
Grade 9-12 Drama
Team went on a
Production was Arthur
preparatory weekend
Miller’s Crucible.
retreat in Normandy.
I would like to recommend this to people who love photography and design. It can also be useful for people who want to develop skills for the future, since we get
PHOTOS: TOP: SHAHRAM SAADAT / MIDDLE: DES HARRIS
to develop and learn many skills while we are making the yearbook. —Interview by Eunho Kim (Grade 9)
Volume 23 – Summer 2013
11
Anoush Saadat - How an ECA Became a Career By Rhian Saadat, former ISP teacher and Anoush’s mother Left: Anoush performing at the Cristina Heeren Foundation in Seville. Right: Anoush with his teacher Teo Dimov in early 2000s.
Anoush Saadat was a student at ISP from 1994 until
and playing with local musicians. The end product of
2007. He loved everything about school, but it was
Anoush’s project was an original composition, per-
when guitar teacher Teo Dimov arrived at Ranelagh
formed with two close ISP friends, Nohiro and Yuki.
that Anoush found his ‘calling’. Teo made the weekly
Ultimately, Anoush decided to pursue a full-time
lessons ‘cool,’ always considering the interests of indi-
music career. ‘The message I was given in Spain was
vidual students. Anoush remembers playing a duet on
that I needed to get going; age is crucial in music and if
International Day and performing at Graduation.
I wanted to be successful, no time was too soon. I had
Because of Anoush’s Iranian roots, he was brought
progressed steadily with Señor Serrita, but the only
up listening to old Persian music, usually played on
way to really absorb the rhythms and social context of
setars and tars. He soon began picking out those tunes
flamenco is to live in Spain, speak the language, and
on the guitar. His music teacher, Felicity Herbert, was
become a local!’
also interested in world music, and encouraged him
We, his parents, believe that his easy integration
to explore the tonalities he had identified. His future
into a completely Spanish culture was largely thanks
took a rapid turn after visiting a guitar shop in rue
to the development of open-mindedness at ISP, which
Rome, where a Paris-based flamenco guitarist, Andres
enhanced his ability to adapt to the new surroundings.
Serrita, was waiting for his guitar to be re-strung. When
In 2011, Anoush completed his studies at the Cristina
he heard Anoush trying a guitar with a Middle Eastern
Heeren Foundation in Seville, and won the Under 25
piece, Serrita offered to give him lessons in flamenco.
Guitar competition. Today, he teaches at the Foundation
He thought Anoush might find it interesting due to its
and performs regularly throughout the world. “I want to
similarities with Persian music. Anoush spent a morn-
develop my musicianship, and begin to explore ways to
ing at Señor Serrita’s studio and never looked back.
bring more Persian connections to flamenco. Thanks to
At that time, Anoush needed a topic for his Grade 10
Teo and Mrs. Herbert, and the education I received at
Personal Project. He decided to investigate the roots of
ISP, I like looking for connections in things, and pushing
flamenco music, tracing them back to Persia and India.
myself a little bit further each day.”
He spent a summer in the Alpujarra mountains, near Granada, learning about Phrygian and Aeolian modes
This article is published in loving memory of Mrs. Felicity Herbert, who sadly passed away earlier this year.
ISP - Secondary School - 6, rue Beethoven, 75016 Paris - Tel: 01 42 24 09 54 - Fax: 01 45 27 15 93 ISP - Primary School - 96 bis, rue du Ranelagh, 75016 Paris - Tel: 01 42 24 43 40 - Fax: 01 42 24 69 14 www.isparis.edu - reception@isparis.edu - admissions@isparis.edu
12
the tribune — The Journal of the International School of Paris — www.isparis.edu
Head of School: Raymond Holliday-Bersegeay Editors: Tuija Wallgren and Tasia Asakawa Design: A. Tunick (www.atunick.com) Cover Photo: Des Harris (www.thepicturedesk.com.au) A special thank you to Shahram Saadat for the photographs he took especially for this issue.