ECOLINT MAGAZINE • N°11 • AUTUMN 2012

Campus des Nations Year 6 students’ Geocaching expedition INSIGHTS

A sporting chance

Team teaching

In good hands

Technology in question

QUOI DE NEUF?

Talking the talk

Universities and Ecolint

Geocaching

ESPRIT ECOLINT

End human trafficking now

LES ANCIENS ET PAS SO OLD

Une éducation en or

Stick to your guns

A day in the life

An artist’s way

COMING UP OR JUST BEEN

Celebrating your generosity

Des aventuriers culturels

In partnership with the Alumni Association A vos agendas A word from Introduction the DG

By the time this edition of echo reaches you, our new Focus for the Future will be accessible via our website. This short document affirms who we are and sets out our objectives for the immediate future as we approach our 90th birthday in 2014. These goals appear under three headings: a high-performing Foundation, educational excellence and, finally, the Ecolint community.

The genesis of Focus for the Future was the work undertaken by the Strategic Planning Committee last year, which studied the life cycle of the Ecolint student from admission, through the early, primary and secondary years, culminating with the move to tertiary education and becoming an alumnus. Working in groups, the committee conducted surveys and interviews and summarised its research under four simple headings: What’s working? What’s inspiring? What’s missing? What’s possible? From these findings, we drew up aBenchmark for Excellence: a set of criteria that would define and describe excellence in every realm of school life from governance to It is also my pleasure to introduce this pastoral care, from teaching to facilities, from extra-curricular provision to university issue of echo magazine. We hope that guidance. And it is from our evaluation of how close we are to each benchmark for this edition, once again, provides you excellence that the objectives are derived. Working with my gifted colleagues across with an insight into the diversity of the Foundation, I shall now strive to fulfil these goals. Please take a look at Focus for Ecolint’s vibrant community viewed from the Future and write to me if you feel that you can contribute to achieving our aims. the perspective of both staff, students and alumni. For example, I recommend One of the goals is “to reconnect with our alumni around the globe as part of the to you the articles, “Team teaching” on 90th birthday celebrations and engage them thereafter in supporting today’s and P. 4 and “End human trafficking now” on tomorrow’s students”! If you are an alumnus, it would be good to hear from you P. 11. We are beginning to see the fruits and, in particular, to hear your ideas of how you could reconnect with the school and of our dual language programme as you share your expertise with us. For example, perhaps you are willing to be contacted will read about in the “Talking the talk” by current students regarding careers or university advice, you could offer a work article on P. 7. placement or suggest an opportunity for students completing the CAS (Creativity, Action, Service) component of their IB Diploma. I intend to reach out to our alumni in I recently had the opportunity to the coming months and hope to meet many of you. meet our new cohort of PGCE (Post Graduate Certificate in Education) Another goal is “to ensure that our parents are well informed and engaged in the life student teachers and asked them what of their children’s school” and I also welcome feedback on this objective. Increasingly, they thought were the most important we are harnessing technology to aid communication but nothing beats face-to-face qualities that our education should contact with parents and I look forward to every opportunity to meet with you in the instill. The top two answers were year ahead. integrity and curiosity and I hope that you also feel these attributes are in evidence in the articles in this issue of Vicky Tuck, echo magazine. It is a pleasure to work Director General with colleagues who are dedicated to ensure that their students have a thirst for knowledge and an appetite to make Ecolint is a not for profit educational a difference. Foundation created in 1924 I really enjoyed hearing from current We depend on your support to continue providing the and former students and reading about highest quality international education. Please consider: what is going on inside and outside our schools and across the Foundation in this Leaving us a legacy or making an endowment issue of echo and hope that you do too. Make a difference Vicky Tuck, For more information, please contact: Director General Michaelene Stack, Director of Development Email : [email protected] – Tel : +41 (0)22 787 26 63

2 echo11 | autumn2012 INSIGHTS A sporting chance

Robert Roxburgh, (La Chât ’96), studied at Ecolint from 1994 to 1996. He now works for the International Olympic Committee in Lausanne. It is a pleasure to hear Robert’s explanation of how and why his time at Ecolint changed his life “quite drastically”...

How did you come to be at Ecolint? election. Since then, I arrived at La Châtaigneraie because I have collaborated my father’s work brought our family very closely with the to Vaud. As I could not speak French, 2012 communications Ecolint allowed me to complete my team and was involved secondary education in English. in each of their major communications What did you do after leaving Ecolint? initiatives, such as The time that I spent at Ecolint had the Olympic Torch an incredible influence on my life. The Relay. It has been exposure to French and to the school’s a passionate seven spirit, encouraging us to strive to achieve years and London 2012 our personal best, inspired my decision to was a first class team attend the University of Geneva. This may to work with, as the Robert, in the middle, with some of his IOC colleagues not have been the most logical choice for coverage of the Games someone who, only two years earlier, had shows. Interestingly, Ecolint was well not being my teacher, Mike encouraged just a very basic command of the French represented at the Games with at least me to join the local football team and language. However, it all worked out two other alumni (Julie Burley, La Chât this gave me the exposure to French and I graduated in 2000. After university ’99, and James MacLeod, La Chât ‘92) that enabled me to envisage university and a short detour into the world of the playing key roles for the Organising in French as a real option. internet, I started working in sport at a Committee. football club and then for the Union of If you could go back and do it again, European Football Associations (UEFA), Did your time at Ecolint affect your is there anything you would do before joining the International Olympic choices in life? differently? Committee (IOC) in 2004. Quite drastically! Before Ecolint, I had I guess you could always say I should always lived in Scotland and my outlook have done this or that differently. Where are you living now and what was very UK-focused. The La Chât However, the decisions that I have are you doing? experience allowed me to broaden my made have led me to where I am today I live in Lausanne and am head of horizons both linguistically and culturally. and I am very happy. So, no, I would not Olympic Games communications for This led me to Geneva University go back and do anything differently. the IOC. In this role, I work in close and, ultimately, to my current job and partnership with the communications numerous friendships that I probably What qualities do you think an Ecolint departments of the Organising would not otherwise have formed. education encouraged in you? Committees of the Olympic Games Without a doubt, a multicultural in London (UK), Sochi (Russia), Rio de What are your fondest memories of awareness. It is indispensable in my Janeiro (Brazil), and Pyeong Chang Ecolint? current job and was really developed (Republic of Korea). My job is to help Although I was only at the school for during my time at Ecolint. guide them through the different two years, I have numerous great communications challenges that memories of events during my time Why do you think education, arise during a project of the size and there. However, my most important particularly an Ecolint education, complexity of the Olympic Games. memories are of the people. Many life- prepares students well for life? I also work very closely with the long friendships were created at La Chât I think that a good education is essential IOC department that looks after the and this is what I treasure the most. to allow people to relate to others organisation of the Games to co- properly and to contribute to the ordinate messaging between the IOC Who was your favourite teacher and development of a sustainable society. and the organisers. why? An Ecolint education takes that a step I cannot really say that I had a favourite, further by giving students an exposure Did you have much to do with the as the high quality of the faculty meant to a unique educational environment. London Olympic Games? that each of my teachers influenced me This allows them not only to learn the My involvement with the London positively in their own way. However, theory but to apply it on a daily basis, Games began in July 2005 in Singapore, one staff member that had a significant as they interact with their counterparts when I was present at London’s impact was Mike Pasternak. Despite from around the world.

echo11 | autumn2012 3 INSIGHTS Team teaching

In this article, Joanne Sheppard, Physical Education (PE) Teacher and Mentor at La Grande Boissière, shares her views on the role of sport at Ecolint. We also hear from some students in the Middle School Netball team and their parents about how and why being part of a team can be so rewarding.

What does your role involve? How have extra-curricular activities involved in a school team. It is important I teach PE to Middle and Secondary and sports evolved at Ecolint? that children learn to be committed to School students and I encourage the This is the start of my third teaching year and motivated in a team. Teamwork is students to lead a healthy and active at Ecolint and the sports programme great for increasing their confidence and lifestyle through participating in sporting has gone from strength to strength. building friendships. It also assists us in activities. I teach a range of activities to More activities are on offer, especially the identification of those children with ensure everyone finds something they competitive sports for girls. Gymnastics a strong ability in a sport so that we can enjoy and may want to pursue when has continued to develop and Netball, give them opportunities to excel beyond they leave school. My role also involves which I started a year ago, is flourishing: the school community. developing the children’s confidence the interest is fantastic. All the sports and social skills. teams have a school kit and the students If you had a magic wand? look very professional when representing More gymnasiums! As Year 10 Mentor, I guide and support the school. students during the year, by teaching Anything else you would like to add? them specific skills for learning and the What are the main benefits for The children at the school are amazing awareness of life’s challenges. students taking part in physical to work with and I thoroughly enjoy activities? being a PE teacher and coach at Ecolint. It is an integral part of a child’s This role enables me to pass on my education that they participate or are enthusiasm and love of sport.

Ce qu’en pensent les élèves...

Céleste Courrier en Classe 6, Si j’avais une baguette magique, je Mathilda Stack, en Classe 6, à l’Ecolint depuis cinq ans: ferais en sorte que toute l’équipe à l’Ecolint depuis sept ans: Le plus important en netball c’est puisse faire des sauts très hauts pour Pour être un bon membre de l’équipe d’être une équipe et de défendre son intercepter le ballon! il faut soutenir toute l’équipe et savoir école quand on joue en match. Il faut jouer ensemble. avoir confiance en ses coéquipiers Cai Rose Verderese, Year 6, et ne pas avoir peur quand on joue. has attended Ecolint for six years: La meilleure chose du netball est de Moi à chaque fois je donne tout ce The most important things about being pouvoir participer aux entraînements que j’ai comme toutes les autres et a member of the LGB Middle School et aux tournois. Et le plus dur sont l’important c’est quand même de girls’ Netball team are to try my hardest, les entraînements parce que Mme s’amuser. work together with my team and to Sheppard demande de plus en plus have fun. chaque semaine, mais ça vaut le coup. La meilleure chose du netball c’est Si j’avais une baguette magique, je l’équipe!!! J’adore l’ambiance de The best thing about being on the team m’assurerais que tout le monde se l’équipe quand tu as le ballon dans le is playing matches with my friends. sente inclus, aussi bien en entraînement cercle de goal et que quand tu mets Even if we do not win we have lots of qu’en tournois. un goal toute ton équipe saute les fun playing. And I hope we go to the bras en l’air en criant «YES». Cela est tournament in London! The hardest Niamh Coburn, Year 6, vraiment extraordinaire. La chose la thing about being on the Netball team has attended Ecolint for one year: plus compliquée en netball ce sont les is remembering my position during The most important things for me are gens qui te défendent! Dans un match the matches, because in Netball every working as part of a team, having fun j’ai joué contre une équipe de joueurs position has a marked territory. and trying your best. The hardest part is immenses de 7e! Quand je tirais dans trying to play at all the positions. le but le «Goal Keeper» me cachait If I had a magic wand, I would not la vue, j’ai réussi à tirer deux fois change anything because it would If I had a magic wand, I would have a mais pas plus!! La défense est assez be unfair and would not be good netball court available all the time to compliquée à attaquer. sportsmanship. practise.

4 echo11 | autumn2012 INSIGHTS

Parents reply to our questions and share their views:

1. What do you think your daughter passing up and down the court. But Siobhan Coburn: has gained from being a member the students improved so quickly of a Netball team? under the positive leadership of Mrs 1. We arrived at LGB a year ago, Sheppard. It was amazing to see how becoming part of the Netball team 2. What has been her biggest cohesive the team became! Cai Rose has helped Niamh quickly feel part challenge? loves the game and is so proud to of the LGB community. It has been wear her LGB uniform to matches! wonderful to see all the girls come Lee Ann Verderese: together as a team and support each Michaelene Stack: other. 1. My daughter is so excited to be a member of the Netball team. She 1. Mathilda has learned to take pride in 2. The biggest challenge has been has gained confidence, learned a new the work of the whole team and wants playing in some tournaments where game, has more school pride, and to go and support team members who they have much less experience than has developed good sportsmanlike are injured and unable to play. the other teams. However, the girls conduct. have not become disheartened and 2. I think all the girls have had to work are always positive and enthusiastic. 2. The biggest challenge for the hard on their personal skills and to team was learning the rules of a new understand that they can only play game, and working together on quick well as a team.

In good hands

Alexandra Conchard, have very much enjoyed working on the Least favourite thing or something Assistant Principal in charge Year 7 Bilingual Programme that is now you would like to change? of curriculum, Secondary School, offered to all children at La Châtaigneraie. Fewer emails and more “real” La Châtaigneraie. The programme started a few months communication. ago and is proving to be a success. Developing it through to Year 8 for What does being a teacher mean How long have you been a teacher at September 2013 and to Year 9 for 2014 to you? Ecolint? will certainly keep us busy. To give students the ability to go that I have been at Ecolint since August little step further, to discover things they 2010. Prior to that, I was working in a What is your teaching style? never thought they would, to meet, small International School in Istanbul. I try my best to give my students a work, share with individuals from other Needless to say, working at Ecolint and challenging, purposeful and caring countries, cultures and backgrounds. living in Geneva has been a big change, environment. I would like to think that To give students a chance to succeed, not one to be regretted! I am loving my they enjoy coming to my French classes both academically and socially. time here. and that they leave feeling they have learned something new. Three best things about being a How would you sum up your role? teacher at Ecolint? As Assistant Principal in charge of What is the best thing about your - Being part of a community. curriculum, my role has been to review your job? - Working alongside students from the existing curriculum, ensuring it is Being in contact with the students so many different cultures and aligned both vertically (year after year) and their families. Seeing students backgrounds. as well as horizontally (within subject evolve from children to young adults; - A beautiful, safe and happy campus. areas). Curriculum work is vast and, becoming knowledgeable, life-long as part of the review, I have been able learners and more respectful of each Your maxim to work collaboratively with Heads other’s cultures. In this job, every day «Enrichissons-nous de nos différences of Departments and teachers on is a learning day! There is so much to mutuelles», Paul Valéry. assessments, grading and reporting. I discover and learn.

echo11 | autumn2012 5 INSIGHTS Technology in question

This is the third and final instalment of a three-part article asking some of Ecolint’s key technology advocates their views on technology in education.

assignments and all work and handouts policy writing committees and with are digital. I even try to use as many professional development providers Questions digital textbooks as I can. I use Moodle, so that Ecolint teachers are given Ecolint’s virtual learning environment, opportunities to share ideas and are 1. What does your role here to post course materials and to collect fully supported to give our students involve? digital assignments. I am also a big their very best. I also organise the user of Google Apps in the classroom Annual Education Conference, the Year 2. How do you make use of for collaborative projects as this easily 11 Study Day and I oversee the work technology in your work? allows students to share and compose done by the Institute of Learning and 3. What is the best thing about documents in groups. Teaching, school archivist and course technology? development officers. 3. It allows me to reduce my use of paper. 4. What is the worst thing about I barely print and never use a photocopier. technology? I can make resources and class content 5. How do you think students available 24/7 for students so they benefit most from technology? can access it when they are ready. It allows students to be creative, produce 6. What do you think will be next professional quality work and helps them for technology in schools? express their knowledge in different ways.

4. The pace of change. We barely manage to maximise our mastery of one technology and a new one comes out. The cost (environmental and monetary) of this constant evolution is, at times, difficult to justify. 2. I use Google docs, Excel, electronic 5. Digital assignments allow students to newsletters, e-portal, base-camps, shared collaborate and be extremely creative. drives and, of course, email to generate, I focus on ICT skills that allow students obtain and communicate information. to be more productive (the goal of any technology), more creative, and that 3. Speed, synchronicity, access and prepare them for later grades, university freedom from paper. and the professional world beyond. 4. When people start to live their lives 6. I look forward to cheaper but more through a little screen instead of getting Daniel Auger powerful devices that will allow all out and about. Geography and ICT Teacher, students to carry a computer in their La Châtaigneraie pocket or backpack. Interactive devices 5. Adaptive online teaching tools such as whiteboards, projectors, screens are powerful as they can transcend 1. My role consists of teaching middle and computers are improving, becoming the limitations of a one-size-fits-all school ICT classes and IB Diploma cheaper and making computer use more curriculum. Clever use of technology Programme Computer Science. I am also intuitive and natural for users. can allow students to take their learning Head of the ICT Department, so therefore much further. I provide direction for the teaching of ICT skills and ICT courses to students in the 6. I think that we are moving towards Secondary School. paperless final examinations and Conrad Hughes increased use of social networking tools 2. I am a Geography teacher and Director of Education for educational purposes, but this will Cartographer by training. In my happen at different speeds in different Geography classes, I never print 1. I put people in the Foundation places and, of course, with varying levels anything or ask students to print out together in think-tanks, projects, of quality and effectiveness.

6 echo11 | autumn2012 QUOI DE NEUF? Talking the talk

Ecolint has embraced bilingualism with open arms. Two of Ecolint’s campuses, La Châtaigneraie and La Grande Boissière, have recently extended their bilingual programmes to students of Primary and Middle School age. This article asks the Principals, a teacher and students how the bilingual programme is working in practice, and about the challenges and benefits.

specialists, work with small groups of of the programme. We are very proud 8-12 students during large blocks of time of them! both to study the language itself as well as to use the language to further inquiry This effort is demanding and the work. Discussions, literature, activities students seem tired at first. Student and experiences flow from the core surveys have confirmed that along with classroom first language, Language A, the challenge, they find the experience into and through the second language very positive. From Years 5 and 6, 75% programmes. While the type of teacher of the students cited the dual language collaboration required by such an nature of the programme to be the most approach is demanding, it is invigorating positive aspect of the year. The students Jennifer Armstrong, and stimulating for everyone. were quick to credit their teachers with Primary School Principal, their success, saying that they made it La Châtaigneraie Further to the Language B programme so much fun, it was hard to remember restructuring, other single-subject that they were learning! teachers have embraced the bilingual How has your school been promoting programme and have reconsidered What might be next? bilingualism? teaching strategies and techniques that As we start the second year of this For many years, La Chât has had foster both competency in the subject programme, even after the summer popular bilingual programmes from matter as well as language acquisition. holidays, we note that the gains made by Year 7 onwards. With the opening The result of this rethinking has the students last year are very visible at of the new Primary School building prompted innovation in all areas. all year levels. We are thrilled to continue in September 2011 and the school’s to build on this great start. dramatic expansion, we have taken the How does teaching bilingually work in opportunity to restructure our Primary practice? Anything else you would like to add? Years Programme (PYP) to offer bilingual In the classroom this means that I think it is important to add that, as learning experiences to all the Primary teachers are trying to allow students to adults, we tend to underestimate the School students. The youngest students think and participate at a high level even incredible intellectual capacity of our enjoy a balance of 60-40% between when they do not have mastery of the students, especially the very youngest. the two languages with the choice of other language. This is done through the By the time they start school, children the majority being up to parents. The use of visual thinking techniques such are already very adept at learning! It Year 5 and 6 students experience two as mind mapping, sketching, gestures is possible that we have more to learn intensive blocks each year, one in French and diagrams, all of which ensure that about language learning from them than and the other in English, switching at students are focused on the concepts they do from us. the halfway point in early February. being taught. These strategies also Our first experiences with this format allow them to engage immediately in 2011-2012 were overwhelmingly in ‘discussion’ with their peers. As positive, as is evidenced by the student the language acquisition accelerates, Shona Wright, opinions (expressed below) and the students expand their ability to Middle School Principal, achievement data. communicate in the new language using a broader range of methods. La Grande Boissière Most importantly, however, was the complete restructuring of the second Have you noticed differences in the How has your school been promoting language, Language B, programmes students? bilingualism? (French and English) across the school. Absolutely! We have noted that after The Middle School at La Grande Focusing on exemplary child-centred the first 4-6 weeks, students who were Boissière has long had a bilingual pedagogy helped us to align current completely new to the language come programme, whereby two of our research in language acquisition with the to the realisation that they understand six classes at each year level study core values of the PYP, notably through everyone around them. They then Mathematics and Science in French. our units of inquiry. Teams of teachers, improve rapidly. Their progress was With our decision in 2007 to move including both classroom and language remarkable by the end of the first year towards a situation where all students

echo11 | autumn2012 7 QUOI DE NEUF?

had the opportunity to study subject What might be next? language. This organisation enables content in both school languages, the Professional development and guidance children to build strong academic abilities priority was to introduce some subject in developing our bilingual co-teaching in one language, while at the same teaching in French in our English using the Content and Language time promoting language acquisition Language Programme (ELP). This was Integrated Learning method has and development in the other language done by implementing co-teaching been provided on an ongoing basis through active learning situations in for Science in Years 5 and 6 of our by Professor Do Coyle of Aberdeen the context of Art, Physical Education, ELP during the school year 2011-12. University. At her suggestion, a teacher- Music, Drama and language work. At the same time, our Primary School led Action Research Initiative has been introduced co-teaching into Year 4. launched this school year at LGB, The school year 2012-13 has now seen to share classroom-based practical co-teaching in Science introduced in research. For those in the second year Year 7 ELP, as well as in Year 3 in our of co-teaching, practice has developed Primary School. to focus on Coyle’s “Language for Learning”, where the focus is on the language needed to access subject content, such as vocabulary and key phrases. An area for further development is the extension of collaboration with language and support teachers to continue with Coyle’s approach.

Anything else you would like to add? How does teaching bilingually work The co-teaching project has provided in practice? an opportunity for creative and From the age of 9 to 11 (Years 5 and 6), collaborative learning. It has also been the programme becomes completely much appreciated by teachers involved bilingual and the children learn all in the project. It has inevitably brought subjects through the medium of our challenges, not least in finding adequate two target languages. The school’s How does teaching bilingually work in collaborative planning time, but, overall, curriculum (the PYP) is shared between practice? the experience has been successful. As an Anglophone and a Francophone Co-teaching involves having two teachers reported by Professor Coyle, following teacher for 50% of the school year working collaboratively to deliver a feedback meeting with a co-teaching each. So, effectively, the students instruction to a mixed group of students in team: “Members of the team were are taught all subjects through both a shared classroom. In our context, with enthusiastic and felt that not only had languages. By learning content through the objective of creating opportunities their pupils’ learning been enhanced but language, students are provided with for bilingualism, it means one teaching in their own professional development too.” authentic learning experiences that truly English and the other in French. Activities promote language competence and oral are not translated or repeated, but rather communication skills. The emphasis is alternate in both languages. Students are on fluency, creating meaning and true- clear that they speak a different language to-life communication. with each teacher. The subject teachers focus on content and cognition, but with Gayle Courtenay, Have you noticed differences in the an explicit awareness of the language that Year 6 Teacher, students? students will need to access this content. Language B Coordinator, Last year was the first year we La Châtaigneraie implemented the bilingual programme Have you noticed differences in the in the PYP. Many students who took students? part commented on how much they had Student feedback showed that their How has your school been promoting learnt and how their language skills had attitude to a bilingual co-teaching bilingualism? improved in tandem with their academic situation was overwhelmingly positive. We have promoted bilingualism by learning. But, most of all, they felt Teachers observed that students were giving equal importance to our two enthusiastic about learning languages increasingly confident in their use of the focus languages: English and French. and had gained so much self-confidence other language and this was equally the We do this by offering a focus on either and the motivation to want to continue case for students with limited English French or English from 4 to 9 years of learning languages. So much so, that skills, receiving English as an Additional age, where the students learn in their the majority of our students opted Language support, and for those with focus language for approximately 60% for the bilingual programme in the limited French language skills. of the time and for 40% in the other Secondary School.

8 echo11 | autumn2012 QUOI DE NEUF?

Conrad Hughes, Universities and Ecolint Director of Education

This article looks at some of world. At Ecolint we can expect these access to world class institutions that is the trends in our students’ numbers to stabilise over the next year available to students in this country. It is choices of universities over and should not see Year 13 cohorts in possible that five years from now, with the past few years. excess of 350. the increase in fees in the UK, and with more and more students graduating Over the past five years, our students from Ecolint with stronger academic The role of universities in today’s have shown a preference for English language proficiency in French, this world is complex and university places Literature, Economics and Geography trend will be reversed. are becoming rarer and more costly. as Higher Level subjects with Biology Globalisation, new technologies, off- as the most popular Science while The study showed that most students shoring and rapidly evolving types of Chemistry and Physics have increased studying in Europe and the UK enrol employment, in the context of a shifting in popularity at a steady rate. Numbers in Social Sciences (a trend that knowledge economy, mean that things for Mathematics Higher Level have is increasing) with Business and are unpredictable. Schools must rise remained steady but, over time, fewer Management running second, Pure to the challenge as they prepare young students have taken Mathematical Sciences third, and with Hotel Studies in people for a tertiary education that will Studies (a course for those who do fourth place. We will have a better idea of make them happy, inspired to do well, not intend studying Mathematics graduate programmes for those studying challenged and competitive without after school) and more have picked up in North America once we have gathered forsaking Ecolint values: respect for Mathematics Standard Level (a level of data from our alumni questionnaire. diversity, world citizenship and striving Mathematics appropriate for Economics to always do better. and Business courses). Another Conclusions noticeable trend is that numbers in The crude approach to secondary We can only know the extent to History have gone down and numbers schooling is to assume that there which we are meeting these goals by are low in the Arts, particularly in are hard and soft subjects. However, gathering data and analysing them. Music and Theatre but have remained research reminds us that artistic As Director of Education, I have put steady so in Visual Arts.This tells us subjects exercise the brain in non-linear together with guidance consellors, is that Ecolint students choose fairly patterning, that the study of literature and the Admissions and Development conventionally, in line with DP world strengthens the higher-order thinking Offices a questionnaire that will go statistics. skills of synthesis and analysis, and out this academic year (and each year further language acquisition develops after that for selected leaving cohorts) a common underlying proficiency that asking alumni how well they felt allows for wider transfer of effective Ecolint prepared them for university learning across disciplines. Mathematics and beyond. This will help us identify should not be viewed as a ticket to opportunities for development. business and banking but as the purest form of syllogistic logical thought. Hence, Last year, the Foundation published a each subject is valuable and one should report showing how subject enrolment not be placed over and above another. at Ecolint and the subjects studied at university had changed over the years. When considering universities, a facile There were some interesting findings, assumption is that they are either as follows: “good” or “bad” and that the aim of an education is merely to secure a place The International Baccalaureate (IB) at a prestigious establishment. Hence Diploma Programme (DP) production lines of students queue to The number of DP candidates at University choices try and enter top-ranking universities Ecolint has almost doubled over Another part of the report showed (ranked not on teaching and learning but the past 10 years (from 175 in 2000 us that, over the last five years, the published research indices). However, it to 312 in 2011). Over the same majority of Ecolint students have opted is the great university of life at which our period, DP candidate numbers for UK universities with North America students need to do well, a place where worldwide have tripled (from 36,758 in second place, other European there are no league tables, no degrees, to 113,030). This is a testament to countries third and Switzerland, with no passes or fails but rather an endless the extraordinary growth of our declining numbers, in fourth place. It is barrage of trials and tribulations that tell school and the increasingly spoken surprising that fewer and fewer students us who we are as they bring out our and understood language of the IB are studying in Switzerland, given moral fibre. That is where the true Ecolint Diploma Programme throughout the the comparatively cheaper cost and spirit will be tested.

echo11 | autumn2012 9 QUOI DE NEUF

Kevin O’Byrne, PE Coordinator, Primary Geocaching Campus des Nations

Geocaching is a real-world, outdoor treasure hunting game played worldwide. The aim of the game is for participants to find the caches using GPS-enabled devices, to record their findings in a logbook and leave the cache hidden again for other players. Some caches also contain “treasures”, which are exchanged on an honour-based system where players are expected to leave a “treasure” if they have taken one.

Almost two million caches have been Geocaching. As a result of student caches for other players in the Geneva hidden around the world. You have interest, a geocaching expedition area to find. They select their location probably walked past hundreds of took place. A group of twelve intrepid and upload the co-ordinates and details caches without even realising they explorers travelled to the “Toblerone on to the geocaching website. A cache were there. Geocaching has become Trails”, an old military fortification hidden in the park surrounding Château increasingly popular in the primary stretching from Lake Geneva up to the de Penthes, by Osamu Okuma in Year 7, section at Campus des Nations. Jura mountains. The group hiked an Campus des Nations, has already received 8km length up to Begnins and, together, almost a hundred visitors. It is a great way for children (and adults) found eight caches that had been hidden to get outdoors, into the fresh air, and along the route. For further information on the game, a fantastic way to discover new places. visit www.geocaching.com. If you do Caches are usually hidden in places of Students are now playing the game decide to try geocaching, when you interest that are not necessarily well independently outside school. Several open the logbook to record your find, known. students were out and about during the have a look back through the pages, you summer, with friends and with their will find the names of some Campus Last year, Campus des Nations’ families, hunting down caches all over the des Nations students and staff who Year 6 students became involved in world. Some students are even making were there before you.

Students describe their experiences of geocaching:

“ It’s really fun and it helps you to find new places. In the summer I found loads of caches in the USA and in Switzerland. I found one cache that was magnetic and disguised as a bolt. You wouldn’t notice it unless you were looking for it. I had to unscrew it and the logbook was inside.” Christopher Breckenridge, Year 7

“ Geocaching is awesome. It helps you with orienteering, it’s fun and it gets you to go out and exercise.” Pierre Willis, Year 7

“ I feel like Indiana Jones when I find them. During the summer, I went to the Lake District in England. I sailed to an island in the middle of a lake to find a geocache hidden in a hole in a tree and then camped overnight on the island.” Osamu Okuma,Year 7

“ The geocaching trip we went on was cool because we learned about the Toblerone Trail area along the way.” William Coates, Year 7

10 echo11 | autumn2012 ESPRIT ECOLINT

Krista Clausnitzer, echo magazine editor End human trafficking now

At La Grande Boissière (LGB), a group of dedicated students have been actively involved in the global movement to bring an end to human trafficking. Human trafficking is the kidnapping, sale and transport of human beings who are forced to work for others for profit. It is the modern equivalent of slavery.

Susanna Korkeakivi, Year 12, shares thing anyone can have: without it, we school. We also attended Global Issues how she first became aware of the are doomed. But how are these children Network (GIN) Summits, both in Zurich dangers of human trafficking: to have hope when most of the world is and in Luxembourg, where we gave blind to their situation? presentations on human trafficking to It has now been over two years since I raise awareness about the topic. was first exposed to one of the darkest A couple months after we saw this trailer, We were amazed that our team had sides of the world we live in, one of I attended a conference about human helped inspire a new movement, called cruelty, exploitation and inhumanity: trafficking as part of a twenty-student “Youth Against Human Trafficking”, and, human trafficking. In the comfort of our delegation from our Year. The conference while most of us were in Luxembourg at classroom, on a pleasant autumn day, the took place in Luxor, Egypt, and was the GIN Summit, two of our classmates trailer for a documentary about human attended by many well-known people, flew to New York to attend its launch. We trafficking,Not My Life directed by Robert from the Head of Interpol to Demi Moore are dedicated to putting an end to the Bilheimer, an alumnus of LGB, was shown and Ashton Kutcher. BBC and CNN crime of human trafficking. We hope that to my classmates and me. Quickly, the were also present. We met incredible everyone reading this will feel compelled light atmosphere turned to cold silence and inspirational people, participated in to join the not-for-profit organisation as we saw young boys fighting over a debates, and attended the world premier “End Human Trafficking Now” and our scrap of old chicken and a close-up of the of the Not My Life documentary. Some of Facebook group (with the same name). desperate eyes of a trafficked teenage girl. our team were interviewed and appeared We are the future and now is the time to We were dumbfounded and disgusted. on live television. start taking responsibility for it. Many of us undoubtedly questioned our beliefs about our own civilisation – I know that I did. How could I have lived 15 years without knowing about this crime? Even worse it is happening all around me – I Year 12 students, Edward McKenzie was taught from a young age that slavery and Ambra Borne, were invited in the United States was abolished in by End Human Trafficking Now 1833 – and suddenly I was being told to attend the New York launch of that slavery was as present as ever. In “Youth Against Human Trafficking” fact, it had become a multi-billion dollar and, here, they share their global industry, worth more than Apple, Ambra and Edward, Year 12, Starbucks and Nike put together. at the New York launch of experiences with us: Youth Against Human Trafficking The issue is not of one or two children How long have you been involved being trafficked every day – not even 100. with End Human Trafficking Now? The reality is that over 3,200 children are Most people we met were very Edward and Ambra – Three years, kidnapped every day. That’s 1.2 million impressed that we, as teenagers, were since Year 9. children a year. The new life that awaits taking the initiative. We were told over and the victims is torturous. Depending on over that it is young people like us who How and why did you get involved their situation, they might have to endure have the power to change things. We are with this organisation? forced labour, work as a sex slave or the world’s future, and it was during this Edward and Ambra – Our classmate's marry an elderly man who has already trip that this fact really began to sink in. mother is the Executive Director of End bought six wives. Living a life without Human Trafficking Now and she came in a purpose is a possibility that frightens The conference was, without a doubt, a to speak to the whole of Year 9. Some of many of us. Trafficked children are not life-changing experience. After our return us were so shocked, moved and inspired given any chance to make something of to Geneva, our team met once a week that we formed a group at school with Ms themselves: they are just commodities, to discuss ways in which we could help McKenzie (Head of Humanities) and now forced to service criminals day in and day end human trafficking. We worked hard meet once a week to raise awareness out, without any window of hope. Hope to put together presentations for our and money for the victims of human is often referred to as the most important whole year and for other year groups at trafficking.

echo11 | autumn2012 11 ESPRIT ECOLINT

Edward – Nobody is immune or safe: with the ever-growing numbers of victims, it is so important to raise awareness and try to prevent it. We will be the leaders of tomorrow and can really change the world.

Jane McKenzie, the teacher responsible for the students'

Year 11 students at the Global Initiative Network Summit in Luxembourg involvement in End Human Trafficking Now, answers What lessons have you learnt from support for our ideas and the things some questions: your involvement? we could do. With the help of the top Ambra – That human trafficking is much CEOs from all over the world, the Name, job title and campus? more widespread than we think. It heads of organisations and people with Jane Mckenzie, Head of Humanities, La happens all over the world right under our real power, we realised that we could Grande Boissière. noses. really make a difference. Compared to them, we have no experience, but they How and why did you get involved Edward – I have learnt that 27 million wanted to work with us, they wanted in the campaign against human people are currently being trafficked to hear our ideas and they wanted us trafficking? globally. These are the official figures, to help them. The feeling inside was I became aware of the extent of so the unofficial figures must be much something I had never felt before and this crime and wanted to involve my higher. We are just a small group of for about an hour after we had left the students. The opportunity arose for the students working hard to make a conference I was still in shock and mother and grandmother of one of my difference and, as a group, we can achieve could not believe what had actually student's to give a presentation. This something and stand united against this happened. Thanks to this feeling, I amazing experience proved to be life- horrendous crime. know that this is something I want to changing for many of the students. keep doing for the rest of my life; this is What was the purpose of trip to what I am interested in and motivated How do you think students benefit New York? to do. And I know that our small group most from their involvement? Edward and Ambra – We were invited of inexperienced but determined Students can really feel that they are to launch the global movement, Youth teenagers can and will do something making a difference. It helps them Against Human Trafficking, primarily to help win this war against human become more mature and globally because 80% of the victims of human trafficking. aware. Through their empathy and trafficking are between the ages of 15 actions, they become more well- and 25 years old. Youth Against Human What's next for Youth Against Human rounded as individuals. Trafficking really wants to hear the voice Trafficking at Ecolint? of today's youth and is encouraging us to Edward and Ambra – We meet every How was it to accompany the students participate and work together to end this week and have a few fundraising to New York? crime against humanity. projects lined up and are going to It was a real honour for Ecolint students to present to students in other schools to be invited to give the inauguration speech How was the trip to New York? raise awareness and get more support at the launch of the Youth Against Human Edward – We gave a speech at the for the cause. We hope to get more Trafficking movement. I was very proud of inaugural event in front of about 150 people involved. the speeches they made and the way they important people. It was such a quick trip, answered the questions. four days in total, with 16 hours of flying. Anything else you would like to add? We did not want to leave... Ambra – I would like others to get Anything else you would like to add? involved not just because it is right and As a teacher, I am very privileged to Ambra – My best moment was after an important thing to do but because witness the growth and development giving my speech, when we had to when you take action, you become of my students, as they become young talk to all the Chief Executives and responsible for the world around you. adults. To see them espousing such attendees and answer their questions. We have to carry on. As you learn noble values and being so active in It was an amazing feeling. I was so about the world, there are so many pursuing them is immensely gratifying. I excited about all the opportunities opportunities to get involved and make a feel inspired by my students' dedication being presented to us and all the difference. to this cause.

12 echo11 | autumn2012 LES ANCIENS ET PAS SO OLD Une éducation en or

Abdallah Chatila, LGB ‘92, garde en mémoire l’esprit ancien de l’Ecolint et actuel d’ouverture qui régnait sur parent d'élève aujourd’hui nous le campus. fait part de ses souvenirs: Quels étaient vos professeurs préférés et A quelle période avez-vous étudié à pourquoi? l’Ecolint et sur quel campus? J’ai un très bon souvenir de J’y ai étudié de 1989 à 1991, à La Monsieur Papazian. Il ensei- Grande Boissière. gnait de manière stricte, mais il était très respecté et Quelle est la raison qui vous a amené à l’écoute de ses élèves. à étudier à l’Ecolint? Mes parents venaient d’arriver à Genève Si vous pouviez faire un et cherchaient une école où mon frère pas en arrière et refaire (Marc, LGB ‘94) et moi pourrions avoir quelque chose, de quoi des contacts avec des cultures et s’agirait-il et que feriez- nationalités multiples. L’Ecolint était la vous différemment? solution idéale. Je n’ai pas de regrets.

Qu’avez-vous fait après avoir quitté Quelles qualités pensez- l’Ecolint? vous que l’éducation Je suis parti à Los Angeles étudier la Ecolint a fait ressortir gemmologie au «Gemological Institute en vous? of America». A nouveau, je citerais cette Est-ce que la période passée à ouverture d’esprit envers les autres Où habitez-vous maintenant et que l’Ecolint a influencé vos choix de vie? cultures. faites-vous? Clairement oui! Mes années à l’Ecolint J’habite aujourd’hui à Genève. J’ai m’ont appris une ouverture d’esprit par Pourquoi pensez-vous qu’une toujours des activités dans la joaillerie, rapport aux différentes cultures. Au- éducation et tout spécifiquement une un domaine dans lequel ma famille est jourd’hui je collabore étroitement et de éducation au sein de l’Ecolint prépare active depuis plusieurs générations. manière très aisée avec des personnes bien les élèves face à la vie? de nationalités très diverses. C’est pour Je pense qu’étudier parmi toutes ces Il y a quelques années, j’ai créé Rachaya moi un besoin et je pense que mon différentes nationalités est une vraie Holding, un groupe qui gère des sociétés expérience à l’Ecolint me guide encore chance. C’est d’ailleurs la raison pour actives dans des domaines aussi divers aujourd’hui dans ces choix. laquelle mon fils est scolarisé à l’Eco- que l’immobilier, l’art contemporain, les lint. La qualité des professeurs et la assurances et les nouvelles technologies. Quels sont les meilleurs souvenirs richesse des cours à options, notam- Parallèlement, je viens de créer ma fon- que vous avez de l’Ecolint? ment dans le domaine artistique, m’ont dation caritative qui me tient très à cœur, J’en ai beaucoup… Et comme j’y ai également convaincu. C’est d’ailleurs la Fondation Sesam. Via cette entité, je rencontré la plupart de mes amis pourquoi, avec ma fondation, j’ai décidé soutiens des projets au Liban, mon pays que je vois encore, nous nous remé- de soutenir le projet du Centre des Arts d’origine, mais aussi à Genève, dans le morons souvent nos souvenirs à de La Grande Boissière, une réalisation domaine social et de la santé. La Grande Boissière. Avant tout, je très prometteuse !

echo11 | autumn2012 13 LES ANCIENS ET PAS SO OLD Stick to your guns

Jennifer Ellis, La Chât ‘06, attended Ecolint for thirteen years, from 1993 to 2006. She offers some ad- vice and insights to others who will soon be following in her footsteps and heading off to university to follow their dreams.

What did you do at university after I am very excited to have secured a job leaving Ecolint? at an art gallery in Hong Kong from this I read Law at King’s College London. I October. visited Durham and Edinburgh, which had equally great programmes, so Did Ecolint help shape the direction it was a difficult decision to make. I of your chosen career? took my time though, and the morning I have chosen a career that takes me all following our graduation ceremony, I around the world. I could not have it any decided on London. I felt that being in other way and definitely have Ecolint to a cosmopolitan city suited me best and thank for that! it was the perfect place to pursue my passion for Art. Are you still in touch with former classmates and the school? It was definitely the right decision. In Absolutely. My very best friends are 2009, after completing my Law degree, I people I went to school with. One is attended the University of Cambridge to in London working for a global public complete a History of Art degree in two relations firm, another is in Geneva years as opposed to three. Being thrown completing her architecture degree, into the second year was tough, but I met and a third is commencing her masters great people, softened my legal writing in Boston. We are dotted all over the ways and have not looked back since! world but social media help us stay in touch. Also, I have organised an alumni How well did Ecolint prepare you event at the gallery in London as one for university? of the directors (Paula Weiss, LGB’97) University, wherever you go in the went to La Grande Boissière. It is a world, is such a different experience very small international world! from school. You often focus on a single subject, there are more people What advice would you give to other and, most crucially, you have far less discreet and competitive industry. students, for example to those doing supervision. It is really up to you to Immediately following graduation in their IB Diploma or heading off to become who you want to be. July 2011, I interned at the boutique university? auction house, Phillips de Pury & Co., Think about what you want to do, Ecolint prepared me in several ways in Geneva. I sent them a speculative not what you think sounds good or but I think the most important was email and got extremely lucky. I had an clever. Banking, law and consulting how to be adaptable. Most students do amazing boss and she helped secure are fantastic careers if that’s what not stay in Switzerland for university. my transfer to London where I worked motivates you, but they are not the only Ecolint prepared me for the cultural on their Swatch auction in Hong Kong. possibilities. If you have something you transition. In London, I made friends aspire to do, go for it and do not give from everywhere: Hong Kong, Paris, This experience opened me to the up. Get work experience from the start Toronto… you name it! Cambridge was international art world and in February in what you are passionate about and different, much more British. I made 2012 I joined the contemporary art make contacts. This will help you gain friends from Milton, the Cotswolds - gallery Bischoff/Weiss in Mayfair, recognition and prepare you for life after places I had to look up on a map. It was London, which represents a roster of university. great though, because Ecolint made me highly talented artists and takes part in more open and I am comfortable with numerous art fairs around the world. Doing something different is difficult. people from all over the world. They have a very energetic, supportive This past year has been incredibly hard: team and I have learnt a huge amount getting recognition, earning a proper What have you done since from working with them: one day I am salary, endlessly explaining why I did not graduation and what are you doing organising the shipment of an artwork, become a lawyer - but you have to push now? the next I am meeting with a client and on. Hard work pays off. If I had not stuck I have been working in the field of art writing an art fair proposal. You have to to my guns, I would not have just moved business, which is a thrilling, highly be constantly on the ball! to Hong Kong!

14 echo11 | autumn2012 LES ANCIENS ET PAS SO OLD A day in the life

Helena Bismann (LGB ‘14) arrived at Ecolint in 2008, aged 12. She left at the end of the last school year in June 2012 and moved to Amsterdam where she has just started studying for her International Baccalaureate Diploma (DP). Helena explains how her time at Ecolint both helped and changed her.

Where are you now and what are you doing? During the summer I moved back to Holland and am now living in Hilversum, a city not far from Amsterdam. I recently started the IB Diploma Programme and I am working really hard (even though it has only just started).

What do you/will you miss most about Ecolint? What I miss the most are my friends. Helena Bismann, second from right, with some of her LGB friends During the past two years of Secondary School, things happened with my family that would have been terribly difficult skills, so that I am now much more where I spent part of my adolescence to go through without all the support I comfortable leading others. and really got to know myself. School received. Without my even asking, my taught me to be stronger and more friends were by my side and I could talk to Best and worst moments? open with others, without caring each and every one of them whenever I There were so many best moments at what people think. It made me more needed to and rely on them. I made some Ecolint. I really enjoyed spending time independent than I used to be and amazing friends at Ecolint throughout my with my friends. The Bal de Neige was taught me so many different skills. four years there. YOU ALL KNOW WHO great because it was the one event in It also pointed me in the direction in YOU ARE! I will also miss the campus. the year when all three campuses got which I would like to go in the future - Compared to my school now, La Grande together. I also especially enjoyed the trip journalism or humanitarian work. Boissière (LGB) is big and really beautiful. to Valencia in Year 10 with my Spanish I will also miss the teachers who guided class. There are so many advantages Which subjects did you like best and me towards the DP and were there for of being at Ecolint that I feel students why? me during the hard times too. I got to almost take them for granted. There My favourite subjects were probably English know a couple of them really well and weren’t really any bad moments, maybe and Biology. I loved English because for we became pretty close. Something else just the exam periods, which seemed the first two years of Secondary School I that I will miss are the opportunities that to make me more nervous than at any had some incredible teachers to whom I Ecolint offers. There are so many trips other time during the year. became very close: they guided me and and activities, whether it is during or after gave me really helpful advice. school, and this is something that is not What is Ecolint spirit for you? Can you stressed quite enough at my current describe a time when this school spirit If you could do it all again, is there school. was most apparent? anything you would do differently? Ecolint spirit for me is really being part of Nothing comes to mind, except for How did Ecolint change you as a a community and being international. This maybe working more than I might have. I person? spirit seems to be most apparent during was a good student, but I did not always Ecolint changed me in very discreet the yearly Kermesse at LGB. There are put all of my effort into certain things. I ways. I was involved with a dedicated so many stands and so many different only did what I was meant to, instead of group of students in a movement nationalities and the whole school takes doing more. I am going to make sure I do called Youth Against Human Trafficking part in the day. Spirit Day was also a more for these last two years of the DP. and we attended the Global Initiative great way of seeing the school spirit Network (GIN) conferences. It was in action, since it really showed the Which qualities did an Ecolint really interesting to be a part of this craziness and creativity of our school. education encourage most? and I truly learnt what commitment Ecolint really increased my means. Because of this, I also gained Do you think Ecolint has shaped what confidence. I feel much more experience of speaking in front of others, you would like to do in the future? comfortable speaking in public. My which made me less shy. It was a great I think that Ecolint has shaped me range of interests has widened and I experience. Certain teachers taught because it is the school I have attended enjoy being a part of projects that help me other things, including leadership for the longest. It is also the place people in different ways.

echo11 | autumn2012 15 LES ANCIENS ET PAS SO OLD An artist’s way

Krizia Bassanini, La Chât ‘05, more comfortable than I did at Ecolint. It explains why it felt so great to felt great to swim in familiar waters. “swim in the familiar waters” of Ecolint. I see internationalism as the best way of understanding our planet. Cosmopolitanism is the key to it all. What did you like best about school and why? If you had a magic wand, what would I thoroughly enjoyed theatre lessons you have done more or less of at with Mr Pasternak. I loved being in an school? international environment that brought I would have focused a little more on diversity, both socially and academically. the subjects that, at the time, I felt were less important but that I now realise are What are the most important lessons equally important in providing a general that you learnt from your time at background and education. Ecolint? To follow your goals and dreams. To trust Because the Arts are my field, I would yourself in what you choose to do with have loved to explore the subjects that your life and as a possible career, even if it’s interested me more and, for example, not always 100% supported by your family. wish I had been able to take three Arts as How do you think Ecolint is different my Higher Level subjects. In other words, Who are/were your Ecolint role models from other schools? more openness in the curriculum would and why? Who were your favourite The diversity of cultures means that it have been good. teachers and why? is very international both in terms of its Both of the teachers below were my students and teachers. Which qualities do you think an Ecolint favourite teachers and role models. education encourages in students? What was it like going to a Respect for people’s differences and Mr Schumann - his passion for History school with students of so many bilingualism. and the way he delivered every lesson. different nationalities? What does He was a true story-teller of the past. internationalism mean to you? What do you miss most about your Now that’s a great teacher! I was born in the United States. My school days? mother is Spanish and French, my father I miss learning. I never thought I would Mr Pasternak - his stamina and the way is Italian and my brother was born in come to say that but after four years he believed in every student and pushed England. Being brought up with three of teaching singing I have a new found us to bring out the best in ourselves. mother tongues, I could not have felt any respect for teachers and their work. I appreciate Ecolint all the more after being in the UK for four years and seeing how lucky I was to benefit from such an international education.

What did you hope to do after graduation and what are you doing now? I hoped to become a professional vocalist/musician and that’s what I am now. I am fulfilling my two careers: my music project, La Meduza, and teaching singing.

Looking back on your years at school, do you think Ecolint changed you for the better? If so, how? It most definitely made me realise that all I wanted to do was music and that, no matter what, I was going to achieve my goals. So yes, for the better.

16 echo11 | autumn2012 COMING UP OR JUST BEEN

Michaelene Stack, Celebrating your generosity Director of Development

We have plenty to celebrate this to the capital campaign. Both fundraising year: record results and our drives have achieved excellent results! Our wonderful donors! giving community. The total left to raise for the Arts Centre is now just over CHF 4 million. The building The LGB Middle School student work is under way and we hope this who donated her pocket money 100%! An outstanding end-of-term positive and exciting start to term will to the Arts Centre; the alumnus achievement at Campus des Nations inspire the community to help us reach Henry Baum (LGB ’36) who made We achieved a number of fantastic our target this year: it is fantastic to see a bequest to the LGB campus fundraising successes at the close of the the transformational project take shape. in his will; the member of the IT academic year 2011-2012 and nowhere Department who gives without more so than at Campus des Nations, We are very proud! fail to the Annual Fund each where we made history. We reached The generosity displayed by each of our year; Campus des Nations’ PTA’s 100% of our CHF 40,000 Annual Fund campus communities last year forms matching gift, which enabled us to target! An anonymous donor at the part of a philanthropic tradition that is as reach 100% of target; the group Kermesse, who made the generous old as Ecolint itself. Our culture of giving of alumni from the Northeast offer to match all gifts made on the day not only reminds us of who we are and US Chapter that used funds on a two-for-one basis, gave a huge where we have come from, but also accumulated over the ten years boost to the campaign. Inspired by this helps us in becoming who we want to of their existence to support the wonderful gesture, the PTA took up the be, as we strive continually towards our Arts Centre; the LGB parent who baton, offering to match any gifts made goals. We take pride in all that we have is sponsoring the Arts Centre during the final few days of the campaign, achieved through the support of the auditorium foyer: these are all and we reached the target just before community and celebrate our fundraising examples of the individual bricks the campaign closed. The Campus des history, which is synonymous with our that form the foundation of our Nations community is justly proud of community’s generosity. generous, supportive, philanthropic this record-breaking feat and we are community – still so impressive and currently installing the new lighting and Onwards and upwards inspiring after almost 90 years! sound equipment at Grand Saconnex. The Annual Fund 2012-2013 launches Pregny inaugurated their new train on 26 this month. Please visit www.ecolint. September 2012. ch, section “Supporting Ecolint” for details of each campus’ projects and A fantastic end-of-year report at La to make a gift. You are participating in a Building on your Châtaigneraie and La Grande Boissière valued philanthropic tradition which has philanthropy The excellent results continued: at La flourished at Ecolint for 88 inspiring years! Châtaigneraie, we raised over CHF We celebrated the “ouverture du 40,000 towards the completion of the chantier” of the LGB Arts Centre on fitness trail, aided by a trail-blazing group 8 October: see www.ecolint-arts.ch for of Class 6 parents who clubbed together photos and to read about the build. and raised over CHF 5,400 to sponsor The fundraising continues this year – an exercise station. From November, we just over CHF 4 million to go! look forward to seeing students, staff and parents getting fit. The Annual Fund at La The upcoming milestones for our Grande Boissière (LGB) was dedicated Arts Centre construction project: to the Arts Centre and we raised over • October to November: demolition CHF 360,000 towards the CHF 2 million Calling all Alumni! of existing buildings. community target; this impressive total Have you named your seat in the includes significant support from La theatre or auditorium? Don’t forget to • November to January: Grande Boissière’s PTA and brings the leave a lasting reminder of your time infrastructure work to be completed LGB community contribution to CHF at Ecolint in the new Arts Centre! including water, electricity, drainage 605,000 over two years. At the same www.ecolint-arts.ch and landscaping. time, the Arts Centre capital campaign has continued and received a significant • Mid-January: the arrival of the big fillip on the last day of the summer term, Be part of it all! crane – and it will be one big crane! when an anonymous donation of just Become part of our giving community and under CHF 1,000,000 was confirmed. make a difference. Visit www.ecolint.ch, • Late January: work commences on During the summer, a charitable trust section “Supporting Ecolint” today! the foundations. committed over half a million Swiss francs

echo11 | autumn2012 17 COMING UP OR JUST BEEN Des aventuriers culturels

Isabel Caudet, professeur de français et organisatrice du voyage à Paris depuis 8 ans, de l'Ecole secon- daire, La Châtaigneraie, explique comment ce voyage permet aux élèves de s'immerger dans la culture française et d'éveiller en eux le goût de la langue de Molière. Elle a demandé aux élèves aventuriers de cette année de partager leurs expériences.

Le voyage à Paris est devenu une Nous avons eu la chance d’aborder des un voyage, comme celui de la classe institution au sein de La Châtaigneraie. aspects culturels auxquels les gens de à Paris. Le sentiment d’appartenir à Il y a 2 ans, nous avons célébré son 20e notre génération ne s’intéressent pas une communauté, dans une école anniversaire. Né en 1990 pour donner instinctivement; autant de raisons pour internationale, se développe en fonction de l'occasion aux étudiants de français de lesquels ce voyage a été un tel succès. la vision de l’école, qui encourage et incite s'immerger dans la culture française et Natacha l’esprit de camaraderie, la compréhension d'éveiller en eux le goût de la langue et le respect de valeurs culturelles, et de Molière, il a subsisté grâce au Selon vous, quels ont été les aspects surtout un comportement qui démontre formidable succès remporté auprès positifs et négatifs de ce voyage ? la tolérance et la curiosité des étudiants. des participants, année après année. Ce voyage d’étude à Paris, très chargé, En voyage, nous sommes ambassadeurs Organisé autour de visites guidées et de nous a permis de faire des activités de l’école, et en tant qu’étudiants il est de spectacles, le voyage permet à chacun très différentes les unes des autres, notre responsabilité de bien représenter d'y «trouver son compte», que l'on se dans différents domaines artistiques et de défendre la réputation de notre sente attiré par l'art, l'histoire ou les arts (photographie, théâtre, architecture), et de institution: le comportement des étudiants dramatiques. Toutes les activités sont nous plonger dans plusieurs époques de reflète la manière dont leur école les de formidables vecteurs de la langue l’Histoire. Nous avons beaucoup apprécié prépare et les instruit. française et celle-ci devient alors outil la pièce Les liaisons dangereuses, malgré Paola et se met au service de la culture, pour le fait que le roman épistolaire ait pour un enrichissement à la fois personnel et cadre temporel le 18e siècle. En effet, En quoi les voyages scolaires sont-ils communautaire. Voici ce qu’en disent John Malkovich a intégré des éléments importants ? les étudiants de la classe 13 qui sont contemporains (des téléphones portables Je pense que les voyages d’étude sont partis en mai dernier: par exemple) comme autant de clins d’œil très bénéfiques pour l’éducation des comiques à notre époque où, finalement, jeunes. L’opportunité d’être à l’étranger, Quelles activités vous ont été les hommes et les femmes continuent en dehors de l’enceinte et du rythme proposées ? d’entretenir des relations complexes. routinier d’une école, nous permet Nous avons eu l’occasion de nous C’est d’ailleurs ce qui a rendu la pièce d’être plus libres dans notre approche rendre dans quelques-uns des lieux les particulièrement captivante. des éléments qui nous sont présentés. plus réputés de la capitale: le Marais, Nadège L’opportunité d’avoir un voyage d’étude le quartier Latin, les Champs-Elysées dans une ville comme Paris permet de et Bastille. Pendant notre temps libre, Est-ce que ce voyage a changé votre visiter des lieux uniques au monde d’une nous avons eu la liberté d’aller où vision des choses ? grande importance historique et de nous voulions. Chaque jour, pendant la Ce voyage a changé la façon dont je pratiquer la langue que nous étudions. journée, deux activités étaient proposées visiterai désormais une ville touristique Henrik (musées, expositions, visites guidées de comme Paris. J’ai compris qu’il y a lieux insolites ou de bâtiments), puis une beaucoup plus de choses à faire que sortir Qu’est ce qui a manqué dans ce sortie spectacle le soir. Nous avons fait un et faire la fête ou seulement visiter les voyage ? fabuleux saut en arrière dans le temps à endroits populaires où va n’importe quel Durant notre voyage, nous avons travers la visite de l’Opéra Garnier. touriste, comme la tour Eiffel ou le Louvre. découvert beaucoup d’aspects de la Chanie La visite de l’exposition de Paolo Pellegrin Ville Lumière que nous ne voyons pas m’a énormément touchée et inspirée. Si forcément lors d’un voyage personnel. Qu’avez-vous appris pendant votre ce voyage avait été fait entre amis, on ne Des lieux moins touristiques, un Paris séjour ? Qu’en avez-vous retiré ? serait sûrement pas allés dans une galerie différent de celui que l’on l’imagine. Bien Ce voyage nous a permis d’aborder la de photos, et on aurait donc manqué une sûr, en quatre jours il est impossible de culture sous un jour différent, en-dehors exposition absolument extraordinaire. tout voir, mais bien que je ne sois pas d’une salle de classe, sur le terrain: nous Kelly une grande fan d’art classique, une visite avons découvert, à travers l’exposition au Louvre, par exemple, a pu manquer de Helmut Newton, que la photographie Qu’est-ce que «l’esprit Ecolint» selon à certains. Quand nous sommes en de mode dépasse le cliché superficiel. vous ? groupe, c’est aussi plus difficile de goûter L’exposition de Paolo Pellegrin sur la La meilleure façon de constater «l’esprit» à l’ambiance parisienne car nous sommes guerre, quant à elle, nous a montré un côté de l'Ecolint est sans doute dans un souvent juste entre nous. plus brut et sombre de la photographie. cadre hors de l’école, par exemple Manouck

18 echo11 | autumn2012 COMING UP OR JUST BEEN A vos agendas

Coming up FOUNDATION 12.01.2013 Ecolint Annual Education Conference “The International Each year, on our three campuses, we School in the “Era of Globalisation”, at the International Labour hold many events that are open to all Organisation. For further information go to www.ecolint.ch/ community members. Why not come education_conference and join us? Please check the school and 22-26.04.2013 ecolintannuelle Open Art exhibition alumni websites for more information about dates or call the schools directly. SCHOOL EVENTS 10-11.12.2012 Students’ League of Nations – Palais des Nations Sur nos trois campus, chaque année de nombreux événements scolaires sont 21.02.2013 La Châtaigneraie Careers Evening, 7pm ouverts à tous nos alumni. Vous êtes 13.03.2013 La Châtaigneraie International Baccalaureate Art Exhibition Open Day cordialement invités à y assister. PTA EVENTS Dates and details will be updated 18.11.2012 La Grande Boissière Second Hand Sport Sale, 11am to 5pm, Cafeteria regularly and are available on our 25.11.2012 La Grande Boissière Winter Bazaar websites: Alumni community at 07.12.2012 Campus des Nations Festival of Lights http : // alumni.ecolint.ch 15.03.2013 La Châtaigneraie Spring Festival School website: www.ecolint.ch 03.05.2013 Campus des Nations Spring Gala Dinner 05.05.2013 La Châtaigneraie Car Boot Sale

Reception telephone numbers 25.05.2013 La Grande Boissière Kermesse

08.06.2013 Campus des Nations Kermesse La Grande Boissière: 15.06.2013 La Châtaigneraie Kermesse +41 (0)22 787 24 00 La Châtaigneraie: ALUMNI EVENTS +41 (0)22 960 91 11 03.12.2012 London Escalade dinner

Campus des Nations: 06.12.2012 Geneva Escalade dinner, La Grande Boissière Campus +41 (0)22 770 47 00 15.12.2012 New York Escalade dinner More information and dates of Escalade dinners around the world are Alumni Office: on the alumni website: http://alumni.ecolint.ch. Please check! +41 (0)22 787 25 55 Impressum Michaelene Stack Director of Development – Catherine Mérigay Development & Communica- tions Associate – Marie-Christine Muller Development & Alumni Assistant – Francis Poncioni Graphic Designer – Nicolas Smiricky Development & Information Officer –Christophe Tournaire Web Commmunity Manager – Sandra Venturini Assistant to the Director of Development Edited by Krista Clausnitzer – Designed by Francis Poncioni Printed by PCL Presses Centrales S.A. – Production 13,000 copies International School of Geneva 62, route de Chêne CH - 1208 Geneva www.ecolint.ch Alumni community : http : // alumni.ecolint.ch [email protected] – Tel : +41 (0)22 787 26 63 – Fax : +41 (0)22 787 26 35 [email protected] – Tel : +41 (0)22 787 25 55 – Fax : +41 (0)22 787 26 35

The International School of Geneva does not discriminate on the basis of gender, race, religion or national origin in its admission policies or in the administration of any of its programmes. Submission of articles, letters and pho- tos from staff, current and former students and their families is welcomed. echo is published twice a year by the Development and Alumni Office, International School of Geneva and is also available on the school and alumni websites. For more information about echo or to submit information for publication, please contact the Director of Development. If you would like additional copies of echo, please contact Nicolas Smiricky the Development & Information Officer. The Development and Alumni Office has made every effort to ensure that the information contained in this edition is accurate and complete. However, despite our sincere desire to avoid errors, they do occur occasionally. © Copyright of the International School of Geneva, November 2012

echo11 | autumn2012 19 Humour

Teacher : Tomorrow there will be a class on Pluto and Neptune. Everyone must attend. Student : Sorry, I can’t. My mum won’t let me go that far.

The maths teacher asked little Billy, “If you have CHF 20 and I ask you for a CHF 10 loan, how many Francs would you still have?” “Twenty” came the reply. “How can that be?” asked the teacher. “Just because you ask me for a CHF 10 loan doesn’t mean I am going to give it to you”.

Teacher : Give me a sentence starting with “I”. Student : I is... Teacher : No. Always say, “I am.” Student : All right... “I am the ninth letter of the alphabet.”

Where are you now?

Please join our alumni community http://alumni.ecolint.ch

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La Châtaigneraie, 1980, classe 4

Advertising in echo echo magazine is published twice yearly (in the autumn and spring). It has a print run of 13,000 and is distributed to current and former students and their families, our staff and corporate and institutional partners. The next issue is due out in spring 2013.

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20 echo11 | autumn2012