SIS News Switzerland - SIS Swiss International School

SIS News Switzerland - SIS Swiss International School

SIS News
Switzerland
Spring 2016 Internationality
Table of Content
Editorial   _4
Website 2.0   _5
International News   _6
News   _7
On Learning   _10
The SIS Educational Concept   _11
Das SIS-Bildungskonzept   _12
Alumni   _13
SIS Basel   _14
SIS Männedorf-Zürich   _16
SIS Pfäffikon-Schwyz   _18
SIS Rotkreuz-Zug   _20
SIS Schönenwerd   _22
SIS Suhr   _24
SIS Winterthur   _26
SIS Zürich-Wollishofen   _28
SIS Zürich   _30
Design concept: dezember und juli gmbh
Concept, editing: Susanne Meili
Photos: Giona Bridler, Palma Fiacco, Teams at SIS schools
Printing: Edubook AG
Circulation: 2.450
March 2016
The SIS Swiss International School is a private day school offering continuous education from kindergarten
through to secondary school. Designed to fulfil the educational goals of Swiss as well as internationally mobile
families, the SIS programme is centred on consistent bilingual classroom instruction and peer experience in
German and English, culminating in a diploma with Swiss and international university entrance qualifications.
Our teaching philosophy is non-ideological, but founded on clearly defined core values. SIS operates schools
in Switzerland, Germany and Brazil. SIS Swiss International School is a joint venture of the Kalaidos Education
Group and the Klett Group.
Kalaidos unites educational institutes offering compulsory and college level education as well as vocational
education, advanced vocational training and higher education and university programmes. As an education
group, Kalaidos has its own methodological-didactic competence centre, an educational media house and owns
companies that specialise in internal educational concepts. As a partner of people in all stages of life as well as
of companies of all sizes and sectors, Kalaidos offers adequate, goal-oriented and efficient educational services
that are tailored to the customers’ needs.
With its 56 companies at 34 locations in 14 countries, the Klett Group is one of the leading education-dedicated
enterprises in Europe. Its portfolio encompasses everything from traditional text books to state-of-the-art
interactive learning aids; from specialist literature to the classics. The Klett Group has established itself as the
leading private provider of educational and continued education services.
3
Editorial
Dear readers
Coined only in the late eighteenth century by the British jurist and philosopher Jeremy
Bentham, the term “international” has become indispensable to our vocabulary in today’s
globalised world. Whether it be in sports, politics or other aspects of society, we commonly
use the word international when talking about things that relate to two or more nations or
that reach beyond national boundaries. At SIS Swiss International School, internationality
is at the core of everything we are and do. It is also one of the recurring central themes of
the SIS Educational Concept. One of the eight principles comprised therein is our maxim
“International Education – Local Insight”.
Ever since its beginnings with one bilingual class in Basel in 1999, the SIS group has
used this slogan in promoting bilingual education in Switzerland, Germany and Brazil.
The foundation for our schools’ international outlook is laid by the SIS community, which
is made up of students, parents and teachers from various backgrounds. Last year, SIS
Switzerland employed more than three hundred pedagogical and administrative staff
from over thirty countries. Since our teachers are all native speakers of either German or
English, it is no surprise that the top four countries of origin were Switzerland, Germany,
the UK and USA. While such a multinational school community provides the perfect
environment for fostering an awareness and openness towards the wider world, we would
also like our students to graduate from SIS with a strong sense of their origins.
The aim of enabling our students to lay down roots in the local community while at the
same time equipping them with the necessary skills and knowledge to be able to meet
the challenges of the international professional world is also part of our educational
concept: SIS students can obtain both nationally and internationally recognised university
entrance qualifications, which offers them a wide range of possibilities to continue their
studies at home or abroad. Additionally, our students participate at both national and
international benchmarking tests on a regular basis, and they usually achieve very good
results. Their overall average score regularly exceeds benchmark values, which confirms
the effectiveness of the bilingual immersion method practised at our schools. Read more
on last November’s Klassencockpit results on page 7 of this issue.
Internationality at SIS has many facets: with more than 3.000 students in three countries,
our teachers and students have access to an invaluable platform to exchange views
and experiences across national borders. Unified by consistent quality standards and
structures, each of our schools has its own identity, shaped by the personalities and
cultures that make up its community. The following pages of this SIS News give you the
opportunity to explore for yourselves how internationality is lived at our various SIS schools
in Switzerland.
Kind regards
Dr Ursula Gehbauer Tichler, CEO
4
Website 2.0
Neuer Internet-Auftritt der SIS Swiss International School
Susanne Meili, Unternehmenskommunikation
Weil unsere Website www.swissinternationalschool.ch schon etwas in die Jahre gekommen war, haben wir sie einer Frischekur unterzogen. Das Ergebnis kann sich sehen
lassen: Pünktlich zum Frühlingsbeginn kommt unsere Website in einem modernen und
aufgeräumten Look daher. Heller Hintergrund, grössere Schrift, mehr Farben und mehr
Bilder und Illustrationen laden ein, sich über unser Angebot zu informieren.
Selbstverständlich haben wir auch die Benutzerführung verbessert. So können unsere
Leserinnen und Leser jederzeit erkennen, wo auf der Seite sie sich befinden. Wenige Klicks
führen sie jeweils zur gesuchten Information.
Die Eltern unserer Schülerinnen und Schüler finden Informatives, Administratives und teilweise auch Amüsantes zum Schulalltag im geschützten Elternbereich und haben somit
das Wichtigste gebündelt an einem Ort zur Verfügung.
Jedoch die mit Abstand grösste Neuerung der Website ist das responsive Design. Das
bedeutet, dass die Inhalte je nach Bildschirmgrösse skaliert, anders positioniert oder entfernt werden. Es entsteht ein Layout, das sich dynamisch an die Auflösung des Endgerätes
anpasst und eine optimale Benutzerfreundlichkeit bietet. Ob die Nutzer sich also am PC,
Notebook, Tablet oder Mobiltelefon über die SIS und ihr Angebot informieren, das Erscheinungsbild der Website bleibt über alle Bildschirmauflösungen konsistent. So finden sie
sich auch nach einem Gerätewechsel mühelos zurecht.
Machen Sie sich selbst ein Bild und informieren Sie sich über uns und unser Angebot auf
www.swissinternationalschool.ch
5
International News
Stronger Together
Ambros Hollenstein, Group Chief Executive Officer
The majority of our schools and SIS Swiss International School as a whole are continuously
growing. Therefore, ongoing work on our structure and processes is key to successfully
managing consolidation and expansion. Moreover, we want to make the most of the
advantages and opportunities offered by the SIS group – benefits that arise because our
individual schools collaborate and do not operate in isolation. SIS will put more emphasis
on the collaboration in the following areas:
International Sports Day
We wish to make each school’s membership of the SIS group more visible and tangible.
To this end, we would like to offer more activities that extend beyond the walls of the
individual schools and transcend borders. The starting point is our international sports
day, the SIS Cup, which will be held annually. Twelve SIS teams with students from grades
5 and 6 have registered for the 2016 SIS Cup; among them are teams of the SIS schools
in Basel, Schönenwerd, Rotkreuz-Zug, Zürich, Winterthur, Männedorf-Zürich and ZürichWollishofen. Four teams from Germany and a Brazilian team from SIS Rio de Janeiro will
also participate. The 2016 SIS Cup will be held on 13 and 14 June in Basel, and it will
include various types of sports such as floorball, streetball, running, speed-climbing or
chess. The 2017 competition will take place at SIS Stuttgart-Fellbach in Germany.
Best Essay Award
Students in the final year of our colleges in Zürich, Basel, Stuttgart-Fellbach and Rio de
Janeiro will have the chance to compete for the 2016 Best Essay Award. The three best
final papers of the extended essay, which students have to write as part of the IB Diploma
Programme, will be honoured. The extended essay is an independent, self-directed piece
of research, culminating in a 4.000 word paper. Students can win a week-long stay in Rio
de Janeiro (if an essay from Germany or Switzerland wins), or a week-long stay in Germany
or Switzerland (if an essay from Brazil wins).
Overall Number of SIS Students Exceeds Three Thousand
In daily classes and school activities at SIS, students are not numbers. Nevertheless, the
current total number of students at all our schools gives reason for celebration. With the
new school year in Brazil starting in February, more than three thousand students attend
our schools. With around 1.400 students at SIS Switzerland, 850 in Germany and 750 in
Brazil, we have reached enrolment figures that were once in the distant future. Starting in
1999 with four students at SIS Basel, we have come a long and a successful way indeed.
Growing in such a way, we have good reason to go about the future with self-confidence
and optimism. It is this sense of optimism and solidarity that all of our schools want to
instil in their students when they organise charity events on a regular basis. The SIS group
management would like to seize this opportunity to support the charitable contributions
implemented by our schools. Therefore, we will donate an amount of three thousand Swiss
francs to a children’s home in Brazil that is supported by our school in Rio de Janeiro in the
context of International Baccalaureate social projects.
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News
SIS Switzerland
Klassencockpit
Each year, students from grades 3 to 9 take part in the Swiss Klassencockpit benchmarking
tests. These tests serve the purpose of understanding the effectiveness of teaching
and learning in our schools, identifying areas for improvement and measuring students’
achievement against others.
The first round of tests took place in November with students achieving an overall average
score that was 13.8 % higher than the control group. With this pleasing result, we look
forward to the second round of tests in May.
SIS Basel
Award of Distinction
SIS Basel had its second full school evaluation in November 2015. A group of both national
and international SIS school leaders, together with the CEO and the person responsible for
pedagogical quality development at SIS Switzerland, visited more than twenty classes and
evaluated everything from classroom practice and staff management to communication,
logistics and administration. In line with the outcome of the parent questionnaire, which
was filled out before the evaluation started, the results were overwhelmingly positive. This
resulted in the school being awarded with the prestigious Award of Distinction, the highest
honour bestowed internally.
SIS Männedorf-Zürich
Christmas Songs and Lanterns
In November, the whole community of SIS Männedorf-Zürich came together for the
annual Räbeliechtliumzug (a parade of children carrying lanterns carved from turnips). The
beautiful lights of the parade were accompanied by hot punch and soup. At the Christmas
event, the children sang songs from different countries and “Funpictures” were taken with
the whole family.
Juggling the Numbers
In February, SIS Männedorf-Zürich dedicated a whole week to mathematics. The children
discovered the many facets of mathematics and learned how they are relevant in our daily
life.
SIS Rotkreuz-Zug
Christmas: A Special Event
At the time of writing, we have just celebrated the end of year festivities with our annual
Christmas Fest. This year, we had the pleasure to view an entertaining musical from
kindergarten, carols and some dynamic rhythmic pieces using traditional and not so
traditional instruments. In a few weeks, our secondary class will take part in its first
inter-school ski camp with SIS Basel.
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News
SIS Schönenwerd
New Team Leader
We would like to welcome Ora Melles as the new team leader of SIS Schönenwerd.
Since joining SIS, she has worked with different age groups in a variety of classroom
settings. Ora believes that positive teacher-child interaction is critical to students’ success
and appreciates the SIS international community, which offers her and her students an
authentic, welcoming environment to express themselves as individuals and creatively
approach problem solving.
International Story Telling Events
There are over thirty different nationalities represented at SIS Schönenwerd. In cooperation
with the Parent Association, several times a year, students in primary intro, first and second
grade listen to stories read in different languages by a parent volunteer. The children watch
in fascination and quickly recognise rhymes and patterns in the story.
SIS Suhr
Visit of an Alien
Much to the excitement of all children, there is a visitor at our Kindergarten. It is Wuppi,
the little Alien, who has been sent to earth by his father in order to improve his listening
skills. Together we do a listening training, which starts with simple sounds, continues with
rhymes and ends with syllable exercises. We are looking forward to many adventures with
Wuppi.
SIS Winterthur
Dealing with Academic Pressure
SIS Winterthur recently held its annual parent evening. The theme was “Academic Pressure,
How Much is Enough?”. Dr Paul Decker presented relevant research findings and shared
his clinical experience working with children and adolescents.
Annual Writing Competition
The students are currently completing their pieces for our annual writing competition. This
year’s guest author and judge is Ulla Neumann.
SIS Zürich
Change in School Management
Bridgett Grubenmann handed in her resignation from the school management team
effective per end of the winter semester. Unfortunately, she fell seriously ill shortly after.
We would like to wish her a full and rapid recovery. Katarina Guggenbühler has taken over
as ad interim head of Kindergarten and lower Primary until the end of the academic year.
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News
SIS Zürich-Wollishofen
Award of Distinction
After last year’s internal school evaluation, our team is proud to be the first SIS school
to have achieved the SIS Award of Distinction. After a lot of hard work over the last
few years, our team is pleased to have their work recognised through this award. The
continued commitment to excellence by our teachers and staff is further reinforced by the
overwhelmingly positive feedback received from the parents in the evaluation process.
Change in School Management
Our principal, Michael Peter, will leave SIS Zürich-Wollishofen at the end of the academic
year. However, he will remain a part of the greater SIS team as he will head the new SIS
Pfäffikon-Schwyz campus starting from the 2016/17 academic year.
SIS Brazil
MYP Accreditation in Rio de Janeiro
The SIS Swiss International School in Rio de Janeiro has been accredited by the International
Baccalaureate Organisation to offer the IB Middle Years Programme (MYP). With this, the
school in Rio has become the second in Brazil to offer all three IB programmes, a further
achievement in our mission to provide high-quality international education to our students
in Brazil.
PYP Accreditation in Brasília
SIS Brasília has been accredited to offer the International Baccalaureate (IB) Primary Years
Programme (PYP) to preschool and primary school students, and thus becomes the first
in the Brazilian capital to do so.
SIS Germany
SIS Germany is growing steadily; around 870 students are now attending our schools in
Friedrichshafen, Ingolstadt, Kassel, Regensburg and Stuttgart-Fellbach.
SIS Friedrichshafen
Shortly before the start of the new academic year, SIS Friedrichshafen moved into its
new schoolhouse in the Fallenbrunnen area. Staff and students now enjoy the newly
renovated facilities: well-lit classrooms, various specialist rooms, their own sports hall, the
impressively airy cafeteria with a view of the Swiss alps and the pleasant outdoor area.
First Graduating Students at SIS Stuttgart-Fellbach
At the end of this academic year, the first students of SIS Stuttgart-Fellbach will take their
Abitur and IB exams. Some of these students started in grade 5 in 2008 and were therefore
amongst our very first SIS students in Germany. We are very proud to have watched them
grow into successful, reflective and open-minded young adults.
Preparing for the Abitur and IB at SIS Ingolstadt and SIS Regensburg
The students at SIS Ingolstadt and SIS Regensburg are also growing up fast: this academic
year, grades 11 and 12 started the first qualification and preparation phase for obtaining
the German Abitur and, optionally, the International Baccalaureate (IB) diploma.
9
On Learning
Professional Development and the
SIS Educational Concept
Janet Meister, Chief Quality Officer
The SIS Educational Concept underpins all that we do, and therefore has a direct influence
on the teaching and learning at SIS Swiss International School. We stand by the immersion
method, give equal value to German and English, differentiate to cater to learning needs,
and use varying modes of teaching and technologies to ensure our students can meet with
success in our bilingual world.
To support teachers in understanding, aligning with, and actively promoting our school
concept, SIS has developed a professional development programme that is attended by
teachers every year. This programme focuses on three main areas: the induction of new
teachers into SIS, the implementation of SIS curricula, and the upskilling of teachers in
various pedagogical areas as defined by company goals and school needs. Teachers are
obliged to attend five professional development days per year.
Special attention is given to new teachers at SIS with a full day workshop taking place in
Zürich before the academic year begins. On this day, new teachers are introduced to our
educational concept and taken through our specially designed curricula and methods of
teaching. It allows our new teachers to identify with SIS at an early stage and, consequently,
makes the transition smoother.
All teachers gather in Zürich for a company professional development day in September.
This day allows our college teachers to attend courses that will enhance their teaching
in the classroom, whilst our kindergarten and primary teachers attend an introduction
course on the latest SIS curriculum that has been developed. SIS curricula are based
on, and mirror, our educational concept. Each one represents the equal value given to
German and English, allowing teachers to work together and complement each other, thus
strengthening students’ transfer of knowledge and skills between languages. The bilingual
curricula also support our immersive method, differentiation, and encourage student
questioning and self exploration.
Following the introduction day, two half day workshops are conducted in schools for our
kindergarten and primary teachers to consolidate the learning and receive deeper inputs.
A highlight of the year are our two company professional development days held in Basel
each November, where all our teachers from Switzerland and Germany come together.
Here, our educational concept is promoted with over 45 courses offered in German or
English. Such topics as internationality, bilingualism, refined teaching methodologies,
new technologies and courses on latest pedagogical research are offered. Over the two
days, the sharing of knowledge and resources between schools and teachers is promoted,
building on a cornerstone of our educational concept: a strong network.
Performance through diversity is another mainstay of our educational concept, and our
professional development programme promotes this in every way. Our next curriculum,
ICT, will enhance this further as we look at how modern technology can support the
teaching and learning in the classroom.
10
The SIS Educational Concept
Our students and their learning needs are at the heart of our efforts. In our educational concept, this is put into practice
by taking into account the following eight aspects:
Bilingual Experience
Independent
and Value-Centred
Approach
Strong Network
National
and International
Recognition
Day School
Community
Continuity from
Kindergarten to
College
Performance through
Diversity
International
Education –
Local Insight
Bilingual Experience
English and the national language play equal roles in school
communication – in the classroom and in all parts of dayto-day school life. As a result, children learn to express
themselves naturally and confidently in both languages.
Independent and Value-Centred Approach
The teaching philosophy at SIS Swiss International School is
non-ideological, but founded on clearly defined core values.
We strive to embody the values we seek to impart to our
students: honesty, appreciation, personal responsibility and
integrity.
Day School Community
To meet the needs of modern families and working
parents, our day school offers a structured and challenging
programme with classroom instruction with fixed hours,
lunch, supervised homework hour and additional supervised
periods and courses.
Performance through Diversity
The varied, stimulating environment of SIS Swiss Inter­national
School supports students in achieving excellent academic
performance, while allowing them to take enjoyment and
pride in what they learn. Our teachers hail from diverse
backgrounds and deploy a range of teaching and learning
methods.
International Education – Local Insight
The SIS community of students, parents and teachers is
made up of a variety of nationalities and backgrounds. We
offer students a diverse and engaging school environment
that simultaneously fosters an awareness of the wider world
and a relationship to their immediate environment.
Continuity from Kindergarten to College
SIS Swiss International School offers a single unified learning
concept – from kindergarten to primary school, to secondary
and college level. Because we cater to all education levels
(sometimes even under the same roof), we can facilitate a
seamless transition from one stage to the next.
National and International Recognition
For students at college level, we offer targeted preparation
for the national high school diploma (Matura). At the same
time, they have the opportunity to complete the International
Baccalaureate (IB) Diploma, a globally recognised university
entrance qualification.
Strong Network
The SIS network ensures consistently high quality standards,
as structures and processes at our facilities are evaluated,
developed and enhanced on an ongoing basis. Additionally,
our international organisation provides teachers and students
with a platform to exchange experience and insights across
borders.
11
Das SIS-Bildungskonzept
Die Lernenden mit ihrem Lernbedürfnis stehen im Zentrum unserer Bemühungen. Dem tragen wir in unserem Bildungskonzept
unter den folgenden acht Aspekten Rechnung:
Gelebte
Zweisprachigkeit
Unabhängig und
werteorientiert
Stark im Verbund
National
und international
anerkannt
Ganztägige
Schulgemeinschaft
Durchgängig vom
­Kindergarten bis zur
Hochschulreife
Leistungsorientiert
durch Vielfalt
International
ausgerichtet – lokal
verankert
Gelebte Zweisprachigkeit
Englisch und die jeweilige Landessprache sind gleichberechtigte Um­gangs- und Arbeitssprachen in Unterricht und Schulleben. Die Kinder lernen, sich in beiden Sprachen natürlich
und selbst­verständlich zu bewegen.
Unabhängig und werteorientiert
Die SIS Swiss International School ist politisch, weltanschaulich und konfessionell unabhängig. Ehrlichkeit, Wertschätzung, Eigenverantwortlichkeit und Verbindlichkeit im Tun –
dies sind Werte, die uns wichtig sind und die wir weitergeben
möchten.
Ganztägige Schulgemeinschaft
Wir stellen uns auf die Anforderungen eines modernen Familien- und Berufslebens ein und bieten ein verlässliches und
anspruchsvolles Ganztagsangebot mit Unterricht in Blockzeiten, Mittagstisch, begleiteter Hausaufgabenstunde und zusätzlichen Betreuungszeiten und Kursen.
Leistungsorientiert durch Vielfalt
Das vielgestaltige und stimulierende Umfeld an der SIS ermöglicht es den Schülerinnen und Schülern, eine hohe Lernleistung zu erbringen, an der sie Freude haben und auf die
sie stolz sein können. Lehrkräfte aus verschiedenen Lehr- und
Lernkulturen zeigen unterschiedliche Zugänge und Lösungswege auf.
12
International ausgerichtet – lokal verankert
Die Schüler- und Elternschaft wie auch das Kollegium der SIS
Swiss International School sind international zusammengesetzt. Wir bieten den Kindern eine viel­fältige und lebendige
Schulgemeinschaft, die den Blick für die Welt öffnet und sich
zugleich den Nachbarn nicht verschliesst.
Durchgängig vom Kindergarten bis zur Hochschulreife
Die SIS Swiss International School bietet Bildung aus einem
Guss. Mit Kindergarten, Primar-/Grundschule, Sekundarschule und Gymnasium in derselben Institution – teilweise
sogar unter einem Dach – ermöglichen wir gut abgestimmte
Übergänge von einer Bildungsstufe in die nächste.
National und international anerkannt
Unseren Gymnasiastinnen und Gymnasiasten bieten wir eine
zielgerichtete Vorbereitung auf die nationale Hochschulreife
(Matura). Gleichzeitig haben sie die Möglichkeit, mit dem
International Baccalaureate (IB) einen weltweit anerkannten
Hochschulzugang zu erwerben.
Stark im Verbund
Das Netzwerk der SIS Swiss International School gewährleistet einheitliche Qualitätsstandards. Die Strukturen und
Prozesse an den Schulstandorten werden laufend evaluiert
und weiterentwickelt. Der Verbund ermöglicht Lernenden und
Lehrenden Austausch über die Landesgrenzen hinweg.
Alumni Page
Gaining New Understandings
Stephanie Meister, SIS Zürich Bilingual College Graduate 2014
I was born in New Zealand and attended school there until I was 14 when my family decided
to move to Switzerland. I didn’t take school very seriously in New Zealand; I enjoyed some
subjects, but mostly thought school was about meeting friends and socialising, and
convincing my teachers why I didn’t think the homework was worth doing.
Coming to Switzerland with no German to speak of, let alone French, and entering the
school system at the secondary level was definitely a challenge! My sister and I attended
the local school who were initially reluctant to take us, but did provide us with support.
I remember reading German children’s books with my father after school to learn simple
sentence structure, and being so exhausted after sitting in school the entire day just trying
to understand something.
After immersing myself in German for a year at the secondary school, I began to realise I
had no chance to get into the Gymnasium without French as well. That’s where SIS Zürich
came in. With English counting as one of the entry exam subjects, I did a crash course
in French; attending night school and a French camp, I managed to scrape through the
entrance exam allowing me to continue my schooling there.
Stephanie Meister
I realised I had to get into gear with language learning, so I continued with night school and
tried to improve my grades. I remember opening a history textbook and seeing a sentence
that was half a page long in complicated German. I thought all was lost until I realised my
classmates didn’t understand a lot of it either, even with German understanding!
SIS Zürich gave me the option of studying for the IB, the Swiss Matura, or both. As I
wanted to stay in Switzerland and continue on to university, I chose the Matura option.
With this incentive, I pulled myself together and my effort paid off as I graduated second in
my year group with an average of 5.2.
What I really enjoyed at SIS was the immersion of English or German in classes, coupled
with the freedom of language outside of the classroom. Everyone spoke what came
naturally to them, and everyone understood when I would suddenly switch from English to
German and back if the right words weren’t coming. I feel this acceptance is a mentality
we should try and incorporate into everyday life.
Since graduating from SIS and beginning my studies at university, I have had the opportunity
to work part time in promotions and event management. With this job I’ve travelled to many
different cities in Switzerland, using French, German and English wherever I go. I’m so
glad to have had the experience of a bilingual school that appreciates the importance
of language. Although my French is still a bit rusty, I enjoy speaking the local language
wherever I am.
One of my favourite classes at SIS was Pädagogik, Psychologie & Philosophie. This class
inspired me to learn more and think about a career working with people. Consequently,
I am now in my second year of psychology at the University of Zürich, and I really enjoy
the variety of lectures, although exam time is always very stressful. I’m excited to see
where this path takes me, be it in Switzerland, New Zealand or a fantastic new country to
discover.
13
SIS Basel
Diwali Celebration at SIS Basel
Andrew Wulfers, Principal
On November 16, our school campus turned into Little India for a day. The occasion:
Diwali – the Hindu festival of lights. It is during this time that the victory of light over
darkness is celebrated as well as the good over evil, and hope over despair. It is also the
time when knowledge over ignorance is celebrated, making it the perfect celebration for
the SIS Basel.
Early in the morning on November 16th, families were greeted in the entrance hall with
beautifully detailed rangoli designs, which had been painstakingly laid out over the weekend
by a dedicated group of Indian mothers with an inclination for artistic greatness. One
could immediately tell there was more going on then mandalas, though. Many students,
teachers, and parents were dressed in traditional Indian garb and the colours flowed freely
throughout the school.
Our colourful Indian mothers visited many of our classes, introducing the students to
a plethora of different Indian handicrafts like Diwali cards and lanterns, moulding and
painting diyas. Together, the mothers and the students were also creating rangoli designs
out of lentils and rice, and making Henna tattoos. It was certainly a sight to behold.
The main event was being held in the upper gym hall, which had been transformed into
a veritable Indian market for a day. Through many different stalls and a short film, the
students were introduced to Indian culture, clothing, different festivals, and of course the
story of Diwali. While the kids watched the film, teachers were treated to traditional Diwali
snacks and a cup of Chai. Everyone received a beautiful handmade Diwali gift at the end
of the tour.
14
Later in the afternoon, many of the Indian families worked together to create a delicious
smorgasbord of curries, sauces, rice dishes, and other delectable delights. To those who
crave a slightly spicy palate, this buffet could not be outdone. Students, parents and
teachers alike lined up to taste the flavour of India. Everyone absolutely loved the food and
it quickly disappeared within the hour.
Diwali Day at SIS Basel is in its infancy. With such a large and vibrant Indian culture within
the school, we will be sure to create even greater spectacles in the future. With Bollywood
dancing classes fully underway as part of the after school programme, next year’s festival
will be the biggest and most exciting ever. Obviously, it can’t be orchestrated without the
continuing help of all of our Indian families, who were friendly and forthcoming enough to
share with us their beautiful cultural heritage.
A great day was had by all, and we are already looking forward to next November when,
once again, the festival of lights will descend upon the SIS Basel and illuminate our hearts
and minds with the greatness that is India.
15
SIS Männedorf-Zürich
Leo und seine Eltern entdecken den Platybus
Familie Moser, ihr Sohn Leo besucht die 6. Klasse
Leo
«Seit ich in die SIS gehe, hat sich vieles für mich verändert. Vor drei Jahren hätte ich nie
gedacht, dass ich mich einmal fliessend auf Englisch unterhalten könnte. Zwischenzeitlich
war ich zweimal in London und bin dort vom Hotelpersonal gefragt worden, ob ich aus
Amerika oder Australien komme.
Ich habe Freunde aus Kanada und England und lese viele englische Bücher. Man merkt
sehr, dass die SIS eine internationale Schule ist, denn alleine meine drei Englischlehrerinnen kamen aus Amerika, Australien und Kanada. Es gibt viel mehr Kinder aus dem
Ausland, und es überrascht niemanden, wenn ein Schüler nach Hong Kong oder Amerika
auswandert. In meiner früheren Schule waren alle Freunde aus der Schweiz. Ich finde es
toll, Sachen über andere Länder herauszufinden. Vor allem dann, wenn sie mir ein Freund
erzählt. Ich wusste vielleicht, wo und was Toronto war, doch jetzt kenne ich die Stadt
praktisch in- und auswendig. Die SIS Männedorf-Zürich hat mit ihrer Internationalität und
Zweisprachigkeit viele Vorteile.»
Tanya Moser, Mutter von Leo
«Als wir unseren Sohn bei der SIS anmeldeten, waren die gute Erreichbarkeit, der zweisprachige Unterricht und das Konzept der Ganztagsschule, wie in vielen Ländern üblich,
wichtige Entscheidungskriterien. Begeistert haben meinen Mann und mich dann die Gespräche mit der englischen Schulleiterin sowie die Weltoffenheit und Herzlichkeit der Lehrer. Hier stehen die Stärken der Kinder und nicht ihre Schwächen im Vordergrund.
Ich schätze die regelmässigen News der SIS über das aktuelle Geschehen oder Vorankündigungen, immer auf Deutsch und Englisch. So bin ich informiert und habe zusätzlich die
Möglichkeit, als Nicht-Native-Speaker meine Englischkenntnisse zu verbessern.
Besonders gut gefallen mir die Schulveranstaltungen. Im Sommer wird das Ende der Projektwoche gefeiert, im Herbst freuen sich die Kinder auf Halloween und den RäbeliechtliUmzug und der Weihnachtsanlass im Dezember ist immer sehr schön. Die Bräuche und
Lieder der verschiedenen Herkunftsländer von Schülern und Lehrern prägen diesen Abend
besonders stark: Eines der für mich schönsten Weihnachtslieder stammt übrigens aus
Neuseeland!»
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Daniel Moser, Vater von Leo
«Die Lehrpersonen, die ich bis heute kennenlernen durfte, haben alle im Ausland gearbeitet oder sind gerade dabei, im Ausland zu arbeiten, weil für sie die Schweiz das Ausland
ist. Bei den Schülern trifft man eine ähnliche Vielfalt an. Kinder, die (noch) wenig Deutsch
verstehen, weil sie bis vor Kurzem an einer ganz anderen Ecke auf dieser Erde gewohnt
haben, spielen mit einheimischen Kindern, die selbstverständlich Englisch mit ihnen sprechen. Diese Dynamik aus Spiel, Spass und Schule ermöglicht das Lernen von Sprachen,
die in einer globalen Welt Grundvoraussetzungen sind. Und so habe ich als Vater nicht
schlecht gestaunt, als mir mein Sohn, der vorher kein Englisch sprach, drei Wochen nach
seinem Start an der SIS Männedorf-Zürich seinen ersten Aufsatz vorgelesen hat. Der Text
war auf Englisch, wenn auch stellenweise phonetisch, und er handelte von einem Platybus,
ein Wort, das ich erst einmal nachschlagen musste. Es heisst Schnabeltier.
Ein weiterer Aspekt der Internationalität ist der stete Wechsel von Schülern und Lehrpersonen. Die SIS schafft es, dass die Kinder sich geborgen fühlen und Nestwärme erfahren.
Schon nach dem ersten Tag an der SIS Männedorf-Zürich sprach mein Sohn von ‹seiner›
Schule.»
Leo Moser
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Diesen Aufsatz schrieb Leo in der 3. Klasse.
SIS Pfäffikon-Schwyz
Building on Strong Foundations
Luzia Schoeck, Assistant to the CEO
“Exposure to multicultural beliefs is advantageous to all teachers and students. It
encourages open-mindedness and empathy, and there is room for growth in knowledge,
confidence and creativity.” Priscilla Bitton, Primary Teacher SIS Pfäffikon-Schwyz.
«Das zweisprachige System bietet Kindern und Lehrpersonen eine gute Möglichkeit sich
interkulturell auszutauschen und dabei wichtige und unterschiedliche Werte der heutigen Welt kennen- und schätzen zu lernen.» Manuel Brunner, Primarlehrer SIS PfäffikonSchwyz.
Two teachers, two languages and a shared belief in the benefits of bilingual education and
cultural exchange – even before the first student has crossed the threshold of SIS Swiss
International School’s newest location in Pfäffikon SZ, teaching partners Priscilla Bitton
and Manuel Brunner seem to agree on the main advantages of being part of a school
community in which students and teachers from different cultures and backgrounds live and
learn together on a daily basis. Together with principal Michael Peter, who has successfully
headed SIS Zürich-Wollishofen for the past five years, the two primary teachers will take on
the challenging task of establishing SIS Pfäffikon-Schwyz in the Swiss education market.
From the academic year 2016/17, SIS Pfäffikon-Schwyz will offer preschool education for
five-year-olds as well as the primary grades 1 to 4. From August 2017, a new campus will
offer an ideal learning environment for preschool, primary and secondary school. Both
Manuel and Priscilla are motivated by the fact that they will be able to help develop the
school from the very beginning. In Priscilla’s words: “I am very excited to join the founding
team at SIS Pfäffikon-Schwyz. It is a rare opportunity that one gets to contribute from day
one and observe a school grow.” Both teachers have plenty of teaching experience in an
international setting: Manuel previously worked at SIS Tamins-Chur, and Priscilla can look
back on thirteen years in primary education at an international school in Zürich.
In line with SIS policy, the teaching team at SIS Pfäffikon-Schwyz consists of a native
speaker of German and a native speaker of English. This not only guarantees that the two
languages play equal roles in the classroom and in day-to-day school life, but coming
from diverse teaching and learning cultures, Priscilla and Manuel can draw on a wealth of
different methods and tools to show their students a variety of ways to approach and solve
problems. At all SIS locations, different types of learners are able to profit in various ways
from their teachers’ different backgrounds and repertoire, and this will be no different at
SIS Pfäffikon-Schwyz.
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Priscilla Bitton
Manuel Brunner
Born and raised in Switzerland, Manuel has completed the teacher training college in Chur
and will be responsible for the German half of everyday school life at SIS Pfäffikon-Schwyz.
He is looking forward to discussing different ways of teaching with his new colleague,
which, as he hopes, will broaden his horizon and provide him with new impulses for his
own teaching. Priscilla, on the other hand, will be responsible for the English parts at the
new school. As a British citizen who was born in Malaysia and grew up in Spain, Priscilla
has been exposed to different languages and cultures from an early age. Having been
brought up bilingually herself, she knows about the advantages, but also the problems that
students might encounter: “Through my own personal experience, I have been made very
aware of the difficulties students may have learning English. This has helped me develop
my teaching and address all the different learning styles within a class.”
Of course, the new team at SIS Pfäffikon-Schwyz will not have to start from scratch.
Being part of the SIS group with 15 schools in Switzerland, Germany and Brazil, they have
plenty of well-established resources and structures to fall back on. Supported by the SIS
community and the carefully developed bilingual SIS curricula, Priscilla and Manuel are
well equipped to help their students build bridges between languages and cultures and
open their minds to whole new worlds. We wish them the best of luck for their journey!
Principal Michael Peter with two little helpers
at the ground breaking ceremony for the new
campus.
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SIS Rotkreuz-Zug
Festival of Light
Sarah Warner, Kindergarten Teacher
When I look back upon my primary school years, the memories I hold most precious are
those of special events, school trips, sports days and school productions. School events,
for example, I could enjoy and share with family and friends forever after. At SIS RotkreuzZug, when planning our units of inquiry, we ensure that we incorporate special events into
our programme. In preschool, one particular unit encompasses this philosophy with many
special events: “Festivals of Light”.
“Festivals of Light” is a wonderful unit through which we embrace the cultural diversity
of our student body, integrate into our local community and celebrate the many festivals
which occur during the dark autumn and winter months.
The best way to motivate children to learn is through providing authentic experiences.
Therefore, we invited parents into school to share their experience of light festivals from
their culture. We had a parent from India arrive with her daughter in traditional dress to
share their experiences of Diwali. Together, they showed artefacts including diyas, the
traditional Diwali lantern. They also made a large rangoli pattern using coloured powder
with the class. A mother from Japan came into school and showed a power point of Japan
with photographs of her family participating in a celebration of light. She showed traditional
lanterns, demonstrated origami and gave each child a treat bag full of Japanese snacks.
We also had a parent tell a story to the children about the origin of the Swiss festival of
Räbeliechtli.
As part of our celebration of Räbeliechtli, we invited parents into school to help their child
carve the traditional lantern from a turnip, which proved to be fun, but challenging! Later
that evening, the kindergarten class joined the children from the local community schools
in a lantern parade around the town. There was great anticipation as the church bells rang
out, the street lights were extinguished and the band began to play. The children walked
around the parade route, lanterns glowing and singing their Räbeliechtli song, whilst
parents joined the parade or watched from the side lines.
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As a finale to this unit, we collaborated with the primary intro class to put on a winter show,
performing a musical called “Shine, Star, Shine” in front of friends and family. This was
warmly received by all and marked the beginning of our whole school Christmas concert.
The students showed great confidence and enthusiasm to entertain our guests, and we
are sure it helped bring to life the meaning of Christmas.
This unit was not only full of learning opportunities, but it celebrated internationalism and
cultural diversity. It was a unit to be enjoyed by students, teachers and parents alike. These
events, I’m sure, will be remembered for years to come.
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SIS Schönenwerd
International Education
Ora Melles, Vice-Principal
Remarkably for a small school, 32 different nationalities co-exist at SIS Schönenwerd. If
Marcel Proust, the French novelist, is correct, and “the real voyage of discovery consists
not in seeing new lands, but in seeing with new eyes,” then our school is uniquely positioned
to create an international community by not only educating our pupils about the world, but
by encouraging them to engage with it through their peers and their peers’ experiences.
The opportunities that our student and teacher body, combined with our curriculum,
provide are nearly endless. It is up to us to make the most of them, using all the means at
our disposal.
For example, when the days grow dark in December, our community explores the holidays
that revolve around light: Diwali, Hannukah and Christmas, to name but three. By sharing
traditions and songs, photographs and recipes, we are encouraged to reflect on questions
such as: why might there be commonalities? Where do our practices overlap? What do
we share?
Of course, traditional texts and the internet contribute a great deal to our understanding of
our journey, both as individuals and as a community. Each of the nationalities is represented
by a country, be it large or small. Primary and middle school students at SIS Schönenwerd
use Google Earth to “visit” their own and each others’ countries. At first glance, all the
continents look similar: a bit of dark brown, light brown, blue. But as students zoom in,
detailed information emerges. For example, the students examine varying topographies
and understand the particular vegetation of the area.
Story-telling plays an important role as well, for humans require a narrative to make sense
of their selves. At first, children work with the narratives they are given, and then they begin
to build their own. Providing a strong basis and, consequently, a springboard for individual
narratives is an essential part of education, and that is why we invite parent volunteers to
share stories in languages other than German and English with our youngest students. In a
welcoming space, heaped with mattresses and pillows, children watch and listen carefully
to expressive readers. It is astonishing how quickly they recognise rhymes and recurring
words in a story, repeating them out loud, in unison with the others, creating “international”
moments that lay the foundation for any number of possible narratives to be constructed
later in life.
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An in-depth look at personal narratives sheds light on fundamental commonalities among
peoples around the world. By recognising that individuals of different civilisations and their
personal stories share similar universal values, murals of lives are created. These reflections
lead to a collective of stories that foster intercultural discussions and sensitivities, which
are essential in developing personal narratives. For example, in an upper primary school
assembly, students were asked to reflect on their “way to school”. Following a short activity,
they watched “On the Way to School”, a documentary film by Pascal Plisson, which follows
the long and difficult journeys to school of four children from Kenya, Morocco, India and
Argentina. The students sat mesmerised, observing the heroic journeys of these kids their
own age in faraway countries from eating breakfast, discussing fears and hopes to finally
walking to school. Interestingly, several times students mentioned that their way to school
was just as long as the one of the child in the film; however, in each case, a classmate
immediately stated that to only compare the time travelled would be unfair as the two trips
are of a completely different nature. These are examples of interactive journeys that are
shaping future critical thinking skills and creating memoirs.
Such “International Education”, combined with a rigorous, but supportive study of the
traditional disciplines, offers today’s students the world of tomorrow – without ever leaving
Schönenwerd.
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SIS Suhr
Spielen, entdecken, singen –
in Englisch und Deutsch
Daniel Fluri, Schulleiter
Unsere Kinder leben in einem zusammenwachsenden Europa. Die globale Vernetzung
weist den Fremdsprachen eine andere Bedeutung im Bildungsgang zu. Jeder Einzelne
muss zunehmend bereit, aber auch dazu fähig sein, sich in einer Fremdsprache auszutauschen und zu verständigen. Bei weltweit fallenden Grenzen müssen Fremdsprachen
gleichsam zu Zweitsprachen werden. Die Menschen müssen bilingual denken und kommunizieren können. Der zweisprachige Unterricht im Kindergarten eröffnet den Kindern
eine grosse persönliche Chance. Kleine Kinder lernen eine zweite Sprache in der gleichen
Mühelosigkeit wie die erste. Mehrsprachigkeit hilft auch, Toleranz für anderssprachige
Menschen und Kulturen zu entwickeln.
Es ist immer wieder erstaunlich, wie die Zweitsprache an der SIS Swiss International
School ins Alltagsleben eingebettet wird. Die Kinder lernen zu verstehen, indem die Lehrerin ihre Äusserungen geschickt durch Gestik, Zeigen oder Vormachen unterstützt. Den
Kindern bereitet es Vergnügen, eine Geschichte in einer anderen Sprache zu hören, auch
ohne sie sprachlich zu verstehen. In der sprachlichen Entwicklung spielen häufig vorkommende Wörter eine wichtige Rolle. Sie werden von den Kindern früh verstanden und spontan verwendet. So geht die Zweitsprache mehr und mehr in den sprachlichen Alltag über.
Die Kinder beginnen spontan, für ihren Tagesablauf wichtige Dinge auch auf Englisch zu
sagen, wie zum Beispiel: «Can I sit neben dir?» oder «I don’t like Gurken.» Oder wenn die
Kinder zusammen Familie spielen, hört man Fragen wie: «Bist du my sister?» Auch tauchen
englische Wörter spontan auf, wenn die Lehrerin eine Frage auf Deutsch stellt: «Was gibt
es heute zu essen?» – «Cauliflower!»
Die Art, wie die neue Sprache gelernt wird, ist von ausschlaggebender Bedeutung. Es
sollte möglichst kontextualisiert geschehen. Damit ist gemeint, dass die Kinder die betreffenden Vorgänge schon aufgrund ihrer Situation verstehen. Sie nutzen ihr situatives Verständnis, um sich die Sprache zu erschliessen. Es ist sehr wichtig, dass die sprachlichen
Handlungen visuell unterstützt werden. Das Gesagte wird durch Gesten begleitet. Eine
weitere Möglichkeit ist, auf das Benannte oder auf Bilder davon zu zeigen oder mit dem
Bezeichneten zu hantieren. Einen hohen Lerneffekt erreicht man, wenn man mit den Kindern ihnen vertraute Spiele in der neuen Sprache spielt. Ebenso förderlich ist es, wenn die
diversen, sich täglich wiederholenden Aktivitäten von den entsprechenden sprachlichen
Begriffen begleitet werden. Solche Aktivitäten liefern den Kindern das, was sie zur Entschlüsselung der neuen Sprache brauchen. Den Kindern werden dabei keine Fähigkeiten
abverlangt, über die sie nicht ohnehin verfügen. Denn genau diese Aufgabe, neue Wörter
zu lernen oder noch nie gehörte Redewendungen zu verstehen, müssen die Kinder tagtäglich auch in ihrer Muttersprache bewältigen.
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Für die Sprachwissenschaftler ist das Kindergartenalter der ideale Zeitpunkt, den ersten
Kontakt zu einer Fremdsprache herzustellen. Von der Entwicklung her beschäftigt sich
das Gehirn zu diesem Zeitpunkt nämlich ohnehin mit Sprachenlernen. Der frühe Kontakt
mit einer Fremdsprache fördert die geistige Entwicklung und das Kind kann auf spielerische Weise erstaunliche Lernleistungen vollbringen. Kinder, die zweisprachig aufwachsen, sind sich generell bewusster über Sprache. Sie sind kreativer, wenn es um Lösungen
von bestimmten Problemen geht. Sie lernen, flexibel zu denken, und suchen alternative
Lösungsmöglichkeiten. Sie versuchen, sich gut auszudrücken und sich stärker in andere hineinzuversetzen, die nicht so gut verstehen wie sie selbst. Die Kinder besitzen ein
besseres Gespür für andere Kulturen. Der Umgang mit einer anderen Sprache macht den
wissbegierigen Kindern viel Spass. Ein Kind, das zwei Sprachen spricht, ist schöpferischer
und bringt bessere intellektuelle Voraussetzungen mit, eine weitere Sprache zu lernen.
25
SIS Winterthur
Reflections on Internationalism at SIS Winterthur
Liz Coupland and Kate Nash, Primary Teachers
“We become not a melting pot, but a beautiful mosaic. Different people, different beliefs,
different yearnings, different hopes, different dreams.” Jimmy Carter, American President
1977–1981, Nobel Prize for Peace in 2002.
As I reach the end of our grade 3 theme on the ancient Romans and their enduring art
works, Jimmy Carter’s reference to a beautiful mosaic resonates with me. It sums up
beautifully the situation in our school, not only in regard to the children and their families,
but also regarding the diversity of our staff.
To get a better understanding of our “beautiful mosaic” at SIS Winterthur, we asked our
teachers to reflect on their experiences of working in a culturally diverse international
environment. Enjoy reading their responses:
What positive experiences have you had working with staff
of many different nationalities?
“My colleagues have given me a unique insight into their culture. I used to have only a
vague knowledge of places like New Zealand, Scotland and Bern, but now I have a real
connection to those places. I am particularly intrigued by the differences in our languages.
I really enjoy playing around with that. We also learn a lot from each other. We can draw on
best practice from a wide variety of teaching backgrounds, and everyone is dedicated to
keeping themselves and the school moving forward.”
“Every country has a different sense of humour and some new colleagues do not always
know how to react to the banter in the staff room or to the amusing pseudo- or nicknames
given to them by older staff members. For me, it is really gratifying to see the friendships
that develop among them and the high level of solidarity and mutual respect we have in
our team. I think we really enjoy each other’s company, even though we are a very diverse
group. I feel extremely fortunate to be part of such a positive atmosphere.”
“I have developed a greater desire to travel to countries that had, for the most part, been
excluded as possible holiday destinations. This has been as a result of sharing experiences
with fellow colleagues of living in, or travelling through, these countries. India means more
to me now than just good curry.”
26
“I guess learning how to ‘read’ others has been a positive. What is deemed, for example,
socially, professionally or educationally acceptable by some nationalities could be frowned
upon by others. This fosters a great deal of tolerance, acceptance and understanding in a
workplace and provides a wealth of knowledge (some of which is filed away for later use)
and moments of laughter. Through informal interactions, anecdotes, recipes, upcoming
performances, dining establishments and weekend adventures are shared. Bringing
together people of different nationalities allows for a greater diversity in what is shared.”
“Of course, enjoying some friendly banter during international sporting events is always
great, especially if you are in support of the winning individual or team.”
“I feel working with people of various nationalities helped me to really understand the core
of what and I how teach. Because of the different perspectives and methods, the common
and essential content became clearer.”
What challenges have there been working with staff
of many different nationalities?
“In the beginning, I underestimated the differences between the teaching and working
cultures of the staff. It was really important to be clear about where we needed common
ground and to outline our mutual expectations. Even among the English speaking staff,
there were significant differences. At the same time, the school has its own culture that is
very strong. Also, many of us have been with the school for a long time. That really helps
when new members of staff join. Another big challenge has been to keep the balance
between English and German. It has been great to have a German speaker join the
leadership team. Previously, there were only English speakers, and it was not always easy
to keep a balance, especially because the German speaking teachers all speak excellent
English.”
“Depending on the nature of the staff’s background in education, potentially, there could
be clashes with regards to best practice. Coming from different educational systems,
having experience with particular methods and not being open to ‘new’ ways of doing
things can create cracks in the cohesion of a staff.”
“Understanding people has been a challenge. When the first person from New Zealand
joined our team, I had to ask her to repeat what she said weeks on end – and it was my
own language!”
As you can see, our colourful SIS mosaic is made up of individuals, each with their own
story and perspective. It is in working side by side that together we create an enriching
atmosphere with hearts and minds ever open to undiscovered ideas and new experiences.
With grateful thanks to SIS Winterthur teachers for their contributions.
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SIS Zürich-Wollishofen
Holiday Club at SIS Zürich-Wollishofen
Harry Bose, Head of Supervision
During the holidays, we run a themed club from Monday to Friday, 8 a.m. to 6 p.m. In this
instance, we had two weeks and decided that “Around the World in 10 Days” would be a
fitting theme.
With such a variety of nationalities within the school – of children and staff – we wanted
to take advantage of this collective knowledge and expertise of our native countries and
share our insights with the group.
Being an international school in every sense of the word, it was a delight to share and learn
about so many different places, their languages, books, music, customs, flags, traditions,
animals, clothes, food, games, geographical locations, famous landmarks and so much
more.
Each day was structured in the same way: one supervisor would start with a short
interactive presentation about their native country with the children also contributing
greatly. We used white boards, flip charts, laptops, projection screens, prints, hand-outs,
traditional clothing, musical instruments, national anthems and even food during the
presentations. We then split into smaller groups for a fantastic array of activities organised
by the supervision team relating to that specific country.
Our lunch menu was from the country we were “visiting” that day; the excursions were also
tied in to the country of the day. The children shared their own insight and experiences,
often bringing objects or food in from home. At various points throughout the day, we were
outside for organised games.
In the first week, we travelled through Hungary, Brazil, Russia, Senegal and England. In the
second week we travelled through Egypt, France, India and Italy, before finally returning
back to Switzerland for a party.
We chose these specific countries to offer as much depth as possible according to both
the native lands of our supervision team and the places we had lived in. Some members
of the supervision team are dual nationals and were able to introduce more than one
country. The countries also represented a number of countries that most of the students
recognised and could relate to – along with some places that were completely new and
exciting.
28
The theme really highlighted the enjoyment of embracing different cultures whilst also
being proud of and interested in our own backgrounds.
In contrast to normal class time, the children in the holiday club work and play together
in mixed age groups. This helps to grow friendships and to build the confidence of our
students: the younger children learn not to be afraid and to enjoy the help and guidance
of older children; the older students, on the other hand, learn to look after and take
responsibility of the younger ones. We often get positive feedback from parents about
this, too, especially from those with children in kindergarten.
It was a joy to see the children really open up to the theme – most noticeably when the
quieter children could express themselves with confidence and authority when talking
about their own country and engaging with the group.
Another very nice aspect of the holiday club experience was that children who were naturally
reluctant to try new foods emboldened themselves to try (and enjoy) totally foreign tastes.
One of the excursions was to Zürich Zoo to see the animals, birds and reptiles from Brazil
and South America. We also took a boat trip down the lake to Thalwil and enjoyed the
stunning views of snow-capped mountains, played on the pirate ships and had a traditional
Swiss grill.
Our feedback was extremely positive; everybody enjoyed themselves a great deal. It
was such a successful and enjoyable theme that staff and children alike would definitely
recommend it!
29
SIS Zürich
Our Own Little United Nations
Tanisha Jesseau, Kindergarten Teacher
Working in an international kindergarten is like working in a mini-model of the United
Nations in many ways. The UN has a mandate to “prevent conflict; help parties in conflict
make peace; peacekeeping; and create the conditions to allow peace to hold and flourish.”
A kindergarten teacher does much of the same. Like the UN, there are many different
characters that make up our class. There are politicians (if you give me some of your cake,
I will play with you on the playground), interpreters (he says he has to go to the bathroom!),
peacekeepers (ok, you can have a turn first with the Lego, I will wait) and lawmakers (don’t
take all my play dough, if you do you can’t play with me anymore!).
And similarly to the people working at the UN, children in an international atmosphere
must learn to negotiate, compromise, problem solve, and adapt to an ever-changing
environment. They must learn to do this while navigating different languages, differing
personal needs, clashing personalities and varying group interests. The children have to
learn to wait their turn, make group decisions, join together for activities, try to understand
one another and accept that they won’t always get their way.
Sometimes, decisions need to be made for the sake of peace and unity of the group as a
whole. Also like the UN, we cover issues such as peace and security (taking turns and not
using our bodies to solve our problems), climate change (even though it’s sunny, it’s still
winter and you have to wear warm clothes outside), human rights (it’s not okay to take her
water away from her, please give it back), humanitarian and health issues (time for handwashing children), gender equality (girls can play with trucks and boys can play with dolls,
too), governance (who is going to be our library helper today?), food production (let’s plan
a trip to a local farm to see where milk comes from), and more.
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However, the one big difference between us and the UN is the effective and swift way
in which problems are actually solved in a kindergarten. We don’t need weeks, months
and years. Conflict is usually resolved within seconds. This is because children have
very pressing matters at hand, and that is to make friends, play, have fun and get along.
Kindergarten children learn quickly how to accept help, take advice, make decisions,
apologise, and then get on with their business – the business of joy. Play, laughter, fun and
friendship are always at the centre of all conflict resolution. An international kindergarten is
an excellent example of multiculturalism working at its best, as the happiness of the group
as a whole is very important. Now, if only the real UN could make our world leaders go
back to kindergarten, think how different things would be!
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www.swissinternationalschool.ch
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SIS Basel
SIS Suhr
SIS Swiss International School
Erlenstrasse 15
CH-4058 Basel
Phone +41 61 683 71 40
SIS Swiss International School
Reiherweg 2b
CH-5034 Suhr
Phone +41 62 842 97 07
[email protected]
[email protected]
SIS Männedorf-Zürich
SIS Winterthur
7
SIS Swiss International School
Seestrasse 57
CH-8708 Männedorf
Phone +41 44 921 50 50
SIS Swiss International School
Technoparkstrasse 1
8406 Winterthur
Phone +41 52 202 82 11
[email protected]
[email protected]
SIS Pfäffikon-Schwyz
SIS Zürich-Wollishofen
8
SIS Swiss International School
Eichenstrasse 5
CH-8808 Pfäffikon SZ
Phone +41 55 415 44 00
SIS Swiss International School
Seestrasse 271
CH-8038 Zürich
Phone +41 43 399 88 44
[email protected]
[email protected]
SIS Rotkreuz-Zug
SIS Zürich
9
SIS Swiss International School
Suurstoffi 41c
CH-6343 Rotkreuz
Phone +41 41 757 57 11
SIS Swiss International School
Seidenstrasse 2
CH-8304 Wallisellen
Phone +41 44 388 99 44
[email protected]
[email protected]
SIS Schönenwerd
SIS Swiss International School
Schachenstrasse 24
CH-5012 Schönenwerd
Phone +41 62 312 30 30
[email protected]
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