Next Issue September 2014 A winning team!

insites
June
2014
No 111
The British Section Magazine
Lycée International
St Germain-en-Laye
& Partner Schools
A winning team!
Triumph for the Moyens Lions
EDITORIAL TEAM: James Cathcart, Catherine Vironda, Susan Woodward,
Lucia Lau, Madeleine Hepworth, Jane Mayger, Laurence Moss
STUDENT EDITORS: Héloïse Ely and Elise Hagan
Next Issue September 2014
Visit the British Section website www.britishsection.fr
CONTENTS
HEADLINES
In this
issue
Anne Steadman, one of our School Librarians, will be leaving us
at the end of the school year to take up a new position as Head of
Libraries and Learning Resources at the British School of Brussels.
Headlines
3
Whole school matters
4
Primary
6
Over the course of her nine years in the British Section, Anne has
worked on all five of the section sites. She has spent seven of
those working at Pierre et Marie Curie where she has guided and
advised her collège students in their reading and project research,
and built a comprehensive collection to support both bilingual
and fast-track students. Her regular book clubs have always been
well-attended giving the students the opportunity to air their opinions and discover new
authors and genres.
She has been a familiar face elsewhere with her passion for singing with Lux Perpetua and the
a capella group 'Unaccompanied Women', and a loyal supporter of the British Section football
team for many years, even after her son had left for university. All three of Anne's children
were with the section from Primary through to Terminale, and as a parent she was a regular
volunteer and never missed a school play or concert.
Secondary
12
Photoboard
16
Secondary
18
On stage
22
Student shout
24
PTG
26
Governors
30
British Section Branded Hoodies Now on Sale
Only 25€ each
Alumni
31
Available in red with a contrasting black interior to the hood or
navy blue with a contrasting red interior to the hood
32
Sizes from age 4 to 13
and
S to XXL
Over to you
Anne, her diligence, sense of humour and knowledge of children’s literature will be greatly
missed by her colleagues and by her students.
Thank you PTG!
The British Section community would be a stark shadow of its current self without the support
of so many volunteer parents. We are grateful to you all for the time you give to a diverse range
of activities: from organising significant dates in the British Section calendar - Sports Day, the
biannual Fêtes, Quiz Night and the Summer Cocktail, to name but a few - to the day-to-day
activity of passing on messages and drumming up support for regular and new events. In this,
the last edition of Insites for the academic year 2013-14, I should like to pay particular thanks to
the following people who have given so much over a number of years, and who will be standing
down from the PTG this year: Madeleine Hepworth, Mike Thompson, Kate Salkilld, Rym Sullivan,
Catherine Knight and Amanda Pike. Thank you!
James Cathcart
Thank you
The Insites team would like to
thank all the volunteers who
have helped produce this
issue. In particular we would
like to thank everyone who
has provided information and
articles as well as the team of
last-minute proofreaders. Many
have provided photographs
and attended events and
shows to capture them for
us, we would like to thank
them all, with special thanks
to Isabelle Lebourg and Tim
Smelik.
Perfect for a British summer!
On Sale at the British Section Sports Day & Welcome BBQ on
Saturday 13th September from 12:00
An order form is available at http://tinyurl.com/British-Section-Hoodies
or email [email protected].
The order form is also available on the VLE Community page.
All orders are subject to availability of colour and size.
2
INSITES June 2014
T
he Lycée International
is
best school in France! Such is the
conclusion of the French newspaper,
Le Figaro, which published a league
table of French schools in April this year.
This outstanding achievement is even more
remarkable when one considers that the
majority of students come from families
where French is not the dominant language.
So, how does one account for our students'
success in the French education system and the
ultimate test of French intellectual acculturation,
the French baccalauréat?
Sceptics may claim that the examination papers
that provide the international component
of the French baccalauréat to make the
Option internationale du baccalauréat (OIB)
are responsible for the dazzling success that
produced over 80% mention très bien and bien
last summer. Indeed, the results in the épreuves
spécifiques de l'OIB account for up to 40% of
the overall mark of our students' baccalauréat,
depending on the séries (L, ES or S) they take.
However, in the case of the British option of
the OIB, the English Language and Literature
and History-Geography examinations are set by
Cambridge International Examinations and, far
from being language examinations, they are the
equivalent in standard
to UK A-Levels in the
same subjects. Indeed,
as we state in a recently
published
guidance
document written for
British (and other
Anglophone) university
admissions tutors: 'The
literature component is
examined and assessed
at a level equivalent
to A-level English
Literature, and language
is assessed by reference to appropriate educated
mother tongue usage. The linguistic demands of
these exams are focused on the use of English
in an academic context.' Similarly, instead of
assessing the student's ability to communicate
in English through the medium of History and
Geography topics, as is the case with other
paradigms within the French education system,
notably the sections européennes, the assessment
objectives and performance criteria of the OIB
History-Geography examinations relate purely
to historical and geographical skills.
Consequently, the explanation of our students'
success has to be found elsewhere. And I should
like to propose that it is precisely the aspect that
one might expect to hinder progress that is in
actual fact the motor of success: bilingualism.
Contrary to what some parents may have heard
or been told in the relatively recent past (for
example, that learning two languages inhibits
a child's linguistic and cognitive development),
recent research reveals that learning more than
one language offers enormous advantages to
learners. For example, according to a recent
book published by Cambridge1, some of the
benefits of bilingualism include:
1.
Increased mental processing capacity:
bilinguals may be better at processing a larger
number of cognitive demands in a shorter
time-frame. They may also be able to handle
more tasks at once.
2.Greater control over information processing
enabling bilingual individuals to ignore
irrelevant stimuli and contribute to more
effective thinking and decision-making.
3.Improved memory: it is thought that the
bilingual mind has superior episodic and
semantic memory when compared to the
monolingual.
4.Greater metalinguistic awareness: bilinguals
are more likely to identify ambiguity in
communication as they seek precision in the
meaning not just of words, but of underlying
concepts. This can help them to solve word
problems in Mathematics or contribute
to greater sensitivity in interpersonal
communication.
5.Increased mental flexibility: bilingual children
have more and earlier access to a wider
range of interpretations of information than
monolinguals which offers the potential
for greater cognitive
flexibility.
6.Improved health:
the knowledge of more
than one language is
thought to slow down
mental decline as the
person ages.
7.Improved
intercultural skills: bilinguals
tend to have improved
cross-cultural skills that
make them well placed
to undertake the crosscultural communication which is necessary in
addressing the complicated cross-boundary
issues that have consequences for all nations.
8.Increased job opportunities.
Further evidence of the benefits of bilingual
education for a student's future career can be
found in former pupil Stephanie Studer's article
on page 31 of this edition of Insites, which offers
inspiring reading for our current students.
Of course, the Lycée International would not be
nearly so successful without the dedication and
competence of the teachers, both French and
Section, nor without the commitment of our
talented students and the tireless support from
parents. I salute you all.
‘…recent research
reveals that learning
more than one
language offers
enormous advantages
to learners.’
JAMES CATHCART
Director
[email protected]
1
Excellence in Bilingual Education: A Guide for
School Principals by Peeter Mehisto (2012)
INSITES June 2014
3
WHOLE SCHOOL
Commemoration and celebration:
M. Edgar Scherer and the Esprit International
O
n Saturday 1st February, colleagues,
students, alumni, parents and friends
came together to commemorate
the life and work of Monsieur Edgar Scherer,
Proviseur of the Lycée International from 19651989. M. Scherer is fondly remembered as a
visionary headmaster whose first priority was
the well-being of his pupils and the continued
existence of the school.
Listening to the various speeches given in
M. Scherer's memory, it was clear that his
legacy involves more than the survival of an
institution, but the promulgation of an attitude
or outlook that continues to breathe through
successive generations of students: l'ésprit de
Saint Germain-en-Laye, l'ésprit international!
Here, Olivier Clausin, President of the
Association des Anciens du Lycée International
de Saint Germain-en-Laye (and British Section
parent!), reflects on M. Scherer's contribution,
and introduces the Lycée International's alumni
association that aims to promote and facilitate
links across successive generations of Lycée
International students.
James Cathcart
O
n 1st February 2014, we celebrated
the memory of M. Edgar Scherer. M.
Scherer was the second headmaster of
the Lycée International and replaced retiring
René Tallard in 1965. The start of his headship
coincided with the relocation of the ‘Supreme
Headquarter of the Allied Powers in Europe’
(SHAPE) from the Saint Germain-en-Laye area
to Mons, Belgium. This was a time of great
uncertainty for the future of the school. At that
time, the SHAPE school pupil body consisted of
50% French and 50% foreign students, mostly
children of military families. In addition to the
65% drop in the number of pupils brought
about by the departure of SHAPE, the Lycée
International needed to reorganise the sections
as well as to secure new financing to replace
the NATO co-financing scheme. M. Scherer
broadened recruitment both geographically
and by attracting new groups, particularly
expatriate families. He also entered into
negotiations with numerous governments in
order to develop the bi-national partnerships
that now underpin many sections within the
Lycée International. His legacy is to ensure the
survival and growth of the Lycée International,
now recognised as one of France’s most
successful schools.
But M. Scherer is mostly remembered for his
strong character and particular relationships he
could entertain with absolutely everyone. He
would value other skills apart from the purely
academic: proficiency at football or gardening,
for example. He also managed to develop the
international spirit by the addition of new
sections: Portuguese, Spanish and Swedish.
In a fitting tribute to M. Scherer’s commitment to
the school, the main teaching block on the Lycée
International site has been renamed ‘Batiment
Edgar Scherer’
The 'ésprit international' is probably the highest
value acquired at the Lycée International. It is
essential to European construction and more
broadly for building an international society
based on the respect and understanding of each
other's culture and national differences. We
at the Lycée International Alumni association
pride ourselves on continuing to promote
the International spirit among our large
community of more than 20,000 alumni. We
maintain a modern website that enables us to
keep the international network alive between
our members as well as providing support to
current students by putting them in contact
with alumni who have followed the diverse
routes they are interested in taking. Enrolment
to our association is available from Première.
Please do visit our website and don’t forget to
enroll before you leave the Lycée. Olivier Clausin
President of Lycée International – Alumni Association
www.aalisg.org
Lycée International brochure
I
n order to promote the
values and skills acquired
by students at the Lycée
International, a working
group involving the French
administration, section Directors
and volunteer parents has
produced a brochure explaining
the Lycée International and
the
Option Internationale
du Baccalauréat (OIB). The
brochure has been distributed
widely within France and will
soon be available on the Lycée
International's website. An
English translation is also being
prepared and thanks go to
British Section parent, Mrs Stephanie Buller, for her work in translating
the texts. This brochure complements the one published jointly by the
Association des Sections Internationales Britanniques et Anglophones
(ASIBA) and Cambridge International Examinations (CIE) in 2008 which
has been distributed to UK university admissions offices as part of our
efforts to develop recognition of the OIB at UK institutions of higher
education.
4
INSITES June 2014
ASIBA
Association des Sections Internationales Britanniques et Anglophones
n the January edition of Insites, I outlined
some of the specific features of the Option
Internationale du Baccalauréat (OIB) and
how it is managed. In this article, I explain
the reforms we have made to the organisation
of the British OIB Schools Group in order to help
secure the long-term future of the 'Cambridge
OIB'.
I
unable to attribute to the
OIB the same resources
that it can to its other
qualifications.
As you will be aware, the British version of the
OIB is built upon a long-standing Anglo-French
partnership between the French Ministry
of Education and Cambridge International
Examinations (CIE). Within the range of
examinations making up CIE’s portfolio of
qualifications, the OIB presents many unique
features. For example, the OIB is the only
example of a situation in which examinations
produced and assessed by CIE are fully
integrated into another qualification: the French
Baccalauréat. This explains why results in the
épreuves spécifiques de l'OIB (English Language
and Literature and History-Geography) are
expressed as a mark out of twenty rather than
a grade between A* - E. Similarly, although the
number of candidates for the British version of
the OIB has more than quadrupled in the past
decade (with 1,083 candidates in June 2014),
the OIB is relatively small compared with the
majority of CIE's qualifications; for example,
there were over 60,000 candidates for IGCSE
English Language alone in 2013!
In a series of reforms
introduced during the
past couple of years,
the
unofficial
OIB
Schools Group has been
brought within ASIBA, an
Association 1901 that was
established in 2002 to
fund the annual training
sessions led by the CIE inspectors by collecting
membership fees from schools with British or
Anglophone sections. In addition, educational
issues are now led by an Academic Steering
Group involving the current OIB Schools'
Chair (Peter Woodburn, Ferney-Voltaire), the
Deputy OIB Schools' Chair (myself), the National
Coordinator for OIB English Language and
Literature (Nicholas Baker, St Germain-en-Laye)
and the National Coordinator for OIB HistoryGeography (Rob Miller, Lyon) with the annual
Heads of Section meeting, now known as the
ASIBA Schools Forum, being held as a general
assembly of the academic members of ASIBA.
As a result, the OIB requires a relatively high
degree of dialogue and collaboration to
support the partnership that underpins it while,
at the same time, Cambridge is understandably
The reforms have established ASIBA as an
organisation that is much better placed to
support the growing OIB school community.
Moreover, they have enabled CIE to designate
Hence the role of the
Association des Sections
Internationales Britanniques
et Anglophones (ASIBA).
The ASIBA Board 2012
ASIBA as its official representative on OIB
issues which ensures that the people with a
vested interest in the long-term sustainability
of the qualification are in a position to support
the partnership between CIE and the French
Ministry of Education.
Although there are obvious implications for our
workload here at St Germain, our roles in ASIBA
are essential in supporting the OIB and, in
particular, in helping to ensure that Cambridge
can continue to perform the role that allows the
knowledge and skills acquired by our students
in the British Section to be recognised by
British and Anglophone institutions of higher
education.
James Cathcart
President, ASIBA
Extract from the Lycée International brochure:
L’esprit du Lycée International
BERCEAU HISTORIQUE des sections du même nom et de l’OIB
(Option Internationale du Baccalauréat), le Lycée International de
Saint-Germain-en-Laye accueille aujourd’hui, soixante ans après sa
création,3000 élèves, de la maternelle à la terminale....
L’ENSEIGNEMENT INTÉGRÉ
La volonté des fondateurs du lycée a été d’éviter la juxtaposition d’écoles
nationales en créant une véritable école internationale. Le temps des
élèves se partage donc entre l’enseignement français pour tous et une
part importante (6 à 8 heures par semaine) accordée à l’enseignement
national : deux disciplines (langue et littérature, histoire-géographie)
enseignées sur programmes nationaux par des professeurs étrangers…
et trouvant leur certification dans deux épreuves spécifiques de l’OIB
affectées de plus du tiers des coefficients.
L’enseignement dispensé ne vise pas l’intégration des élèves mais leur
acculturation en français avec le maintien de la culture d’origine. Un des
fondateurs du lycée pouvait écrire : ‘Nous ne cherchons pas à supprimer
les différences, mais à accuser les ressemblances’. Sont à l’œuvre dans
le lycée plusieurs Etats et plusieurs systèmes éducatifs : de nombreuses
pratiques pédagogiques interagissent (en particulier sur les rapports
entre l’oral et l’écrit, le travail en groupe, l’importance des pratiques
théâtrales)…d’autant plus que chaque section nationale est en fait
internationale. Ainsi, la section américaine regroupe sur son programme
des élèves d’environ quarante nationalités, la section portugaise accueille
l’ensemble du monde lusophone…
• Schools’ Chair
• Deputy Schools’ Chair
• OIB English Language &
Literature Subject Leader
• OIB History-Geography
Subject Leader
• Cambridge Inspector
for English Language &
Literature
• Cambridge Inspector for
History Geography
Academic Steering Group
• Provides strategic
leadership on OIB issues
• Organises OIB
examinations
• Liaises between CIE and
MEN
Heads of British / Anglophone
Sections
Schools’ Forum
• Forum for discussion and
feedback on OIB issues
• Academic steering group
•Volunteers
ASIBA Board
• Oversees budget and
membership
• Manages website
ENL Subject
Group
HG Subject
Group
University
Entrance /
Recognition
Extracurricular
projects
INSITES June 2014
5
PRIMARY
Thank you for organising Les
Fauvettes! I enjoyed making friends,
playing with them and working with
my new friends. It was nice working as
a team.
Maeva
O
n Monday 5th May, a group of intrepid CM1 pupils, 4 teachers
and 6 parents set off from the Lycée International to write and
produce a play from scratch. During their stay at Les Fauvettes,
the pupils made the most of the beautiful surroundings of
the chateau, made shelters, played rounders and football and enjoyed
the play equipment, dodging the occasional heavy shower.
Working in groups, a music and drama workshop led by Mr Harding
enabled pupils to experience complementary actions and sounds and
once they had heard the story told by Mrs Thorley, they were ready to
start working on scenes of the play. By Wednesday lunchtime we were
able to have a rehearsal of the whole play, ready for the performance on
4th June. Room inspections by Miss Davies and Miss Thomson were a
popular part of the visit as imaginative ways were taken to decorate the
rooms as were football sessions run by parents. The centre made us very
welcome and the tasty meals were
a feature of each day.
The pupils have enjoyed writing
about their experiences and my
thanks go to them for being such
an enthusiastic group to take on a
residential visit, to the centre for its hospitality, to the parents, Mrs IrwinBoucat, Mrs Bettini, Ms Mallard, Mr Aly, Mr Callendri and Mr Tayoubi for
their help and support, to Mr Harding for his musical workshop and of
course to the class teachers, Miss Davies, Miss Thomson and Mrs Thorley,
without whom the visit would not have been possible.
Susan Woodward
Head of Primary
Juliette
We had a fantastic time
making Robin Hood hats and
exploring the wilderness in the
forest, where we made forts out
of logs and sticks and we went
hunting for flexible twigs to
make bows and arrows.
I really enjoyed the shelter
building because it involved
teamwork and I loved the forest.
I also liked the fact that classes of
Félix Eboué were with us on the trip
so I got to know new people and
made lots of friends.
Jana
Geneviève
The trip was better
than I expected. I especially
enjoyed playing football
because it's my favourite
sport and I scored a goal!!!
Annasia
6
INSITES June 2014
The chateau was big with
nice grounds. It was grand
and white and looked like a
stately manor house where
someone important resided.
Angus
The
chateau
was
amazing. It had giant
grounds, a football pitch,
a playground, and lots of
streams. I especially liked
playing football with all the
Dads that had volunteered
Paul
I thought that the food was
very yummy and extremely
filling. I especially loved the tuna
rice salad. We always had to have
a napkin for breakfast, lunch and
dinner.
Emily
Every group wrote and acted
a different part of the play: Miss
Thomson’s group did the part when King
John becomes king and Robin Hood gets
married to Lady Marion. Mrs. Thorley’s
group worked on the part where he
recruits Little John and Friar Tuck. The
third group wrote about the most
famous part of the story: The Silver Arrow
Annah
Valentine
The horses were
lovely, but smelly, and the
countryside was beautiful!
I loved it when Miss Davies
and Miss Thomson came
to our rooms to make sure
they were tidy!
Sarah
When we arrived I was
taken aback by the beautiful
landscape with the lovely
old-fashioned stables and an
elegant chateau.
Matilda
Continuing work on the Rights of the Child Project has
pupils in CP taking part in UNICEF’s frimousses project.
The Convention of the Rights of the Child
Last term saw CM1 taking part in the primary department’s Rights of
the Child Project, commemorating 24 years since the creation of the
United Nations Convention on the Rights of the Child. The CRC is an
international human rights treaty that grants all children and young
people (aged 17 and under) a comprehensive set of rights. To tie in with
Universal Children’s Day on 20th November, children examined the
Convention in detail, looking at each of the 54 articles and relating these
rights to their everyday life. They gained an understanding of the value
of the Convention, especially in countries where children’s rights are
violated. Moving on to phase three of the project, it was now CP’s turn
to explore their rights by taking part in UNICEF’s frimousses (ragdoll)
project.
Frimousses project
Matilda
We went on this trip to write a
play about Robin Hood. Everyone had
great ideas and it was quite fun to do
some drama. We are going to present
the play in front of the parents in June.
The food there was
amazing, much better than
in any canteen. At night we
could play rounders, football
or we could just stay in and
get ready for bed!
Juliette
Megan
Sasha
Lucy
My favourite activity was the
script because I really like acting.
I learned how to make friends
with other children from Le Pecq.
I was very proud
of the girls in our
dormitory because we
won a Best Dormitory
Prize at the end of the
trip!
On the 5th to the 7th
May, the 8ème classes went
to Les Fauvettes to prepare
a play about the story of
Robin Hood. Some parents
volunteered to come with the
classes. The 8ème teachers
also accompanied us.
My friends and I
won a prize for being
next to the teacher's
room and not making
any noise. We were very
proud.
What I liked best in Les Fauvettes
was building the shelters in the forest.
We took wood and leaves to make
our shelter. We used four trees to
put the branches on it. I worked with
Evie, Maeva, Reem, Charlie and Paul.
Together we made a solid tent which
was camouflaged.
I was proud of myself when
I read my script parts about
Robin Hood because they
were quite long and because I
learned them off by heart.
My favourite activity was
making bows and arrows
because I enjoyed exploring
the woods to find the right
bendy type of stick.
Cyril
Charlotte
I enjoyed making Robin Hood
hats, it was really fun! I learned how
to make my bed perfectly. I loved it
when we did shelters in the forest
because I liked going into the woods.
Victor
Initially called The Pigotta Project (pigotta is rag doll in Italian), the
idea to make dolls and adopt them was conjured up by a devoted
UNICEF volunteer 15 years ago, with the aim to raise funds for UNICEF
as well as teach children about less fortunate children living in other
countries. Each doll represents a ‘real’ child who will benefit from
UNICEF’s immunisation campaign. Since then, the project has gone
from strength to strength and for the last ten years France has held
an exhibition of frimousses de créateurs where famous designers and
artists present their frimousse creations to the general public, which are
then auctioned with the aim to raise money for UNICEF vaccinations.
From big designers to little hands
The school project began with an informative talk from a UNICEF
volunteer, during which the project was explained and children had
the opportunity to share what they had learned about their rights from
work done in class. Children listened attentively as they learned about
the dolls, how they were going to make them and the reason behind the
project. Their doll could be anyone they wanted it to be, so children had
to think long and hard about the facial features, hair, clothes and any
accessories. The design process was fun, creative and enabled children
to develop and practise language related to physical appearances.
Ready, set, sew!
Sewing machines at the ready! Children prepared their doll templates by
stuffing them before the sewing process. With thanks to parent helpers
and UNICEF volunteers, all 15 dolls were made in one afternoon session.
Old rags and cloth were revamped into stylish trousers and dresses, bits
of string of various colours were transformed into trendy hairdos and
used jewellery became classy fashion accessories for these ragdolls. It
was an enjoyable experience for all involved. All the dolls created by
each section will be on display in the Primary building from Monday 2nd
June to Friday 6th June, with a special auction for parents to ‘adopt’ dolls
taking place on the Friday afternoon.
The next phase of the project will see children focusing on a right that
they feel is of particular importance and working around the theme. CP
have chosen the right to a healthy diet and will continue to work around
this topic over the next few weeks.
Nicole Thomson
You can see a selection of frimousses made by famous designers on the
website: http://www.frimoussesdecreateurs.fr/
INSITES June 2014
7
PRIMARY
Primary
New Year Show
I
F
or the past two years, the primary department and international
sections have worked together on common cultural projects.
In 2011/12 sections worked on ‘une class/une artiste’ and in
2012/2013 there was a musical themed project ‘une classe/
un compositeur’. These projects have been a fantastic opportunity for
sections to share a part of their culture, promoting cultural awareness
and cross-curricular learning. The theme for this year’s
project has been ‘le cinéma’’, a broad subject. Sections
have had the freedom to work on a film, actor, director
or soundtrack linked to a particular film with, of course,
a strong link to their country. For the British Section,
we could think of nothing better to depict a true sense
of ‘Britishness’ than Nick Park’s animated Wallace and
Gromit films.
Lessons began by exploring the life and career of filmmaker
Nick Park. Children researched and wrote biographies
about the acclaimed British filmmaker, and responded
to documentaries which also examined the
technique of stop motion animation used to
create the Wallace and Gromit films. Next,
children watched extracts from Wallace and
Gromit’s ‘The Wrong Trousers’ and, through the
use of texts and moving images, pupils were
able to strengthen their wider reading skills. By
discussing scenes in depth, children were able
to analyse the main characters through their
behaviour, speech and actions. This helped
pupils create ‘wanted’ posters for Wallace and
Gromit describing their personality, interests and mannerisms. Pupils
were able to complete their posters by incorporating skills previously
taught by guest author and illustrator Alex T. Smith, to draw excellent
versions of these well-known characters. With the gentle hum of the
film soundtrack during classroom activities, children were able to fully
immerse themselves into the Wallace and Gromit experience!
Some of the work created by CM1 pupils could be viewed in
the primary building foyer during the two weeks preceding the
Easter holidays. Sections took turns to broadcast films during
break and lunchtimes, enabling children from other sections to
enjoy the films studied. Wallace and Gromit definitely attracted
an enthusiastic audience!
If you would like to learn more about Wallace and Gromit,
please go to the official Wallace and Gomit website http://
www.wallaceandgromit.com.
Nicole Thomson
n January the primary department had
another first - a most successful New
Year Show in the theatre at the Château
d’Hennemont. The event proved to be very
popular with the majority of CE2, CM1 and CM2
pupils taking part. CM2 opened the Show with
their version of ‘Roar’ followed by poetry on
different themes which they had written during
the year; CM1 gave different versions of work
they had done inspired by the poem ‘The Night
Mail’ from a rap, to a dramatic version to poetry,
and CE2 introduced the audience to work they
had done on the theme of Air. They enjoyed
singing ‘Let’s go Fly a Kite’ while demonstrating
kites they had made. The show ended with all
classes joining together to sing ‘Reach for the
Stars’. Smiles throughout the accompanying
dance routine enabled the audience to see that
everyone was enjoying participating.
The New Year Show was made possible by the
outstanding enthusiasm and participation of
the children, the teachers working together
and rehearsing the children so well and the
support of all the parents. Many thanks go to
Miss Elston for the routine to ‘Reach for the
Stars’, Miss Thorley for musical support, Mrs
Bourmaud for playing the piano, Mrs Thakur,
Mrs Le Gousse and Mrs Prasimay for support
and Miss Thomson, Mrs Thorley and Miss Davies
for making the idea a reality and providing
an opportunity for the department to come
together to celebrate work it had done during
the first term of the academic year.
Susan Woodward
Head of Primary
Wild Things
I
n Maternelle 3 we used Where the Wild
Things Are by Maurice Sendak as a catalyst
for imaginative work aimed at extending
the children’s descriptive vocabularies. We
listened to the author’s portrayal of the wild
things without seeing them (all pictures were
hidden) and discussed what they might be:
what does wild mean? Where would you see
a wild thing? What could wild things look like?
The children drew and painted their own before
finally seeing Maurice Sendak’s illustrations.
These were
then
used
as a support
for adding
details to their
paintings
with black pen and labels to their wax-crayon
drawings. Further work around the same book
included drama (pretending to be wild things),
descriptive writing (about their paintings) and
mapping (of Max’s journey during the story).
Suzy Le Gousse
8
INSITES June 2014
INSITES June 2014
9
PRIMARY
Claude comes to town …
along with his friend Sir Bobblysock and their creator
Alex T. Smith
Dear Catherine,
I just wanted to drop you a line to say thank you for everything you
did to make my visit to Saint Germain-en-Laye one of the most
enjoyable school visits I have ever done.
I don’t think I’ve ever been so organised and well looked after. It
was lovely to meet and get to know you and the other staff during my
time with you. I hope to visit you all again in the future. With many
thanks and best wishes,
Alex
H
ave you seen a small, rather rotund dog, with long floppy
ears and a red beret? Or how about his best friend, Sir
Bobblysock – a very sensitive little sock, usually to be found
sipping tea or lying in bed, nursing a headache?
N
ot many illustrators are also authors and we were lucky
enough to have the very talented Alex T. Smith come for a
two day visit to meet our primary students. He began his talk
by answering the question which was on all of the children’s
lips, ‘How did you become an author/illustrator?’ Alex explained that as
a little boy he would go off to school leaving his toys behind him, but
little did he realise that they would have incredible adventures behind
his back and lucky for him his grandfather wrote them all down so that
when he came home he would have a new story to read every day! Soon
Alex was writing his own stories and drawing the characters as well. He
showed the children a little sketch book that he always has with him,
the most recent sketches were of fellow passengers on the Eurostar that
brought him to us the day before. Who knows whose face might appear
in his next book? Alex then read an extract from his popular ‘Claude’
series and suggested that the children all try to draw Claude themselves.
Doubts about their artistic capabilities soon evaporated as Alex talked
them through each stage of the drawing with impressive results.
At the end of January, in preparation for World Book Day on March
6th, Claude the dog and Sir Bobblysock paid a visit to the British Section
Primary Department. They were accompanied by their creator, Alex T.
Smith, a very popular author and illustrator. By the end of the day, every
child in 10ème, 9ème, 8ème and 7ème knew how to draw Claude and Sir
Bobblysock, using all the tricks of the trade. They also learnt about the
exhausting life of an illustrator: going to work in your pyjamas, drinking
endless cups of tea and looking after three pampered pooches: Mr Billy
Bongo, Coco P. Smith and Poppy Pumpkin.
Alex T. Smith’s talk was so inspiring that many pupils have now added
‘illustrator’ to their list of future career possibilities. Some children have
even started writing their own ‘Claude’ adventures, such as ‘Claude goes
to Australia’ by Paul Harrington (8ème), or ‘Claude gets married’ by Ada
Galliano (10ème). The visit was a huge success and we are very thankful to
Cath Vironda, the British Section librarian, for organising such a wonderful
learning experience.
Kasia Davies
Catherine Vironda
10
INSITES June 2014
INSITES June 2014
11
SECONDARY
Meet the University Applications Team
‘Health is a state of complete physical, mental and social well-being
and not merely the absence of disease or infirmity’
(Wellness Fair brochure)
While Nick Baker and Sally Naylor lead and manage university guidance and the application process, the
expertise of the whole team is a key strength in preparing British Section students for the best chance of
success. To gain more of an insight into the responsibilities of our Application Supervisors and Lycée
Librarian, we have asked them to reflect on the varied nature of their rewarding roles.
O
n Friday 28th March the
British Section took all
our Seconde students to a
Wellness Fair at the British School
of Paris. This was a collaborative
event between the British and
American sections at the Lycée
International, the BSP and WIN 78,
a group of psychologists and other
health professionals who work in the
Yvelines.
A
s a new member of the University
Applications team I had the opportunity
to attend the annual CRAC career
development conference in Manchester.
This organisation works alongside UCAS and
universities in the UK to provide advice and
support for teachers who supervise university
applications. The course consisted of workshops
which provided practical information on
issues such as ‘Successful applications to highdemand UK courses’, and ‘Applying to the
USA and Holland’. Given the aspirations and
international background of our students, such
workshops will prove invaluable.
The idea was to focus on positive strategies
to improve young peoples’ well-being. We
chose to take our Seconde students because
Seconde can be a very stressful year indeed,
with pressures in and out of the classroom.
This first year in the lycée cycle is one where we
pay particularly close attention to the students’
well-being, integration and orientation. Pupils
were given permission to miss their usual
Friday afternoon lessons, and, after a somewhat
rushed early lunch, we set off on two coaches
shortly after midday.
The opening session for the students was a
lecture on Positive Psychology, which the
teachers present thought was a little too long
for its audience, but which many students said
was of use to them. The students were then split
into five groups, which included BSP students
as well, and they set off for their workshops.
These included Relaxation (by far the most
popular), Physical Activity (the importance
of), Conflict Management, Nutrition and Sleep
(the importance of and how to deal with
problems sleeping). Each group attended two
workshops. There was a break in the middle
of the afternoon where they could learn some
simple Reflexology techniques.
One of the benefits of our Pastoral Partnership
with WIN 78 is the chance to share expertise
and training. Whilst the students were in their
workshops, the accompanying teachers had a
workshop of their own where the Head of the
BSP and its Pastoral Head shared some training
they had had in the UK on Internet Safety. This
was harrowing, but extremely useful.
Feedback from students has been generally
positive. The students appreciated the fact that
we were showing our concern for their wellbeing and they clearly feel the need to discuss
their stress levels. We thought that some of
the sessions needed to be more interactive
and those leading the sessions, who are not
12
INSITES June 2014
The guest speakers at the conference included
Mary Curnock-Cook, CEO of
UCAS and Rohit Talwar, CEO
of Fast Future Research, who
delivered an inspiring lecture
on how the demands of the
international workplace are
changing at a phenomenal rate.
The focus of this presentation
was how we can best support
our students of today for jobs
and sectors that don’t yet exist.
O
ne of the most enjoyable parts of
being a University Applications
Supervisor is the opportunity to be
there for the students at a critical juncture
in their lives. It is really exciting to discuss life
after the Lycée with them and open their eyes
to various opportunities that are available to
them. Alongside the vast number
of administrative tasks that we
complete, I would say that a real
strength of the team is not just our
knowledge of the UK university
system, but our understanding
of the whole UK university
experience; the academic standing
of different universities, the atmosphere, and
what the experience of living in different cities
across the UK would be like (there are many fine
universities north of Birmingham!). I often wish
that I had had access to this level of support
when I was making my choices for university.
Jon Taylor
Nina Lister
‘H
‘Where can I find A-level chemistry
text books?’
teachers, have also realised this and will adapt
their approaches for any future workshops.
I would like to thank my accompanying
teachers: Claire Lewis, Nick Baker, Anna and
Karen Thorley and Andrew McGovern and
Kelly Herrity from the American section. I
would also like to thank Marie-Laure McHugo
for her administrative support and the PTG
for financing the transport. We hope that this
cooperation between sections, schools and
health professionals will continue to benefit
staff, students and parents in the future.
Here are some quotes from the feedback
sessions held after the event:
‘It was a great experience and we all came
home relaxed.’
‘I took in and will apply much of the
advice that I was given regarding sport and
relaxation, and it will help me.’
‘It was very welcoming.’
‘One hour was spent on the floor, in
the aim of reducing stress. It worked
ow do I find out about engineering
courses in the UK?’
‘What should I read if I want to study law?’
‘Why is writing a personal statement so hard?!’
impressively. This ended our afternoon
well and was very worthwhile.’
‘I would like to thank the staff who
participated in the organisation of the
event.’
‘We had a chance to talk to other students
and share our thoughts about the event
with them.’
‘In the break, I indulged in some
reflexology which I still do not believe
works, but was entertaining nonetheless!’
‘A very enriching experience.’
‘Eye opening and extremely interesting.’
Find out more about WIN 78 (West Intercultural
Network focusing on health, well-being and
inter-cultural relations) at www.win78.fr
Margaret Slaiding
These are just some of the questions I may be
asked on a daily basis as the lycée-level librarian.
The university and careers section of the library
is in constant use throughout the year as
students research potential careers, consult
university guides and prospectuses, look up
background reading lists on Moodle, plunder
the non-fiction and fiction shelves to read
around their subject and prepare for writing
their personal statements, and finally grab
the latest handbook to prepare for interview
and/or admissions tests. As they grapple with
major decisions about their future, helping the
students find the answers to their questions is
one of the most rewarding parts of my job; and
given the diversity of the subject matter, always
a challenge and definitely never dull!
Nicola Bullough, lycée-level librarian
T
he task of guiding students
through
the
university
application process is a
labour-intensive one; it is also richly
rewarding. The process begins in
the second trimester of the Première
year when I meet with students
individually for the first round of the
university application interviews.
Here, we discuss hopes, aspirations
and the opportunities which lie before them.
This involves intensive research in order to
establish which universities are best suited
to their specific academic interests, learning
styles, career ambitions and abilities.
Ultimately, the role I have is far more than an
advisory one. What I aim for is to make sure
that all of my students acquire the necessary
maturity and professionalism to maximise
their chances of success. Throughout the
application process, I am particularly insistent
that students approach the task of writing
a personal statement with the same level
of intellectual discipline that they employ
in essay writing. This is their one chance to
impress leading university academics with their
originality, intellectual curiosity and writing
skills. They need to get it right.
From the point of the first university meetings,
we as a team are involved in an ongoing
dialogue with students and universities, as we
fine-tune UCAS applications, monitor university
responses and negotiate with admissions
tutors. By the time our students acquire their
OIB certificates, it is fair to say that we have
been on a long journey together. But the end
result always makes it worthwhile.
Matthew Tomlinson
INSITES June 2014
13
SECONDARY
D
ue to the success of last year’s
tournament, the Debating League 2014
was bigger and better than ever. This
year the League expanded to include 4 groups
of 4 teams, involving over 50 students, with each
team competing against each other in a series
of debates. The two most successful teams in
each group advanced through to the knock-out
tournament that culminated in the Grand Final
showcase in the Salon Rouge in April.
In April 2014, the History department once again embarked on the Gallipoli Battlefields and
Istanbul trip. Building on the extensive array of trips that the department already provides, this trip
offered 40 Seconde students the opportunity to enrich their understanding of the Gallipoli campaign
of 1915 during the First World War, as well as developing an appreciation for different cultures by
exploring the city of Istanbul and the ancient city of Troy, a UNESCO World Heritage site.
Jonathan Taylor
M
eeting in the departure gate of
the airport, sleep still in our eyes,
the members of the 2014 Gallipoli
waved goodbye to nervous
families and prepared ourselves to meet a
brand new land; Turkey. I had no idea what
Turkey was like, only that the monuments had
exotic names, and that apparently Gallipoli had
steep hills, from what I had read in my history
book.
The thrill of travelling is maybe one of the best
things in life, and I mustn’t be the only one
to believe this. When we were finally shown
Istanbul it was beyond anything I had imagined,
with a glistening sea, streets crowded with
bustling citizens, towered by tall flats, and of
course, the sound of chants coming from the
minarets everywhere we went. Exhausted after
the Bosphorus cruise, full of foreign food, and
laughs still ringing in our ears, we all fell asleep
(only to be woken up at 5:30 by another call to
prayer). The day in Istanbul was maybe the most
exciting day, as we were shown so much of the
beautiful city. Mysteries and stories were told
as we walked through the Hagia Sophia, the
Blue Mosque and Topkapi Palace, surrounded
by ancient culture and wonders. Baking in the
sun, we walked in the crowded streets enjoying
the feeling of experiencing a new culture.
After the visit to the war museum where we
encountered our first demonstration of Turkish
pride, the Ottoman Military Band, (and an
exclusive fashion show) we had just enough
energy to contemplate the city through a new
set of eyes during the night tour. It showed us
the city at its most incredible, empty of tourists
but still full of life.
As we left Istanbul, I was impatient to finally
discover Gallipoli, the stage of crucial events for
such countries as Australia, New-Zealand, Great
Britain, Turkey and even France. The village
of Chanakalle was discovered in the rain, yet
we listened attentively as Ali, our guide, told
us about how his country fought heroically
in the war. I finally realised how much pride
the Turkish nation had. They had every right
to be proud, as the Gallipoli campaign made
them even closer as a nation and gained them
respect from other countries.
Throughout the next two days, I could feel
a real change in everybody’s attitude. An
immense sense of respect came across us and
everybody maintained a sense of maturity
and seriousness. Seeing something through
a textbook is interesting, but seeing it in the
flesh is a whole new experience. The number of
lives lost was not just a number anymore, but
a concrete truth. And whilst stories of 16-yearold farmers who sacrificed themselves for
their people were told, I had to realise that the
beautiful landscape in front of me was a tragic
theatre of war. Something else that struck me
was the French cemetery. It was completely
forgotten, with no sign that anybody had
visited. We were each able to plant a poppy
in one of the graves, showing that somebody
cared for the forgotten. Of course, this part
of the trip was incredibly moving, but also
extremely useful in our understanding of
the failure of the campaign. There was no
exaggeration in the use of the word ‘steep’
to describe the landscape of Gallipoli, as we
contemplated the Anzac shores, surrounded
by rugged, insurmountable peaks.
Finally, with sadness in our eyes for having to
leave behind the times we had shared together,
we headed home. At the arrival gate we all said
our goodbyes, thanking everybody for such an
amazing trip. Our families greeted us with open
arms, and tired from all that had happened,
still buzzing from excitement, we told them all
about what wonderful times we had.
Cécile Weber, Seconde
The trip to Turkey was very interesting
because of the variety of monuments and
places we were fortunate to visit. From the
beauties of Istanbul, such as the Blue Mosque,
Topkapi Palace and the Hagia Sofia, to the
peaceful cemeteries of the WWI landings.
We also had a great cruise on the Bosphorus,
allowing us to enjoy the view of Istanbul from
the sea. We had the occasion to taste many
Turkish specialities (not only kebabs) which
I really enjoyed. We also visited the Harbiye
Military Museum, situated on the site of the
Ottoman Imperial Military Academy, and
we were lucky (our ears wouldn't say so) to
witness a concert given by the Janissary Band,
the world’s oldest military band.
We had a very nice guide called Ali, who
shared with us his knowledge of Turkish
history and made the trip so interesting. From
a historical point of view, Mr Taylor's lectures
combined with Ali's speeches helped me to
better understand what happened in 1915
and how it all took place. This is an important
battle that could have changed the face of the
war but is sometimes forgotten, especially in
France.
If I had to pick something from the trip that
has left the deepest impression on me it was
surely Topkapi Palace because of the beautiful
view onto the Bosphorus and the magnificent
gardens.
Stevan Vukmirovic, Seconde
It was fantastic to have so many people and so
many teams involved in The Debating League,
however this did present a few logistical and
intellectual challenges. By the end of the
competition there had been 31 debates in
total. The task of creating 31 different debating
motions is not an easy one (particularly when
I had already exhausted 25 from last year’s
competition!). It is also important
that the motions do not get
too repetitive or too formulaic.
This year the debating motions
have been a mixture of serious
current affairs issues (Scottish
independence,
boycotting
the Sochi Olympics, banning
Dieudonné), less serious current
affairs issues (Prince George,
Justin Bieber’s behaviour), and proverbial
issues (laughter is the best medicine, too many
cooks spoil the broth, a leopard can’t change
its spots). This breadth of subjects means
that in order to be successful in The Debating
League a team must research the motions well
to substantiate their arguments, use humour
effectively in their delivery, and be creative in
finding the right angle into the debate.
These qualities were certainly displayed by this
year’s finalists; ‘Big Foot, Bilbo & Bambi’, ‘Ad
Hominem’, ‘Bright Lights’, and our eventual
champions ‘No Pasarán’, a team of Première
students (in every sense of the word!), Ben
Shing, Jack Finch, and Lucia Tsoi.
I hope that The Debating League 2015 will be
as well contested as this year’s competition.
J
T
his House believes that Debating League is
awesome because the league has been a
wonderful opportunity for me to develop quick
thinking and debating skills, while meeting
new students in a pleasant and stimulating
atmosphere.
Bianca Nolan, Terminale
oining the Debating League was, to begin
with, a step out of my comfort zone. I had
always been afraid of public speaking but I
decided to give it a go and honestly, I wouldn’t
regret my decision. Over the past year, the
Debating League has benefitted me in many
different ways. Not only has it boosted my
confidence in public speaking but it has also
taught me how to research methodically and
efficiently. Along with my teammates, I learnt
how to construct our speeches to make them
cohesive so that we wouldn’t repeat ourselves.
Some motions were definitely harder than
others but that often motivated us to find
better arguments. All in all, these reasons are
why the Debating League is awesome.
Lucia Tsoi, Première
Enrichment: International Relations
F
rom Hobbesian Realism and Kantian
Liberalism to Neo-Conservatism and
Islamism, it is clear that ‘isms’ are
fundamental to all political philosophies. It
is my belief that our students need to get to
grips with these difficult concepts and for this
reason, since February, I have been running
an International Relations enrichment
programme for Première students. The
programme has attracted a loyal band of
14
INSITES June 2014
participants – some with ambitions to study
Politics at elite UK universities, others with
a growing interest in the subject. All have
shown a genuine enthusiasm for International
Relations and a desire to think differently. By
examining how and why political ideas have
evolved, how they clash and contradict one
another, how these clashes and contradictions
shape the dynamic of contemporary world
politics, it is my hope that the course will
serve to sharpen the political instincts of our
students. Those with university aspirations
should now exploit their knowledge and
ideas to demonstrate the sort of originality
and critical thinking that top universities
admire. Many thanks to all who have
participated; because of you, I have really
enjoyed running this course.
Matthew Tomlinson
INSITES June 2014
15
PHOTOBOARD
Moyens jump for the ball
Dad's delight
Loyal support
Lycée staff past and present pay homage to Edgar Scherer
Intrepid parent helpers on D of E expedition
Vox - This year the Musical
Directors were Adele
Guinaudie and Juliette
François, with Amaury de
Rauglaudre as President,
all British Section
Terminale students
Girl Power - for the first time, the Lycée's
cross-section girls team participated in
the Tournoi des Etoiles
Primary enjoyed
the cinemathemed Carnaval at
the Lycée
All for one and
onesies for all!
Brits Grands 2013-14 sporting their new
shirts kindly donated and sponsored by
Wragge & Co. Many thanks to Simon Lowe
Moyens
Lions
display their
silverware
Tournoi rainbow
of deams
Red carpet arrivals at the Terminale prom
Enjoying the BS
Quiz Night
3ème enjoyed a spectacular Prom
- special thanks to the Contact
Parents for all their hard work
16
INSITES June 2014
Hauts Grillets Disco Night
Lycée en Fête - Rym Sullivan and Bettina
Cassegrain would like to extend their thanks
to all parents whose helping hands helped
make the Fête such a success. Thanks also
go to the following companies for their
support and donations: Agence Royale,
Pilates Ouest, Grunenberger 1854, Tata
Nicole Photography and Isabelle Natali.
Terminale revision weekend; good luck to all
our students taking exams this June
A well-deserved moment of sunshine at
the Terminale revision weekend
4ème bowling
boum
INSITES June 2014
17
SECONDARY
P
aul Dowswell visited 6ème, 5ème and 4ème students across
the three British Section sites on 31st March and 1st April.
Our students have enjoyed reading his books for many
years as he has had over 60 books published during his career,
both fiction and non-fiction. His great passion for History comes
across in both types of his books, as it does when you meet him.
It is the first time that both subjects studied by our students have
been combined in an author
visit, and the section organised
a ‘Historical Short Story
Competition’ following on
from the workshops.
‘S
I
I believe the benefits of authors’ visits/workshops are incalculable. They
serve to put the classes we teach on descriptive techniques or observing
vs commenting, into context. They ignite an enthusiasm and excitement
(amongst even the most ‘word’ weary pupil ) that is a pleasure to see.
Not only did the pupils get the opportunity to put theory into practice,
they were given immediate feedback and encouragement. The morning
ended with a book signing session and when the bell rang a group of
inspired, smiling pupils streamed out of the door. Just an average day in
the British Section classroom!
t has happened to all of us. You sit there, staring at a
blank, white page. The whiteness of the paper looks back at
you defiantly. A wave of uncertainty washes over you. What
should you write about? Where do you begin? Authors overcome
this hurdle recurrently, populating pristine pages with characters,
cities and even new worlds. So how do they do it?
During his time with us, Paul Dowswell answered this question for
us, illuminating certain aspects of the writer’s craft. His workshop
revolved around stimulating techniques for launching the first
stages of story writing. The celebrated children’s author had pupils
create a villain by mentally picturing a person they detest. They then
transformed that person into an imaginary character by changing
their age and sex. Older men became little girls. Teenage girls
metamorphosed into middle-aged men. Pupils then fleshed their
characters out by answering a series of questions about them, such
as ‘What makes them laugh?’
By putting their ‘baddies’ into interesting situations (a sinking ship,
a restaurant, an argument with their parents), 6ème and 5ème pupils
then set their stories in motion. The cherry on the cake was Mr
Dowswell’s constructive feedback on pieces that were read aloud.
It was very exciting to see how many pupils had managed to ‘show’
who their villain was rather than ‘telling’ the reader. Narratives
began sprouting up around the classroom.
When reflecting back on our workshop with Mr. Dowswell,
some pupils were perplexed as to why we hadn’t spent more time
discussing Dowswell’s work. Oliver Gondouin (LI 6ème), for
example, had enthusiastically prepared his questions and would have
liked to have time to ask them. A question and answer session about
Dowswell’s books certainly would have been fabulous! However,
as Vivien Devillers (LI 6ème) pointed out, Mr Dowswell gave us
something equally precious; he got creative juices flowing, provided
a springboard for future fiction writing and generously gave his
expert feedback. Indeed, he let us take a look at the marrow of the
writer’s craft, enabling pupils to populate white pages with villains in
a matter of minutes! His workshops have planted the seeds of many
characters and stories to come.
Fiona Carey
Hannah Blanning-Leloup
how, don’t tell’
urged visiting author Paul Dowswell, who
then proceeded to do just that. In a fifty minute masterclass the
author showed an enthused 4ème group a range of techniques
and tips on how to put pen to paper. Using a black and white photo
to elicit response the pupils were encouraged to describe the image
incorporating the five senses. How would these ‘boys’ feel, what does
fear taste like, what would they be hearing/smelling from the nearby
battlefields?
In a few short minutes a group of 21st Century teenagers engaged with a
group of soldiers in the Somme. Looking at the photo anew they smelled
the sweat of fear, heard the relentless rounds of machine gun fire in the
distance and tasted the ‘sick’ of terror. They ‘saw’ without needing to be
‘told’ that human emotion transcends history and a century- old conflict
came alive in the classroom.
The thought-provoking talking session progressed to a practical ‘doing’
stage and the 4èmes were asked to produce a written response to the
photo. When the workshopped pieces were read aloud the adults in the
room including the author himself were silenced by the beauty, brevity
and poignancy of the pieces. The work is printed here and shows the
value of this workshop far more eloquently than I could ever tell.
The 6ème group were treated to an equally hands-on workshop,
brainstorming synonyms to show the strength of a word and debating
the merits of writing in the first or third person. A practical exercise on
how to ‘flesh out’ a character involved answering a questionnaire as your
protagonist. This unleashed a flurry of inspiration and a range of sinister
personalities emerged on the page, fulfilling the brief to bring a ‘baddie’
to life.
18
INSITES June 2014
The four pieces below were written in about five minutes during the workshop after the students had been shown a
black and white photo of young soldiers during WWI waiting to go over the top. Paul Dowswell had given the students
some guidelines and advice…
A
t about 7 o'clock on that morning of the 1st of July, I was
on my way to the German frontline along with all the other
soldiers. Because it was early, there was still dew on the grass, little
droplets of it on all the greenery. Nobody spoke, but I could tell
by the absence of words that everybody around me was terrified.
Albert the baker's son half-smiled at me as if to say good luck, or
I'm sorry for you. I heard the heavy breathing of the men marching
beside me. I could taste the remains of my breakfast coming back
up to haunt me. The smell of sweat mixed with the foul odour of
the rum we had to drink created an abysmal stench that made this
experience five times worse for all of us.
Emilie Thompson, 4ème PMC
A
bright summer morning warmed the faces of those around
me. Dew slid down from leaves around us, and pattered
every now and then on someone’s helmet. The fresh breeze
cooled our cheeks, but the terror bubbling up from my stomach
continued. The quiet was imposing, and the only sound was that
of branches slowly shifting in the wind. No one dared speak, for
there was nothing to say, as we avoided each others eyes.
Rosie Rattier, 4ème HG
M
y fellow army friends stayed silent as General Harris
briefed us on what would happen in a few minutes. I
could see in his eyes that he was petrified of what was going
on. The morning dew was still sitting on the grass, bathing in
the sunlight. I could smell the fear of the men around me, that
they were running towards death. I could taste small beads
of sweat running down my face and falling into my mouth.
A sudden boom pierced my ears, it was the canon declaring
the beginning of a never-ending nightmare. Men ran in all
directions, screaming in panic. I was pushed into a flood of
mud, picked myself up and walked onto the battlefield.
Greta Lowe, 4ème LI
P
inpricks of sparkling dew cover the greenery as me and my
comrades take a long-awaited rest. My bones ache as I seat
myself on the damp soil. Fellow soldiers crunch around me, our
bayonets reaching high up in the summer sun. The smell of a fresh
summer morning, filled with the nostalgia of happier times, mingle
with the scent of explosives. The new sounds that I hear make
me feel vulnerable, as I have become accustomed to the racket of
machine guns which now lay silent. The occasional notes of a bird
are a striking contrast to the commander’s bark of orders. This
beauty is not befitting of the fate that awaits us.
Dakota Bennett, 4ème HG
INSITES June 2014
19
SECONDARY
Following Paul Dowswell’s visit to the collège classes, all 6ème, 5ème and 4ème students were invited to write a
historical fiction short story including a real historical character for the Historical Short Story Competition.
Entrants were judged on writing skill, historical accuracy and the originality of their story. The winning
stories from each year group have been sent to the UK to enter The Historical Association Historical Fiction
Prize. Here are extracts from the superb winning stories:
all the troops. As I walked towards the camp
I put on my confident face … I continued
without faltering and when I finished, I waited
for their reaction. The Duke considered very
carefully at first, then he agreed; nobody had a
better plan. …
I got put in the group supposed to approach
the English soldiers and then run off, luring
them away, making them break their ranks.
We staggered up the hill until a few soldiers
noticed us, and then took off as quickly as we
could. Sure enough they took the bait …
As soon as the battle started I took upon
sneaking away. It proved to be an easy task,
for my fellow Norman soldiers were too busy
to notice me as they bellowed curses and
randomly swung their swords in an attempt
to look menacing. I crept quickly through the
thick grass and climbed up a tall tree allowing
a perfect view of the battlefield. I had realized
long ago that it is better to watch the wars than
actually fight in them. …
I clambered down from the tree early in the
afternoon, when the armies took a break. I
dreaded having to present my idea in front of
There needed to be an easier way. I fled from
the battle scene, back down the hill. I rejoined
the archers and assessed the situation. And
then it hit me. The archers were shooting
straight at them which didn’t have any effect. I
ordered the archers to shoot at a higher angle.
In the beginning they were reluctant to listen
to me, but when they realized it was a good
idea they obeyed. This new plan worked to
perfection and English soldiers were falling left
and right. A few minutes later the war ended. I
watched as the final arrow flew through the air
and into Harold’s eye. As soon as it struck, the
battlefield became silent. And then the English
fled while we cheered and sang. We had done
it: William was King of England!
Finally I yanked on it one last time with all
my effort and it came free! I was safe, drifting
through the air miles above the ground. In the
distance I saw the plane crash down to earth.
That’s when it hit me; a wave of realisation;
that there were no ejector seats in the hull…
everyone else had plummeted to their deaths
including, my only friend James Brown. I may
be safe for the moment but I was alone floating
through space. …
Have you ever felt like a needle in a haystack or
a raindrop in the ocean, that’s how I feel.
My name is John Tees I am twenty-five and I
have been drafted for operation Dam-buster as
main gunner, the third wave of planes to leave
HQ. …
As the plane commenced its downward arc
everyone panicked. I acted by instinct and
grabbed the ejector latch on the gunner’s seat.
It sprang to life and within seconds I was flying
through the roof and out into the open air. I
was plummeting down but the string for the
parachute was jammed! It would not budge!
20
INSITES June 2014
I trudged through the woods tripping over
brambles and tree roots. I came to the border
of trees and peered out across the open moors
but before I could calculate where to go I felt
something odd press into the small of my back;
a gun! I froze and daren’t move for fear of
being shot. …
BANG! I was bumped awake, where was I?
BANG! I looked around drearily I was in the
back of a Nazi truck. There were other people
around me looking dishevelled and weary. One
person took my eye in particular. I recognized
him BANG! And then it came to me. He was
familiar because he had been in my plane and
he was my friend; my best friend.
First, she took the fresh, yellow straw and
soaked it in a tub of water, to keep it soft
while she braided … her fingers nimbly
braiding yards upon yards of straw as the
hours trickled by… she made the sides of the
hat. Before long she was sewing the braid
loosely again, for the brim, and then all at
once the hat was finished. She then knotted
a grey ribbon around it, with which she
fastened a great black plume to the back of
the hat, and finally, and with great pride, she
pinned to the front of the hat a small spring
bouquet of daisies and early poppies.
Her dark, soft fingers sewed the white silk
into a flowing, loose-fitted bodice, and then
she fitted Chantilly lace to adorn the sleeves
and low, plunging collar, then sewed the
soft, gentle skirt of the same silk, and tied
a bow of ochre silk around the waist of the
dress … She would be well paid for this, and
she was proud, proud to be working for such
a prestigious woman, proud to have made a
dress that she had commissioned. …
The thick black wool that had arrived the
previous night sat in its bags on the tiled
kitchen floor … For hours she carded her
wool, then spun it into soft, firm yarn, her
days marked by the rhythmic clicking of
the spinning wheel. She wove it then, into a
delicate black shawl, onto the edges of which
she sewed black lace of the finest quality.
One woman, with a black plume pinned to
her straw hat, and tumbling powdered hair.
A woman wearing a white silk dress, a fine
black shawl and holding a rose. A woman
leaning on a Mahogany chest of drawers,
against a pastel blue sky, a faint smile on her
lips.
One moment, through long hours, poised
forever, timeless.
A painting.
The Duchess of Polignac, 1789 by Elisabeth
Vigée-Le Brun
T
he centenary of the political crisis of 1914, which plunged
European states into the Great War of 1914-18, is almost
upon us. To mark this event, British Section Première students,
in conjunction with the Fédération Histoire des Yvelines, have
been involved in an extensive independent research project: le concours du
jeune historien. The primary aim of the project is to open students’ eyes to
the bewildering complexity of the Great War. Most students are of course
familiar with the great political and military events which shaped the conflict,
but in offering students a carte-blanche in terms of their research proposals,
the concours has allowed them to consider the War from a multitude of
alternative angles. Working alongside Monsieur François Boulet, my role
has been to advise and supervise the participants. Some have elected to
After 13 years managing the Lycée International costume
cupboard, British Section parent Elizabeth Nolan
is bowing out at the end of this year as her daughter
graduates from Terminale. She leaves behind a fitting
legacy in a well-stocked Grenier and a catalogue of
wonderful theatrical memories for those who have worn
the costumes and enjoyed the plays and spectacles over
the years.
I
am very sad that Elizabeth is finally giving up the costume cupboard
after many years of devoted work (if she is still in the area, I hope
to coax her back for my production next year!) Elizabeth is not only
someone who will take an order for a costume and come up with
something astonishing and entirely fitting, but she has also been a true
inspiration for me. Many a happy hour have I spent with Elizabeth in
the Grenier discussing the play in hand (she always reads them and has
many interesting suggestions and ideas of ‘the right look’) and then
searching among the hundreds of costumes we have, all of which she
knows by heart, to sniff out the best option. She has a tremendous eye
for detail and colour and her costumes always look stunning on stage,
whether they are for an Elizabethan performance of Richard III, Macbeth
set in a 1930s night club or Pinter’s modern day Birthday Party. She is
unerringly enthusiastic and willing to help, often attending rehearsals
‘to get a feel of the plays’ and has been a true delight to work with. She
is a real professional, highly talented and it is not surprising that she was
chosen to co-ordinate the making of the children’s costumes for the film
Marie Antoinette - I shall miss her greatly.
Claire Lewis (i/c British Section theatre)
examine the impact of the Great War on the lives of children; others on
how the roles and identities of women in Britain and France were shaped
by the war; one student pursued his interest in the evolution of une guerre
aérienne through research in the Imperial War Museum archives. The
diversity and the quality of the dossiers which have been dispatched to
the jury at Versailles has been impressive. The best entrants across the
department will be invited to Versailles on 28th June 2014, a carefully
selected date, which marks one hundred years since the assassination of
the Archduke Franz-Ferdinand. Thanks to the work of Monsieur Boulet,
who organised the concours, and the students themselves, our collective
understanding of the Great War continues to deepen.
Matthew Tomlinson
Stepping through the wardrobe
T
he Grenier des Costumes is a veritable library for costumes, except
that costumes are altered to suit the needs of the play, the epoch
and the individual. The teachers/directors and I select the appropriate
costumes together, with the director usually choosing from our existing
stock and then finding a parent willing to be in charge of them.
When I took charge of the Grenier in 2001, there were about 500
costumes; the number has now grown to over 1000. My first big
project was designing and managing the costumes for the musical
Les Misérables, co-directed by Serge Seguin (www.matheatre.fr) and
Claire Lewis, which was performed in two languages and required 300+
costumes. I immensely enjoyed working with both of them, which led
to a long-lasting personal and professional relationship, involving the
management of more than 30 plays performed over 14 years. I also
contributed to several Option Théâtre plays and other Lycée section
productions.
School budgets have always been ‘challenging’, hence the need for
creative improvisation. Nick Aldridge, a former British Section teacher,
was an inspiration with his creative thrift for both stage and costume
design; the simple idea of turning an old leather jacket inside out and
giving it a new skin without losing conviction. Parents have donated
old curtains, left-over fabrics, old suits from when Dads (and Mums!)
were thinner, old jewellery, bits of lace… now the Grenier has quite an
extensive stock of materials to play with.
Fabric texture and colour schemes have always been a key factor in
achieving scenes that would recall paintings, photos... an authentic
atmosphere of the epoch. Over the years, there has been a faithful core
helping in the Grenier and with the shows. My longest partners in crime
have been Patricia Costa (ex- German section parent) and Claire Swartz
(ex-US Section) who have continued helping in the Grenier and on
theatrical projects long after their children had left school. Many other
parents have also made significant contributions and I would like to take
this opportunity to thank them all.
My successor, Maja Perthuisot, has children in both the British and
American sections. I hope she will be able to manage the Grenier for
many years to come and get as much enjoyment and satisfaction out of
it as I did. Please contact Maja at [email protected] if you wish
to become involved.
Elizabeth Nolan
INSITES June 2014
21
ON STAGE
O
nce again Serge Seguin, our formidable and inspired Mathéâtre impresario, came up with an
ambitious and interesting project involving over eighty students and many staff. L’ Odyssée
was entirely written by French teachers with music composed by ex-students from the Lycée,
costumes provided and made by the inimitable Elizabeth Nolan and her team, hairstyling by the
students (CAP 2) and staff of the Lycée Jean-Baptiste Poquelin, props and set made by a team of Lycée staff
and parents and the band consisting entirely of Lycée students. The linking of many of the sections together
in this lively and animated show was a poignant and enjoyable example of the community spirit which exists
in the school and how the arts can be a powerful, uniting force. The troupe of actors, singers and backstagers
were a pleasure to work with and will cherish the memory of the spectacle for many years to come. Thank you
Serge, for your inspiration. What next…Ben Hur?
Lux Perpetua
sings at UNESCO
Claire Lewis
Weekly rehearsals for The Odyssey took place on Tuesdays
from 5 to 7 pm. Thankfully, they were much more flexible
than in previous years, since we were not always needed
to come every week. We usually went through two or
three chapters per session, and no actor was involved in every single
one – so naturally some sections of the play were unknown to me until
March, which only added to my anticipation. Our presence was also
required for interviews for ‘The Making Of...’ film (which I took way too
seriously), costume fittings and musical rehearsals with Mrs Lewis. The
general atmosphere was better than I could have hoped for: pictures
were constantly being taken so that our most embarrassing moments
were captured for all eternity, French teachers were always present to
laugh at the jokes no one else understood and, especially, the actors
and stage assistants really began getting to know each other. Little did
we know how tight a group we would form, making the last two frantic
weeks of The Odyssey experience all the more fantastic!
Nathalie Perthuisot,1ère
T
Although the week rehearsing twelve songs, ten chapters and over two
hours of stage time was exhausting, to say the least, I can’t remember
ever participating in a school show with two stages, one band, so many
cameras and a variety of other technical equipment. This made the
rehearsals incredibly intense, because despite how prepared we all were,
there was so much to get used to in order to coordinate a successful,
fast-paced and smooth production. I think the actors will all agree that
missing out on a few hours of sleep was a small price to pay compared
to the beautiful memories we will all have kept of the rehearsals and the
show itself (although sleeping in on Sunday morning was quite a relief).
The advantage of us staying all evening till 9 or 10 pm to work on the play
was that we all knew the play more or less completely off by heart. I’m sure
this helped create an atmosphere of comradeship and support between
the actors and the
directors.
Perhaps
the only aspect of the
rehearsals I could have
gone without were the
dinners. As delicious
as Marcello’s menus
may be, one week of
‘Parisiens’ does seem a
bit long!
Diane Lorgeré,
Terminale
22
INSITES June 2014
his has been another busy year for the Lux
Perpetua choir with our Christmas concert
at Morainvilliers where we raised 1000 euros
for Téléthon and our two Paris concerts at
the American Church and UNESCO, the second in aid of
breast cancer in Togo. We were specially invited by the
Ambassador of Togo, along with the American Church
choir and the Orchestra under the baton of Franck
Chartrusse-Colombier to sing Haydn’s Paukenmesse
which is a rousing piece and a good challenge for all
involved. Next year we are planning another tour to
Brighton to join the Brighton Choral Society and we will
be performing once again at Morainvilliers, UNESCO
and at the American Church. If you are a keen singer
and enjoy classical music then do get in touch. The
choir consists of Lycée students, parents and teachers.
We recruit yearly for all four voices: soprano, alto, tenor
and bass. It is a very sociable choir of people who enjoy
making music on a Friday night with a glass of juice or
red wine to follow! Please contact Claire Lewis clewis@
britishsection.fr if you are interested for yourself or your
child or both – we have had many family combinations
over the years.
Klassikalis
E
very year Scot Hicks and I organise
a classical concert for students from
2nde to Terminale who are studying an
instrument or singing at a high level.
This year we were not disappointed with the turn
out. Several different sections were represented
with the usual strong cohort from the British
Section. It is a chance for them to ‘strut their stuff’
in quite a formal setting in the amphitheatre. They
rehearse in their own time and come together the
day before when we decide in what order they
will play and sing. There were some magnificent
performances of a very good standard with music
ranging from Bach to Debussy. It is always a
thoroughly uplifting evening and this year the
Proviseur was in attendance. Congratulations to all
those who took part.
Claire Lewis
I had been extremely impressed by the New Year concert; so when I
saw that Mrs Lewis was looking for musicians for Klassikalis, I jumped
at the opportunity! What struck me the most was the incredible
standard. People in my class, who I had no idea played an instrument,
simply turned the audience upside down. It’s amazing to realise how
many unsuspected talents there are in this school! I accompanied
Esther on the piano; we were in The Odyssey together and I had no
idea how beautifully she could sing! This experience allowed us to
share our passion for music.
I’d really recommend attending next year, because this is an excellent
way to discover and enjoy classical music. Above all, I hope more
people will seize the occasion to participate and express their art.
Léa Destaing, 1ère, pianist
I really love singing and Klassikalis was the first real opportunity I have
had to sing on stage. It was an interesting experience as singing was
not the only aspect of the performance. I was accompanied on the
piano by Léa Destaing, who was taking on a new challenge in playing
the piano whilst I was singing. I was relieved that someone in school
was able to perform with me and I look forward to singing in next
year’s concert.
Esther Michel-Spragett, 2nde, soprano
INSITES June 2014
23
STUDENT SHOUT
T
o me, the Tournoi des Etoiles is one of the most important
extracurricular activities in the British Section calendar. Hundreds
of young boys and girls from all Lycée sections participate in
regular matches throughout the year in the hope of earning a
place in the semi-finals, which take place in May. Teams compete in three
categories: Petits (primary school), Moyens (college) and Grands (lycée).
The Student Council is a student body that sets
out to promote socially responsible initiatives,
British culture and, of course, to represent the
brilliant, brave and valiant students who are the
essence of the British Section.
D
uring the past school year, the Student Council has been
involved in various projects, such as Pencils for Africa, the
Recycling Project and Room to Read. We also participated
in local charity events, such as Vaincre la Mucovisidose. In
addition, we held our annual stands at Sports Day and at the seasonal
fêtes, successfully raising money for charity.
What’s new?
As the end of the school year approaches, a new generation of Student
Council takes the lead. We intend to maintain the existing projects and
to make our appearance at the annual lycée events. However, we hope
to widen our
ambitions
to reinforce
the Student
Council’s place
in the Lycée
International.
New
and
exciting events
are currently
being planned for the next school year. We hope to initiate new fundraising activities to support charities worldwide, and engage in ecological
projects. We intend to diffuse British culture within the school by
organising a British themed day. Finally, we wish to strengthen the unity
and solidarity of our section, by creating new events which all students
can take part in, such as a talent show.
Different teams confront each other in the morning, competing to gain a
place in the afternoon’s final. By the time of the final, at around 5 o’clock,
the crowds are buzzing, ready to witness the moment they have eagerly
awaited. In the afternoon, the finals take place one by one. Screaming
parents, enthusiastic children and tense fans fill the seats as the players
embark on the most important game of the year.
As the final scores are announced, tears and screams of sadness, anger
and joy resonate across the pitch. At the end of the day, we are reminded
that the players are not the only stars of the show, trainers are applauded
and we thank the many people who have helped make this day possible.
The Tournoi des Etoiles took place on the 11th of May this year. Although
the British Section Grands did not make it to the finals and take home
the trophy, more important than the scores, I will always remember the
thrilling atmosphere, the rush of adrenaline I get doing the sport I love,
and the great sense of teamwork I have gained from being in the team for
so long. As captain of the British Section team this year, I have also learnt
about responsibility, about team management and many other valuable
skills. Most importantly though, it is the sense of belonging to something
bigger, a community. It is a moment when age has no meaning, when
everyone is 100 per cent behind their section, when terminales shout
words of support to primary school players.
The Tournoi des Etoiles brings all sections together for one day, and
showcases the amazing talents that our unique school has to offer. The
Tournoi des Etoiles is a memory I will always treasure and remains one of
my favourite events in my many years in the British Section
Hugo Berthon, 1ère
Kirsty Macleod and Samuel Lowe, Presidents of the Student Council
I
have been in the school’s all-section a capella group since
the beginning of Seconde, that’s a good year and a half for
me, and no matter how tired I am, I never regret the two
hours of rehearsal. VOX is full of incredibly talented people
who, all with their different tastes in music, share a common goal of
putting on a great show at the end of the year. Everyone loves music
and singing and is determined to put on the best performance
possible in mid-May – participating in a few other shows along the
way. Such a club is definitely not a chore when you get cake after
a tiring Monday, when you get to sing amidst beautiful harmonies
(when we get it right), when you get to forget homework and have
a blast with brilliant friends. It’s not difficult for me to admit that I
think everyone in VOX has a sparkling personality and is extremely
agreeable and sensitive, making them great people to be around,
especially those who were in VOX last year and are still here now,
because I’ve already built such superb memories with them. And
despite the fact that certain tensions can arise and that it is hard and
sometimes stressful work, the team holds itself together and we all
pull through whatever happens. It is a fun musical activity with as
many rewards as there are challenges. Enjoy the show!
Nathalie Perthuisot, 1ère
24
INSITES June 2014
INSITES June 2014
25
PARENT TEACHER GROUP
Changing faces at the PTG
A
s we enter the madness of May and
June in the British Section, it’s that
time of year again when the PTG goes
through a renaissance as some stalwarts
including myself move on and new faces join to
keep all of the British Section’s extra-curricular
activities happening.
Many thanks are extended to all the volunteer
team members who have contributed their own time to making the
British Day at Hauts Grillets
Battered fish and squishy
chips with 'Land of Hope
and Glory' as background
music - what could be
more
British?
Well,
possibly the Churchillian
spirit displayed by the
Mums running the cake
stall. Barricaded behind
tables and armed with
cake knives, we waited for the
onslaught. Only to be met with some
delightfully polite pupils who spent
€117 - which goes to the FSE at
Hauts Grillets.
Sheila Radford
Fundraising
Reaping the rewards of your generosity
In February Susan Woodward
delivered the Primary collection
of toiletries and dried goods to
Arbre à Pain and presented them
with a cheque for 488.32€. This
sum included money received
from recycling the printer
cartridges which we are still
collecting.
Proceeds of this year’s Quiz
Night are also going to Arbre à
Pain. Our thanks go to Catherine
Bruneteaux, Alice Weber and
Sheila Radford for their splendid
organisation. Not only was the
evening great fun but it also raised
600€ for the association. A sizeable
collection of supermarket bags and
jam jars to be used when distributing
goods to beneficiaries was also
assembled.
March saw 677€ of fundraising
money being used to pay for the
coach which took the British Section
Secondes to the ‘Wellness Fair’ at the
British school thus enabling them all to attend this extremely useful
event (see Margaret Slaiding’s article on p12).
Anne Aubry
26
INSITES June 2014
events, sports, communications, fundraising, D of E, and contact parent
network such a success. Particular thanks go to Madeleine Hepworth,
Amanda Pike, Catherine Knight, Rym Sullivan and Kate Salkilld who are
stepping down and/or moving on. I sincerely wish the team the very best
for 2014-15.
I look forward to seeing you at the Lycée en Fête on Saturday 24 May and
don't forget our annual Welcome BBQ & Sports Day starting at midday on
Saturday 13 September.
Mike Thompson, Chair, PTG
Quiz Night
On 4th April, the
annual
British
Section Quiz Night
was held at Hauts
Grillets. Thank you
to all the organisers
and participants for
helping to make this
such a successful
evening. Thank you
also to Gilbert Joseph and Patricia Pollack. Congratulations to the
winners: Pilar and Giles Dickson, Jeremy and Valerie Boyd and Rocco
and Carolyn Zirpoli.
Duke of Edinburgh
International Award
Yes we can
Following
the
great
response to our appeal for
volunteers in the last issue
of Insites, we have been able
to teach the children First
Aid, accompany them on
expeditions and secure a
future for the Award with a
new Administrator and two
new Supervisors, so thank
you!
This year saw 34 children
on the scheme who all
committed to regular sport,
skill and volunteer activities
over the past few months
according to their level
(Gold, Silver or Bronze). While
organising their assessed Adventurous Journey, the groups had to
identify a purpose for the expedition, which will result in a presentation,
blogspot, song, newspaper article and more.
As you know, our children can no longer join the British School of Paris
scheme for their Awards. The best option seems to be to create a new
centre. We have decided to try out the IAC in 2014/2015 and reassess
our position in Spring 2015. Bronze applicants please contact us now.
And finally, a special mention to Shalini Mansharamani who attended
all four expeditions this year!
Amanda Collins and Sandra Caroff
An educational journey
Sylvie Dupuis reflects upon twelve years of
involvement in the Lycée International
A
fter
twelve
years
at the heart of the
Lycée
International
representing parents at every
level, Sylvie Habert-Dupuis has
recently been elected Deputy
Mayor of Saint Germain-en-Laye
with responsibility for education.
For many, Sylvie has come to
epitomise the power and pleasures
of teamwork. In this interview, as
her time with the Lycée draws to
an end, she explains why she feels
it is so important to contribute.
W
hen first approached by Emmanuel
Lamy, mayor of Saint Germain-enLaye, whose team she has now
joined, Sylvie told him bluntly that she had not
moved to this part of the world for the town but
for the Lycée International!
Back in 2001, although she could not claim to
be British even after 12 years in London, Sylvie
no longer felt entirely French either. She sensed
the need for both herself and her boys to be
immersed in both cultures - a sentiment which
many readers will identify with. She particularly
wanted her children to benefit from the French
emphasis on rigueur and Cartesian spirit but
also from the British accent on pastoral care,
creativity and encouragement - she believed
that only the Lycée International would offer
both these strengths. After an interview with
Annie Divaret, her boys were admitted to the
British Section and the family became one of
the very few to have four externé children at
one time.
One can imagine what an initiation this must
have been and when Sylvie was informed that
her eldest would be attending the Collège
les Hauts Grillets, she felt that the only way to
comprehend the complexities of the Lycée
International was to become more involved
herself.
She found Hauts Grillets to be a small and
friendly community, with a dedicated staff
that was easy to work with. She gathered an
enthusiastic team of like-minded parents Fiona, Julie, Becky, Tina, Avril, Mary, Anne,
Madeleine - prepared to help both their school
and the British Section within it. This team,
the staff and British Section coordinators, Irvin
Cane then Xana Jones, met monthly to facilitate
communications in the atypical environment of
a ‘partner’ school framework. Numerous new
initiatives followed - Open Days, Quiz Nights,
‘British Days’... promoting a new-found sense
of community. ‘It is vital that parents should
be involved’, says Sylvie. ‘It can be a “one-off”
or longer term; from baking cakes to spending
hours per week running projects and reflecting
on future developments. If you believe in your
children’s school, then your children will believe
in it and thrive.’
On the main site, firstly with her PTG team
- Patricia, Nicola, Madeleine, Anne, Chantal,
Francoise, Fiona, Mary, Sarah, Kate, Catherine,
Debby, Sarah, Janet, Angela, Stephanie, Bert
- and as a BS Governor then ultimately as
President of APELI*, Sylvie continued giving
back to a school that she believes has offered
her children so much. ‘Of course they would
have been fine anywhere else, but no other
school has thirteen
sections, offers such
diversity, or a bi/multicultural
education.
I have met so many
wonderful, inspiring
people, so I was
happy to contribute
as much as I could.’
As a Governor, she
has witnessed the
hard work put in by
many parents, their
infinite commitment
and professionalism.
‘Can you imagine
our Section without its vibrant PTG and their
numerous activities? Or without APELI-run
events which develop this community feeling
across the Sections, such as Open Day, the OIB
graduation ceremony, the Carrefour des Etudes
et des Métiers?’
Sylvie recognises that this education is
demanding and requires resilience. ‘Students
and parents need support’ she says, but she
believes this can only be achieved through
the power of collaboration. ‘We, as parents,
have a unique opportunity to work with the
administration and teachers on both the
French side and in the sections, for the benefit
of current and future generations of students.’
‘My children feel European. They now work or
study in England; one has worked in Chile. The
Lycée has opened the world to them. To James
Cathcart, I would like to say “What a wonderful
and special section you are running.” My family
feel indebted for all that we received over the
last 14 years. I also want to warmly thank the
Senior Leadership Team – David Jackson and
Nicholas Baker - for their constant support
throughout my PTG years and beyond and
also every single one of my children’s teachers.
None of this wonderful experience would have
been possible without your dedication and
professionalism.’
‘I strongly believe we are helping our children
to become more open and tolerant of other
cultures. I will carry on supporting the Lycée and
its partner schools in my newly elected position
- look at the spirit of the tribute morning to
Edgar Scherer: Ninety-year-old former parents
gathering with newly-arrived students to
celebrate their school … this means something!’
On Sylvie’s terms, this probably means that
we must do all we can to keep our community
spirit buzzing.
*APELI: Association des Parents d’Élèves du Lycée
International.
INSITES June 2014
27
PARENT TEACHER GROUP
Sports round up: football
Petits and Minis:
Four teams show off
differing skills
Another year of
trophies galore!
Rob Steggles
Moyens: For the second year
running a BS team do the double
F
ollowing last season’s Tournoi victory, expectations for this Lions
team in 2013/14 were high. Their first target was the league. The
defence was key: they were well drilled. The clean sheets rolled in.
Nobody wanted to be in goal; there was so little to do. At the other end, the
attack kept slamming in more and more goals. The score-lines – 8-0, 7-0,
14-0, 17-0, 6-0 – showed the Lions’ dominance. The style was awesome:
Lions were a high tempo, strong tackling, fast break, goal scoring beast
of a team. All types of goals: get to the line, cross and head, goalmouth
scrambles, one on ones, tap-ins, long range bombs, neat passing moves
and one spectacular overhead kick executed with stunning technique
and a boom by Luc Colomb, applauded by everyone at La Colline that
morning, even the watching pompiers. Lions won the league.
In the final against Spain, Lions started fast, in a hurry. Luc Colomb took
control with pace, grace and artistry, scoring another two, supported by
Victor Louette and Seb Brunet. Luc Broyden notched the 100th goal of
the season, a far post tap in from a corner. The wind and rain came –
cold and horizontal. An innocuous Spanish cross and the ball skidded
off a Lions boot into the net for 3-1. The Spanish had hope and poured
forward, but the Lions calmly squashed that hope as Antoine Rimbert
stabbed in a loose ball a few minutes later to make the final score 4-1,
giving the Lions their second Tournoi victory in a row and completing the
league and cup double.
Coaches: Rob Steggles and Stéphane Baudena
And so to the Tournoi semi-final against USA. Matthias Moulet ventured
forward to thunder home a free kick from just outside the area. Oliver
Shing, Lawrence Lemoine and Zak Clarke completed the white wall of
defence allowing USA only one shot in the match. Peter Turevsky, Julien
Durand and Matthew Steggles bossed the midfield with bite and pace.
Luc Colomb glided past defenders, scoring twice. Kynan Moss sped
down the right, ever-threatening, Mathias Baudena probing down the
left. Luc Dedryver, Jordi Vila and Sunil Thakur provided fresh legs to keep
USA out. In the last minute, Antoine Rimbert capped a man of the match
display with a precision power drive into the top corner from 25 yards to
seal the victory 4-0. Job half done.
The Minis category (U7) continued to grow
in stature and the BS named a new team Greyhounds - to compete. They had some wellorchestrated successes in their sky blue retro
shirts, which brought them a very creditable
third place in the table. They represent the
future of the club and their tenacious dedication
in all weathers was truly wonderful to witness.
2
014 was a year of transition for
the Grands Brits; with a large
majority of players coming
from 3ème and 2nde, the team
faced a physical challenge and did
very well ending third in the League.
Another achievement of the year
was the team spirit shown by all the players which will be a solid platform
for the coming years. The team was awarded the Fair Play Trophy by the
other six coaches.
On tournament day, despite a very tight game facing terrible weather,
the Grands lost their semi-final to the USJ team, it was not their day losing
the toss therefore not playing in their new shirts and starting against
the strong wind. Alternatively drenched or roasted they missed a few
opportunities so had to play in the petite finale against ASH. This match
ended in a draw 1–1 and so went to penalties, which ASH won.
Jean-Jacques Vironda
INSITES June 2014
The Lions (U11) had a very quiet season with a
single victory and last place in the League and
the Tournoi. The team have learnt to accept
defeat with dignity and they will have to wait
until next year to savour victory again. The
team's discipline and behaviour was rewarded
with the season's Fair Play Trophy.
The Bulldogs and Foxes (U10) played in a new
seven-a-side format and enjoyed some great
successes finishing 1st and 6th respectively in
their League.
Grands: A year
of consolidation
28
T
his year’s primary football club
numbered over 50 at the start of the
season and the group was fortunate to
recruit some highly enthusiastic new volunteer
parent-coaches. Indeed we were particularly
excited to receive the support of our first
Mum-coach, Ruth Clarke, who has turned out
to be somewhat of a tactical mastermind by
organising her teams with attentive precision.
Profound thanks from all the kids must go to
the highly energetic coaches who have come
at various times with new games to induct new
skills and football basics in the club: Ruth Clarke,
Nicolas Coster, Philippe Garreau, Vivek Iyenger,
Colum O’Mahony, Kais Ouerfelli, Vijay Thakur,
Tony Venutolo and François Viljoen.
François Moss
At the time of going to press the Petits B and Minis
Tournoi had not taken place. There will be a full
write-up about this in the next edition of Insites.
In 2008 Rob Steggles offered to join
the coaches’ team. Six years later, the
Brits (now in Moyen) have a stunning
pedigree. How did he achieve this? Firstly
by applying all his marketing expertise to
football. He ‘branded’ the squads, giving
them a strong identity and a sense of
belonging: the Bulldogs and the Lions
were born. He also designed specific
crests for both teams that were printed
on the strips. He then pulled together The Moyens Lions celebrate with Rob Steggles (left)
a blog with weekly photos and articles,
medals and mascots.
Secondly, Rob always found inspiration from the greatest coaches; the bunch of kids
chasing a ball like a swarm of bees has turned into a well-organised team of football players.
Rob’s mantras have always had a strong impact on results: KISS (Keep It Simple Stupid),
Park the bus (all in defence), Blast the net, to name a few. The most rewarding aspect of
coaching the children was to witness them grow and gain maturity in their game
His objective last year was that every single player had to score at least one goal. We
achieved it. This year he asked the kids to score a whopping 100 goals in the season. We
achieved it. This was done by scoring an extraordinary eight goals at the Tournoi des Étoiles
to give the team a season’s total of 102 goals.
It has been great fun coaching alongside Rob for all these years. He never lacked humour or
enthusiasm; the cold, the snow, the rain, the jet lag from Japan, and even the idea of facing
the Italians never kept him away from the sidelines to support the Brits. I am sure all the
players and their parents will join me in saying a huge thank you to a unique coach for his
great contribution to British Section football.
Stéphane Baudena
J.J. Vironda
After seven years of coaching the British Section football team, Jean Jacques Vironda has
announced his retirement. Commonly known as ‘J.J.’, he has sacrificed over 150 Saturday
afternoons to his team and has truly transformed the British Section football squad into one
of the most decorated teams of the Lycée. He has won both league titles and the Tournoi
des Etoiles, whilst implementing a style of play in midfield Ronaldinho and Kaka would be
proud of. His ‘no nonsense’ defenders reflect the infamous Italian defence that won them
the 2006 World Cup. His strikers have benefited from his French flair as they fire on all
cylinders.
Personally, he has helped me enormously in my football. I will always remember how
he would shout from the touchline, his passion for the game is evident for everyone to
see. He has inspired tremendous comebacks from halftime team talks and motivates his
players like no other. J.J. will
be thoroughly missed as the
Great Brits strive for another
taste of glory. Thank you for
the memories J.J.!
Sam Lowe and the rest of
the Brits Grands team
J.J. Vironda (centre)
with the Grands
INSITES June 2014
29
PARENT TEACHER GROUP
ALUMNI
PTG Sports round up
Former British Section student Stephanie Studer
reflects on her time at the Lycée International and
explains how it prepared her both for university and
for her career as a writer, editor and bureau chief at
The Economist.
I
GOVERNORS
Let's get social!
You can now follow the Governors on
Twitter @bspagovernors
or phone, plus advance notice of events, the
AGM and Governor elections, as well as links
to other information you might find useful and
interesting.
As even this year’s new intake of students
and parents will have noticed by now, the
British Section is quite an unusual place. We
have around 850 children aged from three to
eighteen, working on five different sites on two
sides of the Seine.
Martin Pike, BSPA President, said, ‘We think the
Twitter pilot is an interesting way to involve
parents more in the Governing Board, which
will strengthen our mission to support the
Senior Leadership Team in ensuring the quality
of the educational opportunities we offer’.
But though we are quite a disparate group
in a physical sense, we are also part of a true
community, bound by our shared interest in a
bilingual, bi-cultural education.
If the pilot is a success, we will be exploring
further ways in which the British Section can use
social media to build the community and keep
parents, students and alumni up to date with
developments in our extraordinary section.
One way we can build our community in the
modern, digital era is by making use of social
media. The Governing Board is making a start
with a pilot project involving Twitter.
Important news straight to
your PC, tablet or phone
Follow the Governing Board (@bspagovernors)
and you’ll get the latest news and information
from the Governors straight to your PC, tablet
30
INSITES June 2014
Follow @BSPA governors today and help make
the British Section more social!
New to Twitter? Don't be afraid!
Basically, Twitter is a service for people and
organisations to keep in touch. It consists of
short (maximum 140 character) posts.
It’s easy to use, and you don’t have to post
anything yourself unless you want to. Many
people use it simply to stay in touch with updates
from people and organisations that interest
them. It’s as interactive as you want it to be.
joined the Lycée International in 2000
in 6ème, and continued through to
Terminale, when I sat the Bac S. I went
on to study History at the University
of Oxford, and then began my career at The
Economist with a six-month internship, working
for Economist Conferences in Paris. From there
I moved to the Frankfurt office to work as an
editor of business studies with the Economist
Intelligence Unit. In September 2012 I moved
to their London headquarters to write for the
magazine’s International section. Last year I was
transferred to Seoul as The Economist’s South
Korea bureau chief, opening our first editorial
office there.
@UKinFrance – the British embassy in Paris
@irlembparis – the Irish Embassy
@fbcci – the Franco-British Chamber of Commerce
@thelocalfrance – French news in English
@rera_ratp – the latest traffic updates on RER ‘A’
@AeroportsParis – the latest news from CDG
and Orly
This career path has required a lot of hard
work and flexibility. My internship in Paris was
not on the editorial side of the company, but
taught me a lot about sales and advertising in
media — which top-quality journalism cannot
do without. The move to Germany got me
into editing and writing, and Frankfurt was a
compact and friendly city to begin a career in.
My few years in the working world have also
convinced me that you don’t need to know
exactly what you want to do: I took the Bac S,
yet I ended up studying History; I wanted to go
back to university after my stint in London to
do a degree in Middle Eastern studies and learn
Arabic — but I’m now learning Korean and
writing about East Asia.
Any questions or
comments about
the pilot? Ask
us by twitter @
bspagovernors,
or email at justin.
[email protected].
I look back on my years at the Lycée and in the
British Section with great fondness. Once you
are in the working world, you realise what an
exceptional place it is. In following both French
and British curricula, you gain rigour and the
benefit of breadth of study, as well as critical
thinking and creativity. For those interested in
Twitter apps are available for smartphones and
tablets – or you can access it through your PC
at twitter.com. All you have to do is sign up,
choose a few people to follow, and you’re away.
Here are a few accounts we’d suggest following
when you start (as well as @bspagovernors, of
course):
Speaking at the OECD in Paris in 2012
careers in writing, diplomacy, public relations
and the media, these are really important
skills. In journalism, the tight deadlines you
work to in the French system become daily,
or weekly, copy deadlines; the pressure you
learn to cope with, juggling about 10 different
subjects, sets you in good stead for the stress of
the workplace. For many of my bright English
friends at university, Oxford was a real step up
after A-levels; for me, though the work was
demanding, the workload was less of a shock
after 40-hour weeks at school.
By the same token, class discussion and the
essays we write in the British system teach you
how to form an opinion and argue your case. In
journalism, that sort of thinking lays the ground
to poke fun at the establishment and to hold
leaders accountable, to convince readers and
to think on your feet in interviews. I’ve given
talks at the OECD in Paris, and at Westminster
in London — nerve-wracking experiences, but
the more practice you get at school and at
university, the more likely you are to be offered
exciting opportunities like these.
Employers in most fields today also highly value
workers who are bilingual: beyond its practical
application, speaking more than one language
demonstrates diligence and openness. I have
used German and French to get to talk to top
interviewees, and the Sprachdiplom was a real
advantage during my time in Frankfurt, on both
personal and professional fronts. The more
languages you know, the easier it becomes to
pick up new ones, as I’m finding now in learning
Korean. If you are keen to travel in your career,
an international background and outlook will
stand you in very good stead.
Stephanie Studer
INSITES June 2014
31
OVER TO YOU
A
fter years of experience working
with Sotheby’s of London, Drouot
in Paris and as a jewellery dealer in
her own right, Juliet de la Rochefoucauld
was ideally placed to take readers on a
sumptuous journey through jewellery
making in the 21st Century in her recently
published book, 21st Century Jewellery
Designers – An Inspired Style.
Precious gemstones conjure up images of
lost treasure in caves and the gleaming light
of a rough gemstone as the sun’s rays catch
an exposed angle from its parent rock. Gemmology is a tiny specialist
section of geology, and it is a fascinating subject; when is a ruby a ruby?
When is it a pink sapphire? There are so many questions to ask. This is
a huge business worldwide from the mining of the gemstones to the
cutting of them and then their sale; all this before you can even think
about designing jewellery and mounting the stones to entice someone
to buy. Jewellery is the forgotten chapter of art history. It is engineering,
ancient and high technology as well as design; it is also a statement,
personal or otherwise.
21st Century Jewellery Designers – An Inspired Style is a survey of some of
the foremost independent jewellery designers working today. The book
takes you on a journey to discover the inspirations behind the jewels, how
the jewels were conceived and how the designers themselves started in
the business. Most have a deep respect for the gemstones they use. And
For many it is similar to cooking, instead of looking in the fridge to see
what food is there, they will
open the safe to see what is
on the shelves or hidden in
a crumpled piece of paper
hidden at the back.
I have always been
fascinated by these artists
but to get published
meant first investigating
which publisher specialised in the style of book I
wanted to produce – the
rule is never to write a
book before you have a
publisher! You need to be
able to produce an idea
and write a brief synopsis
that will convince them
why you should be the one to write the book. Thereafter, I found it
useful, even with non-fiction, to take part in a writing workshop for ideas
and advice.
English and French versions of the book are available on Amazon or by
contacting me on [email protected]
For students interested in this field, Juliet studied gemmology at the Sir John
Cass College in London, now known as ‘the CASS ‘ – part of the London
Metropolitan University. Juliet is a British Section parent.