Editorial team: Nicola Bullough, Annie Divaret, Yasmin Hollis, Ian Macleod, Debbie Macklin, Hilary Moser, Philip Shaw-Latimer Student editors: Fiona Macklin and Catherine Russell

NEXT ISSUE SEPTEMBER 2010

Visit the British Section website www.lycee-international.net

May 2010No 97

The Br it ish Section Magazine Lycée InternationalSt Germain-en-Laye& Partner Schools

insites

Good Luck! ...to all our students preparing for exams

Headlines

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Headlines

3

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In this issue Headlines 3The OIB: like nothing else

Primary 4 - 7Helping others and teamwork

The OIB – 25 years on 8 - 9Tribute to a unique exam

Secondary 10 -14On open doors and space, silence on the Somme,UNESCO, winning writers and more...

BSPTG 15 - 18 The end of a mandate, Quiz night, the forumand the emotions of sport...

On stage 18 - 19King Arthur and the Isle of Wight

Student Shout 20 - 21On TPE and life in France; original lyrics andThoughts on Greenzone

BSPA 22Governors get out and about

Alumnae 23Words of comfort PhotoboardMore photos from football finals day 24

Cover photograph of Terminale students - heads down and into the last straight! Debbie Macklin

When I became Head of the British Section in 1980, we had one class of 20 Terminale students and they all took

the International Baccalaureate (IB) diploma. Exactly thirty years on, we now have four teaching sets in the final year and all 70 students are about to sit the OIB (Option Internationale du Baccalauréat Français). It is 25 years since the first OIB examinations were held and 25 years since the Lycée International gave up other diplomas (notably the IB) in order to commit itself totally to the OIB, a special version of the French Baccalaureate which had first seen the textual light of day in a decree which bore the memorable date of 11th May, 1981.

Although only one letter separates IB and OIB, the two courses are not to be confused. The IB is stateless, run by a private foundation with its spiritual home in Geneva. Its primary aim is to offer a course which will be relevant and attractive to students across the world and which will either correct some of the limitations of national diplomas such as UK Advanced Level, or fill the gap where a national school-leaving diploma does not exist (as in the US). The OIB has the full status of a French Baccalaureate with the clear spécificité of validating true biculturalism. It achieves this by the (unique) method of allowing foreign partners to play an essential role in the evaluation of students in two designated subjects with high coefficients. Frankly, I believe the OIB to be like nothing else on the world educational scene.

Both IB and OIB have been considerable success stories. The IB’s original appeal was to international schools teaching the curriculum in English; but it has increasingly spread to schools without any particular international profile in the US and, more recently, in the UK The OIB operates on a much smaller scale, of course, and mainly in France; but the number of students taking it has now grown to 1,889 (the 2009 total with all sections included) and over 700 Terminales will take the British (or Cambridge) version of the examination this summer.

The 25-year history of the Franco-British OIB can be divided into two parts. The first fifteen years saw the OIB with an ‘elitist image’ and relatively slow growth – too slow, in the opinion of the Inspection Générale. There were two serious threats to its continuation.

The first, in 1997, came in the form of a proposal from the French authorities that the OIB should revert to being an option in the normally accepted sense – i.e. an optional add-on to the core curriculum and a chance for students to earn bonus marks only. The sections stood united in seeing this as an attempt to ma se their teaching and to ‘gallicize’ the OIB. They and their supporters managed to get the proposal withdrawn. The second, in 1999, was Cambridge’s announcement that they wished to pull out of the OIB on grounds of cost. Here the British sections were able to persuade Cambridge to stay in the game by agreeing to bear most of the administrative burdens of the OIB, thus keeping costs under control. A supporting association (ASIBA) was created and responsibilities assumed at the same time by teachers within the sections, mainly in St Germain (see page 8 ).

The last ten years have seen real growth, with a spectacular increase in the number

of participating schools and candidates since 2006, when a change in the law removed the pre-condition that 25% of the students in an international section be of non-French nat iona l i ty . Dur ing th i s same period, Cambridge has

become more and more enthusiastic about the special merits of the OIB; despite stiffening competition for places, virtually all top UK universities have shown their appreciation in the attractive offers made to our students.

2010 is therefore the time to enjoy a celebratory glass of champagne while using the other hand to gird one’s loins for the challenges of the next 25 years. Protecting the high standards achieved so far; securing specific recognition for the OIB in the French higher education sphere; solving the tremendous logistical challenges of more sections further and further apart (and not just in metropolitan France!); keeping the OIB community (or ‘family’ as we like to think of it) together... I foresee very few dull moments for my successors.

Philip Shaw-Latimer

Director, British Section

pshawlatimer@lycee-international.net

“I believe the OIB to be like nothing else on the world

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the same pace for everyone and that some parts of the world are addressing issues and problems with which the Victorians wrestled is an interesting sequel to previous years.

To bring Mumbai even closer to us here in Saint Germain, one of our parents Vijay Thakur, will give a presentation to 7ème pupils at the end of May.

Annie Divaret

54

PrimaryMumbai - our 7ème/CM2 topic study Mumbai – comparing times of change

When Janet Hadley returned from Mumbai for a short

holiday last summer, her pre-sentation to the 7ème/CM2 class motivated the pupils to organise a second-hand book sale at last year’s Lycée en Fête and a collection of pencils for children in a school catering for street children. This school year, the project has developed further and is actively supported by Anne Aubry and Madeleine Hepworth (BSPTG) who have taken charge of the fundraising, ably assisted by the pupils...

One of the topics which is studied in 7ème is ‘The Victorians – A Time of Change’. The

Industrial Revolution and its impact on people’s lives is a fascinating subject and during the years we have studied this area of history and because of the dimensions of the subject, we have been able to diversify our fields of enquiry. This year the pupils are comparing the conditions experienced in Britain with that of people living in Mumbai.

We are investigating the lives of those who moved from the countryside to the towns in search of work in the mills and factories. Our specific focus is on their working conditions, notably child labour and, of course their living conditions. 19th century Britain saw some of the worst housing conditions with squalid slum dwellings as factories and the houses for the workers were hastily put in place to respond to the demands of manufacturing. The infrastructures of town planning were gradually put in place as social reformers campaigned for the government and town councils to take responsibility for public health and children’s welfare.

Modern day Mumbai faces many problems similar to those of British cities during the Victorian period. People are flocking into the city in search of work and just like the 19th century towns in Britain, Mumbai is facing huge problems due to a lack of town planning and the implementation of structures to provide public housing and underground sewage systems. Interestingly too, Mumbai was a huge centre for the textile industry reaching the height of its activity in the weaving of cotton and silk in the first half of the 20th century – the trustees of the Paragon Charity were, in fact, mill owners.

The opportunity to research and understand that change continues, that it does not move at

Above, two of the posters designed by 7ème pupils for the Ladybird project which have encouraged pupils and their families to save used ink cartridges and bring them in to raise funds for schools in Mumbai.

This humanitarian organisation is committed to providing the impoverished with tools,

knowledge and opportunities to break the cycle of poverty. Its main focus is education, encouraging families to make a commitment to learning and change. They also gain access to daily nutrition, medical attention and counselling for both children and parents.

Attendance at the school is irregular and it is the opportunity to have a hot meal at lunchtime which, as Tania the founder and leader explains, remains the principal attraction. In fact it is the large cooking pot which is one of the first things you notice as you enter the building. All around the school is the environment in which these children spend their time. The ‘play’ area sits side by side the wide sweep of land where people are scavenging. And, only too often the children are expected to help their parents in order to earn some money for the family.

We intend to continue the help which began following Janet’s visit to 7ème last year, sending pencils and other practical materials which will be of use to them.

We were very proud and touched to receive this letter recently from the

organisers of Readathon – an annual sponsored reading event that we have been delighted to support in the Primary department for the past twenty years. The money that our children raise from their sponsored reading efforts goes to two very active charities, the Roald Dahl Foundation and CLIC Sargent, which are very active in helping sick children. We look forward to being a part of this great initiative

again this autumn.

Families have received by email the ‘Ladybird’ project details with the posters and handouts designed by the 7ème pupils requesting people to bring in to school their used inkjet cartridges. The collection boxes are to be found in all classrooms on all sites. The boxes in the primary classrooms have been designed by the 10ème/CE1 pupils who have drawn wonderful ladybirds which brightly decorate the boxes. The inkjet cartridges will be recycled and we will receive an amount of money for each cartridge deposited at the recycling centre. The boxes are filling up but we need lots more and we are counting on your help.

The money raised will be donated to the Muktangan School in Mumbai. When I visited Janet in February, I spent several days in the school working with the pupils and children. Muktangan, an initiative of the Paragon Charitable Trust, works in close partnership with the Municipal Council of Greater Mumbai and a number of NGOs. Its mission is to provide high-quality, affordable education to the economically disadvantaged. The teaching and learning programmes of study are in English. This reflects the growing importance and demand for English. Elizabeth Mehta, its founder, whom I had the privilege to meet, is convinced that the child-centred approach which the school offers, with a smaller pupil/teacher ratio than in the state schools, and its focus on collaborative learning prepares the children for a future where they will be living in a global environment. There are four main subject areas: language, mathematics, environmental studies, and art and craft. During my visit the school

held an exhibition of work with the pupils acting as guides, explaining what they had done, why it was important to have learned what they know and all very eager to show off the models they had made and their written texts.

Strong emphasis is placed on teacher training and planning. The school organizes daily meetings during which the teachers discuss the work and pupil achievements and prepare for the next stage. Elizabeth is particularly proud of the young women who have joined the Muktangan school system as teachers, and who now play an important role in the local community where they have earned a great deal of respect.

I was most impressed by the enthusiasm and dedication of the teachers I met and am convinced that any money which is donated to them will be spent to further and improve the school’s development.

What might the money we send pay for? Well, a

primary teacher is paid an annual salary of 1,200 euros, the annual cost to train a teacher is 425 euros, primary education costs 250 euros per child per year, and to furnish and fully equip a classroom costs around 3,725 euros.

The value of a recycled HP cartridge No 78 is 0.70 euros (or 45 rupees) enough to buy 1 kg of rice, which provides two meals for eight children. An HP cartridge No 17 is worth 0.50 euros (30 rupees) which buys 25 bananas.

Please support the 7ème pupils, accompanied by the BSPTG, to help the pupils in Muktangan.

Annie Divaret

Dear Mrs Divaret-HepburnI just had to personally write and thank you for your kind letter and for your amazing support of Readathon over the years - it has meant the world to us and the children we support through CLIC Sargent and the Roald Dahl Foundation.

Lycée International de Saint Germain en Laye has never failed to impress us and we'd like to send a massive thank you to you and all the pupils that take part. We are blown away by the huge effort the pupils make to collect pledges from sponsors and commit their time to reading. We hope everyone enjoys the time they put aside to read and that Readathon encourages a life-long love of reading.

Many thanks again from us all.

Yours sincerelyBrough Girling

Readathon Founder

Thanks for our loyal support for Readathon

“High quality, affordable education to the economically disadvantaged”

‘ONE’ International – a school for street children

Above, eating Tiffin in the school corridor.

Right, Janet Hadley working with one of the teachers.

Above and below, One! International Shoes off! Just as in Primary classrooms, here no outdoor shoes worn inside.

The school kitchen with its huge cooking pot

The delight of receiving the

pencils sent by their friends

in 7ème/CM2.

The Green Trees‘Five green trees growing healthily,

Five green trees growing tall and free,

But if one dirty factory should come and pollute me,

There’ll be

Four green trees...

But if one busy motorway should come and block my way,

There’ll be

Three green trees...

But if one greedy farmer should come and chop me down,

There’ll be

Two green trees...

But if acid rain should come and poison me,

There’ll be

One green tree...

But if you human beings don’t take care of me,

There’ll be no green trees left for you to see.’

(sung to the tune ‘Ten Bottles‘)

76

Primary

Working TogetherLes Fauvettes

During our annual 7ème/CM2 educational visit to Les

Fauvettes, there is an exciting opportunity for pupils to work together in teams, problem solving, decision making, learning from each other and enjoying each other’s company. The teams are composed of pupils drawn from our three 7ème/CM2 classes and you can see from the photo-graphs what some of their activities entail. A highlight of the trip is the final evening when each group presents the name they have chosen for their group, the badge they have designed and they perform the song which carries the group message expressing their concerns for our environment and their commitment to it. Here, we can share those stirring lyrics with you!

Global GreenTeam‘Global green team,

Global green team,

We will help the Earth,

We will help the Earth,

And we’ll work together

To save humanity,

To save humanity.’

(sung to the tune of 'Frère Jacques')

The Bio Bugs Team‘If you’re happy and you know it save the bugs,

If you’re happy and you know it keep the flowers,

If you're happy and you know it plant a tree,

I f you’re happy and you know it and you really want to plant it,

If you’re happy and you know it plant a tree.’

(sung to ‘If you’re happy’)

The Planetations‘Planetations save the planet!

Planetations yes we can!

Fighting pollution makes a difference!

Can you help us?

We need you!

(sung to the tune ‘Bob the Builder’)

The Wildlife Warriors‘We’re the wildlife warriors my friend,

We’ll save the planet till the end,

We are the warriors,

We are the warriors,

No time for polluting,

‘Cause we are the saviours of the world.’

(sung to the tune ‘We are the Champions’)

Three cheers for parents!Warm thanks to a particularly great team of parents who accompanied the 7ème pupils this year: Pauline Hau, Martin Pike, Jeremy Clark, Darien Bernstein, Maria Sapranides and Anne Aubry .

The Evergreens‘We are the greens,

We save the world,

We are the ones who make

our planet safe,

So let’s start helping,

Stay green, helps our planet,

We are saving many lives,It is true we will make a greener world,

For you and me.’

(sung to the tune ‘We are the world’)

Be Happy, Be Eco Team‘Be happy, be eco, be eco,

Be happy, be eco, be eco,

We recycle paper and glass,

Be happy, be eco, be eco.

We plant trees and make them grow,

We save bugs and let them go,

Be happy, be eco, be eco!’

(sung to the tune of ‘Head, shoulders, knees and toes’)

The Eco lights‘One, two, three, four, five,

We are the Eco lights,

Six, seven, eight, nine, ten,

Now the planet’s saved again.

We let the insects go,

‘Cause they always help us so,

Why don’t you follow us,

Because the world will thank you much.’

(sung to the tune ‘1, 2, 3, 4, 5’)

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Secondary

The OIB, 25 years on...

98

In Headlines I referred to the second chapter in the OIB’s 25-year history start-

ing (perhaps symbolically?) in the year 2000. The sections preparing the Cambridge OIB, acting as a cohesive group, decided to create the Associa-tion des Sections Britanniques et Anglophones (ASIBA) and also to create an administra-tive structure which would be staffed by directors and teachers drawn from their own ranks.

1901 associations such as ASIBA require, of course, officers and these have generally been drawn from the same pool. The President of ASIBA at the moment is my colleague Paddy Salmon from Sèvres. When I step down as Treasurer in October, Ivan Karaïvanov from the Ecole Active Bilingue in Paris will replace me. The OIB sections pay a (modest) annual subscription to ASIBA. Most of the money is used to fund the training sessions for OIB teachers led by Cambridge inspectors in the autumn and in the spring. As more schools join the OIB circuit, the training of staff who are teaching the OIB for the first time is assuming greater and greater importance. ASIBA has also done invaluable work in developing its own website, posting vital information documents on it and – where appropriate – translating them into French. The Examinations Handbook, revised annually, has already been officially approved by Cambridge; now that a full French version exists, we await the formal backing of the French Ministry in Paris.

The administrative structure devised in 2000 consisted of a coordinator/leader (the Schools’ Chair) and two Subject Leaders – one for Language/Literature and one for History/Geography. I took on the role of Schools Chair and my two St Germain colleagues, Nicholas Baker and Nicholas Bunch, served as the first two subject coordinators. The increasing burden of work led to the creation of a Deputy Schools Chair post filled by Peter Woodburn

This most unusual of exams

In the ten years since I became OIB National Subject Leader for English, many things have changed. In 2001 there were 285 candidates from

11 schools. This year there are over 700 candidates from 23 schools, and the growth shows no sign of peaking. I now have the privilege of leading a group of over 70 English examiners, all of whom are OIB teachers in schools in France or Belgium. It really is a privilege, since my colleagues up and down the country are intelligent and dedicated teachers who

A major role for teachers

The OIB is a rather special examination in many ways and not least in the way that teachers have a major role to play

in it. From its very inception 25 years ago it has relied on British Section staff from across the country to organise and run it. For teachers arriving from the United Kingdom that is one of the features of working in France, which strike them. In Britain, examination boards provide the organisation, the structure and are responsible for the development of examinations in schools. Ordinary teachers can get involved in marking examination papers but usually that is as far as it goes. In France and with our OIB, teachers have the opportunity to become much more involved with the examination itself. This is an opportunity to be relished and is a welcome chance to gain experience of, and to participate in, aspects of assessment practice which is normally closed to them in the UK situation. Of course the opportunities for involvement have another side to them and that is in an increased work load and responsibility for everyone but that is not something which seems to put most people off.

of Ferney-Voltaire. When I stepped down as Schools Chair in 2008 and Peter took over, the sections asked me to become ‘President’. This means that I deal with relations with Cambridge and the French authorities while Peter deals with the coordination of the various sections and the organisation of the examination session. Our own Catherine Sagne continues to play a key administrative role in ensuring that information is distributed and collected at the right time – and in the efficient organisation of examiners and examination centres (notably, but by no means exclusively, St Germain).

The Subject Leaders do a huge amount of work for their respective disciplines and provide the vital and continuing link between inspectors and the teaching community. It is a tribute to the three men who have done the job so far (Nick Baker, Nicholas Bunch and Rob Miller of Lyon, who took over as H/G Subject Leader in 2006) that they have carried out these tasks for the general good while working full-time as teachers/managers for their own national section. The two

current subject leaders have made sensible attempts to share the work with other members of the teaching community: all members of our own History/Geography department have thus played significant roles in the recent development of their subject and in sharing expertise with others.

Below, our two senior Secondary managers give more detail of the major contribution made by St Germain to the running of the OIB as a whole. It is something of which the British Section can feel justifiably proud.

Philip Shaw-Latimer

ensure the survival of the OIB by doing a good deal of work, much of it unrewarded or in difficult conditions, for this most unusual of exams.

As National Subject Leader, I work with the Cambridge English Inspector on the development of the exam. I chair national meetings and organise training, as well as planning the deployment of examiners and moderators across France for the examining session in the summer. Although this work

has a national rather than a St Germain focus, its source is the pioneering, rather entrepreneurial spirit of the British Section and of the Lycée as a whole.

The growth in the number of candidates and schools does not tell the whole story of the last ten years. The exam itself has developed, too. Under the leadership of the Cambridge English Inspector, Adrian Barlow, English as a subject has moved closer to A-level: this is essential to the kind of recognition that the OIB now has from the British university system. For example, for the 2011 exam we have introduced the study of groups of texts that belong to a period or movement, rather than looking at individual works in isolation. Next year’s Terminale students will study the topic of ‘Modernism’ through texts by such major modernist writers as Virginia Woolf and T.S. Eliot. This focus on a topic gives exciting opportunities to see literature in the contexts of the other arts and history, and to consider how writers respond to their time and to each other, giving a cultural breadth to the course while retaining the analytical depth so appreciated by universities. We have placed this new topic in the Oral, opening up a possibility that does not exist in A-level, where all examinations are written. The Oral can be examined in a more flexible, exploratory way than is possible in a written exam: this is an example of the uniqueness of the OIB.

My colleagues in the English department have also been active in the development of the exam. This year, for example, Margaret Slaiding, who has many years of experience as an examiner, will become a Senior Moderator of the oral examination; she has also led a workshop at a recent training day. Xana Jones has led a working group to draft marking criteria for the new oral topic. The enthusiasm and energy of British Section teachers help to maintain and develop the exam.

So what actually is the involvement of the British Section History/Geography teachers in the OIB? Firstly the staff are engaged in a range of assessment activities. These are tasks which teachers of all OIB schools are expected to share. They devise and write examination papers in the autumn term in collaboration with our French History/Geography colleagues. That is a good example of the Lycée’s bi-culturalism in action at a teacher level. These are then sent to the French coordinating inspector and from there to Cambridge for scrutiny and possible selection in the summer examination paper. There are administrative and training meetings to attend, which includes a two day meeting every October. In June and July the staff are all involved in examination assessment (either as written or oral markers and sometimes both). That might involve service in St Germain but just as likely will involve some travelling as well – to Brussels, Strasbourg or Aix for example.

However the Section teachers are not only involved in the routine of the OIB: they are also heavily involved at a national level. We provide the two national subject development officers – Julie Marks for Geography and David Jackson for History whose remit is to give advice on the syllabus and on subject matters in the OIB. We have assistant moderators who help the Cambridge inspector to ensure that standards of marking are fair and equivalent between different

examiners. Anne Davis does this task for the written exam and James Cathcart and David Jackson for the oral. The St Germain staff played a large part in the recent development

of the oral examination: in a working party of 7, our staff provided 3 members and chaired it. Subsequent training for oral examiners was hosted in the Château d’Hennemont in the spring time. Our staff had created video training materials and were to be found leading several of the training sessions.

The OIB is a rather special examination and I’m glad to say that St Germain teachers play a rather special part in it.

David Jackson

Nick Baker chairs a working group at a national OIB English meeting in the Château Amphitheatre.

“Subject leaders: “the vital and continuing link between inspectors and the teaching community”

“exciting opportunities to see literature in the contexts of the other arts and history”

There are two imperatives driving the work I do for the OIB. The first is to help to make the exam as fair and consistent as possible in its conduct and its evaluation of candidates’ work. The second is to make sure that the exam opens the British university sector, as well as the French, to those students who wish to enter it. It is fundamental to the OIB that it should give students real cultural mobility, and not just the ability to speak another language well. Our students have a wide range of options in different countries to consider when they make their choices for university study.

The OIB inspires real dedication from the community of teachers. Those who have taken it are also acutely aware of its value. Through our Facebook group for British Section graduates, I recently asked those who took the OIB two, five, ten or fifteen years ago what they felt they had gained from it. What they have to say is fascinating - but that’s a story for another time…

Nick BakerFOR SALE OR RENT

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“an opportunity to be relished”

1110

Open doors; open space

Journée des Portes Ouvertes - Collège les Hauts Grillets

The second annual Open Day at the Collège les Hauts Grillets was

held on Saturday 10th April and was well-attended by parents and students alike. As well as an opportunity for future 6èmes to see their new school, the event also gave a group of parent governors a glimpse of one of the British Section’s partner sites.

Like last year, there were guided tours of the school by 4ème students and the British Section classroom was open for viewing. This year’s highlight was a short documentary style film capturing what British Section children get up to on a typical day at the Collège les Hauts Grillets.

The activities proposed by our French colleagues included demonstrations of science experiments, a performance by the Hispanic dance group and presentations of the newly installed interactive whiteboards.

Many thanks to Margaret Slaiding for her assistance and to the 4ème students who ran the guided tours: Nikolai Berger, Cecile Durand, Raphael Durand-Delacre, Adèle Guinaudie, Gen Kawasaki, Diane Lorgeré, Alex Loveridge, Zoe Varenne, Emily Waldron and Alex Waldron.

Xana Jones

Space!The new Salle Polyvalente in the Collège Pierre et Marie Curie

When Daniel Micheu mentioned to me last year that the collège would soon include a theatre, I was, to say the least, sceptical. The architects of the new school had refused even to consider our naïve request to have one included in the plans. The most we managed in the way of installation was a row of projectors in the canteen and a stage which could only be set up and used very shortly before any performance.

But yes, he assured me, the former ‘atelier de peinture’ in the SEGPA building having closed, the space left vacant was going to become a theatre. I have to say I was not entirely convinced. The last time I had seen this area it had been very cold, very damp, very echoey and large enough to hold an audience of about twenty. A less likely place for a theatre seemed hard to imagine.

However, work did start promptly on the area in early September. Partitions were stripped out, a new floor was put down; the ceiling was lowered; the walls were painted; the lighting and sound systems were transferred from the canteen and the stage

The History/Geography revision weekend for Terminale students... Saturday 10th and Sunday 11th April 2010

Visitors admiring the CDI at the Collège les Hauts Grillets during the Journée des Portes Ouvertes

A demonstration of Spanish dance during the Collège les Hauts Grillets Open Day

Aude Matard and Léopoldine Meauzé in ‘Living with Lady Macbeth’

Attentive parents and students fill the dining hall

was put into its permanent place. With the addition of seating, all this made, miraculously, for a genuinely useful theatre space with very good acoustics and an audience capacity of over a hundred.

Some work still remains to be done: an effective and easy to install black out system is currently being put together by kind and willing contact parents, and a lighting box which was found to be damaged during the move from the canteen needs replacing. The room as a whole could do with some extra, slightly more powerful lighting to be fully effective. However overall, this is an excellent facility. And as someone who has struggled to conduct drama activities and rehearsals in classrooms and corridors for many years, I can say that having it just a one minute walk away from the classroom is a real asset.

The theatre was used for the first time in February, for a performance by 4ème British Section students of ‘Living with Lady Macbeth’, a play by Rob John.

Roger Stephens

A kick-start to revision

Michel Vuillermoz and Clotilde Courau in a scene from the film ‘Des Mots d’Amour’

Secondary

British Section students and the BSPTG contributed to a very successful charity fund raising event in St Germain en Laye in April

at the Salle Tatti. Over 170 Lycée parents and students, plus guests of the town council and the mayor, attended a private screening of a new TV film, participating afterwards in a stimulating debate with Docteur Monique Le Poncin-Séac’h, a leading neurology expert from hospital Pitié-Salpétrière. During the evening, guests kindly donated 4,500€ to l’Association France Alzheimer.

Last year , Thomas Bourguignon, a French film critic and producer of a number of TV films made his first feature film, ‘Des Mots d’Amour’, based on the love story of a business director who discovers he has Alzheimer’s in his forties and his lover, from whom he tries to hide the illness. It is an incredibly moving and powerful story, clearly and sympathetically portraying the gradual onset of the illness and its impact on the extended family. It has yet to be released on French TV and so I felt there was an opportunity to hold an “avant première” in St Germain and use the occasion to broaden the knowledge of the illness and encourage us all to donate to France Alzheimer’s who are celebrating their 25th year in 2010.

Thank you to all those of you who personally helped made it such a memorable evening.

Bob Lewis

Beatrice Langford Powell was one of the students who helped. Here are her thoughts on the film...

When I volunteered to help at the charity evening, I hadn’t really given the film much thought. After all, what possible interest could there be in watching a film about someone forgetting things? Yes, I am rather ashamed to admit that that was my idea of Alzheimer’s disease beforehand: something vaguely irritating because you forget things easily. Of course, I had heard accounts from various

different people about what a tragedy getting Alzheimer’s is, but I never truly managed to grasp at what point it can destroy your life and ruin those of everyone around you. In short, I pictured it as an old person’s disease, too far off to need worrying about.

As the film began, a curious interspersion of stories took place – the

scenes seemed to alternate between the two halves of the main character’s (a

middle- aged man) life. The story of the burgeoning romance between him and a colleague was sectioned with shots of the man during visits to the doctor, and his ‘air-headed’ moments, and a plot of secrets and pride versus trust and love was put into place. The main character, on finding that he has an advanced stage case of Alzheimer’s reacts in a heartbreakingly practical way. He prepares himself in every way that

A total of 67 Terminale students (out of a possible 70), all five of the Section’s History/Geography teachers, a beautiful spring weekend and the equestrian centre of Les Fauvettes in nearby Neauphle le Vieux provided the context for this year’s traditional revision weekend. The idea was to give a kick-start to the process of preparing for the OIB exam in the summer and it seems to have succeeded most satisfactorily. The students attended a series of revision lectures and workshops, had an individual “mock” oral exam and had time to socialize as well! The students were a particularly pleasant group to work with this year and the staff were impressed by the general hard

working and serious attitude of the group. Even the early morning run on Sunday morning was better attended than in previous years. This was an enjoyable weekend of work and preparation for the OIB. There is of course a lot more to do before the exams themselves but the weekend appeared to do a useful job of helping the process along.

David Jackson

A BIG thank you to all the staff from students and parents for giving up their weekend for the benefit of the students

he can for the complete loss of his memory, by making films with his details or sticking 'post-its' at work. But it was his utter refusal to accept pity from others that drew the most empathy from me – right up until the last moment possible, he refrained from telling his lover about the disease for fear that she would then react in a different way, and his utter unselfishness at asking her to leave him when she finally found out struck me as being a true portrayal rarely seen in films. In the last few sequences, the character loses his memory so much that he no longer recognises his companion. As she leaves him a last video message on his phone and leaves the hospital where he has been interned for the last time, I think that a few tears may have run down my cheeks – I who am stubbornly stoical in films usually.

This is the story of a great love which was prematurely ended, not by the cessation of feelings, or even by death, but by the loss of memory. Having to leave someone at such a young age, while they are still alive and used to love you is probably one of the hardest things to do, let alone watch.

Beatrice Langford Powell

For more information see:

www.francealzheimer.org

Docteur Monique Le Poncin-Séac’h has developed successful support techniques for early stage treatment. For more information:

www.omegatv.tv/video/28204508001/sante/conseilssante/memoire--exercice-pour-apprendre-a-memoriser

‘Des mots d’amour’

Banner photos: Terminale revision weekend at Les Fauvettes. Below, warming up for the Sunday morning run

The new salle polyvalente at the Collège Pierre et Marie Curie

12 13

SecondaryInspired to write on...

“We cowered in the damp, dense shrubbery of the woods”

British Section pupils in 6ème and 3ème took part in a competition run by

Evans Books to celebrate World Book Day. 6ème pupils were given opening lines written by a famous author and asked to use these to begin their own short story. 3éme pupils created poems from a first line given by Roger McGough. We were delighted to learn that there were two winners in the British Section this year. Ben Turner (in 6ème at the Lycée) was a winner with his short story ‘Home Sweet Home’ based on first lines written by Andy McNab. Mathilde Rimbert (in 3ème at Collège Pierre Marie-Curie) was also a winner with her poem ‘Heroes’. Both Ben’s story and Mathilde’s poem have been included in an anthology of competition winners published by Evans Brothers Ltd (right). Copies are available in the libraries across the British Section sites. Warm congratulations to both Ben and Mathilde! Sally Naylor

HeroesWhen I am old and looking backWho will the heroes be?What deeds will they have done?What changes will we see?

The knight in shining armourRescuing the princess in her tower,Firemen fighting a sea of flamesWere the heroes of my earliest hour.

Rockstars singing lyrics to a crowd,Models strolling down runways,Handsome Hollywood actorsMake up the heroes of my teenage days.

Freedom fighters and peace makersNever-ceasing in their strife,Statesmen with soul-stirring speechesCompose the heroes of my adult life.

When I am old and grey with years,Will Earth be left to save?Will there be a place for heroes?Will there still be a home for the brave?

Home Sweet HomeFrom the other side of the wall, I could hear

their footsteps getting closer. It was definitely now or never… Beads of sweat were running down my face in the cold night and fear clung to me like a predator grips its prey. My younger brother, Timothy, was trembling beside me, his small face as pale as the moon. We made a break for it and sprinted away from the sprawling, sinister building

in which we had been held, towards the dark woods. But we didn’t go unnoticed. We could hear angry voices, “Over there, towards the woods!” they shouted. We needed to find somewhere to hide and fast. Timothy’s legs buckled beneath him. I grabbed his

small, bony hand and pleaded with him to get up. “Come on Tim, we’ve got to get away, don’t give up!”. We cowered in the damp, dense shrubbery of the woods, our feet sinking into the cold, sticky mud. I could not bear the thought of what would happen to us if we were caught...

The forest seemed to come alive in the darkness, with the occasional hoot of an owl and the rustling of leaves in the night breeze. With the moon disappearing behind the clouds even the most familiar noises sounded ominous. Timothy was whimpering beside me, clutching my hand so tightly that a sharp pain ran constantly along my arm. I daren’t let go for fear of Tim crying out and giving away our hiding place. The footsteps were getting even closer now, the regular thudding of feet sending tremors throughout my body. “Please don’t let them find us”, I prayed silently. As quietly as possible, I urged my body further down into the damp undergrowth, willing their footsteps to pass by. I could barely breathe, my chest tightening with pure terror. Was this what it felt like before you died? Timothy was huddled tightly against me – I had never felt so responsible for him in my entire life.

Their footsteps were getting closer, their torches flooding the clearing around us with light, highlighting the eerie outline of the trees. I dare not move for fear of attracting attention, my heart pounding. To my relief, the thud of footsteps was gradually getting fainter and fainter. I

daren’t let myself believe that we were finally safe. I decided that we should stay put until morning, just to be sure. Tim dozed off beside me, snuggled into my body like a caterpillar in its cocoon. I almost felt jealous looking down at him – he had me to look after him... I was so cold, hungry and lonely. The slightest noise from the forest would make my body jerk, causing Tim to stir beside me. I had to come up with a plan. We couldn’t run the risk of being caught. I yearned to be back with my parents, in the safety and comfort of my home. They were going to be so desperately overjoyed to see us...

...Ben’s story is continued on page 22.

Mathilde Rimbert

Ben Turner

“Ne’er was such quietness I think”On our way to Thiepval the organisers agreed to

take a small detour to the cemetery of Pozières, that of Second Lieutenant Robert Charles Evans, my great grandfather. I arrived with my father a few minutes earlier than the schoolbus, it was a small cemetery of around 2,755 names, surrounded by sandstone walls, covered in names, completed by a strong steel gate. We walked to the back left of the area, where lay a headstone entitled “Second Lieutenant Robert Charles Evans, Welsh Fusiliers”. I cannot confess that I felt such a pang of emotion as my father had described but there was something, perhaps a twinkle of recognition. The bus pulled up on the other side of the wall. I went to greet my classmates, uncertain about how sharing this moment would feel, and directed them towards the back left corner. Once the whole class was gathered around the small white headstone Mr Cathcart introduced the scene and those who would read a poem my great grandfather had written months before his death. Now the emotions rose within me, somehow reading his poem before his grave helped make me think about my family history and where I came from.

The visit to the battlefields of the Somme helped me appreciate our national and personal history. The experience really brought my heritage to life, strengthening my ties with my family; for me the defining moment of this was the reading of the poem.

Charlie Evans

To complement the IGCSE History course, the History department organises an annual day-trip for Seconde pupils to the Somme to visit sites of the First World War, both the preserved battlefields at Beaumont Hamel and sites of commemoration including the Thiepval memorial. The sheer magnitude of loss brought about by the First World War is overwhelming. However, with the passing of years, casualty lists can too easily be reduced to meaningless numbers. This year, we wanted to give pupils a taste of the personalities that lay, almost anonymous, beneath the white headstones in the corners of ‘foreign’ fields that remain forever England. The accounts of Hannah Moser and Charlie Evans show how we brought the personal sacrifices of thousands of British and Commonwealth soldiers to life.

Not a soul for miles aroundMy great grandfather, Fred Burn, also fought in

the Battle of the Somme, but unlike Charlie’s great grandfather, and unlike most of his battalion, Fred survived the First World War. He fought on the Somme as a Private (he was later made a Second Lieutenant) in one of the Hull Pals battalions, the 13th East Yorks. After the campaign was over he had lost nearly all his friends and comrades. Thousands of soldiers from the “Pals” battalions were killed on the Somme from July to November. We visited Serre Road and the Sheffield Memorial Park where many of these soldiers are buried. My great grandfather’s battalion suffered the most losses on 13th November, losing nearly 400 men that day alone.

Seeing the gravestones of those who fought bravely alongside my great grandfather was moving, but what was particularly poignant for me is the fact that we were standing on the exact fields where he fought all those years ago. Mr Lowe even pointed out the trenches in which he would have been sitting on the 13th November 1916, making the whole experience even more real. Seeing the vast area of fields that stretched out for miles made me realise how difficult it must have been for the soldiers who fought there that day. It is always hard for a student to imagine what it was like during the war but being there really helped set the mood; the silence was overwhelming and apart from our group, there was not a soul for miles around.

For me this visit to the Somme is an enlightening experience and an important part of learning about the First World War.

Hannah Moser

“– but who were they that sacrificed their lives for us?”

“Their name liveth for evermore”

James Cathcart introduces two very personal reports

from this year’s 2ndes visit to the Somme battlefields.

NO MAN’S LAND

Upon the edge of that strange land That ‘twixt two armies lay,

Where death did lurk on every hand I stood at break of day –

At break of day and all was still, The guns had ceased to roar.

Those ravening beasts had had their fill The long night watch was o’er.

Ne’er was such quietness I think

E’er since the world began, As in that hour when on the brink

Of life crept up the dawn. The purple darkness turned to grey,

Each post did spectral thaw Along the wire that held at bay

A proud and bitter foe.

I looked upon the barren waste Like to the gates of hell,

Where all things human seemed effaced And only death could dwell,

When suddenly before mine eyes, Lo, flowers crimson red

From all the wrack one single prize, A chaplet for the dead.

Oho, proud upstarts, what d’you here

In this dank waste of woe? I hear you laugh: have you no fear?

I hear you whispering low. Why are your petals crimson red?

Why do you crowd the plain Where a thousand dead lie buried Whose loss was England’s gain?

Oh little flower of No Man’s Land,

So wonderful to see, Here in the silent trench I stand

And read thy mystery. A promise art thou and a sign

Of the great world to be, A token and a countersign

Of life’s eternity.

Second Lieutenant Robert Charles EvansWelsh Regiment Killed 24 August 1918 crossing river at Thiepval. Buried at Pozières.

Legends of King Arthur

It takes a lot of time, inspiration and considerable dedication to put on a major theatrical production which

is open to all sections at the Lycée International. Fortunately, there are those who are dedicated, inspired and willing to invest their time to make it happen. Claire Lewis sets the scene for an event which promises to be a highlight of the next school year...

The idea for putting on yet another big ‘spectacle’ started eighteen months ago when Serge Seguin and Christophe Busserolles were visiting the medieval town of Guérande. They wandered into a shop which was full of artefacts including a reproduction of the sword Excalibur. There were also many books about King Arthur and the experience inspired them to begin the adventure. It is strange because, having been brought up in Somerset and born within sight of Glastonbury Tor (considered by some to be the Isle of Avalon), I too had spent many an afternoon in similar shops across the channel in my youth. Glastonbury is not only associated with the more recent famous rock festival, but also has many mystical links to the ancient Arthurian legends. So when Serge asked me to take part in this project it was a little like coming home!

It has been a vast undertaking which has involved seven French teachers writing the text, four more translating it with their LV1 classes, four British Section teachers running the English text past their classes, yet another ex-Lycée teacher (Jacques Monnet) writing the words for the songs in French and myself translating these into English. Francis Mimoun, a professional musician, has written the music and Gaynor Heptinstall-Lowe, along with Sports teachers from the Lycée, will be devising the choreography. It will be a musical spectacular with specially created video effects, hundreds of costumes organised by Elizabeth Nolan, a band led by Simon Lockwood and over one hundred and fifty students involved both on and backstage.

Auditions took three weeks and casting was a long and painstaking business. We would have loved to take everybody, but it just was not possible.

This cross-school project expresses everything that the Lycée International represents. It is bringing together all the Sections and the French staff and is being carried out in a spirit of true ‘entente cordiale’. It has the full support of the Section Heads and the Proviseur and promises to be very exciting, both for those involved and for those who come to watch.

Claire Lewis

1514

Secondary

Enriching Speakers

“a vast undertaking”

Music, song and dance

Where everyone is a star!

For several years, British Section students have been offered the chance to spend a week doing a

theatre workshop at Shanklin Theatre on the Isle of Wight. During the February holidays, this opportunity is presented to our collège students from all three sites, and the result is a show performed both in Shanklin at the end of the week, and again, in front of parents at the Lycée, on their return. This year, the event was as popular as ever. Lucy Gough accompanied the trip.

My heart sank when I received an email asking for a report on the Isle of Wight trip, putting it into context, only 300 words needed. The real problem was I did not understand what was wanted. What did people want to hear? (I have already started counting words.)

Putting it into context? Perhaps people simply want to know there was a 12-hour trip by coach, train, coach, ferry and finally coach again to reach our destination.

Shanklin is hardly St Tropez nor is it the snowy ski slopes of The Alps, but it was the chosen destination for forty of the British Section collège students during the February holidays. If some of the ‘first timers’ started to show signs of unrest the ‘old hands’ gave them an understanding look and the helpful information that there were hours to go yet, then put their ear phones firmly back in place.

Perhaps parents want to hear that every day Alain Flechais (with yours truly following breathlessly behind) led the way up hill and down dale along the beach and up the cliff face (steps and hand rail provided) to the theatre where David, Dom and the theatre team were waiting to start the days’ work: singing, dancing and acting plus learning all the words and moves ready for the performance on Friday afternoon. Then at 5pm we return to the hotel for showers, dinner and more rehearsing to be ready for the next day.

Still not convinced about the context?

What makes the students want to return time and time again? What makes them have a sit-in on the coach wanting to return to Shanklin?

Well, I have a sneaky suspicion that just for a week it is like being in ‘Star Academy’, ‘X-Factor’ and ‘High School Musical’ all rolled into one, except there is the added advantage that no one is voted off and everyone is a star. Also, shhh! don’t tell anyone but it is a huge amount of fun.

Lucy Gough

On stage

Above, audtions for ‘Legends of King Arthur’

Below, rehearsals at the Shanklin Theatre on the Isle of Wight trip

As part of the Enrichment programme, we were very fortunate to be able

to welcome three guest speakers this term: Dr Ali Moussa Iye, Mr Mark Lewis and Dr Paul Moser who spoke respectively about the importance of history in inter-cultural dialogue, the global and economic crisis and issues involved with drug research. Here Penelope Campbell reflects on what she gained from Dr Moussa Iye’s intervention.

An insight into UNESCO on the 17th of March

That Wednesday morning, sadly, instead of heading out to the pre-fabs for an exhilarating two hours delving into Hitler’s sadistic strategies, the class strode up to the Château and found its way to the Salon Rouge, guided by a healthy buzz of student chatter. Intrigued by the upcoming encounter after a daring attempt at grasping the possible meaning of “Meeting with chief of Inter-cultural Dialogue Section for UNESCO”, we pulled up chairs from the neighbouring conseil room; at this point, by the power of the deadly karma converging through Mr Cathcart’s left forefinger, I was picked to write these words (serves me right for conspicuously dying my hair neon green, even in a chaste dedication to St Patrick).

After a swift introduction, Mr Ali Moussa Iye, - a friendly African man who had a preference for the use of French - projected a short film on the wall (making sure to keep even the less morning -friendly students focused), summing up the episodes leading up to the creation of the union in 1946; briefly speaking, during the inter-war period, the attempts of alliances and unions to maintain peace failed, as they never seemed to give themselves the means to counter real crises. However, almost immediately after the end of the Second World War, the UNESCO (United Nations Educational, Scientific and Cultural Organisation) sprouted from the will of thirty-seven countries of embodying an organisation with enough influence over culture, education and scientific progress to create a new

We welcome your ideasIf you are interested in participating in the British Section’s Enrichment programme, either as a guest speaker or by putting us into contact with people or institutions that might be of interest to our upper school pupils (Seconde to Terminale), please do not hesitate to contact James Cathcart (jcathcart@lycee-international.net) who is currently putting together a programme for next year and would very much welcome ideas.

solidarity between men, revolving around the respect of common values.

Somewhat morose archive images of war-scenes were followed by a spiritually enlightening slideshow of some the world’s most famous and admirable cultural heritage, ranging from the Taj Mahal to Stonehenge, to the sound of a deep masculine voice, echoed by a female one. Finally the animated UNESCO logo made a little concluding twirl onscreen, giving the whole operation a slight commercial feel.

Mr Moussa, with the welcome aim of keeping a dynamic interaction alive, directly opened up to questions. Sensible decision: from this moment on inquiries fused from around the room, not settling before the last minutes of available time. Martin Nicole brought up the risk of losing one’s national identity by getting lost in a global point of view; Melanie Singh put things more radically by pointing out that although she “didn’t mind sharing”, she liked to “represent one particular country”. Our guest pointed out that patriotism is certainly essential, but only constructive if it is not used arrogantly, to confront and dominate other ‘identities’. We were reminded of historical periods during which it was put to such means, such as colonialism, or during the German chauvinism of the Second World War. In an attempt to settle historical disagreements at the source of several conflicts, UNESCO has tried to put together exact and neutral General History books for every continent, starting with Africa, with the help of over 1,800 historians worldwide. Lastly, Mr Moussa reminded us that cultures in the first place are the results of diversity, emerging from a wider origin rather than “pure”, “isolated” from the rest. One’s country is not limited by simple landmarks, nor one’s identity limited to a single country (to this there was no blatant objection).

To conclude the meeting in all due grace, a final question cast doubt on the real utility of the UNESCO, thereby altering Mr Cathcart’s brow

With very many thanks to Sheela Pimparé who introduced us to Dr Moussa Iye and, of course, to Ali Moussa Iye, Mark Lewis and Paul Moser, all of whom led fascinating discussions about their respective subjects.

This year’s Carnegie Medal shadowing has begun at all three sites for the

4èmes. Here are Mrs Slaiding’s Hauts

Grillets class with their books.

by a good two inches, to the pleasure of the assembly. Mr Moussa admitted that the union’s main request at the moment was to obtain greater means to operate. Member countries make compulsory contributions, relative to their GDP, but peacekeeping forces (or ‘Blue Berets’), for example, remain limited in number.

Conflict is far from non-existent in our world, but the real question is what the world would look like without UNESCO. Our guest concluded more modestly that “even if the union’s only substantive use was to provide access to school for a few children, then its actions were justified”. On the whole, an instructive and stimulating meeting, and an interesting international point of view to consider.

Penelope Campbell

Sylvie then went on to make her mark, and put her stamp, on the BSPTG, where she succeeded Patricia Hutchison as President. The range of initiatives and activities which the BSPTG has administered or overseen is a tribute to Sylvie’s leadership, energy and commitment. The friendly, constructive atmosphere which reigns in meetings involving staff and parents is also representative of the style which Sylvie brings to all she does. She has been the first to roll up her sleeves and turn out early (or late) to provide refreshments at forums, parents’ information meetings, ‘thank you cocktails’ and the like – the list would be a long one. Her BSPTG role made her an automatic member of the Governing Body, where she has brought her own fresh perspective to debates.

The mission statement discussions – in which Sylvie played a key organisational role – will, I hope, have convinced her how much the Section values its French students as well as its French parents. She will be greatly missed as BSPTG President but I hope that she will continue to put her considerable talents at the disposal of the Section: Sylvie, your Section still needs you!

Philip Shaw-Latimer

1716

Thank you

British Section Parent Teacher Group

On 1st April an enthusiastic cross-section of parents congregated in the Collège les Hauts Grillets canteen determined to prove that they were no ‘fools’ at the annual Charity Quiz Night, now a regular fixture in the BS calendar.

This all-inclusive event saw teams of teachers, parents, former parents, and even some parent’s parents competing to win. All except those teams who had already worked out that the smart strategy was to finish second. The runners up, while still able to claim encyclopaedic knowledge, escape the dubious honour bestowed on the winners of acting as Quiz Masters and devising the questions for next year’s quiz!

Last year’s ‘fools’ had risen brilliantly to the challenge and concocted a tough set of questions on diverse themes ranging from ‘animals’ to ‘opera’. Gently addled by the rather good organic wine (sabotage?), the teams racked their collective brains to recall long-lost snippets of information; the tension mounted and the inevitable heckling began. There were radical revelations about the

subtleties of French royal history from a rebellious French participant who dared to challenge the Quiz Masters, and definitive answers to nagging questions such as: Livarot cheese is produced in Basse Normandie (not plain old Normandy for the uninitiated).

Despite the fierce competition, the evening was spent in an atmosphere of jovial good will and in the spirit of the old British tradition, namely that ‘it’s the taking part that counts’. By the end of the evening we had raised 740€ for France Alzheimer and our thanks went to Mme Ansart (Principale, Collège les Hauts Grillets) for being such a willing and gracious host, and to our sponsors: ‘Amorino’ for the delicious after-dinner chocolates; ‘A La Folie’ for the winners’ bouquets; and ‘Castle Market’ for the student helpers’ gifts.

This year’s proud winners were the Hauts Grillets Power team and the joke is on them: Rendez-vous next year to see if they can make fools of the rest of us poor ignoramuses!

Helen Emanuel

A parent with strong convictions, great reserves of energy and abundant ideas who finds it hard to take ‘no’ (or ‘non’)

for an answer and who has proved her unfailing loyalty to the British Section. . . . A lady with undeniable personal charm and a winning, ever-present smile whom it is in any case difficult to resist. . . A person who has the tact and skill to put across concerns and worries in a way which does not cause offence – and which generally has the helpful effect of inducing people in positions of authority (teachers, governors, the Head) to consider her constructive suggestions and to think again. . .

Have you recognised Sylvie Dupuis?

Lots of parents have given me real support over my years as Head; but I shall continue to think of Sylvie as belonging to a special group of individuals who worked night and day (almost literally) for the good of the Section and the school. We first worked together when she was the parent coordinator for our families in Les Hauts Grillets. She did a great deal to raise the profile of the Section’s work there, both in the collège itself and in the British Section community. She can claim credit for much of the dynamism which still characterises Hauts Grillets and which is such a source of re-assurance for our families. One thinks of Celtic evenings, ‘British days’ and quiz nights... Engagingly apologetic about being French in something called the British Section (!), Sylvie proved to be a powerful and persuasive communicator with the French administration of the school and a great ally of our two coordinators there – Irvin Cane and (from 2006) Xana Jones.

Fundraising was pleased to invest in new shelving for the increasingly

overcrowded English Language Library in the CDI at the Lycée. The new shelving, for the social sciences books, was delivered in early May and will enable the librarians to reorganise the collection, making it easier for pupils to locate the books they are looking for.

Anne Aubry & Hilary Moser

BSPTG Secondary Forum – ICT in the secondary classroom

Ironically, it was an ‘ICT’ (Information and Communications Technology) problem that brought me to my first Secondary Forum. A scarily

professional gang had relieved me of my PC on the Rotterdam-Schiphol train. So instead of a scheduled business trip, I found myself at home desperately trying to change passwords etc. faster than the hackers! ‘Come to the Secondary Forum’ said my wife. Having limited the worst of the damages, I leaped at the chance of a break.

I only discovered the topic of the forum in the car – ‘ICT and its uses in the secondary classroom’. Certainly a topical subject, given the explosion of new media and information sources our children are now exposed to inside and outside the classroom! The evening started informally with an apéritif, and then into the auditorium for five excellent presentations from BS teaching staff, who each gave us a summary of how they are incorporating new media into their teaching methods and material.

So what was the verdict? I was impressed by the enthusiasm with which our teachers are embracing the opportunities offered by using an appropriate mix of pictures, video clips, interactive information sources etc. to complement traditional teaching methods and enhance learning, and the Section’s investment in Interactive Whiteboards which makes this possible. Best of all perhaps, I got an insight – all too rare in my case – into the richness of the content and format of lessons that our children enjoy on a daily basis.

My thanks go to the staff and organisers for making the evening both informative and enjoyable.

Melvin Denton-Thompson

Radical revelations on Quiz NightA tribute to tact, skill and an ever-present smile

New Shelves for the CDI

The winners – the Hauts Grillets Power team of David Jackson, Sally Naylor, Stephanie Neville, Xana Jones,Mme Ansart (Principale), Ryan Naylor and Toby Randall

Student support behind the scenes

Richard Hadley - one of last year’s winning team and this year’s quiz masters

The talented trio of organisers: Sylvie Dupuis, Kim Borel and Jane Clinton

The end of the year rhymes with thanks to so many of you, BS

volunteer parents, who have contributed with enthusiasm to making extra-curricular activities available to Primary and Secondary students. Very special thanks to the heart of the Section, the Contact Parent team and their coordinators.

Juliet de La Rochefoucauld and Deidre Lowe are stepping down as Primary CP coordinators after three years of immense dedication and support, allowing smooth communication between Mrs Divaret’s team and their CPs.

Two of the three BS collège CP coordinators are as well stepping down; Jane Clinton as she no longer has a child at Hauts Grillets. Fortunately Jane will remain the BSPTG Social committee leader, as you have no doubt noticed the Section is rather busy with social events at this time of the year! Nicola Bullough, currently in charge of the BSPTG Communication subgroup, has expressed deep interest in getting even more involved within the BSPTG - if that is possible at all! - and so will cease being Collège International CP coordinator after three very successful years.

I took on the responsibility of the BSPTG in January 2008 and reach the end of my mandate at the end of June. My heartfelt thanks go the BSPTG team who I have immensely enjoyed working with. Indeed it is a time-consuming ‘job’ but never ever did I regret taking it on. Warmth, kindness, friendship, patience, dedication and professionalism are among various qualities I was lucky enough to find in the team. I wish the very best to my successor who will be elected at our next BSPTG meeting on 31st May.

I would like to finish in thanking as well the three Senior Management Team teachers, namely Annie Divaret, Nick Baker and David Jackson who play an active role in BSPTG meetings. I am fully appreciative of their unremitting efforts, not only to attend, but more importantly to make us part of one team.

Sylvie Dupuis

1918

British Section Parent Teacher Group

Grands football - unflagging commitment

The Grands have had a fine season of football. We have had a huge squad of more than 30 players, which meant that we split them into

2 teams from the start of the competition to allow all players the maximum of play-time. Thanks to the generous sponsorship of Retail Partners, both teams were the proud bearers of fine new shirts this season. This helped the players to respond really well, and they played some excellent, fluid football. The off-the-ball running helped us to create space which we filled with slick inter-passing, such that the second half of the season saw Brit 1 unbeaten, and Brit 2 taking the notable scalps of ASH 1 and USJ. At the end of the round-robin phase, Brit 1 were placed second behind IP, and Brit 2 came just outside the bracket and so didn’t quite qualify for Finals Day.

Finals Day saw a very complete performance for Brit 1 in their semi-final, beating the Ash team 3-1, whilst Brit 2 started very well against the strong USJ team, who gradually took control of the match. Brit 1 then took on the redoubtable IP team in a thrilling match of very high quality football. The Brits were highly committed, and indeed dominated most of the match, before going down 1-0, to a slightly flukey goal.

I thank all the players for their enthusiasm and team spirit; they started the tournament as boys, and came out of it as men. I also thank my fellow coaches Peter Lakin and Chris Lajtha for their unflagging commitment. This report would be incomplete without also thanking the parents for their excellent support through wind and rain; we certainly won all the touchline competitions, outnumbering every time the supporters from the other teams.

Grands Coaches: Jeremy Macklin, Peter Lakin, Chris Lajtha

Chocolate and bananas

February 2010, Saturday afternoon. It’s half time. The night has already set on the dimly lit football pitch at Chambourcy. The British

Grands football team huddles around the coach, Jeremy.

They are cold, they are wet, they are losing.

The usually chatty Mums are frozen solid, the faithful Dad supporters seek comfort from an ever-so-small flask of whisky, a tribute to Jeremy’s origins.

Some of these now tall and hairy lads have been coached by Jeremy ever since they were in the Petits, and the team has been moulded by his sound tactics (“wide, guys, wide”), his demanding physical preparation (10 press-ups before breakfast), and his elaborate nutritional advice (no substance abuse from Wednesday onwards; chocolate and bananas before the game). Now they play for the Grands, and it is their last season together before their routes part into the vastness of grown-up life.

The team is back on the pitch, the whistle blows. The British Grands will show speed, strength, cohesion, they will fight to the last minute. In his cheerful yet firm manner, Jeremy has given them confidence and pride. They will be winning.

It is another step towards this warm and sunny day of May, towards the Tournoi des Etoiles.

Thank you Jeremy for the time you’ve given to the lads, thank you for the values you’ve taught them. Thank you for all the fun they have had playing together, and above all, thank you for the memories these young men will treasure forever.

Gauthier Louette

Sponsorship for the Grands

Four years ago my son, Benjy, joined the British Section Moyens football squad which led to my first encounter with Jeremy Macklin and

Peter Lakin, the coaches of a Moyens squad of over 30 players. I rather foolishly thought I could safely offer to help Jeremy with no risk of the offer being accepted – how wrong I was, within 24 hours I found myself joint coach with Adrian Haughton of the Moyens 2nd team who suffered my attempts at coaching for two seasons.

After one season with a local football team, Benjy returned to the British Section last year and during pre-season training Jeremy and Peter, who were now into their second season coaching the Grands, mentioned that the teams were in need of a sponsor and new shirts. Having not learnt my lesson the first time round, within 24 hours my company ‘Retail Partners’ were proud sponsors of the Grands football teams! The coaches bring an emphasis on teamwork, motivation through encouragement and above all an opportunity to have fun in a competitive environment – an important part of character building for the future.

Our sponsorship is a small token of thanks and appreciation for the commitment made by Jeremy Macklin, Peter Lakin and Chris Lajtha without whom our kids would not have this opportunity.

Simon Hollis, Director, Retail Partners

Sport

The Grands Brit 1 team after the semi-final victory

Grands Brit 2

Moyens Team

Cricket

Cricket practice for Primary children started on the main rugby pitch at Camp des Loges sports ground in St Germain on 9 April.

The weather was excellent and we had 11 children so we enjoyed a good practice session followed by a friendly game. With young children the main thing is to have some fun and give them the basic ideas of the game rather than too much technical coaching which they struggle to assimilate. They need to enjoy the feel of bat on ball and practise eye-to-ball coordination. Further practices are planned for most Friday afternoons at 17.00, followed by a session for collège students from 18.00 to 19.00.

STOP PRESS: First match of the season. The British Section Under-11 team will play the Thoiry Cricket Club Under-11s on Sunday 30 May from 09.30-11.00 at the Croissy Stadium. Come and support our young cricketers!

Oliver Ash and Jeremy Munday

Senior Netball – Season Report

A record number of girls have participated in this year’s Senior Netball activity – 24 in all! Whatever the weather conditions, they

have enthusiastically turned up to training every Saturday morning in Le Pecq. Their ambitions now go well beyond just playing one another, and this year there have been two exciting tournaments with the British School of Paris in Croissy, in particular the second tournament on 20 March.

The two younger teams played with great spirit and determination against the more experienced BSP teams and, in spite of putting up a brave fight, were severely beaten! However, the older BS girls’ team provided a nail-biting spectacle by holding the BSP team to an 8:8 draw. This is no mean achievement considering BS netball is an extra-curricular Saturday morning activity, whereas at the BSP it is taught during lessons and in after-school clubs!

The girls would like to thank Coach Gaynor Heptinstall-Lowe who has so generously given up her time to teach the girls new skills and pass on her amazing enthusiasm.

Junior Netball – Start of the Season

So it is now the turn of the 10ème to 8ème girls to find out what netball is all about! To date, 19 families have registered, showing the true demand for Junior Netball in the Section. The activity starts on Saturday 15 May, when Gaynor (with a little help from some of the older girls) will coach ‘high-five netball’, the new-generation game currently taught in British Primary schools.

Sarah Houiller and Stephanie Black

Moyens - valiant onfinals day

Throughout the second half of the 2009/2010 season and the terrible weather conditions in December and January, the two British Section

Moyens teams demonstrated lots of commitment, during training and in league matches.

On the day of the Tournoi des Etoiles both teams were enthusiastic and ready to face the challenge, even though the holidays had left little time to train.

All started early in the morning when the Moyens A Team played a nail-biting game against the USA, which the A Team finally won on penalties. However, despite their efforts and a very good game, they lost the Final to this year’s best team ASH.

The B Team finished 6th in the Tournoi after a valiant game against a coalition of Spain and the USA.

With a squad of very talented players, the Moyens will try to get the cup back next year. We would like to thank all the parents for their support this year and we look forward to next season in September.

Moyens Coaches: Salvatore Morando, Jean-Jacques Vironda and Steve Bullough

Awesome Petits

For the first time ever, two BS Petits teams qualified for the Tournoi des Etoiles this year and were on runs of good form going into the

day. The Lions (7èmes) had been winning all season and the Bulldogs (8èmes) managed to scrape in after some determined late season matches.

Lions played ASH in the semi-final, the same team they had comfortably beaten 4-1 in the last match of the season. However, Lions were under-strength and narrowly lost which was a real shame. In the 3rd place play off they drew 3-3 against Japan/Spain (JESP); the subsequent penalty shoot-out going the way of their opponents.

In their semi-final, the Bulldogs played JESP, the undefeated league champions. In a thrilling match that left the crowd wild with delight, the Bulldogs came twice from behind, including scoring in the last minute to level at 2-2 and then went on to score all their penalties in a nail-biting shoot-out to win. They put their hearts into the final but couldn’t muster the same energy as against JESP, ending in runners-up spot to ASH after a 4-2 loss, a great achievement for such a young team.

Dave Turner, head coach of the Petits, said “It was a real shame for the Lions to be under-strength otherwise they would have been favourites to win. On the other hand, the Bulldogs hugely over-achieved even by qualifying, and the match against JESP was awesome. Well done to all the players.”

BS Petits Coaches: David Turner, Rob Steggles, Stephane Baudena, Quentin Slight, Jim Cassidy, Andrew Hodder.

(More Tournoi des Etoiles photos on the back page)

Bulldogs

Lions

Jerry Macklin

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Student

21

Coming to a close

What a relief – I think I can see a light at the end of the tunnel!

Another year has shot past at lightning speed. Some are spreading their wings to fly away; others are just hatching from their nests to enter the exhausting cycle of Secondary school. Work always seems to increase every year, with exams looming and universities calling – but fortunately we have also been able to scratch some fun and entertainment outside the cramming centre called school: blockbuster films like ‘Avatar’ and ‘Alice in Wonderland’ have drawn us even deeper into the technological world of 3D, and some were lucky enough (or not) to be held back in far-flung destinations like New York after the Icelandic volcano came and... chundered everywhere! (I suppose that just highlights the insignificance of man and the awesome powah of nature*). Ending on that note, I hope all Terminales who are taking gap yahs enjoy them, and let the summer holidays mark an honest break from work for the rest of us – because you won’t get another one when school starts again!

*Check out: http://www.youtube.com/watch?v=eKFjWR7X5dU

Fiona Macklin

I was inspired to spend a year in France after having done a French exchange around three years ago. My first impressions of the Lycée

were made at the beginning of September, on the day of the ‘portes ouvertes’. Filled with tanned teenagers, this collection of buildings couldn’t have been more different from where I’d come from: a small C of E girl’s school in Fulham. When people ask me how it has been here I like to say ‘fun’. Although this word omits the hardships frequently incurred from the incredible amount of work prescribed by the Lycée, it sums up nicely the fast pace of life and the thrill of new people and a new place. However, learning French has not been as easy as I’d originally thought it would be, perhaps a factor being my age (sixteen). I was under the impression that after several months, I’d be speaking, listening and reading fluently and with ease. The reality is, as I’ve discovered, that it’s a continual learning process. Français Spécial, the class that I have been in, helps bring foreigners to the same standard as their French age equivalent in one year. From day one we were addressed in French (some of the harder lessons being Spanish and Maths). An almost complete immersion in the language has for me, been the only way to learn. I say almost as the Lycée is so international that I’ve found myself speaking probably too much in my mother tongue – as is

Make a nest, on my shoulderLie down and rest, I can hold herAnd if you’re down, I’m a ladder

You can climb

So just,Hold on, I’m here

And just,Be strong I’m near

Oh you shine shine shine when there’s no sunAnd when you’re mine mine mine I’ll be done

But that may be never

Come the rain I’m your umbrellaAnd on your bread I’m the nutella

Cos in my vita you’re the bellaNo one shines as bright as she does.

Guy Emanuel

TPE and other stories

Première has been an eventful year so far. For starters, the TPE. This ‘option’ can be considered as one of the most trying

experiences of my life. It involved hard work, patience and, most importantly stamina. Although tough in the short term, once finished and printed, it is one of the most rewarding things that you will ever do. I don’t think I will ever forget standing outside the tuition office on the first floor with my TPE partner, waiting in the queue to hand in the fruits of our hard labour, a smile plastered on our faces, giggling uncontrollably at the prospect of waving goodbye to sleepless nights and excessive stress, the satisfaction of having finished it in the nick of time and feeling extremely sorry for the future premières who would have to go through the same thing.

Thinking back on those five months, it seems inevitable and even natural that, given that length of time, you think that you have 'ages' to do a simple research project. What you don’t realise is that before you know it, 4 months have passed and all you have to show for it is a pile of pages of extracts from Wikipedia. Fortunately, my partner and I had a little more; we had the full subject and the plan, what seemed like the key to ensure our success. However, this lulled us into a false sense of security; by December, we realised that it was definitely time to get on that computer and write something - anything! Thankfully (and rather surprisingly I have to admit) we reached our ultimate aim: we succeeded in not only finishing it but editing, printing and binding our work before the deadline.

Sadly, however, the written work is only the beginning. Next stop: the oral. To our surprise, this proved to be trickier than expected: once you have it in mind that it’s finished, it’s hard to get back into it because you simply don’t want to think about anything to do with the TPE ever again. My partner and I chose to do a mock trial scene and, although it was much more interesting than simply regurgitating our written document, it did involve starting from scratch. Although we could have done with a bit more time, we left the exam room relatively unscathed: the questions - the bit we feared the most - were, to our relief, somewhat elementary.

Nevertheless, it has to be said that the most frustrating part in all the hullabaloo surrounding the TPE is being completely oblivious to any type of knowledge about how well or badly you’ve done. Was all that work worth it? You cannot tell, simply because there is no way of knowing how you compare to others. In 'L', you are expected to produce something original so everyone does something different. This also means that we all have different criteria to fill. Come the day of the results, I will have no clue whether our work was worth a 10 or an 18.

The yearbook for secondes and premieres is cancelled. Why? Because of a thorough lack of motivation in the students, in

terms of sending photos, articles or generally just showing excitement. The Student Council is not going very far... why? Again, we have a lack of initiative and stamina. It doesn’t make sense though, why when given such exceptional opportunities do all the students not go for it? The student council is the way for students to discuss changes, put forward ideas, take their own initiative, it is a council which belongs to the students... their area to rule and one determined person can’t make it happen on

their own. It is teamwork, students, you’re all in it together, why not show it? So many wanted the yearbook, but barely any made the effort and sent in the ingredients to produce the final result. Frankly, it’s disappointing that in such a reputed and talented school there are so few who reach out of their comfort zone or just make that extra step to make other schools envious. British Section, if you want to get a smidgen closer to making the Lycée stand out even more, just make it different and take advantage of the chances given, don’t just lay back and watch them pass.

Catherine Russell

It would appear that the 6e/5e Disco was a swelling success, as the students returned home with flushed, happy

cheeks, still buzzing with excitement after a fun night of dancing till they dropped, and the additional Costume Prize which added a certain competition to the evening. So, on behalf of all the 6e and 5e students, a huge thank you to all those who participated in giving them such a fabulous time; it was much appreciated!

Above: A party would not be the same without the famous Macarena!

A year in France

Speaking several languages is indeed something that we students have the opportunity to learn. But other talents swim in this sea of hobbies and occupations that we are lucky to have at our disposition. For example, rather than writing pages of essays

and analysing language, let’s take a break from that and switch to something more fun to write! – Songs! Over to you Guy...

All in all, it was quite an experience. They say that what doesn’t kill you makes you stronger so, with that in mind, we all tackled the terrifying TPE

and are valiantly preparing for our looming Bac exams.

My advice to those doing it next year? Get in a group with people who work the same way as you do and who will not cause you even more bother than is already needed

for the TPE. Choose a subject that all of you are interested in and that you would actually want to discover more about. Oh, and remember, time does run out!

By Krystyna Knight

the pitfall of many of my classmates. On the other hand, my mother made sure that I was living with a French host family: none of their children attend the Lycée, and although their limited English was a help at first, we now converse solely in French. The adjustment that comes with living in a host family was not too difficult of a transition for me to make. (And that’s hardly a surprise if you know Lilly! - Ed) It is only now that I am looking forward to living at home again as the novelty begins to wear off. I miss being fussed over by my mum, and being grumpy. In response to why I chose France, the reason is probably (although indirectly) the influence of my francophone family. My mother grew up here, leaving for a British University, passing her baccalaureate at the Lycée. Her parents stayed until 2000, before which we came several times a year to visit them and go on holiday. My father learnt French in West Africa, but both his sisters have spent their adult lives here. Secondly, I think being able to speak well another language is an amazing talent, and if given the chance, a great opportunity. I envy the ability of everyone at the Lycée who switches naturally from one language to another and feel it’s my duty to show that not all English speakers are too lazy to learn one.

Lilly Holmer

“what doesn’t kill you makes you stronger”

Hollywood dish? Not entirely…

Although some may complain that the producer of the Bourne series has pulled another big-man-big-gun action film, Matt Damon stars in a story that has more depth to it. Taking the spectator back to America’s humiliation of searching in vain for WMDs in Iraq, ‘Green

Zone’ manages to compel us with its tense chase between Roy Miller, an American chief officer, and Al Rawi, Hussein’s right man, all the while including provoking scenes set in run down Bagdad, demonstrating the gutting fear of both sides. Amidst the drastic situation of severe lack of water and desperate food shortages, Freddy, a handicapped Iraqi, sacrifices his honour to help the Americans track down where Saddam Hussein’s supporters are meeting. Intertwined with this gripping pursuit is the story of what is going on in the inside of America’s intelligence community. Even on the same side, members of the CIA, journalists and directors seem to be searching in the void: somewhere, the plan is flawed…‘Green Zone’ combines exciting entertainment with thought-provoking issues, particularly the innocent Iraqi civilians who are victims of such a war.

Fiona Macklin

Where is the motivation?

This year, Student Shout has been brought to youby co-editors, Fiona Macklin and Catherine Russell.If you are interested in getting involved next year, contactpshawlatimer@lycee-international.net

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“there is a fair amount of hype...”

Alumnae

Out and about A ticket to freedom...

Late nights and coffee are the norm, but do not fear!

It’s that time of year again. Time seems to have frozen and slipped away at the same time; you long for more time to revise but wish it were all over now. Late nights and coffee are the norm, but do not fear! You have survived the EAF, the TPE, the IGCSEs, for some maybe the BEPC. Those acronyms haunted you some time back, today they are just a joke. Sure, the Bac is something different. Maths teachers will point out that those exercises you struggled with are simple revision and will be in this year’s exam; revision weekend is over and your ENH teachers warn you that you should really feel it ‘kicking in’ by now; parents will innocently remind you that your elder siblings had incredible results for their Baccalauréat (and that it should be so much

easier for you now). In a nutshell, pressure is ON!

Well, maybe that is the case and they are all right in pushing us to the limit. We all have to go through these annoying moments in life, and in the end this pressure will help us excel.

Stop for just a minute, take time to put things into perspective. You will all do brilliantly in your exams. In a few months, you will be on holiday. You too will be singing along to Alice Cooper’s ‘School’s out forever’. You will enjoy your extended break, only to enter the paradise which is your first year at University and all that effort will have been worthwhile.

May I reassure you as I conclude my contribution to this article to underline that what you hear about university is not legend: it truly is great, the best experience in one’s life, that time when you make life-long friends and dare do things you will never do elsewhere. The Big Bad Bac will all seem a distant memory soon enough!

David Holt

Draw comfort from this...I confess that I am struggling to write this article.

My brain is aching (incidentally, a feeling which I have scarce endured since leaving the Lycée) with the difficulty of trying to resuscitate images, thoughts and emotions associated with the period leading up to the Bac, and the fated event itself, which have cowered into the dark depths of my memory. I invite you to draw comfort from this: no matter what you’re going through now, it will pale into a vague and distant memory with alarming alacrity.

I certainly recall the cacophony of anxious questions which pop up around exam time: what if a question comes up on a topic which I overlooked, in my time-pressured revision? What if I don’t make my university offer? What if my alarm decides not to go off on the day of my exam? Just ignore

them. Such things are beyond your control, so just relax (easy to say, I know) happily into the whole swing of it. You have worked hard all year, ingesting your brain with more facts and figures than you will probably ever have to involuntarily fill it with again. So much so in fact, that a notion may spontaneously emerge from your head during the exam which you had no idea was even there! Now is the time to enjoy releasing it all onto the paper; a very cathartic and purging experience, I daresay.

To put it mildly, there is a fair amount of hype surrounding the Bac. If you were lucky enough to have gone through the entire French school system, then it is a notion which will have no doubt been drilled into your head since the tender age of 6. It is quite probable that a certain picture of the fated event has slowly formed itself over the years. As it draws closer, it has reached a sinister, austere and impressive quality, with armed guards keeping you locked in a dark and dingy room, sharp-eyed invigilators peering over your shoulder as you write your papers. Sorry to disappoint you, but it’s quite straightforward and boring really. You walk in to a familiar classroom, say ‘hi’ to your mates, cast an acknowledging glance to a teacher who you will have crossed countless times in the corridor, or as a pupil in their class. The Bac is not a devious experiment to see how Terminale students react to material which is way beyond the curriculum, and their mental capacity. You will have something to say about whatever question has been chosen - just for you! To be honest, it feels like any other day at school, except that... it’s one of the last! Yipee!

Having come out of the woods relatively unscathed, I can tell you that it’s all worth it in

the end. The Bac propels you into a university environment which is full of interesting encounters, wonderful experiences and inspiring professors. The Bac is a ticket to freedom.

Verity Emanuel

Reassuring words for all Terminale students from two

British Section Alumnae who survived the Bac and are now having a ball at University.

“take time to put things into perspective”

British Section Parents Association

We stayed in our hiding place until dawn broke, the orange glare of sunrise illuminating the morning sky. The call of the birds produced a cacophony of noise. We awoke shivering, our bodies cramped and sore. We rose slowly from our hiding place and checked that no one was around before making our way tentatively through the woods. After some time, we eventually found a train station. We sat down heavily on the station bench to catch our breath, all the while glancing warily around to make sure no one was following. In the distance we were relieved to see the approaching lights of a train. When it finally pulled in, we jumped on quickly and locked ourselves in the nearest toilet in case a Ticket Inspector was on board. When the train finally arrived in Central London, I felt relieved that we were almost home. The only way to get our tube fare though, to travel home to North London, was to beg for money, something I had never done before. Thankfully, people took pity on us - our dirty and dishevelled clothes, together with Tim’s sickly pallor, meant that we soon had enough money for our fare home.

With our tickets clutched tightly in our hands, we boarded the tube to Camden, becoming increasingly excited at the thought of seeing our parents once more. Walking along Camden High Street, a policeman eyed us suspiciously, so we darted into the market to hide. My heart was pounding. The policeman’s search ended as abruptly as it started.

As we turned off the High Street into our street we started walking faster, forgetting our aching limbs. We finally stood before our front door, finding comfort in its familiarity. It was breakfast time and I could smell bacon and eggs and hear Radio 4 blaring from the kitchen. My stomach lurched and my body ached with hunger. I rang the doorbell and waited impatiently for Mum or Dad to answer. Mum opened the door and paled instantly with shock, tears springing to her eyes. “Mum what’s wrong?” I asked. “It’s me, George”. “Come here, quick!” she shouted tearfully to my father, her voice trembling. I could hear Dad thundering down the stairs, two at a time. When he reached

the front door and saw us standing there, his eyes seemed to bulge and his face went red with rage. He looked as mad as could be. Pulling us in the house by the scruff of our necks, he yelled, “Get in here now!” glancing up and down the street as he did so. We stumbled into the house, confused and bewildered. Wasn’t he pleased to have us back home? He shoved us aggressively into the cupboard under the stairs, locking it us behind us. Tim and I peered at each other in the dark, clutching hands, terrified once more. We could hear Dad making a phone call. “What’s happening?” Tim whimpered. “Is that the children’s home?” Dad barked. “What kind of place do you think you’re running there? My two kids, George and Timothy Smith have run away and turned up here at home! I told you before, we don’t want them, never did. I want one of your people over here right now to pick them up – and make it quick...”

Ben Turner 6ème

Home Sweet Home...Read the second part of Ben Turner’s tense short story, continued from page 12.

Perhaps it had something to do with it being a Friday “pont” after the

bank holiday, but a sense of calm pervaded the Collège Pierre et Marie Curie on the morning of May 14th as our group of British Section governors gathered in the light and inviting Salle de Conférence, to be greeted by a warm welcome from collège administrative and teaching staff – both British and French – and a much-appreciated cup of coffee. Our mission? To learn more about one of the five sites where the British Section operates.

It is not easy to keep abreast of all that goes on in the multi-site, multi-level phenomenon that is the British Section, and individual governors can all too easily find their awareness of the Section is limited to the site where their own children are, or have recently been. Some of us felt the need to be more aware of the sites we know less well, in order to better serve the interests of the whole Section.

So, what did we discover (or rediscover)? A great deal: that this is a warm and friendly school which takes pride in its appearance and in presenting itself; a school whose academic performance is rising; a school which incorporates a SEGPA (Section d’Enseignement Général et Professionnel Adapté) for French pupils in difficulty; a school with a great new Salle Polyvalente! It is also the school where the British Section has developed the spécificité of Group 2 – a class of able and motivated francophone pupils, who follow an adapted British Section curriculum in English and history. The achievements of this group are such that increasing numbers aim for, and succeed in, entering the mainstream British Section classes in Seconde. During our visit we met Michael

Eccles in the CDI who introduced us to his sixième Group 2 class. I was bowled over by the enthusiasm and language skills of young Victor, who talked me through his English file with such lively aplomb, his chat ranging from the ancient Egyptians, through political systems and the new hung parliament in the UK, and on to his particular passion of rugby.

Very many thanks to Catherine Sagne and Roger Stephens for organising this visit, to Mme Lecomte (Principale), Mr Drouet (Principal Adjoint) and Mme Wang (Directrice SEGPA) for their warmth, openness and time; to Michael Eccles and Anne Steadman (our PMC librarian, who showed us the excellent BS resources for pupils in the CDI), to Anne Vitry-Baïssas (PMC Contact Parent Coordinator), and to all the staff and students to whom we were introduced.

Debbie Macklin

Verity EmanuelNow reading English at Manchester University

David HoltNow reading History at Warwick University

In pictures

British Section attractions include:Barbecue with British Bangers – Freshly-made Pimms – Cake stand – Face PaintingGames corner with Bouncy Castle – Nail Painting and tattoos – The Great Game stand

Lycée en FêteSchool Summer Fête at the Lycée International site

Saturday 5th June

Come and enjoy the day with family and friends!

Saturday 5th June

A few more shots from

the emotional roller-coaster of the Tournoi

des Etoiles Finals Day

Please send in photos of British Section activities and events for our photoboard. Send to: macklin.debbie@noos.fr