Insites 110 - Welcome to the Lycée International

Transcription

insites
February
2014
No 110
The British Section Magazine
Lycée International
St Germain-en-Laye
& Partner Schools
Flying high in primary
CE2 kites ready for lift off
EDITORIAL TEAM: James Cathcart, Catherine Vironda, Susan Woodward,
Lucia Lau, Madeleine Hepworth, Jane Mayger, Laurence Moss
STUDENT EDITORS: Emily Mead, Eleanor Brown
Next Issue June 2014
Visit the British Section website www.britishsection.fr
INSITES February 2014
1
CONTENTS
In this
issue
Thank you to our governors!
Headlines
3
Whole school
4
Primary
8
Christmas Fête 15
Photoboard
16
Secondary
18
On stage
24
Student shout
26
PTG
28
THANK YOU
The Insites team would like to thank
everyone who has helped to produce this
issue. In particular we would like to thank
Lucia Lau who stepped in at short notice
to design and layout the magazine, all the
contributors, and Julie Russell-Carter
and Lindsey Partos for their help with
proofreading. Many parents and volunteers
have provided photographs and attended
events and shows to capture them for us,
including Isabelle Lebourg, Isabelle Natali,
Yasmin Hollis, Suzanne McArdle, Alok Roy,
Christine Moulet, Philippe Valéry, Claire
Saumarez, Corinne Oliveau-Sassus, Amanda
Collins, Claire Mallalieu, Oliver Ash,
Catherina Stingl, Céline Meinero, Chris
Broyden, Bert Moulet. Thank you.
Cover photograph by Jane Mayger: CE2
pupils display the kites they made as part of
their Air, Earth and Fire topic.
2
HEADLINES
On behalf of all members of the British Section, I wish to formally thank the three
dedicated parents whose tenure as governors of the British Section Parents'
Association's Governing Board came to an end at the last Annual General Meeting
held in October. Chris Lajtha (President), Philip Mead (formerly Treasurer) and Rob
Edwards (Secretary) have all dedicated countless hours of their free time to the
British Section, applying their common sense and professional experience to the
task of challenging and supporting the British Section Senior Leadership Team in its
leadership of the Section and to ensuring the sound management of the association's
finances.
You will have seen our governors welcoming families and serving Pimm’s at the British
Section Sports Day and Welcome BBQ, acting as ambassadors at a variety of cultural
events and presenting updates on the association's activities at various meetings and
events. You will not have seen the many hours they spent trawling through reports,
reflecting on strategy, grappling with
James Cathcart with Rob Edwards and Chris Lajtha at Sports Day
excel sheets and discussing policy
documents. Working together with
the common aim of providing the
best opportunities for our children's
future has been a privilege and
pleasure. Thank you to one and
all for your selfless, and tireless,
commitment.
JAMES CATHCART
Director
IMPORTANT MESSAGE FOR PARENTS
We need YOUR support to help ensure the
Duke of Edinburgh’s International Award Scheme
remains available to British Section students.
Currently, 34 of our students enjoy participating in the Duke of Edinburgh’s
International Award Scheme thanks to a partnership between the British Section
Parent-Teacher Group (PTG) and the British School of Paris (BSP), an official
Award Centre. Over recent years, this scheme has offered our students a valuable
opportunity which promotes their personal development, practical life skills and a
strong sense of independence.
Under new rules, however, this arrangement will no longer be possible from September 2014.
In order to continue to offer the International Award Scheme to British Section
pupils, the British Section PTG has put forward a proposal for the British
Section Parents' Association to become an ‘Award Centre’ in its own right.
We are delighted that an existing BSP Award Leader (a volunteer herself) has offered
us help to create our own Centre but to make this become a reality we require a team
of committed parent volunteers to undertake the following roles:
ΠFour Expedition Supervisors: taking responsibility for children (aged 14 to 18)
on expeditions of up to 80 KM.
ΠTwo Award Administrators: who do not have to be involved in expeditions
unless they wish to.
Training is required for these roles and will be offered free of charge.
Maybe you went through the 'D of E' yourself or are nostalgic about your days in the
Scouts/Guides? Perhaps you love the ‘Great Outdoors’ or just want to make sure your
children have this opportunity when their time comes... Please get in touch; these
roles are incredibly rewarding.
Contact Amanda Collins/Munday ([email protected]), Sandra
Caroff ([email protected]) or Mike Thompson ([email protected]) for more
information.
Further details can be found on the Duke of Edinburgh International Award website:
http://www.intaward.org/
JAMES CATHCART
Director
MIKE THOMPSON
PTG Chair
A
recent
survey of contact
parents of secondary
classes revealed,
somewhat surprisingly, that
there was limited awareness of
the Lycée International's schoolleaving qualification – the Option
Internationale du Baccalauréat
(commonly known as the OIB) –
among British Section parents.
So what is the OIB? The British version of the
OIB is an integrated Franco-British schoolleaving qualification resulting from a longstanding partnership between the French Ministry
of Education and Cambridge International
Examinations (CIE). The unique feature of the OIB
is that A-Level standard examinations in English
Language and Literature and History/Geography are
added to the full syllabus of the traditional French
Baccalaureate, and the results of these examinations
are factored, with heavy weightings (coefficients),
into the student's overall mark in what becomes the
Option Internationale du Baccalauréat (OIB). As we
tell university admissions tutors, the demands of this
dual curriculum mean that pupils acquire different
approaches to thinking and methodology through
the two languages, and the cultural and intellectual
flexibility they develop as a result generally equips
them with the skills to become highly successful
undergraduates.
Although the product of
a partnership between the
French state and a British
examination board,
national institutions
play only a partial role in
the organisation of the
'international' element
of the qualification,
and Cambridge's role is
limited to assuring the
quality of the assessment
process by providing
inspectors to oversee
the setting of written exams and the moderation
of written and oral marks. The majority of the
work required to organise the OIB on the national
(and increasingly international) scale is done by the
Association des Sections Internationales Britanniques
et Anglophones (ASIBA). This association, set up in
2002, provides the following functions:
• the production and regular updating of the OIB
handbook;
• promotion of the OIB with university
admissions departments in the UK and further
afield;
• management and development of the ASIBA
website.
ASIBA has also been involved in a number of
developmental projects aimed at establishing
the specificity of the Cambridge OIB within the
statutory framework of the French education
system, as well as helping to improve teaching and
learning across the different sections. For example,
an ASIBA working group has recently completed a
project in collaboration with the French authorities
to produce the first official English Language and
Literature curriculum for British and American
sections at collège level; working groups are also
currently collaborating with the French authorities
on the definition of the different OIB exams and
programmes of study at lycée level.
The British Section here at Saint Germain-en-Laye
plays an important role in ASIBA: as President, I am
responsible for the management and development of
the association and also work on partnership issues,
and examinations organisation and development;
Nicholas Baker is the national subject coordinator
for English Language and Literature; David Jackson
and Julie Marks are Coordinators of History and
Geography, respectively; and Catherine Sagne acts as
the OIB's administrative coordinator. British Section
parents are also involved: one of our governors,
a lawyer in his professional life, is also General
Secretary of ASIBA and has played a key role in the
reorganisation of ASIBA this year.
‘Pupils acquire
cultural and
intellectual
flexibility’
• liaison between the French Ministry of
Education and Cambridge International
Examinations on issues of curriculum and
examination development;
• the organisation and funding of annual training
events for teachers and examiners led by the
Cambridge inspectors;
• the organisation and administration of OIB
exams;
• support for new OIB schools and examination
centres;
If the primary objective
of British Section
parents is to enable
their children to
become bilingual and
to ensure an open door
to higher education in
the UK - an extremely
laudable objective in
my view - hopefully
this article will have
cast some light on how
your child's individual
parcours is certified and
what goes into making
that possible.
More information about the OIB (including a
brochure written for university admissions tutors)
and ASIBA can be found on the ASIBA website:
http://www.asiba.info.
JAMES CATHCART
Director
[email protected]
Postscript: ASIBA is currently investigating ways
to increase its revenues and I will be writing to
companies in the New Year to explain why they
may wish to contribute. Should any parents be in a
position to help, we would be delighted to hear from
you.
3
WHOLE SCHOOL
The British Section
Continuous Improvement Plan (SCIP)
All forward-thinking institutions have a vision, but this can become a mirage unless it is
underpinned by detailed planning that outlines the steps it will take to achieve it. The British
Section produced its mission statement in 2009; this can be consulted on our website and
it is published in each rentrée edition of Insites – we have the vision! Following a rigorous
process of self-evaluation during which we analysed our strengths and weaknesses against a
variety of standards including our own defined aims, we have now produced the British Section
Continuous Improvement Plan (SCIP).
The purpose of the SCIP is to provide:
• Prioritised, challenging but realistic whole-section objectives supported
by time-framed action plans enabling us to fulfil them;
• Reassurance that our day-to-day activity fits into a wider context of
meaningful, planned and realistic development;
• A tool with which to evaluate how well we are making progress towards
the goals we have defined together;
• A context for individual professional development.
The SCIP is organised around four main themes which have been identified as the
main foci of our development work. Within each theme we have identified objectives
supported by time-framed action plans that will direct our activity and energy. The
SCIP will be reviewed each year with a view to evaluating the progress we have made,
celebrating successes, and establishing new objectives.
It is important to bear in mind that the British Section works within the context of a
statutory framework defined by the French Education Ministry and the host school
environment. Our objectives must take account of these facts if they are to be realistic
and achievable. The British Section is deeply committed to its role as a partner in a
truly inter-cultural educational project that presents unique opportunities for twenty-first
century learners.
THEME
nurture a dynamic learning community
1
At the heart of the British Section's future development is a commitment to learning.
A commitment to learning does not just refer to an everyday commitment to
pupils' learning in our classrooms. By recognising that we are all learning, that we
have much to learn, and by committing ourselves to our own learning, we aim to
nurture a research-based approach to development that will ensure we continue
to improve upon the already high standards of learning our students achieve, and
to help each member of the community to understand how they can fulfil their
individual role in that success.
Objectives:
• Review and develop more effective mechanisms to support
teachers’ professional development and improve teaching and
learning;
• Improve links between British Section departments to ensure greater
coherence and progression in the pupils’ learning;
• Clarify and facilitate the functioning of the British Section for staff,
pupils and parents through the production and implementation of
appropriate policy documents to cover and guide the major areas of
the section’s work and activities;
4
• Review and develop more streamlined and effective
communications, both internal (staff and students) and external
(parents, both current and prospective);
• Develop the home-school partnership to ensure parents are able to
support their child.
THEME
2
Develop inspirational teaching and learning
that is informed by best practice in both UK
and equivalent schools
The British Section aims to provide an authentic British learning experience that will
equip students with the knowledge and skills to enable them to feel at home in a
British classroom, to succeed in British examinations such as the IGCSE and the
Cambridge OIB examinations, and to continue their education in the UK or other
anglophone country / institution. Consequently, we are committed to keeping
abreast of developments in teaching and learning in the UK and equivalent schools
to ensure we continually review and integrate best practice into our own.
Objectives:
• Develop individualised / personalised learning by establishing and
embedding more coherent and effective assessment and reporting
practices;
• Develop individualised / personalised learning by developing
differentiated learning strategies;
• Help children learn how to learn and to become independent
learners;
• Encourage and promote critical and higher order thinking;
• Develop the use of digital technologies in teaching and learning;
• Develop Pastoral Care within the context of the host schools’ support
structures.
THEME
3
Develop learning strategies that are based
upon an informed understanding of bilingual
and bicultural education
What does it mean to be bilingual? Are there degrees of bilingualism? How do
pupils become bilingual? Are there different routes to bilingualism? And do the
different routes pupils take have different needs? What do we understand by
biculturalism and how do we achieve it?
We are aware that research and development is required to ensure that
all pupils within an increasingly diverse student body are able to cope
with the demands of a mother tongue curriculum and examinations.
We are also aware that this does not only relate to students who are
learning English as a second or additional language; indeed, all pupils
are concerned and even those who come from anglophone and
bilingual families where English is a high-frequency language at home
will experience foreign language interference of some degree or another.
After all, the vernacular and the dominant academic language in our
host schools is French. We want to ensure that we understand more
about the influence this has on learning and to develop appropriate,
individualised strategies to ensure that each pupil attains the highest
degree of academic English at each stage in their career in the British
Section and to give them the best chance of success in English mothertongue examinations, the brevet international, IGCSEs and the OIB.
Objectives:
• Develop section-wide awareness and understanding
of language development needs of pupils in bilingual
education;
• Develop section-wide/cross-department strategies to
support pupils with different language needs;
• Reflect on the role of the British Section as an educational
institution in promoting a critical understanding of evolving
British identities and culture;
• Reflect on the role of the British Section as an educational
institution in supporting the cultural identity of its pupils.
THEME
4
Promote the role and value of international
sections within host schools and the
French education system, and further afield
The international sections are recognised by the French Education
Ministry as a dispositif d'excellence, and we enjoy extremely positive
and constructive working relationships with our host schools and local
élus. However, it should not be forgotten that the international sections
are something of an exception within the French education system
and, understandably, this can attract the attention of decision-makers
in a rational system that prides itself on uniformity. Consequently,
our challenge is to ensure that British Section practices, particularly in
terms of pedagogy and assessment, are understood and recognised,
and that we remain a valued partner providing not only an enriching
experience for our own students but also contributing to our host
schools and communities more generally. In addition to working with
our local partners, the British Section is also heavily involved in the
national organisation of the OIB schools' group through the Association
des Sections Internationales Britanniques et Anglophones (ASIBA),
which liaises between the French Education Ministry and Cambridge
International Examinations on partnership issues and examination
organisation and development.
Nurture a dynamic
learning community
The British Section
Continuous
Improvement
Plan
Develop inspiration
teaching and learning
that is informed by best
practice in both UK and
equivalent schools
Develop learning
strategies that are based
upon an informed
understanding of
bilingual and bicultural
education
Promote the role and
value of international
sections within host
schools and the French
education system, and
further afield
Objectives
• Promote a greater understanding of British teaching and
assessment practice;
• Extend mutually supportive relationships with host schools;
• Improve the organisation of the OIB schools’ group in the
context of growth.
A more detailed version of the SCIP can be found on the Parents'
Information Pages of the British Section VLE/Moodle.
JAMES CATHCART
5
WHOLE SCHOOL
The Governing Board
Room to Read readathon
A vital role in a unique section
As a British Section parent, you are a member of the British Section Parents Association (BSPA).
The BSPA, a French association, is the British Section's organisational backbone. Every year at its AGM, the BSPA is obliged to appoint a Governing
Board (GB) to represent the parents in the affairs and governance of the Section. Here Bert Moulet, its Vice President, explains the Board's vital role
in the Section:
What we do
What we don’t do
Your chance to get involved
We support the Director, James Cathcart, and his
Senior Leadership Team (SLT) through the ongoing
review and approval of the Section’s Continuous
Improvement Plan and related strategic issues.
The Governing Board appoints the Director, but he,
together with the Senior Leadership Team and other
teaching and support staff, is responsible for the
day-to-day running of the Section, the teaching of
its students and other educational and pedagogical
matters including relationships with universities and UK
educational authorities.
Being a governor of the British Section is a particularly
interesting, challenging and rewarding role. Above
all, the Governing Body seeks to employ the same
generosity, wisdom and enthusiasm shown by the
Director and his staff. Governors are elected for
two-year terms at the BSPA AGM, held in October;
therefore new positions open up every year.
Matters concerning infrastructure, buildings, health &
safety and security are the responsibility of the French
educational authorities, while fundraising and extracurricular activities are the prerogative of the Parent
Teacher Group (PTG).
Parent participation is essential for our children so that
together we can help keep the British Section special
by continuing to offer the very best bilingual and
bicultural education.
We oversee the quality of educational (pedagogical
and pastoral) delivery and general section
management.
We employ BS staff, support the SLT in hiring new
personnel and oversee the well-being of the Section’s
employees.
We manage the British Section's finances, setting the
operational budget and raising funds through fees in
order to ensure adequate funding of its activities.
Given the unique status of the Section and the Lycée
International within the French education system,
we also support the Director in representing the
interests of its parents and pupils. This can include
liaising with local, regional and national authorities and
other external bodies to support, develop and raise
awareness of the international sections and the OIB
(Option Internationale du Baccalauréat) qualification.
British Section GB facts
For more information about the Governing
Board, its roles, current members and how
to get in touch, please visit the British Section
website: www.lycee-international.net.
The GB consists of nine to twelve elected parent governors, the chairman of the Parent Teacher
Group (PTG) and up to three independent governors. All are volunteers who through their skills,
experience and, above all, common sense and commitment, help ensure that the Section
continues to provide a challenging, relevant and supportive educational environment for pupils to
flourish in.
The Director and a staff representative also sit on the GB, with the director sitting on all the
committees.
The GB forms standing committees and workgroups (currently Human Resources, Finance,
Strategy and Communications). Each committee consists of three to six governors, and every
governor is expected to participate in at least one committee.
Parent Governors
Human Resources Committee
Finance Committee
Libraries make a difference
Access to a library full of relevant, engaging books and
educational games encourages children to indulge their curiosity
through reading and learning. The charity Room to Read has
established over 15,000 of these libraries across Africa and Asia
since 2000. Now it will be 15,006 thanks to the parents and
students of the American and British Sections.
The total sum raised from the recent Readathon was an
incredible 25,556.53€. In terms of minutes read and amounts of
money raised there were some fantastic individual results from
our students. But in the end it was the amazing team effort, with
a very high participation rate from students in both the AS and
BS primary and secondary departments, which
produced this result. Room to Read will keep
Bert Moulet
David Gage
President, ex
officio
VP and convenor,
ex officio
Secretary
Hervé
Bruneteaux
Communications Committee
Tony Russell
Martin Pike
President, ex
officio
Angela
Guinaudie
Julie Louette
Treasurer and
convenor, ex
officio
Julie Marks
Dear parents,
During the month of October, your children participated
in a readathon to raise money for Room to Read’s school libraries
programme.
The collective efforts of American and British Section students have
raised over €25,000 – a truly incredible amount and one of the highest
sums ever raised worldwide from a Room to Read school fundraiser.
At Room to Read Paris, we are immensely grateful to the whole
community – teachers, students, parents and sponsors – who have
rallied to this cause. Sincerest thanks to you all for your overwhelming
support and extraordinary generosity, which means that Room to Read
will be able to establish six new school libraries: three in India and
three in Bangladesh.
It’s worth taking a few minutes to reflect on why school libraries
in the developing world are so important. Age-appropriate reading
material is extremely scarce in developing countries and many children
are expected to learn to read using only a single textbook. In many
communities, the only place where children have access to engaging
reading material in a safe, bright, child friendly space is their school
library. Without it, they simply would not have the opportunity
to become independent readers and, as you know, literacy is the
cornerstone of all learning and fundamental for participation in today’s
society.
Thanks to supporters like you, Room to Read has established over
15,000 libraries across Asia and Africa and 95 books are checked out of
a Room to Read library per minute.
Martin Pike
in touch with us as the libraries are established sending both
progress and completion reports.
A sincere thank you to all our parents for supporting students in
their endeavours to read and raise sponsor money. Together we
have made a positive difference to the lives of some of the most
disadvantaged children living in India and Bangladesh.
A win-win situation
The librarians in the British Section have reported a much
greater turnover of books since the beginning of this academic
year when the Readathon started. ‘It has made a big difference
as the teachers have brought their classes to the library and
encouraged them to read through the project, very positive
results all-round!’ Below two students reflect upon participating
in the Readathon.
You can find out more about Room to Read and our programmes at our
website www.roomtoread.org and if you would like more information
about the Paris chapter of Room to Read, do get in touch at paris@
roomtoread.org.
Inside a Room to Read-funded library in Cambodia
A few months ago we all did a sponsored read for the charity Room to Read.
We had to time ourselves when we read and get ourselves sponsored for every
minute. I read over 3,000 minutes, which was fairly easy because I often read a lot
during my spare time and before I go to sleep, and I always find a reason to read.
I was amazed when we were told the results: six libraries! We were only expecting
to raise enough for one! I was also surprised when I found I’d read most out of the
class. Over all I’m happy I did it and I’m happy I could help the poorer people in
Asia and Africa to get a better education; it makes me feel good.
Giulia Gianfelici, 5ème
Warm regards,
Stephanie Poletti, Room to Read, Paris Chapter
As soon as I heard about the Room to Read project I was determined to read to raise
money to help. Some children, especially girls, still don’t get an education and are not
able to read.
Strategy Committee
It is a very interesting project because it does not fund books in English to these
libraries but those written in the local language.
As Mrs Marks pointed out, every day we read something: the back of the cereal
packet, the latest films at the cinema or even the joke on a sweet wrapper. This ability
is essential and it would be fantastic if everyone could benefit from it.
Justin Steed
Convenor
Quentin
Slight
Melanie
Conlon
Quentin
Slight
Joint convenor
6
Eric
Bellanger
Mike
Thompson
Justin Steed
Julie Louette
However, not only did it help build six libraries but it also helped me widen my literary
horizons. I would like to thank all the people organising this project and I hope the
Room to Read project comes back next year.
Delia Baudena, 6ème
Students and staff present the cheque to Room to Read
7
PRIMARY
T
his extract from Big Writing by
Ros Wilson reinforces the vital
part that talk plays in the British
Section Primary Department’s
curriculum. Through talk pupils explore,
share, communicate and extend their
understanding. A child can only write
(without support) using the language
stored in his or her own brain. Articulate
dialogue enriches and enhances a
child’s reading and writing processes.
When the National Curriculum was introduced in
1988, the section on English contained an entire
strand dedicated to ‘speaking and listening’; a clear
indication of the importance of talk in learning. There
was a statutory, published requirement that pupils use
focused talk and written language to plan, investigate,
record, evaluate, review and re-plan. Further initiatives,
such as the daily Literacy Hour which was introduced
into primary schools in 1998 and the Bookstart
programme (www.bookstart.org.uk) piloted from
1992 and introduced throughout England from 2004,
recognised that children need to be given models for
language, thus placing the focus upon discussion of
books, poems and rhymes. Latest research indicates
the need to increase the quantity of
discussion around both factual and
fictional books. Talking is important. The
Big Writing initiative ensures that children
have had experience of the vocabulary
and sentence structures they need in
order to be able to write successfully
about whatever topic they are studying.
In the British Section this emphasis on talk
is just as, if not even more important. As
the children are working in two languages
and in two education systems, they have
less exposure to English than if they were
in an Anglophone education
system. At the beginning of each
school year, the department
emphasises in our information
meetings the need to widen and
enrich language for all ages.
The reading meetings show
how crucial it is to extract as
much discussion from books
as possible: we need parents
to help their child talk about the
pictures, characters, the
storyline and how this links
to their child’s experiences.
Such discussion builds up a
store of words and sentence
structure, the understanding
of which can be drawn
upon when writing, reading
and talking independently.
In British Section primary
classes children can be
8
seen and heard creatively discussing, debating,
evaluating their work, singing, reading and contributing
to a group or pair discussion.
In Maternelle, book or poem readings are invariably
followed by drama or practical activities which provide
an opportunity for the language or ideas from the
books to be consolidated. Recently, Maternelle 1 pupils
listened to A Snowy Day, talked through the story and
then made paper scarves. The activity provided plenty
of opportunities for discussion of colours, shapes,
patterns and to develop fine motor skills. Maternelle
2 enjoy animated discussions while making collage
representations of stories.
Such discussion is especially important in Maternelle 3
prior to writing tasks. As the children mature, the speed
with which they move from textual input to written task is
faster, yet there remain a plethora of activities to ensure
that as much vocabulary, meaning and understanding
of language concepts as possible are gleaned from
the time spent on each item. In CP, different authors
and styles are explored, the children mirroring these
in their own work. In 10ème, the children become
actors in their own pantomimes, growing familiar
with the structure of traditional fairy tales and nursery
rhymes whilst learning how important it is to adjust their
speech for an audience. This year in 9ème the children
embarked upon kite making as part of their air topic,
pairs of children having to negotiate how they would
build their own ‘flying machine’ with available materials.
Once made, further discussion, both oral and written,
was used whilst testing and evaluating the kites. Pupils
also looked at the devastation caused by Typhoon
Haiyan and age-appropriate real-life newspaper articles
from ‘First News’ were studied before the children
made their own front-pages about a fictional hurricane
hitting their local area; again they were drawing on the
language and structure of the examples of text and
vocabulary used in class.
This year’s Rentrée saw the introduction of class readers
to all year groups from 10ème to 7ème with the specific
aim of helping the children to get to know texts in
depth, enabling them to internalise the richness of their
vocabulary and language ready for use in the future. In
8ème, staging radio broadcasts between characters
from their class reader, The Firework Maker’s Daughter,
required the children to work together and delve
beyond the obvious in order to build up a profile of each
personality, using subtext to pick up hints about their
behaviour. In a similar vein, 7ème have started to read
Kensuke’s Kingdom by Michael Morpurgo and have
discussed arguments for and against going on a long
sea journey and what they would like to take with them.
Speeches and debates have been staged in 7ème
which required the children to brainstorm ideas verbally,
defining the concepts they felt were important before
organising these ideas into a sequence and presenting
them orally in a formal context. All these activities
involved the children engaging fully with the texts
provided and developing a thorough understanding of
both the words and ideas contained within them.
Another benefit of the class readers has been to ensure
that parents continue to read and discuss books with
their older children. The implementation of these class
readers in September coincided with new research from
the Oxford University Press outlining that 44% of parents
no longer read with their children beyond seven years of
age. The BBC report of this research, http://www.bbc.
co.uk/news/education-24116088, emphasised how
important it is that this does not happen and pointed out
that ‘even ten minutes a day reading with your children
is a great help’. In the British Section we would hope
that children are still regularly reading with parents. This
is particularly important for extending vocabulary and
providing opportunities to talk about issues raised by the
texts and to formulate and verbalise ideas. Just as the
activities added to the front of early readers in Maternelle
are there to support parents, the activities set for class
reader homework can be used as guidelines for
discussion of other books. It is all about giving children
practice, and therefore confidence, in all aspects of their
oral language. Through discussion children learn how
to provide reasons and evidence for their statements
about characters and their behaviour automatically, how
to use different tenses to explain what has happened
and what might happen next and how to re-use new
words which then have a chance of being internalised.
During their last lesson before the holiday, 7ème pupils
came into Maternelle to read a story to Maternelle 1.
This gave 7ème pupils the chance to think about the
stories they had chosen and plan appropriate questions
for the children. The Maternelle 1 pupils enjoyed the
opportunity of having a 1 to 1 story-time and of talking
about what they were learning, thus extending their
vocabulary.
During our lessons and activities at home, talk is crucial
to enable children to explore, share, communicate and
extend their understanding in English and develop their
skills in speaking, listening, reading and writing so that
they can develop a confidence and independence in
the use of the English language for their learning.
Barbara Bentley, Clare Elston,
Suzy Le Gousse and Susan Woodward
In September,
Mme Hopf
replaced M. Filippi
as Directrice
du Primaire
at the Lycée
International.
CM2 British
Section students
Emily N, Emily
Z, Flynn, Thomas, Julie, Noémie, Euan and
Dhriti and Mrs Woodward interviewed
Mme Hopf on behalf of Insites.
1) Aimez-vous votre travail?
Oui, j’aime mon métier, c’est passionnant de travailler
au sein de cet établissement qui est une richesse
grâce à la pluralité des langues et des cultures. Les
élèves sont tous au moins bilingues et ont tous un
très bon niveau, voire excellent.
2) Pourquoi avez-vous voulu devenir
enseignante ?
Par goût de la transmission et par la satisfaction
qu’engendre le travail avec les enfants. J’ai
enseigné en classe de Français Spécial pendant de
nombreuses années et cette classe est un véritable
challenge. Au début, les élèves ne peuvent presque
pas communiquer puis petit à petit au cours de
l’année, ils arrivent de mieux en mieux à s’exprimer.
Au 3ème trimestre, c’est la récompense des efforts
accomplis, ils sont presque au même niveau que
les classes françaises. Je dis presque parce que la
langue maternelle va jouer sur l’apprentissage du
français et la difficulté n’est pas la même pour un
japonais que pour un italien.
3) Pourquoi avez-vous voulu être directrice ?
British Section primary staff held two reading meetings at Ecole Félix Eboué at
the end of September by kind permission of Mr Robert. During the meetings,
the department's approach to reading and guidance on helping children talk
about the pictures in the reading scheme
books and asking questions about the
content of reading and library books was
explained. The photographs show Mrs
Thorley during the presentation and phonic
and reading support aids made by Mrs Le
Gousse and Mrs Bentley.
C’est arrivé par hasard: j’ai fait un remplacement
durant 3 mois l’an dernier et j’ai pris goût à cette
tâche. Le regard est différent. On a une vision
d’ensemble sur tout ce qui se passe à l’intérieur de
l’établissement: les classes françaises, les sections,
l’administration et le personnel. On est à la tête de
l’équipe des enseignants, on doit travailler ensemble
avec eux et avec les enseignants des sections,
préparer des projets pédagogiques, animer les
conseils de classes.
4) Avez-vous beaucoup de travail ?
Oui, il y a 22 classes dans l’école et c’est la plus
grande école de France. Il faut établir des priorités:
le plus important, ce sont les élèves. Je dois faire
en sorte que tout se passe pour le mieux pour vous,
dans la classe, dans la cour, à la cantine. La partie
administrative est très lourde mais je suis aidée par
Catherine et Afdokya. Ce que je préfère, c’est le
domaine pédagogique, élaborer des projets avec
l’équipe des enseignants.
5) Les inconvénients ?
La classe me manque parfois ainsi que les enfants.
Je ne suis plus devant une classe et je n’ai plus les
mêmes contacts avec les élèves mais je les connais
tous.
6) Quand avez-vous commencé ce nouveau
métier ?
Cette année en septembre. Avant, j’étais
enseignante. J’ai commencé au château en 1986. A
cette époque, le bâtiment dans lequel nous sommes
n’existait pas encore.
9
PRIMARY
UNICEF
O
n Thursday 12 December, the three
CE1 classes were proud to present
the Jolly Christmas Postman
Pantomime. Based loosely on the
Jolly Postman and Jolly Christmas Postman
books (with apologies to Allan Ahlberg!), the
pantomime has been the source of most of our
learning in class this term.
Post
Postcards and parcels, birthday cards and bills, the Jolly Postman delivers them all to
well-loved fairytale characters; but when a tally of all our post showed that we received
mostly junk mail, we thought we’d better put pen to paper. The children have written
thank you letters or apologies from one fairytale character to another, they have sent
pantomime invitations to their families and members of staff, not to mention letters to
Father Christmas …
Storytelling
What’s your favourite fairytale? Who’s your favourite character? Recalling and re-telling
the tales has given us plenty to discuss and consider, culminating in making our own
little books of the Cinderella story.
Rhymes and riddles
We have enjoyed
enjoye revisiting favourite
nursery rhymes, many of which feature
in the show, and
an had fun inventing
versions of Humpty Dumpty.
our own versio
Thanks to Pete
Peter Piper (of pickled pepper
fame), we hav
have perfectly practised our
pronunciation prior to the performance.
When rehearsals
rehear
were over, lines
learnt and co
costumes ready, it was
panto time! Christmas in the British
Section just wouldn’t be Christmas
without the 10ème pantomime.
Thursd 12 December,
On Thursday
C classes gave a
the three CE1
splendid p
performance of the Jolly
Christma Postman Pantomime
Christmas
at the Ch
Château d’Hennemont.
Nerves, excitement and a touch
stage
of stage-fright
at the sight of the
sea of ffaces in the amphitheatre
q
were quickly
forgotten once
sh got underway. Our
the show
daring postmen (all three of the
them) braved the elements,
not to mention big bad
wolv giants and witches,
wolves,
de
to deliver
Christmas cards
and presents to Goldilocks,
Red Riding Hood and many
oth favourite fairytale
other
ch
characters.
Congratulations
to all our budding stars for
th fantastic line-learning
their
e
efforts,
superb singing,
w
wonderful
costumes, and
p
panto
spirit.
rights of the
child project
I
t was in 1989 that the United Nations
adopted a revolutionary treaty that gave
rights to all children everywhere: the
Convention of the Rights of the Child.
It was the first legally binding international instrument to incorporate the full range of
human rights to children — civil, cultural, economic, political and social. By signing the
Treaty, nations agreed to set basic standards for healthcare, education, protection and
social services. The CRC also granted children the right to play, express themselves
and have a say in decisions that affected them. The convention comprises 54 articles
which cover basic human rights including: the right to special protection, measures
and assistance; access to education and health care; the opportunity to develop
personalities, abilities and talents to the fullest potential; the ability to grow up in an
environment of happiness, love and understanding; and the right to be informed
about, and participate in, achieving ones’ rights in an accessible and active manner.
Every year on 20 November, UNICEF celebrates the International Day of the Rights of
the Child. In collaboration with the primary school at the Lycée International's project:
Devenir Citoyen: Les Droits de l’Enfant, 8ème and 7ème classes took part in a
writing workshop which explored the meaning of childhood and what it symbolised
for them in terms of their rights. Pupils summed up their thoughts in one sentence
which were written and displayed in the primary entrance hall along with the other
primary classes. The statements touched on matters of equality, happiness, nurturing
and education. Patrick (8ème/Français Spécial) wrote: ‘A child should have the same
amount of respect as another child’.
Within the classroom, pupils gained an insight into the unfortunate ways in which
children suffer around the world. With this in mind, pupils then examined the
convention in its integrality to see how it protected children from different types of
abuse, neglect and exploitation. Finally, through dialogue and group activities, pupils
were able to make distinctions between what they consider as ‘needs’ and ‘wants’ in
their daily lives.
The project will continue throughout the year and conclude with an exhibition of work
between 5 and 19 May 2014.
Nicole Thomson
Christina Bourmaud
10
11
PRIMARY
T
he British Section gathered together on Tuesday
17 December at Holy Trinity Church in MaisonsLaffitte to share a festival of carols and readings at
the annual carol service. We were very grateful to
the Churchwarden, Mrs Claudia Parr, for her warm welcome
to the church and to Mrs Gale and Mrs Weber for their help
in setting up the church and for organising, via the PTG, the
tasty refreshments afterwards. The service was organised by
the primary department and I am most grateful for the help
of Mr Harding, Mrs Thorley, Mrs Bourmaud, Miss Davies,
Miss Thomson and Miss Elston for their help and enthusiasm
in teaching all the pupils in CM2, CM1 and CE2 the words and
music of the Zither Carol which enabled as many children as
were able to participate on the night. The choir introduced
the service with the first verse of ‘Once in Royal David’s
City’ and sang ‘O Christmas Tree’, ‘Silent Night’ and the
first verse of ‘Ding Dong Merrily on High’ very tunefully. Lux
Perpetua swelled the singing from the gallery at the back and
gave beautiful renditions of ‘I Wonder as I Wander’ and ‘The
Angel Gabriel from Heaven Came’. Mr Mead played the organ
again for us and we were very grateful to all our readers:
Sasha, Paul, Matilda, Valentine, Rachid, Lucy, Genevieve,
Grace, Angus, Isabelle, Charlotte, Evie, Maeve, Amber, Lia,
Nora, Elodie, Ines, James, Julien, Maxence, Cecile, Euan,
Florence, Blanche, Eloise, Catherine, Laura, Thomas, Dhriti,
Kirk, Aiden, Emily N, Emily, Zajac, Hannah, Mrs Bourmaud,
Mrs Thorley and Mr Cathcart. There was a very happy and
seasonal atmosphere during the service and whilst enjoying
homemade mince pies afterwards.
Susan Woodward
D
uring
Maternelle
1’s last lesson
of term they
were very pleased to
welcome some visitors
from CM 2 who had
prepared Christmas
stories to read to them. The CM 2
pupils had chosen Christmas
stories and prepared questions to
talk about with Maternelle 1 .
Two pupils, Kirk and Emily,
12
had written their own
stories with great
care. Later during the
morning Maternelle 1
welcomed their parents
and sang some of the
songs they had sung
during the term with favourites
being ‘Twinkle, Twinkle Little
Star’ ‘One, Two, Three, Four,
Five’, ‘Head, Shoulders, Knees
and Toes’, ‘Jingle Bells’, and ‘We
Wish You a Merry Christmas’.
Faces drawn by CP pupils
13
PRIMARY
‘The Night Mail’ poetry inspired by W. H. Auden
As part of their study of Scottish culture and geography, 8ème students listened to John Grierson’s classic reading of ‘The Night
Mail’ by W. H. Auden. After much discussion about the way in which trains have changed and improved over the last century, some
children were inspired to write a poem about the modern train experience. Others were more interested in how communication has
evolved in recent times and chose to write poems about the ways in which phones, email and the Internet have changed our lives.
In either case, the pupils were asked to replicate the rhythm and rhyme of Auden’s original poem. The results were impressive!
Kasia Davies
Modern Technology
Christmas Eurostar
Eurostar Crossing
This is the Internet crossing the globe
Sending the message in binary code
Saying what you write with every word
Everyone's using it to be heard
You can talk to someone living in France
And you can share a video of you doing a dance
You don't have to talk to someone's face
You can delete, control, create and erase
You can play online games with your computer
And do some research if you're a commuter
You can shop online for underwear
And order plane tickets to go anywhere
You can buy clothes online for cold December
And write notes to help you remember
If you get stuck call a technician
For your sister's party order a magician
All these things you can do
With only technology and you!
This is the Eurostar crossing the sea,
You can get a kit-kat for 50p,
Or have some hot chocolate, coffee or tea,
So dark outside you can’t possibly see!
A trip to London for Mum, Dad and me,
Christmas shoppers buying frantically,
Bright lights and heaters under the sea,
iPhones and iPads to keep us company,
My dog in the boot with luggage for three,
Peering out through the window continually,
I’m eating toffee, happy as can be,
The train is so fast, not long to last,
Ten minutes to go now,
Quick go to the loo now,
We’re nearly through now,
Happy faces inside
Excited – hold on tight
And then we’ve arrived
This is the Eurostar crossing the sea
You can sit in it and drink some tea
Or buy a Kit-Kat for 90p,
Riding the Eurostar is a fantasy.
Queuing for ages in a long line
Praying and hoping the train is on time
Rummaging through your cases for crisps
Then sitting down, enjoying your trip.
Feeling like an exhausted heap
Trying and trying to fall asleep
The train and time both moving fast
Mustn’t be much more journey to last
You’re nearly there, you can see the station
It has been such an exciting sensation
This was the Eurostar crossing the border,
Everything went well and all is in order.
Jana
This is the Internet crossing the globe
Sending messages in binary code.
Computers for business, computers for work
Computers for games, computers to talk.
Someone is on Facebook trying to send
A message to one of their best friends.
You can watch videos, you can buy some clothes
You can look up how to make pretty bows.
Look at your phone and go to App store
Maybe you can upgrade your tablet even more!
If you are staying in a hotel with no Wifi
Just drive to a near cafe and don't be shy.
That’s how easy it is to communicate
With all your family and best mates.
Sasha
Luca
Modern Communication
This my daddy sending an email
He types it and tries it, but nothing will send
He phones the technician to help him to mend
Then he discovers that he can talk to a friend
He tweets on Twitter, he comments on Facebook
Making reviews to put in a book
He did that for Amazon to make him famous
Loads of his friends suddenly jealous
He bought a nice Macbook to do all his work
He uses it for Twitter, Skype and Google Search
Modern Communication
Alexandra
Paul
Different Tracks
This is the Eurostar crossing the border
You can play card games with your daughter
The young and the old filing through
Here is the trolley carrying the food
Bustling commuters running late for the train
So they catch the next one with their legs in pain
Finally relaxing, ready for work,
Down in the tunnel, in the dark murk
Suddenly remembering that soon it’s half-term
We’re going to France to have fun and to learn
Down on a farm in Normandy
In a pretty cottage by the sea
Arriving home from the Metro
Seeing my family, watching a show
Trains going fast, trains going slow
Different tracks, for the journeys we know
Christmas cheers!
Our Club International Representatives, Rym Sullivan
and Bettina Cassegrain, would like to sincerely thank all
parent volunteers for their Christmas Fête support with a
particular mention for the following companies and parents
for their very generous contributions and donations:
La Feuillantine
Agence Royale
Jump Fun Park
Pavillon Henri IV
Gontran Cherrier
A La Ribambelle
Oh So British
Riche Terre
Les Secrets
Parents:
Tom Joules Saint
Karine Dedman
Germain
Helen Spraggett
Les Pyramides
Sarah Wiggett
Paris Treats Tour
Amanda Pike
Pilates Ouest
Viens Jouer à la Maison Claire Saumarez
Dominiqu Pargamin
Eulingual
Anne Aubry
Jennyfer
Cerys Evans
Barbecue & Co
Emma Culty
Baila Pizza
Marissa Tauro
Culture Velo
Bianca Henry
El Rancho
Clara Thea-Laurent
Maître Kanter
Helene Masselin
Resto Arcade
Fiona Rendall
Ludimax
... and 10ème LI for their superb tombola effort!
Rym and Bettina –Great Teamwork
Matilda
Air, earth and fire: a CE2 topic
C
E2 ’s curriculum topic is based on Air, Earth
and Fire this year and they are developing
their reading, speaking, listening and writing
skills through activities connected with the topic. They
are also using Oxford International and its associated
workbook and Spellaway for some of their homework.
The topic of Air has enabled them to enjoy an exciting
term during which they have studied respiration, the
Beaufort Scale, made and tested kites and explored
the history of flight. The photographs show the kites
that were designed, discussed and made. Parents
heard more about the kite-making process at the
New Year Show on Wednesday January 29 in the
amphitheatre at the chateau.
14
15
PHOTOBOARD
The Primary New Year Show
Visit by Mme Conway-Mouret, Ministre déléguée auprès du ministre des
Affaires étrangères, chargée des Français de l’étranger, to the Lycée
International on Friday 17 January
Marie-Christine Dupont, Maire-adjoint du Pecq, affaires scolaires,
vie internationale et jumelages accompanies M. Robert, Directeur
of Félix Eboué, Mrs McHugo and Mrs Gregoire of the British
Section at Félix Eboué.
James Cathcart and Susan Woodward
are joined by M. Robert, Directeur of
Félix Eboué, and Catherine Knight, who
organised the lunch for the last time.
The PMC New Year Cocktail lunch
Pantomime fun
Legendary PTG hospitality at Le Pecq
Mme Lecomte, PMC Headmistress and Mme Bernard, Maire of Le Pecq
with Mr Eccles and Mrs Sagne from the British Section.
The Contact Parents of Ecole Maternelle Jehan Alain and
Ecole Félix Eboué, and the team from Collège Pierre and
Marie Curie, each extended warm welcomes to the staff of
the British Section, their French schools and representatives
from the Mairie du Pecq, serving delightful buffets and
providing a convivial interlude at the annual Le Pecq New
Year Cocktail lunches in January. These special occasions
– unique to the Le Pecq schools – offer British Section
staff an opportunity to enjoy the company of their French
counterparts and local civic dignitaries.
In a new initiative, parents from Jehan Alain then followed
this event with a ‘coffee and cake’ gathering for ATSEM staff
(class assistants) of the school.
Many thanks are extended to the teams of parents who
made these much appreciated events possible and so
enjoyable.
Silver Award team on expedition in the Morvan National Park
Mr Eccles with Mme Agnello, Art
teacher, at PMC lunch
Xana Jones with Julie Louette, Parent Governor, at the
PMC New Year Cocktail Lunch
The PMC Contact Parent hostesses
Enjoying Beauville
The Félix Eboué Contact Parents enjoy the fruits of their
labour
British Section musical talent at the New Year
Concert
Students, staff and parents combined forces
this December for a worthy cause by providing
numerous Téléthon fundraising efforts including
a parent-run creative workshop which designed
Christmas decorations, mugs, candles and
costume jewellery for sale at the school.
The Jolly Christmas
Postman pantomime
CE1's from Félix Eboué 'give their breath' for cystic fibrosis sufferers
during the annual Virades de l’espoir
Félix Eboué Contact Parents offer a
warm British Section Rentrée welcome
to new pupils and parents
A special visitor pops in to delight 10èmes at the
Christmas Party organised by parents
Beauville set building
SECONDARY
Get with the programme
A new national programme for the British
international sections in collège
Atelier enquête historique
at Collège les Hauts Grillets
T
he international sections could
be considered a victim of their
own success: in the past ten years
the number of candidates for the
British Option has almost quadrupled and,
in 2013, surpassed the magic figure of 1000.
There are now 38 collèges with a British
international section listed by the Ministère
de l’Education Nationale and a similar number
of lycées, with more joining each year.
The OIB British Option is also developing
outside France, with schools in London,
Athens, Singapore and Guadeloupe due
to come on-stream in the next few years.
However, despite the existence of the
Cambridge OIB handbook which outlines
the programmes of study for the OIB, until
this year, no official curriculum for English
Language and Literature existed for either
collège or lycée, and this was something
we sought to rectify in order to ensure
that the British approach to pedagogy
and assessment was both recognised and
enshrined in French law.
Two British Section HG students took part in this atelier
and wrote about their experience:
administrative authorities understand the work of the British international sections and
the educational objectives that underpin it, such as the development of independent,
critical thinking. Secondly, we wished to define the expected standards of international
sections as opposed to, for example, sections européenes. The programme explains
the progressive development of skills in reading, writing, speaking and listening, and
approaches to literature. In keeping with our own mission statement, and the overall
philosophy of the international sections, it explains that the sections are intended for
two different kinds of student: those for whom English is a mother tongue, and who
wish to develop it as an integrated part of their education in a French school; and
those who are learning English as a second language at a very high level, and who
are ambitious to move towards ‘first language’ level. It specifies that students should
normally be expected to reach level B2 on the Common European Framework of
Reference for Languages (CEFR) by the end of Troisième; this corresponds with
the published reference level of the Diplome National de Brevet International). It also
states that a higher level than this can be validated: this is important for ‘first language’
students and those approaching ‘first language’ level at the end of the collège cycle.
The introduction of the new Diplome National du Brevet International (DNBI) last year
presented both the impetus and opportunity for us to establish more precisely what
the British option involves. In October 2012, a working group was established, with the
formal endorsement of the French Inspection Générale, to begin drafting a common
curriculum for English Language and Literature in collège. We were asked to consider
the possibility of producing an Anglophone curriculum that could cover both the
British and American sections but, despite finding many points of convergence, we
found that the cliché of two nations being divided by a common tongue was rapidly
confirmed, and instead we developed a programme that stemmed from a common
core while branching out into separate British and American strands.
As the Language and Literature Coordinator for ASIBA (Association des Sections
Internationales Britanniques et Anglophones), I have found this project encouraging
in terms of the quality of cooperation it has engendered. I have appreciated the
intelligence and sensitivity of the experts in the French Ministry of Education with
whom we have worked. They have been extraordinarily open to ideas that are literally
‘foreign’, and the quality of dialogue on the linguistic, cultural and educational issues
that underpin the programme has been excellent. On a personal note, I am told that
I was the first person to introduce the word plaisir into an official French educational
programme (this was the source of some personal satisfaction, and a good deal of
amusement in the DGESCO).
The final programme was written during the first few months of 2013 in a small,
dynamic working group at the Direction Général de l’Enseignement Scolaire
(DGESCO) in the rue de Grenelle in Paris. The DGESCO is the division of the Ministry
responsible for policy and programmes. The finished programme was approved
by the Conseil Supérieur de l’Education on 27th June 2013 and published on the
Education Nationale website in July. It finally appeared in the Bulletin Officiel on 29th
August this year, just in time for the rentrée.
The success of this project, and the development of a real educational dialogue with
the Ministry of Education, has now led us to work on a Lycée programme for British
international sections. In this, I am joined by Adrian Barlow, the Cambridge Inspector
for Language and Literature, in working with our partners in the DGESCO and the
Inspection Générale. This kind of cooperation on educational projects, and the
detailed discussion of points of principle, is a new phase in the development of the
British international sections; it is a reflection of the seriousness with which the French
authorities view the international sections and the OIB, and it should enable the growth
in the number of pupils and sections to be matched by a growth in consistency, and
the development of a shared educational culture based on the best aspects of British
pedagogy applied within a French context.
So what was the programme intended to achieve? Firstly, we wanted to describe in
an official French programme the content, style and methods of teaching in British
international sections. The programme attempts to define the distinctive features of
a ‘British’ pedagogical approach to language and literature. This gives support to
teachers who are often working in isolation, and whose methods may sometimes
seem odd to French eyes; we hope that it will help French educationists and
18
I
n September, I joined a club called Atelier enquête historique and
after a couple of weeks I can report that I am really enjoying it. The
ultimate goal of this after-school club is to produce a biography of
the soldiers from Fourqueux who sacrificed themselves for France.
But between now and then there is a lot of work to do! Using sites
such as Mémoires des hommes we must find out a little more about
our soldier’s identity, his birth date, etc… Once we have done this, we
have to go and find other facts in other sites (Archives départementales)
to then be able to find his soldier’s sheet which will give us a lot of new
information that we were unable to find previously such as his education.
So far we are starting to make little fact cards which we will then use to
write our biography. So, we still have a long journey left but I am sure it
will be worth it because we will know so much more about them than just
a name engraved on a memorial.
T
Julien Grandmougin, 4ème
wo teachers, M Coulomb and Mme Roux have created a
First World War workshop open to all 4èmes and 3èmes.
During the hour together, every participant has a soldier to
‘research’ who lived in Fourqueux at the time and tries to
find information about him. To do so, we need to attentively investigate
different websites. We visited the following: Mémoire des hommes,
Archives départementales des Yvelines, Monument aux morts… and
from each website we selected the important information to complete
a soldier’s identity card , their date of birth, in what circumstances they
died, in which regiment they fought, if they had any family, where they
lived, etc… we included any pictures and evidence we found.
Lara Bernstein, 3ème
On 11 November 2013 the group of students made their way
to Fourqueux cemetery where there was a small remembrance
ceremony to think about all the soldiers who fought for their
country.
One of the participating students reported that ‘As the Mayor
read the names of the soldiers off the stone wall, we heard the
name of the soldier we researched, it was an emotional moment
because after having done so much research on him, it felt as if
we always knew who he really was and it becomes a very sad
moment’.
19
SECONDARY
Oxford and Cambridge:
inspiration and preparation
An application to Oxford or Cambridge requires
a significant amount of extra preparation,
particularly during Première and the summer
holidays before Terminale. In order to support
pupils with this, the British Section offers a series
of preparation sessions. These are open to all
pupils in Première, even those who are still not
really sure whether they would like to apply. Each
meeting has a different focus, but they all have the
same aim: to encourage pupils to reflect carefully
on their chosen subject and give themselves
the best chance of success. Mrs Bullough – our
librarian responsible for lycée-level resources – provides valuable support, and the CDI has a wide range of
resources to support pupils with their extra reading.
Three pupils tell Insites their experiences of preparing an Oxbridge application and explore their feelings about
what can be both an inspiring and demanding undertaking.
SALLY NAYLOR
BENJAMIN BULLOUGH
EMILY MEAD
ANA YOVTCHEVA
Preparing an application for Oxford or
Cambridge requires a significant amount of
commitment to your chosen course. Because
students in the UK only study a handful of
subjects at A-level, they study a broader
curriculum in each subject that will inevitably
cover more content than the French curriculum
would. Someone looking to apply to the UK
to read maths or another science therefore
needs to be prepared to put in the extra work
by going through A-level textbooks, although
that shouldn't be too much of an issue if you are
applying for the right reasons. I certainly didn't
see the extra work as a great hardship, just a
way of pursuing an interest. It is unfortunately
a necessary requirement for anybody looking
to apply to Oxbridge, and anybody applying to
read mathematics more generally, quite simply
because you will be required to sit additional
exams. Moreover, the earlier you get it done, the
better, because you will have very little time in
Terminale S to do any extra reading. I was very
glad to have got the bulk of it out of the way
by the end of the summer holidays, one of the
positives of sending your application off early.
Ask me how I feel about applying to Oxbridge
on any given day and my response could
range from debilitating stress to ecstatic
enthusiasm. These mixed feelings were partly
present already in the Oxbridge group. On the
one hand, the meetings were a great way to
prepare for the application process, easing
into the mindset of thinking about interests
in terms of course and career possibilities.
The discussions also served as pleasant
reminders of everyone’s passion for their
interest, which was surprisingly easy to forget
when faced with the daunting prospect of
applications. However, it forced us all to
face the awkward prospect that only a few of
the 20-odd students would actually receive
an offer. These odds of success implied a
ridiculous sense of competition, completely at
odds with the friendly support we offer each
other as the application process unravels.
Although it might foster slightly mixed feelings,
if anything the Oxbridge group can definitely
help someone realise whether or not they are
ready to commit to applying. In Première, it
showed me that I definitely wasn’t ready; it
turns out ‘it can’t hurt to try’ is a pretty weak
motivator. In fact, it wasn’t until a month before
the deadline that the perfect course, which
happened to be taught at Cambridge, made
me change my mind.
I cannot deny the fundamental support I received
from the British Section, in particular from Mrs
Naylor’s crucial coordination and thoughtful Mrs
Bullough, whom I robbed of some 15 books
this summer, along with Mr Jackson’s collection
on Russian History. Preparation is primarily
numerous additional hours of extensive reading
and as daunting as this may sound, it is actually
a very enjoyable activity if the subject is chosen
well. As I am applying for Spanish and Russian
ab initio, I had to send an essay in English and
a commentary on a text I had done in Spanish
class. Furthermore, I had to take two admissions
tests, one in Spanish and one in Linguistics, the
latter aiming to evaluate my capacity to quickly
pick up a new language by identifying different
patterns of basic grammar and vocabulary in an
invented or rarely-studied language. I prepared for
the first by working through two grammar books;
for the second, I was lucky enough to know a
world champion in mathematical linguistics who
came over for a week to help me improve my
efficiency and speed. I came out of the exams
feeling intellectually stretched but extremely
proud. I look back with blissful satisfaction at my
Toussaint ‘holidays’, mainly spent in preparation
for the exams, and realise that even if Oxford
shut the door to me, I would not regret applying,
as I feel enriched by the very preparation for the
course.
20
A taste of
There was a packed itinerary for the 3ème students' four-day trip
to London which took place from Tuesday 12th to Friday 15th
November.
A
longside longstanding activities
such as the excellent guided
tour and drama workshop at
Shakespeare's Globe Theatre and
the legendary shopping trip to Camden
Market, the students also visited the
Imperial War Museum and the Victoria and
Albert Museum, where the exhibition ‘From
Club to Catwalk’, exploring how London
took centre stage in the fashion revolution
of the 1980s, raised some eyebrows.
The plays provided two very different evenings of entertainment: the laughout-loud comedy, The 39 Steps, was a real hit with both students and staff
alike, while The Woman in Black guaranteed an unforgettably spine-tingling
experience. We also had the opportunity to sample some 'typical' British cuisine,
enjoying a dinner of fish and chips in a local pub and a Brick Lane curry, before
heading out to follow in the footsteps of Jack the Ripper. The students were
excellent company this year and staff were very impressed with their interest and
participation in all the different activities, as well as their mature behaviour, throughout
the trip. Many thanks to the accompanying staff; James Cathcart, Michael Eccles,
Sarah Gregoire, Claire Lewis and Sally Naylor; and especially to the co-organiser, Tom
Smith.
This trip was great! We discovered and visited so many different and
interesting places. We saw a very funny play, The 39 Steps, but also a play
which was a lot scarier, The Woman in Black. The museums were very
interesting and we learnt a lot from them. The choice of restaurants was very
original and allowed us to discover Indian food and fish and chips which we
ate in a pub.
Victoria Oroudji, 3ème
I think it was really good because it did not feel like a school trip, the atmosphere
felt more like a trip just for us and not for school work.
Edouard Fouquet, 3ème
I really enjoyed the London trip, it was a lot of fun. My favourite activity was
the Jack the Ripper tour. It was very interesting. I also liked the shopping
time we had which was very cool. I enjoyed being with my friends and people
from the other schools were very nice too and became my friends.
Melody Denis, 3ème
What I loved doing most during this trip was the shopping. We were able to move
freely and buy what we wanted. We were independent. I also loved the plays.
The 39 Steps was hilarious, and the Woman in Black really made me scream. I
also learned a lot about the war in the Imperial War Museum.
Emma Fidelin, 3ème
While we were in London we saw two plays: The 39 Steps was hilarious, a
delightful comedy set in the United Kingdom of the 1930s. The Woman in
Black was a thrilling play full of scares and absolutely wonderful as well.
Going to see these plays has really given me an interest in theatre.
Paul Retraint, 3ème
Terminale students experience Macbeth at the
Globe
O
n Sunday 22 September the English Department
accompanied a group of Terminale students to the Globe
Theatre in London for the day to see a performance of
Shakespeare’s Macbeth. This was an excellent opportunity
for the students to consolidate their knowledge of their OIB oral text and
to see the language brought to life on the stage. Directed by Eve Best,
the production employed Renaissance costumes and staging and, to the
interest and amusement of the students, embraced the surprisingly frequent
opportunities for comedy often overlooked in the play. This interpretation is
not without its drawbacks, however, and provided some interesting material
for subsequent classroom debates. Many thanks to the accompanying staff:
Nick Baker, Margaret Slaiding, Claire Lewis and Sally Naylor.
21
SECONDARY
Stage en enterprise:
exploring career opportunities
A
stage en
entreprise – or
work experience
placement – is a
compulsory element of the
school curriculum during
the fourth year of collège
(Troisième). Essentially,
it is a period of
observation in a working
environment lasting five
days.
At Collège Pierre et
Marie Curie and Collège
Les Hauts Grillets, the
placement takes place at
the end of the autumn
term whereas, on the
Lycée International site,
it takes place at the end of
the summer term, when
the school closes due to
the organisation of OIB
exams.
Since part of the experience is to encourage
autonomy, students are expected to find a placement
independently. Although it is likely that you will receive
many letters politely declining your request, it is worth
persisting in trying to find a stage that interests you
because it will help you to find out whether you would
like to work in that particular industry, and it could also
serve as a useful experience when considering option
choices in Première, and when applying to university
in Terminale. Should you be unsuccessful in finding a
placement on your own, and only in a final resort, the
British Section may be able to help.
There are certain things you should be aware of when
organising your stage, all of which are designed to
protect you. For example, you can only undertake the
placement during the dates and times specified by the
collège, and the employer will have to sign a document
called a convention de stage in which they agree to
take responsibility for you during the placement. Make
sure you complete all the administration relating to your
stage before the stated deadlines because you will be
assessed on this as part of the final mark. You will also
be assessed on how you record your experiences and,
in particular, your analysis of what you have learned in
the rapport de stage.
22
British Section students choose an interesting range of
businesses for their stage. Here are some observations
from this year’s Seconde students about their
experiences.
‘I was very well
received and thank
everyone who gave up
their precious time.’
comprehensive timetable which covered
all sorts of jobs working with engineers,
lawyers and so on. I had interviews with
many people and I learnt about and
discovered their jobs. I learnt to take
notes and I understood how important
English is through attending meetings in
English.
I still don’t know what I am going to do
but this stage en enterprise clearly helped
me understand my choices.
Juliette Descamps
‘I developed a much
greater understanding
of the working world.’
M
y stage took place in a worldwide
firm called 3G. I visited different
sectors of activity such as commerce,
medicine and human resources. I
learnt what real working life is like and
experienced it for myself by talking to
various employees and doing little jobs
for them for example organising their
paperwork or even testing products.
I thought it would be primarily a
commercial firm, however this was not
the case as there are numerous sectors of
activity and steps before selling a product
such as its development. This stage
was extremely useful for me because it
allowed me to open my mind about which
future job I would like to do and not just
stick with the ones which may seem best
for the moment.
I was very well received and thank
everyone who gave up their precious time
to organise my stage programme.
Guillaume Pollaud
I
applied to do my stage en enterprise
at the company where my Dad works.
Technip is a multinational oil company, it
is a firm where you need to speak English
because you work with international
clients every day.
I didn’t have specific expectations
for the stage, and I was given a very
W
hen deciding what to do to do for
my work experience, I realised I
did not know what specific job I would
like to learn more about. Therefore
I decided to apply to do my stage at
Agence France Presse, one the largest
international press agencies, because I
am interested in the media and wanted
to discover all the different aspects of it;
writing, editing, photography, advertising
and so on.
Each day I spent at AFP I was able to
work in a different department within the
organisation which was extremely useful
and interesting for me as I wanted more
of an idea about what I could do in the
future and what the different jobs involve.
I was expecting to just sit passively at
a spare desk in a standard office being
shown things, but I was able to take part
in so much more. I attended a press
conference, meetings with magazines
such as Le Quotidien, and an interview
with a French politician. I developed
a much greater understanding of the
working world.
Saskia Brown
F
or my work experience I went to the
British Red Cross in England. I had
to complete a number of tasks that varied
throughout the day. I had to dust, set
out clothes downstairs, sort through the
clothes upstairs, label any new donations
and many other similar things.
During my week of working there I learnt
many useful skills, but ultimately it taught
me that I do not want to work in a shop
when I’m older. I realised how difficult
running a shop actually is.
I did not expect my week to turn out as
it did, I honestly expected it to be easier
than it was. However, even though
working in a shop is not the job I want to
end up doing, it allowed me to improve
‘I still don’t know what I
am going to do but this
stage clearly helped me
understand my choices.’
my social and interactive skills and I was
also given quite a lot of responsibility.
Maya Lewis
‘Each day I was able
to work in a different
department in the
organisation.’
I
n Troisième, we have to do a stage so
that we can explore in depth the job of
our choice. Baking has always attracted
me greatly and so it was with great
pleasure I went to work in a little bakery
shop just down my road. I had expected
the stage to be quite fun as I would be
learning many new recipes and how to
make them. However things did not turn
out as I expected.
Firstly my morning would start promptly
at 6 O’Clock and it started with much
repetitive work: making cookies and
lemon tarts. Secondly the amount of time
I spent actually cooking was extremely
limited as the other cooks always wanted
me to do the washing up. In a whole day’s
worth of work 70 per cent of what I would
do was cleaning the dishes. All in all this
stage was not as interesting as I thought it
would be but at least I now know for sure
I want to keep up cooking just as a hobby.
Emeline Descas
Seconde and Première students
L
egislation is such in France that
it is only possible for students
to organise a stage with the
consent of their school, and
then only during defined periods. In
order to facilitate the organisation
of stages, the Lycée International has
kindly agreed to provide students in
Seconde and Première with Conventions
de stage for the period between the
end of lessons in mid-June until the
closure of the school in July. Students
who are interested in organising a stage
can request more information from the
secrétariat scolarité.
Margaret Slaiding
The 5ème castles trip
T
he castles trip to London,
Rochester and Dover is
always a pleasurable and
stimulating experience for
staff and students alike. Afterwards,
the process of piecing together what
we have learned and then using
this to deepen our understanding
of medieval England begins. Parents
with older children in the British
Section will no doubt recall that
the castles project – a study of the
evolution of design and purpose of
castles from 1066 to the English
Civil War – has long been a mainstay
of the cinquième year. This year,
however, we have changed our
approach.
Our new project bears the title ‘What did the
Normans do for us?’ and requires students to
formulate and test a historical hypothesis. Our
aim here is twofold: firstly, we want our students
to grasp the concept of change and continuity in
the aftermath of the Norman Conquest. How
significant was the Norman Conquest and for
which groups of people? What (if anything)
remained the same? Secondly, as a section, we
are committed to nurturing critical thinking
skills in our students in all aspects of our
teaching programme. There is a real and
satisfying challenge for students to address a
key historical issue and to have to substantiate
or question an historical hypothesis.
As in previous years, students will be asked
to undertake independent research, both in
the library and at home, but the final product
will be produced in timed conditions in
the classroom. This will allow students to
demonstrate their historical understanding
and perhaps also have the added benefit
of avoiding some stressful moments at home
as deadlines approach. Apologies for anyone
who had hoped to reuse a brother’s or sister’s
project from past years – as Leon Trotsky once
memorably put it (in his condemnation of the
Mensheviks) – those are consigned to the dustbin
of history. Good luck to all!
5ème students in Parliament Square on
this year’s castles trip
23
ON STAGE
A word from Regan
Have beards will travel!
I
think of all the plays that
I have put on, King Lear
presented the greatest
challenge. One of my main
concerns, which caused me many
sleepless nights, was not how
would I cut the play from four
hours to two, or how would I set
the eye-gouging scene, or how
would I create the idea of a stormstruck heath; no, my main fear
was how were we going to keep
the beards stuck firmly onto
those young faces!
I
t feels very strange to look back on the early days of September, when I did
not know the slightest thing about King Lear – to look back on the day when I
auditioned, and did not know the difference between Goneril and Regan or between
Kent and Gloucester.
As a Première student, I have been studying the play in class as well as acting it out
on stage, and the result is something along the lines of my replying to any mundane
everyday question with a quote, which may or may not be mine. ‘You don’t need to
see your friends.’ ‘O, reason not the need!’ Indeed, throughout the production one
cannot help but pick up on other characters’ lines, whether it be from watching one’s
fellow actors rehearse or helping someone learn their lines. Subsequently, I have
come to know the play inside and out, understanding the subtle double-entendres
and gaining insight into every character – studying King Lear helped me understand
it, but taking part in a production of it helped me truly feel it. Now, my only problem
is convincing my family I’m not actually Regan – my sister has gleefully threatened to
poison me, which is far from reassuring.
Rebecca Boyd (Regan), Première
The OIB
King Lear experience
O
n entering the auditorium, aware of the complexity of King Lear, the atmosphere
was palpable. We felt like we were being observed by giant eyes on the walls
surrounding us. When the actors came on stage, we were amazed by the quality of
the choice of costumes and props, which truly reflected the characters' personalities.
At once, we saw that most actors really understood their parts, bringing the characters
to life through speeches and movements. We also appreciated the use of three
different actors for King Lear, emphasising his decline into madness. Besides, the
superimposition of the video in the acting space made us feel more implicated, thus
making an intricate play simpler to understand.
Illuminating these excellent actors, light was well used and helped us focus on the
most important elements of the play. Likewise, we found the words and images on
screen really relevant,
highlighting elements
which we would otherwise
not have noticed.
We would like to thank
all the students and
teachers who took part in
this project; through your
massive amount of work
you have given us an
unforgettable experience
and you have increased
our understanding of King
Lear.
A trip to the Passage de L’Industrie in Paris
provided me with beards of the necessary,
professional quality and, having trimmed them to fit
each of the four students who needed them, glue
was applied in rehearsal and they seemed fairly
secure. On the first night however there were panic
stations backstage as they would not stick. A secrett
formula was dreamt up by my trusty, right-hand
woman, Anita de Rauglaudre, and we had ‘lift off’,
or should I say ‘stuck on’!
Première students,
Lycée Gustave
Flaubert, Rouen
Amazingly some audience members who had
never met the cast, including Julien Bertaux, the
ex-Lycée student who filmed the show, actually
believed that the three Lears were one and the same. This, of course, is a marvellous tribute to the actors
playing Lear, but I like to think that the beards also had something to do with it! The bearded Gloucester was a
very convincing 80 year old also.
Beards aside, I am very proud of all the actors who put so much time and energy into making King Lear into
such a success, and of the backstage crew who worked so hard behind the scenes. It was an unforgettable
experience for all concerned.
Claire Lewis
The view from a school down the road
C
laire Lewis kindly allowed a small group of students from our new OIB Section in Lycée
Corneille, La Celle St Cloud, to attend the performance of King Lear. We all agreed
that it was a very enjoyable evening that gave us an invaluable opportunity to see our first
performance of the play on stage.
The British Section’s professional production of King Lear came as a most pleasant surprise
as I wasn’t quite sure what to expect from a school version of this complex play. The
play was skilfully staged to help our understanding, mixing tradition and modernity. The
impressive costumes took us back to Shakespeare’s time.
The projection of images and key words onto a screen at the back of the stage helped us
both to situate a scene (a clever way of avoiding too many scene changes), and to gain
insight into important moments in the play. Some of the actors were even projected onto
the screen, emphasising the importance of what they were thinking in a kind of ‘thought
bubble’.
The talented actors were easy to understand and word perfect – even the three King Lears
beneath their beards! I was particularly impressed with the actor who played Edmund,
who made his treacherous character apparent to the audience with a very amusing
performance. Congratulations to everyone on their hard work. I thoroughly enjoyed the play.
Mark Gondoin, International Section,
Lycée Corneille, La Celle St Cloud
24
Musical interludes
T
he beautiful voice of British
Section parent Gersende
Florens, accompanied on
piano by Marcus Price,
dazzled the amphitheatre audience at
November’s Mamas and Papas Classical
Concert. More musical treats were
in store in January at the annual New
Year Concert as the
Lycée International
Orchestra, The
Jazz Band under the
direction of Simon
Lockwood and Vox –
a group of A Capella
vocalists – provided
a thrilling musical
start to the year.
25
STUDENT SHOUT
All in a good cause
Lest we forget
A
Remembering and visiting Auschwitz
t this year’s Christmas Fête the Student
Council raised a total of 300€ for charity
selling delicious cakes and goodies, as well
as playing the guessing game — guess the
number of sweets in the jar for a chance to take it
home with you — which was a success among both
adults and children. This year’s winner, however,
may be the only little boy we know who doesn’t like
sweets!
F
or the past few years the French and Polish governments have been working
with the Shoah Memorial in Paris to raise awareness about the Holocaust
amongst lycéens. The project involves meeting a Holocaust survivor, travelling to
Poland for a day to visit the camps and, finally, producing a poster which will be
displayed in the Shoah Memorial. This year, the Lycée International was chosen to
participate in the project.
A
couple of weeks before we went to Poland, we visited the Memorial to meet
Dora Goland-Blaufoux. Dora and her family were living in Pau, in the South of
France, during the Second World War, having left Poland in the 1920s. Now that
the Nazis were spreading across Europe, Dora’s father had made plans for them
to escape to Britain. By Easter 1944 the family had fake but separate identities and
passports, but decided to stay in Pau an extra few days in order to spend a last
holiday together as Easter was always special for them.
S
everal of those running the stand being Terminales, there was a sense of
nostalgia at the prospect that this would be our last Christmas Fête; some of
us remembered attending the event as children many years ago. But we all had a
wonderful day nonetheless, tempting countless children with decadent (and labourintensive) sweet brochettes, as well as escaping from the stand every now and then to
get our faces painted and purchase the classic British stand bacon butty.
A
t 6am the next morning the Gestapo arrived to arrest Dora, her parents and
her two sisters. She described to us how Liliane, her ten-year-old sister,
slept in a room off the kitchen which her mother kept glancing at as the soldiers
prepared their departure, praying that Liliane would not come out. But, just as the
soldiers turned to leave, the young girl stepped out, still in her pyjamas, and so
was taken too.
Emily Mead and Saskia Van Barthold, Terminale
T
Destination Japan
Preparing for the World Scout Jamboree
Three of us seconde students and one
première from the Lycée International, as
well as one seconde student from
l’Ermitage, have been accepted to attend
the World Scout Jamboree in Japan in 2015.
What is the World Scout Jamboree
and how did we go about applying?
T
he World Scout Jamboree takes place every four years in a different country. The
twenty third World Scout Jamboree will take place in Japan in the summer of 2015.
Thirty thousand scouts aged 14 –18 years old from almost every country in the world
will come together and camp in a purpose-made town for ten days.
Competition for the places is fierce and we feel that it is an immense honour to have
been selected to take part. The application process involved making a video in which
we had to demonstrate why we thought we would make good representatives of our
region.
The jamboree programme is extremely interesting, with a global development
programme to raise awareness on environmental, developmental, human rights
and health issues and in particular on disaster mitigation. UN agencies, NGOs and
NPOs will be actively involved. Also, as part of a peace programme, we will visit the
26
he family were deported on the 72nd train from France which left on the 29
April 1944. Once they arrived at Auschwitz, Dora, her older sister Mira and their
father were selected for work whilst her younger sister and mother were placed on
the truck headed for the extermination camp.
ora and her elder sister Mira spent nine months in Auschwitz separated from
their father, doing physical outdoor work in freezing conditions. Many of our
group’s most striking memory of our visit to Auschwitz was how cold it was even
wearing ski coats and boots in the comparatively mild conditions of November.
T
owards the end of the war Dora and Mira participated in the death march from
Auschwitz to Wodzisław Slaski before being freed by Soviet Troops. When
eventually they got back to their hometown in France a man recognised them in
the street and told them that he had a phone call for them; it was their father. A few
days later they were reunited. Dora’s mother and younger sister had both been
killed on the day they arrived at Auschwitz.
A
Our weeks at scout summer camps in Bordeaux, the Ardèche and Kandersteg
and winter camps in Gilwell Park and Jambville are some of the most memorable
holidays of our lives thanks to the organisation and dedication of our amazing scout
leaders, the adult volunteers who have made these adventures possible.
T
D
Why do we do scouts?
ll of us started scouts when we were between the ages of 10 and 12 years
old and scouting has been a major part of our lives ever since. We have had
amazing experiences and adventures and learnt countless new skills – some
which are immediately associated with scouting such as orienteering, survival skills,
camping, first aid, making fires and cooking on camp stoves. We have also had the
opportunity to get together with other scouts at scouting events in France, England
and Switzerland and have taken part in activities as diverse as land-yachting, kayaking,
abseiling, climbing, potholing, canyoning and zorbing …
he family was taken to a prison in Toulouse before being taken to Drancy, a
block of council flats converted into the ‘ante-chamber to Auschwitz’. Whilst in
the prison one German guard took a liking to Liliane and offered her a chocolate
bar, she looked him in the eyes and refused. Dora told her at the time that she was
an idiot because they were all hungry but she told us she learned that this sort of
defiance was very important inside the camp.
The poster designed by Lycée Internatioal students for the Shoah Memorial
exhibition in Paris
O
n Monday 1 February the Shoah Memorial will be unveiling their exhibition of
posters from schools across France including the Lycée’s poster, which is
dedicated to American Section student Alexie Cox’s grandmother.
I
f you want to find out more, Dora has written her memories in a book, Un present
qui s’accroche a moi.
Eleanor Brown, Terminale
A cultural partnership
Hiroshima Peace Memorial Park.
T
Other activities include a science programme and a cultural exchange programme.
We will also experience the real Japan whilst doing community services and working
with local people.
Last but not least, there will be a rich programme of water activities such as sailing,
wind surfing, snorkelling, rafting and fishing.
T
he link with this school dates back to 2011, when many children’s books were
sent to help furnish their library. We are now hoping to deepen the exchange
with this school by encouraging contact between the Ethiopian students and Lycée
International pupils. We are all very excited about this project and hope to set up a
long-term relationship with this school.
Fundraising
I
n accepting our places at the WSJ we have committed to raising £15,000 towards
the Jamboree costs (including our own travel costs). The money raised also means
that scouts from poorer countries will also be able to take part. We have already
started actively fund-raising.
T
his year, the children will write poems based on a common topic and send them
to each other. A collection with the children’s photos and poems will then be
published at the end of the year. In order for the children to understand the cultural
differences they will come across in this exchange, some members of our partner
association ‘Babour Tsion’ are coming to this school to present Lucy’s School and the
living conditions in Ethiopia to the pupils.
We would like to thank Claire Lewis for letting us organise the refreshments at the King
Lear performances. Thanks to donations we managed to raise a total of 328 euros.
If anyone has any other fundraising ideas for us, please let us know.
Thank you.
Henry Dehé, Alex Pickford, Ben Hicks,
David Munday and Pierre Julien
[email protected]
his year the Student Council is organising a cultural
partnership between the British Section 7ème
classes and an Ethiopian primary school, Lucy’s
School, in Shashamene, in the Oromia region.
I
Students
St
d t att LLucy’s
’ S
School
h l iin Sh
Shashamene,
h
Ethi
Ethiopia
i
n addition to this, we intend to keep sending over study material for the collège and
primary students of the school; this year, thanks to our sponsor Neomedis, we are
sending a number of books as well as planispheres. We hope positive results come
out of this enterprise!
Eloïse Morales, Terminale
27
PARENT TEACHER GROUP
Spot the difference:
The PTG and the Governing Board
For those of you who have been
reading about the Governing
Board on page 6, we thought
it would be helpful to clarify the
distinct role that the PTG plays in
the Section.
Set up in 2005, the PTG (Parent
Mike Thompson
Teacher Group) resembles a
traditional PTA (Parent Teacher
Association) in the UK but is adapted to meet the
specificities of our multi-site structure within French host
schools, its objective being to create an environment,
outside the classroom, for British Section students and
families alike to thrive in.
Consisting of the staff Senior Leadership Team and
volunteer parents, the group meets 5 times per year
to ensure that a wide range of extra-curricular activities
take place across the various school sites. In particular,
Golden Opportunity
Unique to the Gold level of the Duke of Edinburgh
International Award, candidates are required
to complete a residential project. This can be a
residential language course, participation in a
restoration project, work for an international charity
or a youth camp, etc. The challenge is to meet new
people in an unfamiliar environment and develop
new skills. Here, two of our Gold participants
describe their experience:
we ensure the provision of sporting activities, social
gatherings, student cultural events and fundraising
initiatives to guarantee that all these opportunities
(and more) can take place. The group also includes
representatives from our indispensable Contact Parent
network to ensure that the views and concerns of
parents are voiced and considered.
By thus maximising the goodwill, talents and energy
of parents, the result of our efforts is, we hope, to
compliment the ‘Home-School Partnership’ encouraged
by staff by providing all our families with a sense of
inclusion and community in this unique and exciting
bi-cultural setting.
PTG meetings are open to all British Section parents.
Don’t hesitate to contact us if you would like to come
along or to become involved.
For my residential project I decided I would try my
hand at some charity work, so after a search online
for charities looking for help, I found an organisation
called Vitalise where I could work over the New Year in
Southampton. I lived in a residential home for a week
helping physically disabled people through this period
of the year in the most entertaining way possible. I had
such a great time with highly motivated, positive people
that I aim to volunteer again for the ‘Youth Week’ at the
end of July.
Eric Munday (Tle)
28
I enjoyed finding out which part we were
going to have in the play. I was relieved
when they said that I was going to be
one of the dads. Kynan Moss (4ème LI)
It was good fun, especially learning the
cool choreography and the Abba songs. It
was great that we were all together for the
week. I also made new friends from other
sites. Joseph Bruneteaux (5ème LI)
None of us were at all ready for the dress rehearsal
and we were very nervous when the audience
came. It turned out great and we are very proud of
the show! Arno Berthon (5ème HG)
I enjoyed meeting up with all my friends from the
other Lycée sites, Hauts Grillets and PMC and
making new friends. Both my stays at Beauville
show what hard work and commitment can
achieve. Blake Slight (5ème LI)
Bookings now open for spring production of
Volunteers urgently needed for Duke of Edinburgh
Expedition Weekend:
Students (aged 14+) will be on a Bronze expedition
the weekend of 15/16 March near Fontainebleau.
Volunteers are needed to help supervise them, check
their locations and provide them with water.
The role is not too onerous and is achievable with
just one night spent in a tent.
Please contact Amanda Collins/Munday
([email protected]) or Sandra Caroff
([email protected])
Miles of smiles
I organised two weeks volunteering in a hospital and
an orphanage in Malindi, Kenya. This tied-in perfectly
with my interest in studying medicine and, although it
seemed very daunting as I was going to an unknown
environment with people I had never met, the trip was
truly life-changing. I experienced, firsthand, Kenyan
culture, lived with a local family and made a real
difference to people’s lives.
Jessica Steadman (Tle)
The whole group is proud of what
we have achieved through 5 days of
hard work - whilst having the best fun
ever. Cécile Weber (2nde)
I enjoyed my time at Beauville
so much that I was dreading to
think that it would end. Emilie
Dellon (5ème HG)
By the fifth day our show was ready
and the start felt like a billion years
away. All those nights in the tents were
unforgettable. Aoife Noonan (5ème PMC)
Mike Thomspon – PTG Chair
[email protected]
D of E option UNDER THREAT!
PLEASE READ THE
'IMPORTANT MESSAGE'
ON PAGE 2
Orphanage in Malindi, Kenya
My best memory was doing the dress rehearsals
and the tingling sensation on the back of my neck
after the performance. Kiann Conlon (5ème PMC)
In October the two British Section Silver groups walked
three days through the green fields and forests of the
Morvan National Park. After camping for three nights,
one in a thunderstorm, ten Seconde and ex-students
completed their practice walk; Pierre Julien (Première)
successfully concluded his Silver assessed walk.
Our Bronze A team camped and walked over 30km in
the Forest of Compiègne and the recently established
Bronze B group will take their hike in March 2014. In the
meantime, they’re working on their skill, physical and
volunteering activities.
Well done to all participants who rose each morning with
a broad smile and completed their hikes. Keep those
activities going!
Amanda Collins
We will Rock You, 12-18th April.
Contact: [email protected] or [email protected]
C
ongratulations and a huge ‘thank you’ go to Rym Sullivan and Bettina
Cassegrain, our new Club International representatives, for the immense
task of organising the recent Christmas Fête and motivating parent
volunteers to raise 6,850€. Of this sum, 2,397€ (35%) remains with the
Section to be spent on fundraising projects.
These funds allow us to finance the extremely successful Visiting Author
Programme, organised by Cath Vironda, which is paid for entirely by your fundraising
efforts. 2014 will see Alex T. Smith, this year’s World Book Day Illustrator, spend
time with all CE1-CM2 classes in January; and historical author, Paul Dowswell, will
visit all 6ème, 5ème and 4ème classes on 31 March and 1 April. Fundraising money
is also used to enhance the classroom environment, to provide vital material for
extra-curricular activities and to fund the ‘School Trip Bursary’*. A full breakdown of
Fundraising spending can be found on the VLE Community pages.
Due to concerted efforts to fund more schemes and to support Primary charity
projects such as Arbre à Pain, the Fundraising account is running lower than usual. We
are delighted, therefore, that Mike Thompson is kindly organising the sale of some
very smart British Section branded hoodies in navy and red, available in all sizes
(pictured right) for 25 Euros each. If you’re dying to get your hands on one, you’ll find
a Hoodies order form inserted in this edition of Insites or, alternatively, download it
from the VLE Community page.
Please don’t hesitate to contact the PTG Fundraising Group with your own fundraising
ideas. Contact me at [email protected] – suggestions for spending projects are welcome too!
The Bronze team
in the Forest of
Compiègne
I love Beauville, I love Beauville, I love Beauville, I
love Beauville! Beauville was the best week of my
life! Eliza Weber (5ème HG)
*The School Trip Bursary Fund provides financial assistance for families wishing to
send their children on Section-organised school trips. Applications are treated in the
strictest confidence and are means-tested. Contact James Cathcart for further details.
Anne Aubry
The British Section Hoodie order form is inserted in this magazine:
Go on, you know you want to look this good!
Sincere thanks to Alice,
Jackie, Hélène, Sheila
and their team for
providing families with
their first taste of festive
fare at the Christmas Carol
Service. The mince pies
received rave reviews; not
a crumb left!
29
PARENT TEACHER GROUP
Sports focus
FOOTBALL
TEAM
Moyens Lions
Moyens Lions heading for success
T
he 2013–14 Season started with the
same high levels of excitement and
enthusiasm as last year. The British
Section provides nearly 100 players, 7
teams and 20 dedicated parent coaches for the
weekly endeavour that is the Club International
League Championships which lead up to the
much-anticipated Tournoi des Etoiles finals;
this year scheduled for Saturday 10 May.
Grands
After a convincing win in their opening friendly match of
the season against the International School of Paris, the
Grands have enjoyed mixed results in the league but
a recent renewal of momentum leaves them currently
occupying fourth spot, hot on the heels of third place;
lagging by just one point with a game in hand.
Last year’s Tournoi des Etoiles victors, having
just beaten the League leaders, currently lead
their table despite dropping points to ESP (Spain/
Portugal) in an early season encounter. They have
been ruthless in some of their victories, at times
amassing rugby-like score lines.
PLAYED
WON
DRAWN
LOST
Grands
7
4
1
2
Moyens Lions
7
6
0
1
Moyens Bulldogs
7
1
1
5
Petits Lions
9
0
0
9
Petits Bulldogs
9
8
1
0
Petits Foxes
9
0
0
9
Petits Greyhounds
8
4
1
3
Match results as of January 25 2014
Moyens Bulldogs
Many of last year’s ‘Petits Double’ winners have gone
on to shape this team and their progress has been
strong. Despite the results against older, physically
bigger players, this team is currently 5th (out of 7) in the
League and is showing promise for the future.
Petits Lions
Currently propping up the Petits A league table, the
Lions have endured a difficult start to the season.
With many new players coming in to bolster the team,
learning to play together has been a challenge. Recent
matches have provided evidence that the team is
improving and that a long-awaited victory may not be
far off.
Petits Bulldogs
The Bulldogs are obviously a vintage team in the
making. Most of their matches have been won
convincingly and they are flying high at the top of the
Petits B league.
Petits Foxes
The Foxes are living in the shadow of the Bulldogs and
currently sit at the foot of the Petits B league table. It is
only a matter of time before they start to play as a unit
and winning matches as a result.
The ballet of the Foxes
Petits Greyhounds
Moyens Lions: amassing rugby-like scores
Petits Lions: Taking on the challenge
This new name for the Mini (U7) category has created
some excitement with favourable results and good
friendships developing on the pitch. Their future looks
good in third place in the Minis league table.
François Moss
Googling
G
li good
d ffun!!
30
31
François BOULET
HISTOIRE DU LYCÉE INTERNATIONAL
DE
S A I N T -G E R M A I N - E N -L AY E
Les Presses Franciliennes

Insites 110 - Welcome to the Lycée International

Transcription

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