VOLUME 21 – SPRING 2012
the tribune summary
The Journal of the International School of Paris
From the Head of School ....................2 The PRIMARY Importance of PE ..........2 Sports After School ............................4 Where Science Meets PE ....................5 Secondary School Sports ...................6 Keeping it All Together: PSE ...............8 Importance of PE................................8 Life-Changing Sports .........................9 Alumnus in Action ............................10 Rigors of Rugby ................................11 Professional Running .......................12
PE & Sports: Lessons for Life
From the Head of School Audrey Peverelli
The PRIMARY Importance of Physical Education Interview by Nick Bian, Office of External Affairs
At ISP, we are proud of our physical education and sports
We recently had a conversation
programs. Physical education
with Clodagh Ryan, Vice-Principal
part of the Personal, Social and
plays an essential role in a
of Organization & Management,
Physical Education Scope &
child’s overall well-being and
who has been teaching PE at the
Sequence, which guides the plan-
development and is a critical
Primary School in a variety of roles
ning on what to teach the students
component of our holistic
for over 11 years. She does not just
in the strands of identity, active
approach to education. Within
preach the benefits of a healthy
living and interactions.
the context of the IB curriculum
and active lifestyle to her students;
and using the many resources
she lives it. In her spare time, she
Sequence document, the Essential
we have available to us in Paris,
actively plays both Gaelic Football
Elements of the PYP (knowl-
these classes and after-school
and Camogie, two sports native
edge, skills, concepts, attitudes
activities are integrated into
to her home country of Ireland,
and action) are evident in the PE
the daily routines of our
and this year both she and Ms.
curriculum, just as they are in all
students. They encourage
Beaulieu, Primary School Principal,
other subjects taught at ISP. This
teamwork, promote leadership
took part in La Parisienne, a 6K run
approach to the physical education
skills, decrease stress and,
in Paris only for women.
of our students is an authentic way
most importantly, create What are the differences between
healthy lifestyle – a part of
“sports” and “physical education”
success in school, at work
(PE)?
Since I grew up in a warm
learner profile. There are opportunities to learn about and practice different kinds
Sports and PE are often mis-
of physical activity, and these are
takenly used interchangeably, but
built into the curriculum and rein-
climate, swimming was my
the difference between the two is
forced by the optional after school
first real sport. I took this to
quite vast.
Extended Curriculum Activities
competition level and also did
On a basic level, sports are for
many related water sports such
winning; a coach guides and trains
as scuba diving, water skiing,
a team or an individual with the
School’s mission to assist and
sailing and even windsurfing.
ultimate goal of competing in (and
develop students into well-
I continue to love water and
hopefully winning!) a game. PE, on
rounded, global citizens, and this
while it took discipline and
the other hand, is for learning, and
goes beyond student participation
dedication, sometimes beyond
classes are facilitated by a teacher.
in sports and games. Linking and
everyday desires, it is a skill
The emphasis is less on competition
connecting PE to other disciplines,
and passion that has stayed
and more on exposing students to a
and showing our students these
with me and served me well
wide array of physical activity.
links, is an important aspect of
over the years. Our hope at ISP What role does PE play in the PYP
can find that physical activity
curriculum?
to keep it for life. the tribune — The Journal of the International School of Paris — www.isparis.edu
(ECA) program (see page 4). PE plays a critical role in the
teaching.
is that each and every student that will inspire them to want
2
Together with the Scope &
to foster the attributes of the IB
life-long habits that foster a
and in life.
development of a child and forms
In the PYP, physical education is an integral part of the holistic
Why is PE important? A PE teacher’s mission is to help students find a physical activity
that can lead them towards a healthy and balanced lifestyle. Students benefit from participating in physical activities in numerous ways—not only do physical activities make children healthier by strengthening their bodies, but they also help children develop transdisciplinary skills, such as organizational skills, goal setting, the value of teamwork, etc. Why is ISP’s PE curriculum unique? The cultural diversity of ISP’s student body plays an important role in a student’s PE experience. For example, when working on
“Connecting activities across the curriculum is the key to deeper understanding. There are many learning activities that connect science to PE, PE to math, math to music, music to art, art to dance, dance to fitness and so on. The list is endless, connected and interchangeable and the more connections we create, the more time we have to inquire.”
—Clodagh Ryan, Vice-Principal of Organization & Management
a strike and field game, once all the students have the basic idea about the game, they will contribute their cultural experience to the class. American students will bring baseball/softball knowledge, Indian students cricket skills, English students rounders skills (rounders is a British striking and fielding team game), etc. This enhances everyone’s exposure to many cultures and helps move the inquiry along.
Primary School students are cheered on by Secondary School teachers at a whole school sporting event, which was organized for ISP’s 45th anniversary.
Volume 21 – Spring 2012
3
Pushing the Sports Envelope After School Nina Wilson, ECA Coordinator While physical education
Brazilian dance, badminton and
is used as a tool for learning
other sports clubs. From martial
through movement, the Extended
arts to invasion games, chil-
Curriculum Activities (ECA)
dren are taught to be physically
program allows each student to
active, engage in team sports and
further expand his or her interest
develop social skills.
in a particular sport by developing specific knowledge and skills. Sports are essential in teaching
Competitive Sports Competitive sports engage the
children life skills: taking up chal-
children in a team, teach them
lenges, solving problems, making
to set goals and to organize their
lasting, positive relationships and
time in order to meet these goals. They help the children develop
Primary School
a sense of belonging and are an
students learn the art
“I love coming to the gym!
integral part of school life. The
“Why do we need to move?
I love PE!”
school community will always
To go somewhere!”
—Kindergarten Student
and will demonstrate collective
enjoy cheering for ISP’s players
— Pre-K Student
of capoeira, a type of Brazilian martial arts, which combines dance and music.
pride in their achievements. Competitive sports are also experiencing the warm feeling
part of the ECA program in the
of success while learning to cope
Primary School. These include
with failure. We want children to
the Cubs soccer and basketball
see and, ultimately, to enjoy the
players, as well as the Panthers
value and benefits of physical
swim team. All have seen a recent
activity in their lifestyles; and to
increase in participation in the
develop a lasting commitment to
past few years – especially the
sports for life.
swim team, which participates regularly in competitions and
A Lifelong Love of Sports We strongly believe that there is a sport or physical activity for each child to be excited or passion-
schools at municipal swimming pools in Paris. In victory or in defeat, Cubs’
ate about. It is our job to help the
players demonstrate good sports-
students to find theirs.
manship, adherence to rules, fair
Cubs receive equal kudos. As a
tive swimming team
At ISP, the competi-
play, and team work. And, in the
Grade 5 student said after a
is composed of
a wide range of competitive and
same way the community enjoys
basketball game: “We lost the
students from both
non-competitive sports, including
rooting for our Secondary School
game by a lot but we had so
the Primary and
judo, capoeira, fitness, running,
Panthers, the young Primary School
much fun.” That says it all!
Secondary Schools.
In the Primary School, we offer
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tournaments with other local
the tribune — The Journal of the International School of Paris — www.isparis.edu
Where Nutrition Meets Physical Education Debra Gregory & Carla Kenny, Science Department Making connections between disciplines is a natural phenom-
Food pyramids may
origin. This particular
enon in the Middle Years Programme. This is made especially
differ according to the
one provides guid-
obvious when teaching the sciences in grades 6-9. The con-
country and culture of
ance to vegetarians
nection between science and physical education is seen
as to how to eat a
through the prism of health and nutrition.
healthy, balance diet
For six weeks in Grade 7, students learn about the importance of nutrition and exercise as important
as part of an overall active lifestyle.
factors to improving physical health and awareness while reducing the likelihood of disease and obesity. They also learn about the adverse effects of smoking and overeating. Grades 8-9 also look at the importance of general health, immunity and disease, connecting the activities in the PE program as important examples of maintaining a healthy heart. They explore heart disease and the effect that exercise has on mainLOMA LINDA UNIVERSITY, SCHOOL OF PUBLIC HEALTH, DEPARTMENT OF NUTRITION COPYRIGHT (INSERT COPYRIGHT SYMBOL) 2008
taining a healthy heart rate. These science units build on what is taught in the PE classes, including diet, digestion, and getting enough nutrients into our bodies so that we can perform better in sports and think more clearly in the classroom. Eating healthy, balanced meals
“In many cultures around the world, food varies. This is
cuts across all cultures. MYP sci-
usually because of the location and environment of the
ence students study and compare the differences between national
country. As an example, the diet of a population located
groups. The traditions, cuisines
near a river, lake, or the ocean would include fish and
and number of meals per day may vary, but all agree that a healthy
seafood as one of the main sources of nutrition since
diet, combined with exercise and
it is easy and convenient to fish.... In places where it is
physical fitness are the right ingredients to a long and healthy life.
cold and remote, like in parts of Russia, people might
One great example of how science
eat meat as their main source of nutrition...”
and well-being meet is the food pyramid.
—Blythe, Grade 7 Volume 21 – Spring 2012
5
Sports in the Secondary School Elizabeth Farabee, Office of External Affairs As Athletics Director in the Secondary School, Julien
appropriate for ISP’s diverse student body. For example,
Draghi is in charge of coordinating all sports activities
cricket is being offered as an after school activity. This
in the Extended Curriculum Activities (ECA) program.
is often of particular interest to Indian and Pakistani
When Mr. Draghi first arrived at ISP six years ago,
students, but could also be an opportunity for students
there were only 4 or 5 activities in the sports pro-
from other parts of the world to discover a sport that is
gram; now there are over 15. In 2011-12, over 170
unfamiliar to them. Other activities offered at ISP that
students participated in voluntary after school sports
might appeal to certain groups include: rugby, field
and, of these, 130 participated in competitive sports
hockey, baseball, table tennis, etc.
which include soccer, swimming, basketball and rock
At this year’s Grade 12 Graduation Ceremony, med-
climbing. “Sports and PE are important for a healthy,
als will be awarded to the top four players from the past
balanced lifestyle and well-rounded education,” Mr.
six years: Nick Conte, Pietro Lanzetta, Emaline Laney and
Draghi explained. “It’s a question of balance... Exposure
Leonora Lawrence. Mr. Draghi will be removing their
to sports is just as important as exposure to the arts.”
jersey numbers from circulation among the Panthers
Mr. Draghi has introduced an official league called PISA, the Paris International Schools Association, which is a new, formal platform for organizing matches and tournaments between the international schools in the Paris area. On top of this, he created a new logo for the Panthers team, re-designed all of the team uniforms, created a football and basketball season and helped recruit professionals to coach the teams. He has also led three trips abroad for students, including two football tournaments in Italy and one basketball tournament in Switzerland. For him, sports are about enjoyment: “In our teaching and coaching of students, we try to help them find pleasure in the sport they are practicing. This is essential... Sports are a very social activity and if our students don’t take any pleasure from it, it will not work.” Mr. Draghi explains. To encourage greater student participation, ISP has increased the number of activities that are offered and tried to ensure that these activities are culturally
“Sports are a great way to get kids involved. Every child needs to be physically confident and proud, and sports give every child an opportunity to shine.” —Bertrand Mouscardes, Head of the Secondary School PE Program 6
the tribune — The Journal of the International School of Paris — www.isparis.edu
teams–this is the highest honor a player can have.
“There is a level of maturity needed for sports, both on the field and in the classroom. There are so many different teams, different people, different ages – you have to show maturity to be respected and this serves as an added incentive to discipline yourself.” —Ludovico, Grade 9
“I especially love playing sports that are not familiar to my cultural heritage or maybe not as popular back at home. Before ISP, I never learned to play any sports with sticks. I’ve since found that field hockey is quite fun and exciting and have also discovered baseball, ping pong, judo and tae kwan do.” —Youngsoon, Grade 8
Volume 21 – Spring 2012
7
Keeping It All Together: Personal & Social Education Toby Cann, PSE Coordinator At some schools, health or
Units include: building relation-
importantly, they provide the space
personal education is often taught
ships, keeping safe and healthy,
for students to make their own
as an extended part of the physical
sexual health, emotions and feel-
choices in all areas of life.
education program. In an attempt
ings, psychology and human sci-
to merge sports, health and well-
ences, and a cross-cultural world,
sonal skills learned through the
ness, schools often fail to provide
among other topics.
PSE curriculum overlap the practi-
young people the support they
The separation of personal and
The development of interper-
cal and physical skills taught in the
need in developing important life,
social education from the sports
PE program. Skills such as team-
study and social skills.
program allows students to learn
work and collaboration, conflict
about the psychological aspects
resolution, discipline and achieve-
own Personal and Social Education
of maintaining a healthy life-
ment are important and associate
(PSE) program, that is part of our
style. Together these two distinct
well within the context of sports
unique ‘well-being’ curriculum,
programs form a comprehensive
teams. They model our approach
which consists of weekly, age-
and unique approach to measuring
to trans-disciplinary education and
specific units taught by specialist
students’ needs and their under-
blend seamlessly into ISP’s method
teachers in the Secondary School.
standing of expectations. More
of learning for living.
At ISP, we have developed our
The Importance of Physical Education Loretta Fox, Physical Education Teacher The Secondary School PE depart-
is to encourage and enable all students to appreci-
ment is an important component of
ate and understand the value of physical activity and
the School’s belief in holistic educa-
its relationship to a healthy and balanced lifestyle, we
tion. Much more than just ‘games’
also encourage the development of heightened social
and ‘sports’, the curriculum, devel-
awareness through our disabled sports, cyber sport
oped by the PE department in line
and first aid units. Students participate in excursions
with the MYP curriculum guidelines,
to the Handicapped Association of France Athletics
is based on the following main prin-
Competitions and participate in ‘hands-on’ workshops
ciples: development of the whole
learning how to practice wheelchair basketball and tor-
person, intercultural awareness, pro-
ball (a competitive sport for the blind). They learn about
motion of international-mindedness
the positives and negatives of video-generated sports
and the encouragement of open and
games, as well as some basic first aid steps and practices
effective communication.
to apply in emergency situations. We also have an ‘out-
While the aim of teaching PE Grade 7 students play wheelchair basketball as part of a unit on disabled sports.
door education’ component of the curriculum, in which students go on field trips to do horseback riding, orien-
“Playing disabled sports was a wonderful experience, and now I even watch
teering, hiking, rock climbing, biking and swimming. Our goal is to develop and foster a lifelong interest and enjoyment of physical activity, and with our variety
disabled sport games on TV... I loved this
of sports programs, guest lecturers, inter-school compe-
unit!” —Aditi , Grade 7
titions and excursions around Paris and France, we hope to instill the belief of physical fitness as an important element in a young person’s life.
8
the tribune — The Journal of the International School of Paris — www.isparis.edu
Life-Changing Sports Diane Hopkinson, University Counselor As a University Counselor, I have the opportunity to view student accomplishments from an overall perspective, and nothing else seems to have such a positive effect on so many levels of one’s life as sports. Sports is that mojo we seek to make ourselves better - and it’s right there, so simple, so attainable - we only have to find the motivation to get out there and do it! For students, participating in sports fosters teamwork, leadership skills and self discipline, in addition to the physical and mental benefits of physical exercise. The focus and endurance that goes hand-in-hand with athletic performance also translates directly to their study habits, which can positively affect academic performance. Linking to the Community While our students have many opportunities to participate in sports at ISP, they also may become more immersed in the French community and culture through local sports teams and activities. The French Federation offers a diverse range of sports, including tennis, fencing, Emily, a Grade 12 student, took fencing classes at the French Association Sportive.
rugby, soccer, rowing, equitation, and swimming, at a highly competitive level. In addition to the enjoyment and fulfillment of mastering a sport, these opportunities provide unique experiences for our students that will play a role in shaping their future perspective and potential. University & Beyond Sports participation can influence university acceptances and even future careers where teamwork and leadership skills are important. Especially in the American higher education system, where extra-curricular activities are an important component of the application process, athletic ability and sports participation often have a positive impact on acceptance. Furthermore, American academic institutions are divided into athletic divisions based on their competitive level – Division I, II, III. In Division I schools, the highest competitive (pre-professional) level, sports scholarships are available for athletically talented students. So, for physical and mental fitness, self-growth, to become a more interesting person overall and just having fun...go out there and play sports!
“I have loved sports my whole life! My real passion is tennis, which I play five or six times a week. This past fall, I played in the American Embassy tournament at Roland Garros (a tournament where approximately 200 people competed) and was crowned champion of both the women’s singles and women’s doubles. I hope to continue to play tennis at university, perhaps at an American Division I school. I know I couldn’t do well in school without it. Tennis helps me balance my time and teaches me discipline.” —Leslie, Grade 11 Volume 19 – Spring 2011
9
“I learned, thanks to ISP, not be afraid to fail at a task, but to instead enjoy or learn from each situation.” —Ocieka “Michael” Bakou
Alumnus in Action – Ocieka “Michael” Bakou Elizabeth Farabee, Office of External Affairs Ocieka “Michael” Bakou
be involved, develop team
was important was being
is an example of an ISP
work, help you understand
together, persevering and
alumnus who decided to
yourself as an individual and
having a good time.”
take his love of sports and
empower you by increasing
athleticism to the next level
your confidence.”
– playing American football
Half-American and half-
year at ISP, and spent his
at a NCAA Division I School
Ivoirian, Ocieka arrived at ISP
senior year in the United
in the United States.
in 2000 as a Grade 5 student
States where he discovered
when his family escaped
the great American sport
senior majoring in informa-
to Paris from the political
of football. Before then,
tion science and minoring
unrest in the Ivory Coast.
American football was some-
in business at the University
Ocieka has been an avid
thing Ocieka had only seen
at Albany, where he has
athlete since he was a child
on TV and in the movies but
proudly started for the last
and continued to explore
it has now become a sport
two years as part of the
his love of physical activity
he loves and is passionate
defensive tackle. “Sports
while in Paris: “When I was
about: “American football
have always been important
at ISP, my group of friends
has shown me facets of my
in my life, teaching me self-
and I were on every sports
personality that I never knew
discipline, leadership and
team; we took on every chal-
I had. The lessons I have
team work,” Ocieka told us
lenge, signed up to play and
learned from this sport have
during a recent phone inter-
represented the ISP colors as
helped me grow as an indi-
view. “Sports are an impor-
best as we could. We lost a
vidual and therefore make
tant tool to make friends,
lot and won some, but what
it my favorite sport.”
Ocieka is currently a
Ocieka “Michael” Bakou (right) standing with one of his teammates from the University of Albany.
10
He left in 2007, after completing his Grade 11
the tribune — The Journal of the International School of Paris — www.isparis.edu
The Rigors of Rugby – From Passion to Profession Carrie Levenson-Wahl, Office of External Affairs For alumnus Gregory Collett (’03), rugby has always
degree in political science. Greg led the squad to three
been a family tradition. So, as soon as he could, he
championships in as many years and then was recruited
began to play the sport as a hobby with friends.
to play for England in games throughout Europe.
When Greg entered ISP, he spoke no English, having
Although he was accepted to pursue a master’s
been schooled solely in the French school system. By
degree at Cambridge University, Greg decided to fol-
working hard and learning English, Greg’s dedication
low his passion and decidedly moved to Bordeaux after
led him to achieve both in the classroom and out on
receiving an offer to lead their squad. This change of
the pitch. He states “I am very proud of my IB Diploma.
direction put rugby at the center of his life.
It gave me an international perspective; it opened up a
Now, he is in Orléans, playing for a fédérale team and
new world for me in terms of the variety of activities it
is working during the day at the Conseil Général while
offered: MUN, sports, and drama.”
playing in matches every Sunday afternoon. He says, “I
Rugby, however, changed him, and from a young age
am lucky to be able to play rugby at the highest level
he knew he wanted to play professionally one day. He
but still have time for work and friends. For me, rugby
started adding intense after school and weekend prac-
has given me direction, which stimulates my life. I am
tices to his already full IB Diploma schedule. By 18, he
never bored; it has taught me good time management
was selected to play on the French national team, at
skills while allowing me to follow my true passion.”
the famous national training center in Marcoussis. After graduation from ISP, Greg was accepted at Loughborough University (U.K.) to play on their rugby
“I am very proud of my IB Diploma at ISP. It gave
team. Again, Greg’s positive attitude allowed him to
me an international perspective; it opened up a
not only commit to a three-times-a-day practice and a full game schedule, but also successfully complete his
new world for me...” —Gregory Collett, Class of 2003
Volume 21 – Spring 2012
11
Running Towards His Professional Goals Chikara Onda attended ISP from Pre-K to Grade 1 and again from Grade 7 to 12, graduating in 2006. He then moved to New York City to pursue a joint degree in Economics and Environmental Science at Columbia University. At the same time, he competed with the elite Open A division of New York Road Runners, consisting of the top ten teams in the city, with Front Runners New York. His debut marathon, which he completed in a respectable 3 hours 25 minutes, placed him in the top 4000 runners out of 47,180 finishers. “I think ISP’s tight-knit community and approachable sports teams are conducive to this sort of multitasking. With the right planning and time management, it’s definitely possible for students to remain involved in sports while excelling academically.” Chikara’s Chikara running in
have landed him a full scholar-
the Grete’s Great
ship at Princeton, where he will be
Gallop Half Marathon
pursuing a graduate degree at the
held on October 1,
Woodrow Wilson School of Public
2011, in Central Park,
and International Affairs in the fall.
New York.
PHOTO: TOM HENNING
excellent time management skills
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
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the tribune — The Journal of the International School of Paris — www.isparis.edu
Head of School: Audrey Peverelli Editors: Carrie Levenson-Wahl, Elizabeth Farabee, Nick Bian Design: A. Tunick (www.atunick.com) & Janice Carapellucci (www.carapelluccidesign.com) Printed on Forest Stewardship Council (FSC) Certified Paper