Winter 2015-16 | nO. 5

cOntents

Contents

© International School of Zug and Luzern / / ISZL, Walterswil, 6340 Baar, Switzerland, T +41 (0)41 768-2900, F +41 (0)41 768-2901, community@iszl.ch www.iszl.ch / / The International School of Zug and Luzern (ISZL) provides a high quality Early Years to Grade 12 international education to day students residing in the cantons of central Switzerland. ISZL Magazine is mailed without charge to current parents, alumni, former faculty and staff, and friends of ISZL.

Editor: Ali Mackinnon / / Contributors: Lorna Caputo, Jane Clinton, Dominic Currer, Frances E, Joseph G, Izzi G, Jill Gann, Linda Graham, Laurie-Ann H, Dr Michelle Hill, Jenna I, Josephine L, Luke M, Ali Mackinnon, Cameron M, Etienne M, Helena M, Jessica M, Malika Mehra, Sophie Mettes, Otto Moilanen, Mari-Susanna Moser, Jacqueline Newman, Alisha P, Martin Peel, Janet Powell, Carly R, Ashley Ringger, Céline Rust, Olivia S-G, Paul Steffan, Barbora S, John Schuster, Nora Speck, Julie V, Colin Walker / / Photography: Vitor Fernandes-Neto, Linda Graham, Peter Paton, Olivia S-G, Maria Schmid, ISZL Staff and Student Archives / / istock / Vectorstock: 5, 6, 8, 9, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 23, 24, 25, 26, 27, 28, 30, 32, 33, 34, 36 / / Design and Art Direction: StuderGuldin GmbH, Zug / / Printer: Multicolor Print AG

3 From the Director

4 The Early Years - Outdoors in all Seasons

6 Moving Up!

8 Moving Together towards a greater understanding of Multilingualism

10 PDW in Action, Our Students Take the Lead

12 Primary School Physical Education and Sport

14 A Passion for the Arts – A Celebration of Student Commitment

20 Intercultural Understanding at ISZL

22 The Benefits of a Strong First Language

23 Interdisciplinary Learning in Middle School

24 Namaste from Nepal

26 Behind the Scenes…The Business Office

28 High School Students - Planning for the Future

30 The Parents’ Association, Supporting the School’s Spirit

32 Celebrating Alumni Achievements

34 Hollywood Glamour Comes to Switzerland

35 ISZL Gala

2 |

FrOm the directOr

Dear Community,

It is with great pleasure that I, once again, introduce our magazine! Inside this volume, you will find a wide array of different perspectives on what goes on in and out of school – from a description of our First Language Programme to a report from Nepal. ISZL remains a vibrant and dynamic place to go to school or indeed to work. It could not be so without the contributions and talents of so many community members. Thank you all for making our school such a special place.

As I understand, 2015 saw the hottest summer for many years in Switzerland, and as I write, the November sunshine is starting to pierce through the fog that descends over Zug during the autumn and winter. Time seems to go by so quickly. It seems like just a few days ago that we began a new school year, but already students have returned from PDW and October Break has passed. Our minds turn to the oncoming winter, the onset of the cold, and anticipation of the ski season.

In Nepal there is no such anticipation! Though the climate will surely change and the cold will set in, there are no opportunities for students at the school we support (NAG) to take to the mountains and ski. A country still in the process of recovering from a shattering earthquake now endures chronic shortages of fuel. Regular power cuts continue, and medical supplies become more and more scarce the further into the country you travel. Yet Nawa Asha Griha (The Home of New Hopes) remains a beacon of light for over 300 students. It feeds, educates, clothes, houses and supports orphaned, abandoned and helpless children.

NAG is run by Nicole Wick, niece of Gisela Wick who taught German for many years at ISZL; and this year she is joined by Linda Graham for six months. Linda is an ISZL teacher taking advantage of the newly instituted Community Service Sabbatical. After working at the school for a minimum of five years, teachers from ISZL can apply in advance to take time away from school on a reduced salary for a community service opportunity abroad. In this way, our staff can return with invaluable insights, and at the same time give something to those in need. In this magazine you will be able to read about the difference such a programme can make to both the teacher involved and the community served. Linda has been able to see at first hand where ISZL fundraising makes a difference. After the flooding and destruction of a dormitory, NAG is about to unveil a new one. Next in line is a vehicle to run an outreach medical programme for villages in remote areas.

Thank you to every parent and student, staff member and alumni who contribute towards keeping NAG afloat. Your help makes a difference, not just to the children in the school, but also to many, many others as they spread the goodwill as far as it can go.

Sincerely,

Dominic CurrerDirector, ISZL

Contents isZL makesa difference

| 3

cOntributOr: dr micheLLe hiLL

At ISZL we believe that the outdoors offers children a rich and varied learning environment, providing them with opportunities to develop physically, socially, emotionally and cognitively. This is why we place such emphasis on our Outdoor Learning programme in the early years, which takes place every day, whatever the weather, throughout the year.

The programme aims to make the most of the special nature of the outdoors and offer the children something the indoors cannot. The outdoor environment is flexible and versatile in order for children to choose, create, change and be in charge of their play and learning. It aims to offer children challenge and risk within a framework of security and safety, helping children to learn how to be safe and be aware of others. Our approach to Outdoor Learning is based on current research and

good practice from many countries (e.g. Bilton, H. 2010; White, J. 2011;

Learning Through Landscapes, Scotland).

But what does a typical Outdoor Learning session look like?

It is difficult to say exactly as each day

brings new challenges, new interests and, of

course, ever-changing weather. However, you are guaranteed to see children deeply involved in what they are doing, exploring and creating as they work together. You will hear them talking, discussing, laughing and sometimes arguing as they negotiate and plan their time together. You will see adults deep in conversation with children as they ask them about their work and play, gently encouraging them

to go further in their thinking. They will also be observing from a distance, ready to join in if support is needed, and taking photographs or making notes of what they see and hear, using these to reflect on the current learning and plan for future learning. Of course this echoes what can be seen in any of our classrooms but the time, space and materials available outdoors creates a new dynamic.

Spring and summer brings evidence of children’s work in the form of complicated structures built from large wooden blocks, foam bricks, old tyres, planks and guttering. Shady dens appear, made from large fabric pieces, old curtains, tarpaulin string and clothes pegs. These ‘secret places’ provide a space for children to be away from the adult gaze as they hide

away to talk, plan and imagine together. Others work with

sand, digging, building and moulding and creating new possible worlds in their play, while down at the pond groups of children will be

earLy years – OutdOOrs…

early years – Outdoors in

All Seasons

“It is evident that environments that are intentionally designed for child- directed play

in nature encourage choice-making, problem-solving, self-regulation and engagement.”

Kochanowski and

Carr, 2014

“If we constantly jump in when children are

having boisterous banter or everyday playground disputes

then we are not enabling them to sort these disputes out, we are actually setting them up to be

always reliant on others.”

Bilton, 2010

4 |

… in aLL seasOns

dipping their nets and trying to identify and draw what they find – maybe tadpoles, dragonfly larvae, pond-skaters, newts, diving beetles or pond snails. One or two children may be glimpsed in the climbing tree, a special place in the garden where they engage in ‘risky play’, which we know is so important for their development, enabling them to experience fear and learn the strengths and limitations of their own bodies.

On rainy autumn days the children will be dressed in their raincoats, rain trousers and rubber boots as they collect water in buckets and basins and use it in their play. Others may use guttering to move water from one place to another. They will be splashing, pouring, emptying and re-filling time and time again. This weather is often the perfect time to be in the mud kitchen, making mud-pies, mud-cakes, and all sorts of soup using grass, leaves, pine cones and other natural materials found in the garden.

In finer weather the children may be in the garden, harvesting the crops they planted in the spring - carrots, pumpkins, tomatoes

and beans - before preparing the garden for the coming winter. Some children may be digging, sweeping, or raking leaves into a pile and then working together to fill a wheelbarrow. The outdoors provides the space children need to engage in ‘rough and tumble’ play and some children may don capes and masks to play at being superheroes. These types of play help to develop social skills as the children negotiate changing roles and learn to control their actions and movements.

In wintry weather being physically active becomes more important. The children are equipped with their snowsuits, gloves, hats and warm boots as they work together in the snow, using shovels to clear paths and collect snow for building igloos and making snowmen. You may see them in their bright colours slowly climbing the big, steep hill before enjoying the thrill of sledding down again. Music provides a wonderful way to keep warm as the children dance,

play instruments and sing together. The campfire is also lit and the adults lead songs

as the children roast marshmallows or grill

sausages.

When we watch young children playing outdoors we often comment on their lack of concern about the weather- sunshine, showers or snow, they enjoy being outside and being physically and socially active. They have the space and freedom to follow their interests, and the time to become deeply engaged and fully focused. We see that being outside has benefits for children’s bodies and for children’s minds and we see that each day being outdoors brings new possibilities for children’s learning.

“Children are entitled to take part in physical activities and to play,

including outdoors, and have an opportunity to experience

and judge and manage risk.”

Early Years Framework for Scotland

| 5

MOVIng uP! The 5th graders are always extremely excited as they go to the Middle School for Step Up Day in June where they are given a tour and meet the 6th grade teachers. Coming back in August there will be a new building for them, more classrooms with more teachers, changing classrooms, possibly learning another language, more home learning – how will they know where to go, will they even survive? As they prepare over the summer what are they thinking and feeling? Are they scared and nervous or excited and anxious? The students themselves answer these questions. Here are some responses from students and what they were feeling and thinking about going from 5th to 6th grade.

EtIEnnE M: “Going from grade 5 to 6 is something weird at first because

in 5th grade you have one homeroom teacher and she/

he teaches you everything apart from languages and music. But in Grade 6 you go everywhere by yourself and you need to take your things to those lessons and you can't go to your lockers in between lessons. I prefer

it like this because we are more independent and you

don't feel bored sitting in the same class for a long period of

time like in 5th grade.

It took me a couple of days to get used to bringing my things for the two or three lessons but I got used to it. For me home learning was a bit hard at the beginning because we

have different home learning

for different teachers and they aren't all due the same day so you have to organise yourself. In 6th grade you also get graded on almost everything and for me it stressed me out at the start because they give you a list of criteria and you had to read them and follow them but after a while you get used to the criteria so you know what you are graded on and how you can improve your work.”

CAMErOn M: “So far I have really enjoyed my experience in 6th grade. I think it is very different when you compare it to primary school. I feel that in middle school you have a lot more freedom around the school than you do in primary school. I am really enjoying the language classes. I think it is really good that you get the opportunity to learn a new language.

What I don’t like is only having the different art classes for six weeks at a time. I think that instead of going through the rotation twice you should have each class for 12 weeks instead of 6. You

would be able to get more than one assignment for each

art class. That is the only thing that I don’t like about middle school everything else is really good.”

mOving up!

Moving up!

cOntributOrs: JOhn schuster, primary schOOL cOunseLLOr and grade 6 students etienne m, camerOn m and carLy r & grade 9 students JuLie v and JOey g

“… in Grade 6 you go everywhere by yourself

and you need to take your things to those lessons

and you can't go to your lockers in between lessons …”

Etienne M – now Grade 6

“… I am really enjoying the language classes. I think it is really good

that you get the opportunity to learn a new language …”

Cameron M – now Grade 6

6 |

mOving up!

CArLy r: I thought that it would be fun to move up to grade six because I would get more freedom and more subjects like science to learn. I was excited about having lockers, learning a new language and making new friends. The one thing that I was not excited about was getting graded on tests because I get quite nervous before tests and I find it quite hard to revise for tests. I think that I find it all right now because I have learnt new ways to study and not to get so nervous in tests. I think that the main thing to remember is to just have fun and don't worry so much about grades, and that if you mess up in one test go through it with your friends or teachers to make sure you know it for next time.

The same is happening for the 8th Graders as they prepare to go into 9th grade. 8th Graders go to Riverside Campus in Hunenberg to get a feel for High School life. They are taken to the theatre where they are introduced to numerous members of staff, with a focus on Arts, Music and Theatre. There they will have to choose one of those subjects for the year. Students are then broken down into smaller groups and tour the High School with a member of staff who is able to answer their questions. Moving up from 8th grade to 9th grade, a couple of students reflect on what it was like for them.

JuLIE V: “The thought of moving from Middle School to High School worried me a little. What if I didn’t like it? Or what if I got lost alone or the teachers wouldn’t like me? Coming from the Middle School where we were the oldest on Campus, and then going to High School where you are the youngest and you are being looked down on, was different, and the thought was a

bit nerve wracking. I had a lot of questions, but only one way to find the answers, High School itself. Now, when I look back, I feel a bit naive, I don’t see why I was so worried, because I love being at the High School. Compared to the Middle School, we are more responsible for ourselves and our learning. We need to make sure we get to class on time and take good notes, and there are no teachers telling us to do things differently. Because we get the responsibility of being an individual, we are also more free. There is an atmosphere of freedom at the High School. It’s hard to describe, but it’s really nice to be a part of it.”

JOEy g: “Moving up to high school, I wasn't particularly nervous. I had already had almost all of my brothers go through the programme so I knew the teachers would be very supportive and acknowledge me for who I am. Having this background information of the teachers that I had heard from my brothers at home I was somewhat excited to finally meet them. Another thing I know is that there is a lot of freedom, which I think is a great to

enhance my learning, as it doesn't feel so forced. I think this was the greatest change, the freedom, the fact that you

are allowed to go where you want to at break. You are allowed to eat as slowly and as leisurely as you want.

I feel a lot more grown up because of this.”

“I thought that it would be fun

to move up to grade six because I would get more

freedom and more subjects like science to learn…”

Carly R –

now Grade 6

“… Now, when I look back, I feel a bit naive,

I don’t see why I was so worried, because I love being at the High School.

Compared to the Middle School, we are more responsible

for ourselves and our learning.…”

Julie V – now Grade 9

“… I had already had almost all of my brothers go through the programme so I

knew the teachers would be very supportive and acknowledge me

for who I am…”

Joey G – now Grade 9

| 7

Forging partnerships

Moving Together Towards a Greater Understanding of Multilingualism

FOrging partnerships…

cOntributOr: LOrna caputO, isZL primary schOOL team Leader, engLish as an additiOnaL Language

HOW LONG DOES IT TAKES FOR A CHILD

TO BECOME PROFICIENT IN AN ADDITIONAL

LANGUAGE?

8 |

… mOving tOgether tOWards a greater understanding OF muLtiLinguaLism

Defining MultilingualismAt ISZL, we understand that there are unique challenges when educating children who are learning in a language other than their first, as well as for children who have multilingual familial and educational experiences. In my roles as Primary EAL Team Leader at ISZL and researcher in the University of Bern’s Linguistics Department, I often discuss the complexities of defining multilingualism and the unique characteristics of the multilingual child. Over the past few years, there has been much in the news and social media about the cognitive benefits associated with language learning from childhood to old age. We are now moving beyond discussions of language as a means of fostering cultural identity and social integration towards a focus on the personal benefits of multilingualism, not only economic and academic, but cognitive.

Simply defined, a multilingual person is someone who can utilise two or more languages (the commonly used terms ‘bi-’ and ‘trilingual’ are both forms of multilingualism); but a simple definition is insufficient. The degree to which languages must be known to qualify someone as multilingual, for example, is ambiguous. In most cases, individuals who are considered to be multilingual do not speak all of their languages with truly equal proficiency; indeed, a ‘balanced’ multilingual is exceedingly rare. One of the reasons for this is that one needs sufficient exposure to languages to develop proficient skills in each, something that is not always possible due to a family’s language dynamics and commitments.

To further refine our working definition of multilingualism, it is worth noting that there are (at least) two types of multilingual child: the child who has acquired his or her languages simultaneously since birth, called ‘simultaneous multilingualism’, and the child who has acquired his or her additional languages after the age of three, called

‘sequential multilingualism’. Recent neuroscientific research has shown that there are differences in the way these types learn and process their languages, and hence a simple conceptualisation of childhood multilingualism is not possible. Lastly, the language development of

multilingual children is often compared, negatively, to that of monolingual

children for a given language, without consideration of the child’s overall linguistic repertoire; this can worry parents who are unsure of what to expect from a child

growing up in a multilingual environment. What is clear is that

a multilingual child’s languages are constantly evolving based on experiences, exposure and contact. It is important for parents of multilingual children to be informed about normal language behaviours associated with bringing up a multilingual child (both ‘simultaneous’ and ‘sequential’) and not to be afraid to reach out to academics for answers.

Forming a Local Discourse CommunityLast year, the Assistant Principal, Michelle Hill, and I gave a presentation to parents on multilingualism. In that presentation we discussed the social, economic and cognitive advantages of acquiring more than one language, and how families can develop multilingualism in their children. One of the main points from this presentation was the importance of a strong home-school partnership, wherein families and schools work together to develop a child’s linguistic range. Following this, I created a discussion group for parents and educators who are interested in the subject of multilingualism as it is presented in both the mainstream media and scientific research journals. Our forum allows us to digest, unpick and discuss various aspects of multilingual discourse as a group or at our own pace. I have been impressed by the number of interested parents and educators who have joined the group, as well as the

thought-provoking questions that have emerged from sharing links to content such as TED videos, blogs and research articles. Running this forum has shown me that there is a strong desire among community members to truly understand the complex issues being discussed.

Questions on multilingualism and identity, language processing and polyglotism are just some of the issues we have covered, resulting in discussions that touch on linguistic research, philosophy and cultural studies.

Here are some examples of some of the key questions we address on the forum: • How long does it takes for a child to

become proficient in an additional language?

• What is the best time to introduce an additional language?

• What are the cognitive advantages of multilingualism in adulthood compared to childhood?

• How many languages can a multilingual child learn simultaneously?

These are all complex topics that require nuanced discussions, not simple answers; we hope to be able to address these and more in the future, both on the forum and through presentations to parents. What is clear is that being multilingual is an advantage. However, how we, as a community of educators and families, respond to multilingualism, will determine

the extent to which a multilingual child will experience those

advantages.

If you would like to know more about multilingualism, please join our discussion in the VLE

Multilingual Forum.

HOW MANY LANGUAGES CAN A MULTILINGUAL

CHILD LEARN SIMULTANEOUSLY?

WHAT IS THE BEST TIME TO INTRODUCE

AN ADDITIONAL LANGUAGE?

| 9

This past September, four seniors in the High School had the opportunity of leading their own Personal Development Week (PDW) to Sao Paulo, Brazil. That’s us: four girls (Olivia, Camille, Anni and Ela), who had found a cause worth the sweat of planning, organising, and convincing everyone we were prepared for the challenge. As it turns out, we were more than ready for the adventure the week proved to be.

Naturally, there was hesitation and worry from everyone. Yet, most importantly, our ideas and plans were received in such an encouraging manner that we began to feel like we truly were in a position of power regarding this trip, in which we indeed were. It was interesting to see that, while a lot of schools pride themselves in allowing their students leadership roles and promoting independence and autonomy within and without the school community, there always is some sort of overarching supreme supervision by a teacher or adult. Here, there wasn’t – fortunately. We received support and motivation to go forward on full speed, and that was it.

The journey taught us authentic lessons we could not have learned otherwise. In Brazil, we went to a poor and humble city in the countryside, Juquitiba, and worked with a home for children who were domestically abused, abandoned, or orphaned; Lar do Caminho, http://lardocaminho.org.br/english/index.htm. We had already previously worked on establishing the children’s own individuality which is sometimes missing in institutionalised youth. After all 50 of them sharing everything everyday makes it difficult to work on oneself. However, this time around, we wanted to show them what lies outside their four walls – our goal

was simple: cultural exchange. If we were both able to gain in terms of

language and traditions from each other while we spent

time there, we thought, then we would have made such an impact in their lives to make them feel important. The most precious things we could give them were

just that: time, attention, and care.

pdW in actiOn, …

personal development Week in action

Our Students Take the Lead

cOntributOr: OLivia sg, grade 12 student

“The children were unbelievably welcoming, and opened their doors wide for us. With every

activity, we learned more and more about

their camaraderie, tenacity, and positivity.”

10 |

The children were unbelievably welcoming, and opened their doors wide for us. With every activity, we learned more and more about their camaraderie, tenacity, and positivity. It was inspiring how they took every opportunity to teach, learn, and enjoy, while smiling wide, or even cracking up with laughter. They still had scars and their stories hadn’t been erased; but it didn’t matter – their shining hope was contagious. Through a treasure hunt, dance-offs, water balloon fights, a geography trivia, and even street football, we immersed ourselves completely in their lives, with direct contact for 15 hours a day, of which every minute we relied on each other and ourselves for everything, took initiative, and truly made the trip personal. It was a reality check, frankly.

The home is a safe haven: for the children, and for us. There, they knew they had people to count on, and although there were fights, disagreements, and shortcomings, it is impressive how it offers them a stepping stone from the traumatic past that stole their childhood away; they are being given it all back, being allowed to be happy, take their time, to create paths for their future. As for us, it made us unafraid: it could not have mattered less how silly we might have looked, or if we fell, or if we made a fool of ourselves, because everyone there is welcome for who there are, with their battles and their conquests. It gave us a chance to find ourselves and understand what truly is important to us; it put things into perspective and showed us how great new beginnings can be.

By the end, we got so attached to the big family they have constructed, that it was impossible not to cry when leaving. But it is good to know that, for once, we all fully lived in the present and enjoyed everything to the maximum we possibly could. I am so overjoyed to say truthfully that nothing could have gone better. There is no question as to whether or not we will return – of course. Trust me on this, though: we wish we could tell you infinitely more. However, for now, it is wonderfully rewarding to be able to say this grew into something much larger than a school project for us; we did what we genuinely wanted to do all along: create memories with the Children of Brazil, and we finally lived up to our motto: “Happiness is not found; it is created.”

Lar do Caminho

…Our students take the Lead | 11

primary schOOL…12 |

… physicaL educatiOn and spOrt

Students are exposed to a range of physical learning experiences in the Primary School including individual pursuits, movement composition, games, adventure challenges and health related fitness. In the early years the students develop their physical literacy through structured outdoor play on the playground as well as in the forest. Where possible we link with local clubs and sometimes bring in outside expertise to enhance their units. For example this year Grade 4 will be working with the Dirty Hands breakdance company. They will be choreographing their own dances and learning how to show a good use of levels, space, time and flow within their compositions. Grade 1 has been working with a Swiss national cup stacker. Cup stacking is a relatively new and addictive craze that promotes bilateral brain development. A well-connected brain will improve hand eye coordination and has been linked with improvements in language, literacy and numeracy.

We also organise a number of sporting events within the curriculum such as sports days and charity runs from Early Years 1 to Grade 5, swimming galas for Grades 3-5 and UBS athletics competitions for Grades 1-5. These events help to build a sense of community (with students representing their “colour” teams: Jaguar, Leopard, Panther and Cougar) and provide opportunities for all to experience positive experiences of sport and have a taste of competition. The Primary PE programme allows students to build strong foundations for their future participation in sport. Those who wish to challenge themselves further are encouraged to sign up for one of our primary teams.

All of our primary teams compete in local games and tournaments and attend the Swiss Group of International Schools tournaments (SGIS). Once students reach Grade 6 they then also compete in international tournaments in various cities in Europe as part of the Sports Council of International Schools (SCIS).

Teams that we currently offer our Primary students are as follows:

• Season 1: Cross country, swimming, unihockey

• Season 2: Skiing, indoor football • Season 3: Track and field, badminton,

football, basketball

Details of training sessions, who the coaches are, games and tournaments can be found on the website under ISZL teams.

Primary teams have been very successful in the past winning several SGIS championships. Last year ISZL were SGIS champions in track and field, unihockey, swimming, skiing and basketball. In addition to this, 24 of our athletes were ranked in the top 25 in the canton in their age groups for leichtathletiks, which resulted in them being invited to attend a large cantonal final at the Herti stadium in Zug. This year the Primary students have made an excellent start to the year by winning both the girls and boys category F SGIS cross country championships.

Should you have any queries about Physical Education please contact janet.powell@iszl.ch (Physical Education Team Leader)

For information about after school sports teams please contact hans.engl@iszl.ch (Athletic Director)

primary school Physical Education and Sport

The aims of The isZL Pe deParTmenT are To:

instill a lifelong love of health and physical activity in our students.develop transferable skills promoting physical, intellectual, emotional and social development.encourage choices that contribute to long-term healthy living.

cOntributOr: Janet pOWeLL, physicaL educatiOn team Leader

| 13

a passiOn…

intrOductiOn: debOrah ivey, head OF arts

cOntributOrs: Frances e, iZZi g, Laurie-ann h, heLena m,

amanda m-m, Luke m, Jessica m, aLisha p

It was Chris Orr RA that simply said, ‘It’s about persistence. Tenacity is more important than talent’. And yet so often within the Arts, it is the ‘talent’ that the audience remarks upon. We hear time and again of the perception that talent is somehow a lucky attribute that separates the artists from everyone else. There is no luck involved. Whilst it is true that yes, artists, musicians and actors can certainly make their work appear deceptively effortless, what successful artists possess first and foremost is a level of resilience and determination that is often overlooked. What excites teachers of the Arts, are the journeys that our students embark upon. As visual artist, Michael Craig Martin said, ‘Making art is a path, not a destination’. It is with this in mind that we would like to celebrate the attitudes of this selection of students and applaud them as they continue along their journeys. The artists within this article are united by a desire to persevere through the highs and the lows. Each individual featured remains true towards their own aspirations and they are not afraid of the hard work and the long journeys that are required in order to make those visions a reality.

a passion

a celebration of student commitmentfor the Arts

HELEnA M – GRADE 11

I love music. I am very passionate about playing piano, singing on stage, and writing my own original pieces. It is a big part of my life and a dream I have always had of doing as a profession. The music lets me express my emotions and feelings. After ISZL I plan on going to a contemporary music performance school in London, where I can do songwriting and performance as a BA and hopefully get into the music business. This is definitely where I see myself in the future and I can't wait! I feel that my biggest success in music was at my songwriting workshop I went to in London over the summer. I had the opportunity to work with very talented artists from all over the world and delivered a great performance of my own songs with a session band as well. I was very sad to leave, but I cherish all the memories and look forward to going back.

14 |

… FOr the arts

LAurIE-Ann H – GRADE 12

I love having a skill that is as diverse as music. It's universal, which can just be a hobby or once taken to the next level can connect and influence hundreds and thousands of people. As singers, we challenge our mind and our body to create varying western musical sounds in every performance we make. I love acting as different characters who portray a story, due to the change in voice styles and contrast in emotional emphasis which each piece needs. I also enjoy and appreciate any time spent on stage, as the performance side is mainly what makes or breaks a singer. I see singing as one of the major options I have at the moment. As ISZL has been an open and encouraging school, developing both the technical and performance side of my voice before and during the IB Music programme, I have a varied repertoire going forwards.

Because singing is so essential and plays an important part in my life, there is no single great achievement that stands out. However, there have been many great events, which have allowed me to get to where I am today: singing for the Graduating Class of 2015, completing my Grade 8 ABRSM exam during the IB, and singing in public charity events. All of these experiences have helped me become a semi-professional singer.

YouTube: http://bit.ly/1MZ0wmT

AMAnDA M-M – GRADE 9

I greatly enjoy all the of the Arts, but I’m particularly passionate about visual arts. I love visual arts because, even though it’s demanding, it always makes me feel better. For me, drawing in my own time is a way to relax and experiment new techniques. It's an escape from the stress of daily life and allows me to feel more calm and creative. I love learning how to use different types of utensils and approaches to better my artwork. I’m still not sure what I plan to do after ISZL, but I’m exploring opportunities that involve drawing in my every day life. I don’t know if I will follow a career that is solely devoted to my art, but I want to find a way to incorporate at least some art in my work. I’m very proud of my charcoal work because this material, though sometimes frustrating, can look amazing and add different tonal values when used wisely. Overall, I’m excited to see how much I can grow this year to even better my artwork.

| 15

IZZI g – GRADE 12

I love studying IB art because it allows me to use my creative skills freely, to explore different themes, artists and styles that I am interested in. I am able to discover new approaches to art that I am unfamiliar with and challenge myself with what I create. I also really enjoy attending artist workshops and galleries to gain inspiration and see how other artists work. I love being able to see what I have achieved and problems I have solved. IB art has enabled me to try out a lot of new techniques and materials I wouldn't usually use. I enjoy putting my work together and feeling proud of myself.

I plan on doing a Foundation Diploma in art and design, before a BA at university in the UK. Currently I plan on taking a BA in Illustration, but my plans may change after I take the Foundation course and explore a whole new scope of art and finding out what I like best.

My biggest sense of personal achievement? Being allocated as the art editor of the school Yearbook again this year.

Art website: http://isobelg.wix.com/izzigloverart

JESSICA M – GRADE 11

Visual arts is a form of self-expression that gives me a nice contrast to the rest of my classes and brings me joy. It helps me relax and get away from the stress of school and a sense of self-satisfaction when creating something that is aesthetically appealing to me.

After ISZL I plan on studying economics, business or law in London. I will continue art as a hobby, something that helps me relax and enjoy myself and helps me forget about my other responsibilities, but I don’t see art being my future.

My biggest sense of achievement was being recommended by my teacher for this article.

http://jessicameyerart.wix.com/jessicameyerart

a passiOn…16 |

… FOr the arts

FrAnCES E – GRADE 11

I got into composing in Grade 9 and each lesson I thought about how much I was looking forward to the next music lesson and composing and researching about different styles of music. Last year, when I was in Grade 10 we did a collaborative project in Tech and Music about filmmaking and we had to write the soundtrack for our movie. I fell in love with writing music for film. I find that music helps me to relax and unwind after a stressful day and now that I am taking it as a higher-level subject I am able to compose even more, which is great!

I think that I want to go to university in the UK and study music (composition) and German, or another language. After university, I think I would like to become a composer.

I would love to be a film/television music composer, and if that doesn’t work out, I think I would like to be a music teacher.I think my biggest sense of personal achievement is when I challenge myself to sing for an audience, something which I do not like doing as I lack the confidence, but after each concert I feel really proud of myself!

BArBOrA S – grADE 11

I love digital and fine art because it is a visual form of self-expression and I love communicating through visual language. I think art and painting is so valuable because it reflects the personality and attitude of the artist.

I do art because I enjoy it and I love the sense of accomplishment that I feel after creating something I am proud of.

I am not sure what I will do after ISZL but I hope to combine art along with psychology. Even if I do not go to study art I will definitely keep it as a hobby and do it for enjoyment. Whenever I complete an artwork and hang it up in my house I feel a great sense of achievement.

AP Art website: http://barboras6.wix.com/apart

| 17

ALISHA P – GRADE 10

I enjoy the freedom of being able to bring whatever I imagine to paper.

Over the years, with lots of practice, I have seen myself improve which is always very motivating.

After ISZL I would like to go to university and studying art would definitely be an option I would consider. As drawing is a big part of my life, I hope that my future career will include art in some form.

Although I have no specific piece of art that I would describe as my biggest success, I recently found some of my old drawings from several years ago and was surprised to see how my style has improved and developed. This has inspired me to continue exploring new ideas and techniques. The work I have chosen to submit is a copy of one of Atsushi Ohkubo’s manga characters. I enjoy looking to the work and concepts of other artists, because I find it helps to strengthen and define my own style.

MILO M (LukE) – GRADE 11

Visual arts and music gives me higher levels of concentration and enjoyment than most things and helps relieve stress. Deeply committing to projects in these areas gives me a great sense of accomplishment. Also, exercising my creativity makes me feel far more productive.

After ISZL I plan on going to a visual art school in Holland or the UK. My biggest sense of personal achievement was finishing an album with my dad this last year, as well as commissioning and selling my first paintings.

The website for mine and my dad’s band ‘Milo’: www.milo7.bandcamp.com/releases

a passiOn…18 |

… FOr the arts

JEnnA I – GRADE 11

Art is a process of expression, particularly painting, but I'm continuously experimenting with other materials. I think art is very intuitive, especially expressionist art, because there are no norms in this area, it is simply subjective which I find really appealing.

There are no rules or expectations and I like that. There is no pressure on whether it looks realistic or has a particular morality, which for me, is quite liberating.

For me the hardest part when it comes to a project is actually stopping and feeling like the piece is complete. I could really continuously work on one project for a long time. Recently, upon finishing one particular art piece, which was quite large, I really felt a small sense of personal achievement as I really felt like it was complete.

For my collaborative CAS project I will be combining current events with art, so look out for that I guess! For inspiration and resources I usually compare classical artists with more contemporary artists and am influenced by little aspects of their work, which I may later incorporate into my own piece. I would definitely like my future to entail some sort of creative aspect, whether it is expressionist art singularly, I don't know. Ideally I would like to study further some sort of creative course, maybe even combine an area of art with another course I am interested in.

JOSEPHInE L – GRADE 11

I really like a broad variety of art forms. If I had to pick, I would pick New Symbolism and parts of Expressionism. New Symbolism is all about the artist showing and sharing one’s perception and own ideologies, it is much more personal. How I see it, if I want to have a realistic picture of a moment, I could take a picture.

For me it is about emotion, inspiration and creating something unique. Most of the time I get inspired, especially from thoughts. It might open my mind a little more. After I leave ISZL I would love to do a gap year in a third world country, if the timing is right. After that I am planning to go to university for a business management and/or a psychology degree. I hope that after graduation I will be able to combine my job with art or at least that creativity.

My biggest sense of personal achievement is that I was living for one year abroad while my family and friends were on the other side of the world. I learned how to be responsible for myself, and got to know how hard the working life can be, which made me grow a lot.

| 19

International schools now exist all over the world and the number of children associated with such schools is growing rapidly each year. At the start of this century there were reported to be approximately 2,500 international schools with about one million children attending them. Currently there are approximately 7,200 international schools globally with 3.7 million students. By the year 2024, it it is predicted that there will be more than 12,000 international schools with nearly 7 million students.

International schools vary in their purpose and design. Some are set up to be schools for large numbers of the local community who wish for their children to be educated in a system different to that of their country. Others, like ISZL, are established to accommodate the needs of families from countries other than that in which the school is based, these Ex-pat families come from all over the world. Our current students originate from over 50 different countries.

In a world often fraught with cultural relationships and wars, growing up in this international school environment, our children gain a deep understanding of intercultural awareness which brings hope to a future world. Researchers in the field of cultural background coined the term “Third Culture Kids (TCKs)” to describe people who grow up in multicultural settings as our children do. Not feeling a full belonging to their first culture (“home” or passport culture) nor their second culture (the culture of the country in which they currently live), these children feel most comfortable in the company of others of the same cultural background, the third culture. This third culture is made up of others in the same situation, sometimes from the same country though mostly from a large number of other countries, and as they go through life after school they will often seek out the company of those from the same TCK cultural background. Belonging to this culture brings many benefits, from an ability to form relationships with others quickly and a strong intercultural awareness, to the ability to understand the views, beliefs and feelings of others.

at isZL

Intercultural Understanding

intercuLturaL understanding…

cOntributOr: cOLin WaLker, directOr OF student LiFe

20 |

… at isZL

For many of our children, English is not their first language. Some learn English from the beginning upon arrival at ISZL, and our English as an Additional Language (EAL) teachers work with these children so that they can integrate into the mainstream classes and curriculum as quickly and effectively as possible. It is widely accepted, however, that maintenance of a child’s first language (sometimes called their mother tongue) is vital for the development of cognitive and conceptual skills that they will need to use as they access our curriculum in the English language. For this reason we offer a wide-ranging programme of classes after school for the maintenance of student’s first languages.

The development of a fuller understanding in our children of the concept of the third culture, as well as a pride in, and understanding of their own culture, is really important for the growth of self-esteem, confidence and self-awareness. A major contributor to this aspect of school is the ISZL Cultural Committee. This was set up over a year ago by a group of interested parents, and they have had a great impact

on cultural awareness within ISZL already. As Pia Secher, one of our committee members points out, “In an international school with 50+ nationalities it can be hard to understand, less even know about other nationalities’ beliefs, values and celebrations. The Cultural Committee was founded in order to facilitate the flow of information about other cultures’ values and beliefs to the community of ISZL. It has members who represent the variety of cultures in ISZL in order to assure that all cultures are equally represented. It is with pride and humbleness that I have served the committee for more than a year.”

Another member, Andy Katz adds, “Cultural diversity is a reality in the world, and certainly in our school environment. Children at ISZL have the privilege of growing up with this diverse exposure, and the Cultural Committee serves to ensure that they benefit from this to the fullest, by helping to bring a higher level of awareness and understanding of the various cultures. It helps to breed the open mindedness, knowledge and sensitivity that should be part of a well-rounded education. I believe this increasing focus allows all children to

share and take pride in their own culture and identity, and at the same time learn about and respect those of their peers.”

The Cultural Committee has created many presentations to raise the awareness of children, parents and staff to the cultural backgrounds within our community, and it offers helpful guidance regarding any cultural issues that arise.

As one of the foremost international schools in the world, ISZL regards cultural and intercultural understanding as a key area in the education of our children. Few communities in the world are as diverse, yet connected, as our community of ISZL families. Growing up in this culture, our children offer our world hope for a peaceful future.

StuDEnt nAtIOnALItIES At ISZL

Australia CanadaAzerbaijan ChinaBulgariaAustria ChileBelgium ColombiaBrazil

Croatia

United Kingdom

Guatemala FinlandCzech Republic

GreeceDenmark HondurasFrance Germany Hungary

ItalyIndia LatviaIrelandIceland JapanIran LithuaniaIsrael Luxembourg

NorwayMalaysia PortugalNetherlands Malta PolandMexico Puerto Rico New Zealand

Uzbekistan Venezuela

Romania

TurkeySouth Africa UruguaySwedenRussian Federation

UkraineSpain United States of America

Switzerland

| 21

First Language refers to the language that a child learns from birth. The level of development of a child’s first language is a strong predictor of success in second language development. Children who come to school with a solid foundation in their first language develop stronger literacy abilities in the school language. When parents and caregivers create time to read to children, or tell stories and discuss issues that develop first language vocabulary and concepts, children enter school well prepared to learn the school language and to succeed educationally. Knowledge and skills learnt in the first language transfer across languages and help to secure conceptual understanding.

When the first language is accepted at school and promoted at home, vocabulary and concepts are transferred to the language of instruction. Accepting and valuing a child’s first language means validating that child’s identity and culture, for language and identity are one. Research shows that children who have well developed first languages not only do better academically and cognitively, but also have raised self-esteem and security in identity. At ISZL, first language development is important for all of these reasons. Administrators and teachers are aware of students’ backgrounds and languages and the importance of a culturally inclusive curriculum.

For students from Grades 1 and above, after-school language lessons are available in a variety of first languages, including Dutch, Spanish, Italian, Danish, Finnish, Swedish, French, Greek, Portuguese, Brazilian Portuguese, Hebrew and Mandarin. For German first language students in Primary, Middle and High School, German Language A is taught during the week as part of the regular timetable. For students in the Early Years, parent volunteers come in throughout the year to read stories in the first language, or teach children a song or a game. In Grades 9 and 10 at the High School, first language study is supported within the daily timetable (in place of a foreign language) if a qualified tutor is available. In the Diploma Programme, students are encouraged to study their first language in the Self-Taught Language Programme, together with a qualified and experienced tutor for support.

Every effort is made at ISZL to value all cultures and first languages. In this way, children, parents and teachers work together collaboratively to ensure that language acquisition and learning take place in a positive environment where students are given opportunities to develop multiliteracies.

of a strong First Language The Benefits

cOntributOr: JacqueLine neWman, cOOrdinatOr middLe schOOL

engLish as an additiOnaL Language & First Languages

the beneFits OF a strOng First Language

“Accepting and valuing a child’s first language means validating that

child’s identity and culture, for language and identity are one.”

22 |

Did you know work on the original London Bridge began in 1176?While this date may seem early to some, humans have endeavoured to bypass water, gorges and difficult terrain by crossing them first through the ingenuity of their minds. Instead of looking at a potentially treacherous river as an unbeatable obstacle, clever people started to look at it as an opportunity.

But how does a bridge get built? Not by one person or even one area of expertise. It takes different disciplines merging in order to build a viable, stable, and elegant bridge. Because, after all, no one wants to cross a poorly constructed bridge. Even in 1176, they knew intuitively that working together was the only way to make the best bridge possible. At the time there was probably no word for it. But now there is.

Interdisciplinary learning is an important part of the Middle Years Programme. These units of study consist of two or more subjects coming together equally in order to enhance teaching and learning. The main idea is subjects can deliver more together than on their own. This concept of integrating knowledge and skills from different subjects is not only the direction of education, but of the modern workplace.

This flexible mindset to see a problem, view it as an opportunity and then collaborate in order to construct new meaning is at the heart of interdisciplinary learning. This leads to the understanding that academic challenges in schools can be confronted by joining people and subjects and realising the huge potential in how this can lead to solving problems in and out of the classroom.

In the coming school years you will see more Interdisciplinary Learning in all of the Middle School. In Grade 8, for example, the Bridge Building unit has been delivered now for a few years. It consists of Mathematics and Design coming together, exploring

a challenge, and allowing students to construct not only bridges, but more importantly, meaning. Not only do

they have to examine mathematical models and erect a bridge that can withstand an external load, the design of the bridge should be equally impressive as well.

With the changes in the MYP: The Next Chapter, students will be assessed on the new criteria

that is in Interdisciplinary Learning. It is not only the final bridge that is assessed, but also the

planning, understanding and reflecting, which is vital in learning. It is being able to see the tangible links between

mathematical concepts and design related components. It is learning that nothing is done in isolation, just as those who dreamt and constructed the London Bridge realised in 1176. Because without this sharing of knowledge and skills, London Bridge could truly fall down.

in middle school

Interdisciplinary Learning

cOntributOr: pauL steFFan, middLe years prOgramme cOOrdinatOr

interdiscipLinary Learning in middLe schOOL

“ It takes different disciplines merging in order to

build a viable, stable, and elegant bridge. Because,

after all, no one wants to cross a poorly

constructed bridge.”

| 23

October 2015: Having taught in Grade 5 for five years, I was fortunate to be granted a one year sabbatical, part of which I opted to spend at NAG, Home of New Hopes in Nepal, ISZL' s main charity. I have now been living and volunteering in Nepal for the past two months, an experience that has opened my eyes to appreciate further what we have in our society and what we can learn from others less fortunate.

After the devastating earthquakes earlier this year, I had many discussions with concerned family, friends and colleagues as to whether I would still travel and work in Nepal. Did I have doubts? Of course. I didn't want to be another mouth to feed when I thought that food was limited or that sanitation issues could put my health at risk. Yes, homes have been destroyed and some UNESCO listed monuments have collapsed, but the message from the government is that Nepal is safe and open to tourists. Luckily, I was in a position to be able to make a decision that was right for me, and subsequently discover what a truly remarkable country Nepal is.

Life at nAgThe children at NAG are like children worldwide, with different personalities, interests and dreams. Out of school hours they study, bathe, wash their clothes, complete their assigned duties and hang out. The younger children make their own games and draw hopscotch squares in the sand. They love playing in the newly established games room. The older students run rings around me playing basketball and they hit a cricket ball with conviction. Not one child is the same at NAG, but all are common in the smile and greeting that they give," Morning Miss! "

At senior level, classes are also attended by some students from the government schools, which are supported financially by NAG. However, the students’ command of English is low and while they are trying to put simple sentences together to communicate effectively, they are also getting to grips with Wordsworth and Shakespeare. Most of my mornings are spent supporting these students. As educators, we are encouraged to use the latest technology and resources in our classrooms.

Nepalese teachers do not have these luxuries, so it is an ongoing challenge to encourage them to think of dynamic and differentiated ways of teaching that do not involve sticking rigidly to a textbook. The teachers are becoming more open to learning new skills, stepping beyond their comfort zones to assist me in leading Physical Education lessons. It is an aim that PE will soon appear regularly in the curriculum. It is evident throughout the school that the students appreciate that they have been given the biggest gift of all, education. They have the opportunity to improve their chances in a competitive workforce and to break the cycle of poverty. It is an opportunity that they grab with both hands.

nepali peopleNepal celebrates festivals and events with great gusto. A personal challenge was to learn a traditional Nepali dance to perform with the teachers on Children's Day. Luckily, with patient colleagues and lots of practice, I completed the four minute performance, only forgetting the odd move – which was a relief, as I was standing right in the middle of the stage because obviously, I was the tallest!

Much has been said about the resilience of Nepali people and as I write, their strength is once again being tested. Electricity cuts for up to eight hours a day are common, but now fuel is also limited. Unofficial blockades at the Indian/Nepali border due to disagreements over the newly signed Nepal Constitution have sucked much of Nepal dry of fuel. Food is being cooked on open fires; people are walking vast distances to get to work and the tourism industry is once again affected. There is hope on the horizon that fresh talks will lift some of the blockades and people will be able to travel home to their villages for the upcoming holiday. Whatever the outcome, Nepali people will persevere and get on with their lives.

from nepalNamaste

namaste…

cOntributOr: Linda graham, grade 5 teacher

This article includes excerpts taken from my blog. If you would like to read more you are more than welcome to visit my site, http://lindagrahamsabbatical2015-2016.blogspot.com/

24 |

… FrOm nepaL | 25

With thousands of phone, email and invoice queries received on a monthly basis, the Business Office is a hive of quiet and understated activity. The team is led by Business Director, Urs Kappeler who is responsible for all aspects of financial planning (budgets, cash flow management, forecasting) as well as liaison with banks, communal and cantonal governments, administrations and other local stakeholders. At first glance it is hard to imagine that on an annual basis over 50,000 journal entries are made, 6,000 invoices are processed (plus 800 reminders!) 4,000 pay slips are generated and over 6,000 phone calls are made and received, not to mention the thousands of email enquiries – too numerous to count.

JiLL GannJoined: 2013, Human Resources ManagerNationality: Swiss/British

During the recruiting season I handle new teacher relocation. As I need various documents for the permit application I contact them straightaway so I have everything ready. They also get a housing questionnaire as I support them with the house hunt. I send details of available apartments, arrange viewings on their behalf and take photos for them. When the teacher arrives in Switzerland, a pick-up will be arranged and I meet them at their new home to show them everything, arrange IKEA trips, take them for registration with the authorities, make sure they have internet/TV/mobile phones and answer any questions so they can settle in before

orientation week starts. The other main area – probably the most important one to everybody within ISZL staff – is the monthly payroll. Each month, I manually feed the system with payroll information for music teachers, substitute teachers and nurses, First Language tutors, CEAL instructors, additional hours for bus drivers and enter the petty-cash-to-salary claims.

I also deal with authorities, unemployment office, insurance, file any accidents that occur to staff, write confirmations, support staff with permit renewal, do year-end declarations with all the social securities involved, liaise with the pension fund for salary declarations and help staff with any questions.

What I really like at ISZL is working in an international environment that is also a local organisation. Everybody is so caring and passionate about what they are doing. And of course, my colleagues in the Business Office are the best I could wish for; always ready to help or just make you smile even during hectic times.

oTTo moiLanenJoined: 2015, Supply Chain ManagerNationality: FinnishMaster of Education, teacher and counsellor

I am responsible for the school orders. Once I receive an order from a member of staff, I make sure it is fully approved by the budget account holder, execute the order, ensure it is delivered to the right

address and handle the invoicing. There can be numerous emails, phone calls, paper work and “blood, sweat and tears” behind each single order. The job as a supply chain manager is periodic with the high season from March to August when most of the orders for the coming school year are done. At ISZL I work 50% with extremely irregular working hours. In case you can’t always reach me I promise to get back to you as soon as I possibly can.

Back in 2010-2012 I used to sub mainly at the Riverside campus. At that time I was living in Zürich and working as a semi-professional floorball (unihockey) player for the local Grasshopper Club Zürich. This autumn I have spent some days at the Riverside campus covering various classes and teachers with great pleasure.

I spend 50% of my working life in my other job as Chief of Sport for Zug United, the leading floorball club in central Switzerland. We are aiming to make the highest league in the near future and to get a permanent spot in the Swiss premier floorball league.

mari-susanna moserJoined: 2012, Finance ManagerNationality: FinnishGraduated accountant in Finland and Switzerland

During the past three years I have had the opportunity to deal with payables, receivables and financial accounting. However my new position as a Finance Manager gives me the chance to challenge

behind the scenes…

The Business Office

behind the scenes…

cOntributOrs: JiLL gann, OttO mOiLanen, mari-susanna mOser, céLine rust, LeOnOra speck

26 |

… the business OFFice

myself constantly. I really appreciate being in a workplace that is open to communication and recognises the efforts of every single team member. Such a positive work culture encourages me to work at my best.

Last school year we made over 50’000 journal entries, created and paid thousands of invoices, processed refunds, cash transactions, kept budget holders informed, finalised charities, prepared final statements and closed the financial year among other duties.

The popular view about accounting is often stereotyped. It is not just number crunching. I would say it’s more like a language of business. It involves so many different activities. Identifying, classifying and measuring all the information out of daily business can be very interesting.

Our important mission is to ensure financial stability, but the successful economic future of the school needs the support of the whole ISZL community.

CéLine rusTJoined: 2014, InternNationality: Swiss

As a commercial apprentice I get to spend a few months in every department of the school. This is my second year with ISZL and I am currently with the Business Office, in the Human Resources department.

I attend school two days a week and am

in ISZL from Wednesday to Friday, so trying to balance school and work and the fact that I am spending a few months in each department is both challenging and helpful. It gives me time to get to know each department but it is challenging to pack everything important there is to know into a few months.

I was born and raised in Walchwil and still live there, with my parents and my younger sister, and I will be turning seventeen in January. English is my second language and (Swiss-) German my first. I am part of our local shooting club, where I shoot with the Assault rifle SIG SG 550 and a Sig Sauer p226. My hobbies also include Muay Thai, going to the cinema and reading. I am a supporter of Manchester United (Go Reds!) and my music tastes range from AC/DC and Guns n’ Roses to film soundtracks and pop music.

Leonora sPeCkJoined: 2013, Accounts Receivable ManagerNationality: FilipinaAdditional: Bachelor of Science in Accountancy

It is a privilege and a continuing learning experience to work with a very diverse group of people – fellow ISZL staff, parents and companies. It has been a little over

two years since I joined the Business Office team and I

can say that I appreciate the constant support that I get from the ISZL community.

Aside from issuing invoices and reminders, I

have the great opportunity of being in touch with our

community through daily queries and requests from parents and companies as well as other ISZL staff.

Every year we issue and process an average of 6'000 invoices, 800 reminders and answer a thousand telephone and email queries. This does not include internal queries, invoice revisions and returned mails.

Our goal is to answer all queries within the shortest time possible although on busy times we appreciate the patience and understanding when responses can be slower than usual.

My native language is called Tagalog and English is my second language and I speak some German. I am not a sporty person but I do love to be on my bike during summers and to sit beside the lake. On days when I miss the Philippines, I shop and cook Asian food, it makes me feel like I’m not too far from home!

“I am proud to be working with

such a dedicated group of people who daily go

way beyond their normal duties.”

Urs Kappeler

| 27

grade 10 Work Experience – the BackgroundWe live in Switzerland, home of arguably the finest work apprenticeship scheme in the world. At ISZL we also view it as an important part of our students’ educational experience to see what it is like to work. At some point academics must turn into a job, and we feel it is important to get students thinking about this axiomatic shift.

ISZL is a relatively young school. This coming year will only be the third year that we have run a work experience progamme. The scheme started in 2013 with all Grade 10s arranging a three-day placement for themselves, which was extended to a week last year. Students have the responsibility for arranging their own placements; most students look to Kanton Zug for this, but we have had students travel to other parts of Switzerland and indeed to other parts of Europe for their placements.

Work Experience at Luzerner kantonsspitalSix of our High School students were lucky enough last year to obtain a week’s placement at the Kantonsspital in Luzern. One of our parents was instrumental in arranging the whole programme and as you can see from Louisa’s comments, it was a really fulfilling week for the ISZL students.

high school students –Planning for the Future

“I felt very lucky to have had the opportunity

to spend a week at the Luzerner Kantonsspital in June 2015.

Being around the Chefarzt and the different medical staff,

visiting, diagnosing, performing surgery, treating patients, as well as having my burning questions answered,

really gave me a deeper understanding as to what

responsibilities come with a career in medicine.”

Louisa E – Grade 11

high schOOL students –

cOntributOr: martin peeL, high schOOL assistant principaL, academic

28 |

“The Careers Fair was very useful for me because not only

did it allow me to find an internship for the summer, but it also put me in contact with professionals who are

leaders of the industry I want to work in. The fact that so many professions

were represented at the Careers Fair is what made it such a success.”

Camille F – Grade 12

A programme had been arranged that took the students to different departments within the

hospital:

“The doctors were very welcoming and

went so far as to prepare Powerpoint presentations for

us about their respective departments. Most of the presentations were in German. We were able to robe up and view live operations and even try operation simulations, letting us see what it is like to operate on the inside of a human, as if viewing it through a camera.“ Kenny N – Grade 11

This work experience was really valuable. It ticked many boxes. It was authentic, comprehensive, detailed, engaging and thought provoking and it required our students to take responsibility for themselves.

Can you help? We want students to have an authentic experience of the work environment. To that end we are always happy to hear from businesses that would like to help out. If you think you could offer a work placement to one of our students in the year ahead then please contact me. I would be delighted to welcome you to the programme and you should know that your offer would translate into an invaluable life experience for a young student starting out in life.

Other DevelopmentsRecently the school met with a group of interested companies who were keen to develop their connections with the High School. Many ideas came out of that meeting including the possibility of setting up a mentoring scheme involving individuals in the business world and students… or using business professionals in school to offer their expertise directly to students on issues like writing CVs … or setting up a database of companies looking for summer interns.

If you would like to be part of these initiatives, then again do please contact me, martin.peel@iszl.ch

Careers Fair Amgen, Coca Cola, Thomson Reuters, Zurich Insurance, Luzerner Kanton Spital, Dow, Johnson and Johnson, Swiss Coaching Partners, Google, Sealed Air… these businesses and many others all supported the ISZL Careers Fair last year.

The Careers Fair is another very visible way that the school helps prepare students for a life beyond school. Please do contact community@iszl.ch if you would like to volunteer your time.

Last year the Careers Fair involved over 60 businesses, which turned the school on a Saturday morning into a busy, vibrant, hub of activity. Students from all grades came to talk to a wide range of individuals from all sorts of local and international companies. The opportunity to find out more about the demands of businesses and to try out some interview skills was gratefully taken by ISZL students. If you want to be involved just get in touch with us.

It has been great to see how ISZL has developed its links to local business. If you would like to get further involved with the school then please do get in touch: martin.peel@iszl.ch

“The Careers Fair is a great initiative by ISZL,

a unique opportunity for the students to be inspired by careers advice from

successful senior executives from a wide variety of disciplines. Indeed I wish I had been

afforded such an occasion whilst at school. I have attended all three staged to date,

not just to support the school’s endeavours which is important, but much more because I’ve found it particularly rewarding to meet

with enthusiastic young people looking to embark on their future careers and

if a few words can help them in any way at all, then it is a morning well spent.”

Jamie Graham, CEO TEAM

key daTes in 2016

Grade 10 students will be heading out into the workplace from the 13th to 17th June.

Careers fair – saturday 5th march

… pLanning FOr the Future | 29

With a combined volunteer force of 80 parents, ISZL is privileged to have a thriving Parents Association (PA). Responsible for managing a budget of approximately CHF 38,000 and organising a total of 25 events, plus holding 30 monthly meetings and 9 General Meetings across 3 campuses, our PA plays a vital role ensuring that the link between the school and parent community is strong. Its objective is simple, “to support the school’s spirit” and it certainly does! Everyone benefits from the thoughtfulness and inclusiveness of the PA, from the many events organised for the students to the annual staff appreciation lunch on all three campuses; no one is forgotten.

Reflecting on the role of the PA, Jane, Malika and Sophie agree that the greatest satisfaction comes from the success of the events and the appreciation from the community. There is no doubt that without the PA and the efforts of those who step up to volunteer, ISZL would be a little less vibrant for it. Malika acknowledges the importance of a vibrant PA: “I hope in the future too, parents will continue to give their time to keep our PAs going from strength to strength. A strong relationship between parents and the school can only lead to a better place for our children”.

Q: How much time do you give?Malika: There are busy periods, during some of the events, especially the days leading up to International Day, or organising Quizco and the Talent Show. I would say give or take 4-5 hours a week on average for organising and planning.

Jane: When preparing for a big event PA work can be very time-consuming, at other times not so much. I probably spend about half a day a week dealing with emails/phone calls at home too. Also, meeting with other parents or staff members can take up some time per month.

Sophie: That really differs from week to week. Some weeks are really hectic with many meetings and emails and then it could add up to maybe 50% or more of my week. Most of the time I spend a couple of hours a week, maybe half a day.

Q: Why do you do it?Jane: I like to be involved and understand what goes on in the school as well as giving something back to the community.

Sophie: I am part of a team of great parents who want to do something positive for our school community. We have a lot of fun together and that Luzern family feel is great.

Malika: I like to give back to the community of which my family and I have been part of for the last 13 years. Our children have benefitted and gained enormously from ISZL. I too have gained a lot, and there comes a time when it is important to give back. It has been an extremely rewarding experience, being a part of a dedicated team. It is all about team effort and I am so grateful to have been able to work alongside some wonderful people, many who have become lifelong friends.

Q: How do you decide where your budget should go?Sophie: Every year parents pay 30CHF per child

towards the PA so that gives us the bulk of our budget. At the start of the year the board

proposes the financial plans for the school year for parents to vote on. Most of

the expenses are similar each year. Whenever we have to change our budget because of new plans or ideas we inform parents and have a vote during PA meetings. We support class party activities and organise our main activities using the money we have to

spend.

the parents’ association Supporting the School’s Spirit

the parents’ assOciatiOn…

cOntributOrs: the pa presidents, Jane cLintOn (Zug campus), maLika mehra (riverside campus), sOphie mettes (LuZern campus)

“The High School staff and students appreciate the

support that they receive every year from the PA…whether it be the financial

donation for the Senior Prom or funding to support new equipment

such as the outdoor seating areas by the gym and astroturf.

We are fortunate to have such a committed group of parents

working to support the High School.”

David Monk, Head of Riverside Campus

30 |

… suppOrting the schOOL’s spirit

Jane: We have a number of regular expenses each year: costs of supporting the Charity run, Sports Days, Welcome Fair, Festive Shop etc. The PA also financially supports such initiatives as Coffee Corner and Middle School parent socials both of which help to bring our community members together. If the PA is contacted for financial support for anything else by the parents or staff, these requests are discussed and voted on by the Board – all of course dependent on the funds available! International Day is self-financing and does not come out of our yearly budget.

Malika: A vote at the last General Meeting is taken for an agreed amount to be spent for an item or items on the wish list for the campus, via the Fund for Excellence, as a gift from the PA. We try to keep our costs and outgoings low, and we expect some of the events to pay for themselves, e.g. Wine and Cheese Evening and Quizco. At the end of the school year, we keep an amount to carry over to the new school year to act as a cushion.

At ISZL we are thankful for the dedicated support of the PA and those who take on the added responsibility as leaders. Schools can only flourish when the community works together in positive and productive ways. The members of the PA are community builders, playing a vital role in connecting parents with each other and with the mission of our school. The work of the PA is visible in the school through the many events that occur weekly, their service as parent representatives for class groups and country groups and the generous resourcing of so many areas of school life.

The hiGhLiGhTs:

riverside Campus: Wine and Cheese Evening, “Quizco”, monthly coffee morning with speakers – for parents and the ever popular “Riverside has Talent” for students.

Zug Campus: Festive Shop, Trunk ‘n’ Treat, Middle School Socials, Welcome Fair.

Luzern Campus: School Disco, Fasnacht, Trunk or Treat, Festive Shop

Whole school: Samichlaus, Staff Appreciation Lunch and of course, International Day – celebrating our community spirit!

“The members of the PA are community builders, playing a vital role in connecting parents

with each other and with the mission of our school. The work of the PA is visible in the school through the many events

that occur weekly, their service as parent representatives for class groups and country

groups and the generous resourcing of so many areas of school life.”

Meryl Siggs,

Head of Zug CampusFrom left to right: Jane clinton, sophie mettes and malika mehra

| 31

Sophie trelles-tvede ’07, ISOZJoy Paton ’10, ISZL

Anthony Jones, 2007-2010, riverside School Head of Campus

Sebastian Vernon ’12, ISZL

Elowyn Stevenson ’09, ISZL

Simeon Paton ’12, ISZL

Oliver O’Bryan ’14, ISZL

Maximilian goer '07, the riverside School

ceLebrating…

As Achieve is one of our core values as a school, it’s exciting to hear about our alumni’s achievements since graduating or leaving ISZL. Here is just a sample of the success stories from alumni. Full-length articles about our Eagles in the Spotlight can be found at www.iszl.ch/alumni. Share your story, accomplishment or news by emailing alumni@iszl.ch.

The Alumni Community is for graduates, former students, families and faculty/staff members. This includes those who attended the Zug American School, the Zug Anglo-American School, the International School of Zug, The Riverside School, the International School of Luzern, and of course, the International School of Zug and Luzern. It's a place for ISZL community members from across the years to remain connected through our Alumni Portal and yearly events: Alumni Parent Coffee Get-togethers and Holiday Alumni Apéro in Switzerland, Reunions in London and Boston, and additional ISZL community events throughout the school year.

celebrating Alumni AchievementscOntributOr: ashLey ringger, aLumni cOOrdinatOr

32 |

… aLumni achievements

Sophie trelles-tvede ’07, ISOZWhile studying Business at the University of Warwick, Sophie found herself starting a business while juggling her studies. She’s now Managing Partner at Invisibobble. The experience led her to consider whether the “traditional career plan” many of us follow really is the best option for someone wanting to start a business. Sophie shared her experience with our students during a high school assembly and later presented at TEDx Cophenhagen.

Simeon Paton ’12, ISZLSimeon ran the London Marathon on April 26, 2015 in just 3 hours and 32 minutes. He also raised money for the charity EMERGENCY. Simeon chose to support this charity as it offers free of charge and high quality health care to war and poverty victims.

Oliver O’Bryan ’14, ISZLOliver wanted to do something that would set him apart from others in his class so he decided to apply for internships in the sports and financial industries. During his gap year working in Switzerland, Melbourne, Australia and Hong Kong, Oliver observed how his experience at ISZL impacted the choices he was making. “The quality of courses and the real world application of classroom theory that you learn at ISZL is not something you forget. It sticks with you and gives you the upper hand in the career world.” Oliver is now attending Loughborough University in the UK.

Maximilian goer '07, the riverside School After graduation, Maximilian went to Yale University and then to Princeton University to complete PhD in Operations Research and Financial Engineering. He is now working as a trader for a hedge fund in New York City. Max saw our school grow from 90 to over 600 students and feels that Mr Martin Latter, Mr David Brooks and Mr Dominic Currer did a fantastic job in their respective roles to help the schools grow while keeping that close community feeling – something that Max appreciated about attending our school.

Joy Paton ’10, ISZLJoy started attending ISOZ in Grade 1 and graduated from ISZL in 2010. After that she attended De Montfort University and graduated in 2014 with a Bachelor of Arts degree in Graphic Design & Illustration. She has recently written, illustrated and published a children’s book: Is It Nearly Time? Besides her book projects, Joy has her own freelance business based in Switzerland. She does a variety of work for a variety of clients.

Anthony Jones, 2007-2010, riverside School Head of CampusMr Jones came to The Riverside School in 2007 as a teacher and later as the Head of Campus. He also played an important role during the merger of ISZL. For the last five years, Tony has been the Headmaster of a very unusual, and some would say the best, school in Istanbul, Robert College. He describes it as unusual “because there are simply not many like ours.” Admission to the school is completely open and supported; however it is exceedingly competitive to get in.

Sebastian Vernon ’12, ISZLSebastian first started his rugby career right here at ISZL, then The Riverside School, and has now become our first international rugby player. In October 2015 Sebastian was awarded his first cap for the Denmark National Rugby Union Team. When we asked Sebastian how he felt playing for DRU, he shared: “Obviously I'm extremely happy and honoured to have worn the red of Denmark and hopefully it isn't the last time.”

Elowyn Stevenson ’09, ISZLAfter graduating Elowyn took a gap year to travel around India and to work in a Kindergarten and nursery school. She then studied archaeology at Cambridge University and now works at the Tower of London. When we asked Elowyn how she likes working at the Tower of London, she said, “It was always a goal of mine to work here. I have always loved the history, the legends, the Crown Jewels, the Beefeaters, the pageantry, traditions … and even getting to know where the secret passageways are. It was my enthusiastic teachers at ISZL and uni who got me excited about history and I love being able to pass that on.”

| 33

comes to isZL!

Hollywood Glamour

hOLLyWOOd gLamOur…

cOntributOr: aLi mackinnOn, marketing and cOmmunicatiOns cOOrdinatOr

This year’s Fundraising Gala ‘Hollywood Glamour’ will be held on Saturday, 23rd April 2016 at the Aegerihalle in Unteraegeri and all members of the ISZL community are invited to a glittering evening of fine food, wine and dancing.

This elegant black tie event will begin with an aperitif and the opportunity to place a bid on a silent auction prize or try to strike it lucky in the raffle. A sumptuous three-course dinner follows, prepared by top chef Josh Armstrong who trained under Michelin-starred Raymond Blanc at Le Manoir aux Quat’Saisons and also worked with the Roux Brothers at La Gavroche in London. Wines for the night will be selected by Paul Liversedge, Master of Wine.

Entertainment will be provided by the very talented ISZL High School Band under the baton of Arts Director Ole Wasner, and the evening rounds off with dancing to music from our regular favourite DJ Dani, or relaxing in the whisky bar where the best of Scotland’s distilleries will be available to sample.

Exclusive auction and raffle prizes will include:

• Driving the highly sought after tesla Model S for a weekend

• Dining as VIP guests at the St Moritz gourmet Festival • A whisky tasting evening with friends discovering the

“water of life” • top of the range portable barbecue and picnic hampers • A family photo shoot for a lasting memory

Whether you are a budding Hollywood starlet or a movie mogul, we will be delighted to welcome you! Ticket sales will start in January and as seating is limited for this black-tie fundraiser, mark your calendars and make sure to book your tickets early. All guests have a chance to win a lucky Golden Ticket on the night.

All proceeds from the evening will immediately benefit students at ISZL through the Fund for Excellence, which purchases experiences and items requested by teachers and students. Please visit www.iszl.ch/ffe for this year’s list.

34 |

… cOmes tO isZL! | 35

Zug CAMPuS (MAIn OFFICE)Walterswil6340 baar | switzerlandphone +41 41 768 2900 Fax +41 41 768 2901 office.zug@iszl.ch

rIVErSIDE CAMPuSrothusstrasse 4b6331 hünenberg | switzerlandphone +41 41 768 2950 Fax +41 41 768 2951 office.riverside@iszl.ch

LuZErn CAMPuSvilla krämerstein | st. niklausenstrasse 596047 kastanienbaum | switzerlandphone +41 41 342 0090 Fax +41 41 342 0091 office.luzern@iszl.ch

FFE – EnHAnCIng EDuCAtIOn At ISZL