Yearbook2014WEB (2321 Downloads)
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Yearbook2014WEB (2321 Downloads)
1 Senior Leadership Team From the In many ways 2014 was a “landmark” year for The British Schools; the completion of a major building project, a huge theatrical event, the definitive switch of the IB Diploma examinations to the November session, and the marking and celebrating of the 100 year history of The British Schools Old Boys and Old Girls Club. The SLT changed once more at the beginning of 2014; with Trudy Chappell, for so long the face and inspiration for the Early Years Centre, assuming the role of Head of Junior. Similarly, Dora Sajevicius – a known and respected teacher of Mathematics and Coordinadora del Liceo – took on the key position of Director of National Programme. In turn, Cecilia Pombo was chosen to succeed Dora as Coordinadora del Liceo. With so many recent changes in the SLT it is to be hoped that we can enjoy at least a couple of years of stability. Senior Leadership Team (SLT) 2014: Senior Leadership Team (SLT) 2014: PrincipalAlan Ripley AdministratorRaquel Filippini Head of SeniorIara Lindemann Head of JuniorTrudy Chappell Director of National Programme Dora Sajevicius Director of International Programme David Rennie Coordinadora del LiceoCecilia Pombo Pastoral Coordinator Junior Denise Danrée Director of Learning: Physical Education Raúl Ham In April 2014 the building incorporating the new learning areas for Junior and Senior was inaugurated in the presence of the UK based architect Mr. Jonathan Holland. The new building – uniting Junior and Senior via the new bridge – on the one hand represents the culmination of a defined school project. On the other hand it is part of an on-going process of renovation of existing facilities designed to provide spaces suitable for learning in a context of continual change. At the very end of 2014 builders returned to the campus to begin work on a lift for the Junior School – finally assuring access to all facilities for all students. The production of “The Phantom of the Opera” enthralled the School in 2014. The preparation intrigued and fascinated; the performances amazed, captivated and inspired; and reflection made us wonder at what well directed young people are really capable of. Approximately 500 members of the School Community gave freely of their time, energy, commitment and talent. In November 2014 all Year 6 Liceo students sat for the examinations of the International Baccalaureate. As a founding IB school, The British Schools has always taken these exams in May; there was no alternative in 1971. The reorganisation of the whole school – occasioned by the merger of two generations of Junior in 2013 - has facilitated this change which brings The British Schools into line with all other Southern Hemisphere IB schools. The IB results achieved by the 2014 generation were very good. Once more a record number of students sat for the IB Diploma and an outstanding 95% of these 103 students were awarded the Diploma. What is more, 7 students achieved the truly excellent level of achievement associated with 40 points or more. The IGCSE examination session was also successful; yielding results above those achieved in similar schools in both South America and in the wider world. On the broader academic front, after years of consideration, the Junior School determined that the form of modernization and renovation would be via the Primary Years Programme (PYP) of the International Baccalaureate. This will be the biggest single curricular change in the Junior School since its inception. In 2015 and 2016 the School will be a “Candidate School”, that is, recognised as fulfilling the basic requirements 2 for offering such a programme and entering into the process of teacher professional development that will be necessary to offer this very different approach to education for young learners. Most probably it will be 2017 before the whole Junior School definitively offers the whole programme to all students and we become “a PYP School”. 2014 was intended as a year of investigation prior to the selection and installation of a Virtual Learning Environment (VLE) into the School. In the event, the investigation lasted the first half of the year and, with a choice made, installation and implementation followed rapidly. The School now has an excellent platform – Schoology http://schoology.british.edu.uy – which is used to coordinate programmes, to store learning resources, for evaluation, and for monitoring student progress. In 2014 the School launched a new initiative – THIMUN. For several years The British Schools has participated in local and regional Model United Nations (MUN). This is a simulation of the operation of the United Nations, where students are asked to take on the role of a particular state or interest group and to prepare and debate an issue of global concern. THIMUN is the most prestigious and well known UN simulation. Originally THIMUN was based in The Hague – has been expanded in recent years to include simulations in Singapore and Qatar. The British Schools competed with other institutions – and won – the right to become the host for the annual session of THIMUN Latin America. The first such Conference occurred in August 2014, and was a resounding success; bringing participants from across the continent and Europe to The British Schools. We look forward to further association with the THIMUN Foundation. In April 2014 the third Japan Rugby Tour took place – with matches in both Australia and New Zealand and the main tournament in Japan. Once more the School “punched well above its weight” achieving very good results and making many friends. The Tour will long be remembered for a serious injury that a student suffered; for the nightmarish stopover in China that this injury necessitated; and for the angelic and completely altruistic help proffered by a North American lady to the injured student and to the team doctor. In July the Senior Hockey girls enjoyed an excellent training camp in the United States. Symbolically, activities for 2014 concluded with the wonderful “Rock it!” II – a celebration of community and an awareness and fund raiser for CAS activities; emphasising once more that learning and education are never limited to just the classroom. “Tell me and I forget. Teach me and I remember. Involve me and I learn.” Benjamin Franklin How to Use/Scan QR Codes: To use QR codes conveniently you need a smartphone equipped with a camera and a QR code reader/scanner application feature. The newer smartphones available today often have an app pre-installed on them. QR code reader/scanner apps are available as free downloads. To begin scanning, open the app on your smartphone. Keep the device steady while the QR code is centred on the screen. As soon as the scanning process is complete, whatever information is stored in the QR code (e.g. videos, webpage URLs) should present itself on the screen. 3 A note fromthe Editors We hope that the imagery and excerpts contained within the coming pages appropriately depict School life during 2014. In contrast to the younger style of the 2013 Yearbook, the design this year has been given a slight ‘hipster’ treatment to accompany the trends of the senior generations. The Yearbook is always the culmination of a collaborative effort by the whole School community. This year we were pleased to receive additional support from three students in 6YL, who volunteered to help out as part of their CAS project: Paula Pereira, Lorenza Vecino and Kamile Killian. To these students, and to the countless individuals who helped put this edition together, we extend our grateful thanks. For students, we hope you feel represented; for parents and staff, we hope these recollections represent some of the key moments in student learning and personal growth; for the wider community, we hope it showcases a modern, confident, reflective, learning community that is very aware of its history and culture. The British Schools - Yearbook 2014 - yours to browse, ponder, enjoy! Scan to download an electronic copy of the Yearbook The hipster subculture has been associated with indie and alternative music, a varied non-mainstream fashion sensibility (including vintage and thrift store-bought clothes). Wikipedia The Editorial Team: Maria Virginia Ferreira (Senior School) Patricia Arrosa (Junior) Elaine Radcliffe (Whole School) Juan Pablo Rodriguez (Graphic Design) 4 Contents Table of Whole School Junior Senior Photographs From The Senior Leadership Team 02 IB Art Exhibition 74 Editorial Note 04 Arte y Comunicación Visual 75 Prefects 06 Sciences 76 Prize Giving Junior 08 Modern Languages 78 Prize Giving Senior 10 Interhouse 80 Primary Years Programme (PYP) 12 Phantom of the Opera 82 School Campus Gardens & Grounds 14 UK Trip 86 Learner Profile Attributes 16 Workviews & Worklinks 88 Kinder in Pictures 18 CIE Ceremony 90 Prep in Pictures 22 From the Head Boy & Head Girl 91 World Cup 24 Graduation 92 Library 32 Students & Staff Photos Form 1 Play 34 Kinder 94 Form 2 Play 36 Prep 98 Infant Snapshots 38 Form 1 102 Reserva Indígena 40 Form 2 106 Pinocchio 42 Form 3 110 Pastoral 44 Form 4 114 Junior Sports Day 46 Form 5 118 Form 6 Camp 50 Form 6 122 Generation 2020 52 1st Year 126 Rock it! 54 2nd Year 130 THIMUN 58 3rd Year 138 IB Andes 60 4th Year 142 Global Young Leaders 61 5th Year 146 Parent Volunteers 62 6th Year 152 ICL Canada 64 Staff Pictures 158 Yellow Boat for Hope 66 Farewells 169 Ryan’s Well 67 Mission Statement 172 Techo 68 Computer Science 69 Maths Olympics 70 WWI Centenery Commemorations 71 Spanish Play 72 English 73 5 Junior Prefects The role of Prefect is considered a position of responsibility within the School-wide community. Prefects are elected as student representatives and have a commitment towards service to the School, their peers, and to promoting School Spirit. Some of the characteristics sought in a Prefect candidate are reflected below: Responsible Fair Respectful Communicator Open-minded Principled Role Model Thinker Supportive Caring Leader Mediator Courteous Civil Risk-taker Knowledgeable Congratulations to the Prefects of 2014 for displaying so many of the above characteristics, for their dedicated teamwork, and for being true to the School motto: Perfice – be thorough. 6 Senior Prefects Prefects are an important part of The British School’s traditions and identity. Each year, elected students proudly assume their role as they sign the Prefects Book and pledge their commitment to the responsibility that this implies. The role of a Prefect requires teamwork, loyalty, companionship and leadership. Prefects also act as ambassadors of the School and representatives of the student body. In this sense, the Prefects can be seen welcoming new students, receiving parents on a variety of occasions, helping with community campaigns and events, as well as representing the School at special commemorations and celebrations. 7 Junior Prize Giving EFFORT & ATTITUDE AWARD SCHOOL SPIRIT AWARD Form 3 Form 3 Victoria Delisante Guzmán Zugnoni Antonella Cruz Francesca Schneck Rafaela Granese Cipriano Dorbessan Joaquín Oddone Josefina Solari Joaquín Echeverrigaray Valentín Vargas Federica Arregui Azul Zorrilla de San Martín Francisco Scasso Francisco Sequeira Federico Mailhos Emma Coates Pedro Sáez Sophie Stolzenbach Form 4 Paz Fleurquin Milagros Aguirre Clementina Melazzi Delfina Fernández Manuela Frau Agustín López Juan Pedro Ruiz Form 5 Valentina Monsuárez Milagros Montaño Iñaki Echeverría Francesca Ferrari Federico Schuscheim María Leindekar Pedro Mesa Paulina Crespi 8 Form 4 Juan Martín Muñoz Marcos Gubitosi Santiago Harrington Luis Lacalle Agustina Crosa Mateo Pilorget Sofía Civetta Franco Bertini Francisco Bergengruen Form 5 Francisco Deffeminis Juan Ignacio Canessa Joaquina Aznárez Olivia Wendel Alfonsina Chiappara Alfonso Camadini Sofía Fernández Emilia Burstin Juan Sequeira Dylan Fairless Camila López Tiago García Form 6 Julieta Tejera Paulina Barcia Jorge Sapelli Guillermina Shaw Francisca Amaya Milena Chakiyian Rosina Varela Julieta Arechavaleta Constanza Foderé Felix Thurn-Valssasina JUNIOR CHAMPION GIRLS Elisa Civetta JUNIOR CHAMPION BOYS Felix Thurn-Valssasina JUNIOR CHAMPION RUNNER-UP GIRLS Francisca Amaya The British Schools Student Award Jacinta Guelfi Felipe Crosa Pilar Hardoy Chloe Romero Clara Hardoy Andrew Cooper JUNIOR CHAMPION RUNNER-UP BOYS Santiago Simeto RUGBY PLAYER OF THE YEAR Joaquín Cat HOCKEY PLAYER OF THE YEAR Julieta Arechavaleta FOOTBALL PLAYER OF THE YEAR Juan Seizer OUTSTANDING SPORTSWOMAN Elisa Civetta OUTSTANDING SPORTSMAN Felix Thurn-Valssasina 9 Prize Giving Senior Sports Prizes Under 13 Most Improved Rugby Player Juan Francisco Pirone Under 13 Most Valuable Rugby Player Diego Seré Under 14 Most Improved Rugby Player Felipe Vecchiet Under 14 Most Valuable Rugby Player Juan Pedro Vargas Under 15 Most Improved Rugby Player Carlos Gruss Under 15 Most Valuable Rugby Player Faustino Etchegorry Under 17 Most Improved Rugby Player Berch Rupenian Under 17 Most Valuable Rugby Player Manuel Leindekar Rugby Player of the Year Juan Manuel Cat Under 13 Most Improved Hockey Player Chiara Curbelo Under 13 Most Valuable Hockey Player Macarena Cagnoli Under 14 Most Improved Hockey Player Martina Ferrari Under 14 Most Valuable Hockey Player Matilde Adaime Hockey Player of the Year (Under 14) Delfina Reyes Under 16 Most Improved Hockey Player Sofía Alcuri Under 16 Most Valuable Hockey Player Alexia Calfopoulos Hockey Player of the Year (Under 16) Paz Invernizzi Under 18 Most Valuable Hockey Player Josefina Gaminara 10 Under18 Most Improved Hockey Player Sofía Calfopoulos Hockey Player of the Year (Under 18) Paula Costa Football Player of the Year Manuel Leiva Under 13 Football Player of the Year Máximo Vargas Under 14 Football Player of the Year Facundo Schuscheim Under 16 Football Player of the Year Ignacio Talvi Outstanding Sportsman Alfonso Simeto Outstanding Sportswoman Josefina Costa Subject Prizes Senior English Lucía Sablich Constanza Nicola Junior English Camila Romer Senior Spanish Lucía Sablich Spanish Language Camila Romer Ma. Emilia Cardoso Junior Chinese Ma. Emilia Cardoso Senior French Martina Moreno Junior French Manuela Otero Camila Romer Senior Italian Federica Freyre Junior Portuguese Josefina Seizer Soledad de Arteaga John Thewlis Prize for Excellence in Mathematics Lucía Sablich Junior Mathematics Ma. Emilia Cardoso AJ Hobson Prize for History Nicolás Caballero Micaela Mastropietro Senior Information Technology Rafael Ferrés Junior Information Technology Juan Martínez Martín Stewart ITGS Rafael Ferrés Business and Management Lilian Wang Ignacio Parral Economics Santiago Pereira Geography Camila Fazzio Santiago Sanjurjo Philosophy Sofía Algorta Robotics Camila Romer Theory of Knowledge Agustina Mello Lucas Cobham Senior Science Natalie Figueredo Magdalena Rojas Science Year 1 Elisa Cooper Science Year 2 Matías Crosa Facundo Schuscheim Junior Science Ma. Emilia Cardoso Biology Lucía Sablich Mariana Chamyan Chemistry Ma. Lucía Carrera Lucía Sablich Physics Julio Reolón Nicolás Damiani St. Andrew’s Society of the River Plate Essay Competition Junior First Prize Paulina Cassoni Junior Second Prize Delfina María Reyes Junior Third Prize Lucas Pollio Senior Second Prize Camila Romer Senior Third Prize Carolina Gloodtdofsky Junior Certificate of Merit Tatiana Morton Junior Certificate for Honourable Mention Facundo Schuscheim Senior Certificate for Honourable Mention Manuela Otero Senior Certificate for Honourable Mention María Delfina Collazo Excellent Work & Progress 1st YEAR Juan Bonomi Paulina Cassoni Elisa Cooper Chiara Curbelo Patrick Davies Rosina Deleón Lucía Machado Lucas Pollio Julieta Regules Alejandro Seré Sol Slinger Chiara Tucci 2nd YEAR LOWER José María Alzugaray Lucía Bartesaghi Luca Bertini Andrés Buero Sofía Costa Magdalena Heguy Andrés Juan María Joaquina Pérez Manuel Rodríguez Facundo Schuscheim María Sofía Severi 2nd YEAR UPPER Marcia Araújo Marco Centanaro María Delfina Collazo Nicolás Collazo Matías Crosa Carlos Gruss Juan María Heslop Camila Ibarburu Marina Lagomarsino Sofía Méndez Mateo Pascual Florencia Pieroni 3rd YEAR Alexia Calfopoulos María Emilia Cardoso Soledad de Arteaga María Clara Lussich Juan Andrés Martínez Lucía Navarro Paloma Oribe María Manuela Otero Camila Romer Martín Stewart María Pilar Torrendell Florencia Vollono 4th YEAR Carolina Astigarraga Agustina Bódega Sofía Calfopoulos María Cecilia Casarotti María Eugenia Cat Joaquín del Campo Natalie Figueredo Camila Morton Magdalena Rojas Lucy Wang Victoria Welters Nathanael Wendel Olivia Zerbino Leader Tutors Sofía Vollono María Deal Maral Nerguizian Daniela Heller María Sofía Morán Federico Ruiz Santiago Michelini Martina Pérez Lucía Zerbino Martina Puente Juana Villaronga María Fernanda Chappell María Jesús Romero Paulina Schneck Federico Aznárez Francisca Rompani Celina Balparda Carolyn Symonds Isabel Sanguinetti Santiago Alcuri Roberta Ponce de León Francisco Stanham Inés Pick Paz Herrera Margarita Navarro Luis Pieroni Ella Viana María José Plottier Alec Leaman Clara Touris Emily Wells Caroline Wells Top of Liceo 1st Year Elisa Cooper Julieta Regules Top of Liceo 2nd Year Andrés Buero Delfina Collazo Nicolás Collazo Andrés Juan Top of Liceo 3rd Year Ma. Emilia Cardoso Camila Romer Top of Liceo 4th Year Natalie Figueredo Magdalena Rojas The Shearer Award for Performance in Theatre Arts Julio Reolón Lodge Prize for Service to the Community Mariana Chamyan The JW Jones Memorial Trophy for Outstanding Academic Achievement Lucía Sablich Outstanding Academic Achievement in Integrated Baccalaureate Mariana Chamyan Santiago Pereira Outstanding All-Round Student Julio Reolón The Charles Miles Cup for Service to the School Josemaría Motta The PS Schor Cup Paula Costa Year 5 Prefects Milagros Algorta Sofía Calfopoulos Camila Morton Lucy Wang Matías Aboy Joaquín del Campo Morgan Fairless Manuel Vilaró Year 6 Prefects María Clara Álvarez Inés Buero María Fernanda Chappell Martina Puente Felipe Azadian Ignacio Parral Francisco Stanham Santiago Strauch HEAD GIRL María Eugenia Moro HEAD BOY Lucas Cobham 11 Primary Years Programme (PYP) Our world and our understanding of how humans learn and develop has changed drastically since public education was introduced, over 150 years ago. The pace of this understanding has gathered markedly in the last 20 years to such an extent that the very foundations of the educational process have shifted. The education that most people over the age of 15 received was framed by three assertions: 1. Only experts create knowledge. 2. Teachers deliver knowledge in the form of information. 3. Children are graded on how much of the information they have stored. Developments in Information Technology, the Behavioural Sciences and in Neuroscience have combined to create a new paradigm for educational research and practice. The coevolution of society and Education • • • • • Agriculture INDUSTRIAL REVOLUTION Apprenticeship Factory model of skill development Tied to family and community Models of skills and tasks framed by the real world Approximation of skills Supervised practice Industrial Revolution • • • • Students separated from families and placed in factory-like locations Curriculum fragmented into parts and time Minimal relationship between curriculum and the world of lived experience Assessment unrelated to real world performance INFORMATION AGE & BEYOND From information to meaning ? Chaos and possibility As we struggle to come to terms with the scope and possibilities of the new paradigm – represented as “Information age and beyond” above, several significant new assertions have emerged: 1. Information is abundant, readily accessible, and available at zero or very low cost. 2. The role of the teacher is changing from the delivery of knowledge to one of facilitating the students search for meaning in information. 3. Learning, not teaching, is the goal of Education. 4. Students learn in different ways. 5. Assessment based on the information stored is but a partial view of the developing person. 12 The British Schools has adopted the tenets of the new paradigm in a measured and pragmatic manner. The adoption of the Primary Years Programme (PYP) of the International Baccalaureate is the latest and perhaps the most profound recognition of the changing educational needs of our children in an uncertain future. What is the PYP? The PYP is a curriculum framework designed for students aged 3 to 12. The PYP prepares students to become active, caring, lifelong learners who demonstrate respect for themselves and others and have the capacity to participate in the world around them. It focuses on the development of the whole child as an inquirer, both within and beyond the classroom. Why offer the PYP? The PYP is framed by the emerging paradigm of Educational Research. The PYP balances the acquisition of significant and relevant knowledge and skills, the development of conceptual understanding, the formation of personal, positive attitudes and the capacity to take responsible actions. The PYP addresses students’ academic needs and their social and emotional well-being; encourages students to develop independence and to take responsibility for their own learning; supports students’ effort to gain understanding of the world and to function effectively within it; helps students to establish personal values as a foundation on which international-mindedness will flourish. The adoption of the PYP programme is a logical extension of the direction in which the Junior School has been taking in recent years. Equally, it represents a significant challenge for educators. Finally, after 150 years of “Industrial Education” the student is centre stage, and learning is finally the explicit goal of all that we do. 2015 will be a year of learning and transition for the Junior School. The very earliest that the full programme could be implemented is 2016, with the balance of probability suggesting that 2017 will be the year in which The British Schools becomes an authorised PYP school. Scan to access the PYP webpage 13 Campus The School Gardens & Grounds Over a period that spans more than 20 years, the landscape of The British Schools has gradually been transformed from its rather basic beginnings of tree plantation into the magnificent splendour of the gardens and grounds that the School community shares today. Such a transformation does not come about without an incredible amount of careful planning, preparation, hard work, and TLC (Tender Loving Care). All of which requires thoughtful guidance and expert advice, as well as the commitment of a dedicated team of individuals. This commitment does not only extend to the task itself but also to encouraging an awareness of our responsibility towards protecting the environment. The results of this very British tradition of ‘gardening’ are simply spectacular. The vibrant mix of colours, textures, and aromas are a treat for the senses. Whether for study, work, sports, recreation, family gatherings or visits from members of the wider meticulously cared for community, these School facilities enjoyed and appreciated by everyone. 14 are 15 Learner Profile Attributes The IB Learner Profile represents 10 attributes valued by IB World Schools. We believe these attributes, and others like them, can help individuals and groups become responsible members of local, national and global communities. Inquirers We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life. Knowledgeable We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global signicance. Thinkers We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions. Communicators We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups. Principled We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences. 16 Open -Minded We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience. Caring We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us. Risk -Takers Balanced We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change. We understand the importance of balancing different aspects of our lives—intellectual, physical, and emotional—to achieve well-being for ourselves and others. We recognise our interdependence with other people and with the world in which we live. Reflective We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development. After acceptance as a Candidate School for the International Baccalaureate Primary Years Programme (PYP) this year, all students from Prep to Form 6 were awarded a certificate which acknowledged the Learner Profile attribute that they most characterised during 2014. 17 Kinder in Pictures The journey through Kinder took children on many great adventures as they engaged in a variety of stimulating Units of Inquiry. This year the Units of Inquiry included: My Big School Peek a Book, I Can Feel You! FIFA World Cup Atchooo!! Bless You! Boo, Hoo. 18 My Big School: The children’s previous experience was the starting point used to develop an understanding of their new school and to enable them to create a bond with it. Peek a Boo, I can feel you: This Unit of Inquiry took the children on a trip outdoors, to become explorers, to open their senses and to think about the information that nature gives when a new season arrives. 19 World Cup: In this Unit of Inquiry the children accompanied the FIFA World Cup spirit by collecting information from various sources, taking part in the Kinder Championship, and participating in the Junior World Cup Fair. Atchoo!!! Bless you! During this Unit of Inquiry the children expanded their curiosity, and the play hospital in the shared area became a real place of discovery. 20 Boo, hoo: This Unit of Inquiry led the children to explore their feelings and stretch their imagination through many interactions in art, movement expression and singing. It culminated in an end of year celebration when parents and children gathered in the Early Years Centre and enjoyed sharing a very hands-on experience where the focus was on having fun. 21 Prep in Pictures Throughout the year the children in Prep developed their knowledge and understanding through inquiry-based learning. What is inquiry-based learning? A process where students are involved in their learning, formulate questions, investigate widely and then build new understandings, meaning and knowledge. 22 The acquisition of knowledge and skills, and the development of meaning and understanding, are encouraged through exploration and investigation where the learning experiences are engaging, relevant and challenging. All students throughout Prep engaged in the same Units of Inquiry. 23 Friends and Me - a focus on feeling part of a group, getting to know each other, and on friendship; being aware of themselves, their body, and their family. Let’s go for a Ride! – an investigation into the evolution of specific means of transport and in different parts of the World; making comparisons, finding similarities and differences in their characteristics and uses. World Cup – an inquiry into what it means to win and fail, sports training, football kits, logos and rules. Investigating the countries of the different football teams. 24 Nursery Rhymes – a discovery of what they are and why we learn them; compare Nursery Rhymes with traditional songs from Uruguay and other countries. Use this knowledge to develop language and storytelling skills. Life is in the Air! – an exploration into living and non-living things: characteristics, needs, similarities and differences. High in the Sky! – a focus on the importance of the sun for life on Earth: Sun as a source of energy; day and night, planets, the sky; sun protection. 25 World Cup Students from Kinder to Form 6 celebrated internationalism in the FIFA World Cup 2014 held in Brazil. Each class chose one of the 32 participating nations and then worked with their teachers to research the particular culture and traditions. Their inquiries culminated in an International Day of celebration consisting of 3 phases: 1) during the morning the children visited different classes and hosted children from other Form groups, when everyone presented aspects of the culture of the nation they had studied; 2) in the afternoon they participated in a variety of fun sporting activities focused around football; 3) the day finished with a Parade of Nations on the School fields. Each of the participating countries was represented by children parading in a spectacular array of colours; watched on by a delighted audience of parents. A fascinating celebration of internationalism and diversity. 26 27 World Cup 28 29 World Cup 30 31 Library In a continual quest to promote reading enjoyment and to encourage knowledge acquisition, the Librarians devised and hosted a multitude of fun and interesting activities for the School community throughout the year. There were special guests, a book fair, a kermesse, reading challenges, competitions, and lots of contributions by students for the Junior Library magazine “Voices”. We read, we played, and we learned. 2014 has been a great year! 32 33 Form 1 P lay “ Dropping in, dropping out.” The children worked in the classroom on a Unit of Inquiry entitled - “Water here, water there, water everywhere!” Within this trans-disciplinary process, each class was given a different environment to work on, raising awareness of the water cycle in each diverse environment. Together the children came to the conclusion that the water cycle is the same irrespective of which environment we are in; and that water is everywhere and can be found in different states. The children are now aware that the careful use of this natural resource is the responsibility of us all. 34 35 Form 2 P lay “Light it up” As part of the Form 2 Unit of Inquiry “It’s Electrifying”, the children prepared an end of year presentation based on characters found in the Oxford Reading Tree books: Biff, Chip, Wilf, Wilma and Kipper. These characters travelled back in time with a magic key, seeing the discovery and development of electricity through time. Each class prepared a display showing the four stages presented, reflecting the knowledge gained through their inquiries. 36 37 Snapshots Infant 38 39 ReservaIndígena INDÍGENA, es un Área Protegida de Flora y Fauna ubicada en el balneario Solís –departamento de Maldonado- que cuenta con ecosistemas muy variados como pradera, monte indígena y humedales, que los alumnos de 4to año visitaron para: • conocer los recursos naturales de nuestro territorio; • descubrir las particularidades de su flora y fauna autóctona; • promover en ellos el interés y la motivación por la protección del ambiente. La proximidad de esta reserva con la playa, nos permitió también visitar el ecosistema costero. Previo a esta salida didáctica recibimos en el colegio la visita de un técnico de “Indígena” que nos dio una charla informativa. 40 41 Pinocchio Through the retelling of the story of Pinocchio from the perspective of Geppetto, the 2014 Junior School Production “My Son Pinocchio” was a wonderful demonstration of how students can work together with respect, School Spirit, and enjoyment. The story not only taught us that we should be “brave, truthful and unselfish” in order to follow our dreams, but to accept who we are, and grow up to be whatever we turn out to be. This year’s production not only entertained, it also transmitted a positive message to the audience and to the three generations of performers. 42 43 Pastoral All areas of school life come together under the umbrella of Pastoral. 2014 has been another busy year for the School’s enthusiastic community of students, families, and staff, who actively participate in the Values Programme. Form 6 students continued their weekly exchange with CAIF “La Esperanza”, accompanied by a parent on each occasion; the whole community worked together in campaigns supporting Fundación Pérez Scremini and Teletón, there were Non-uniform Days, Bake Sales, and Raffles organised by students. All with the huge support of parents. Other initiatives included, the Blankets project when Form 6 prepared blankets for the homeless distributed by the “Semilleros” group; and the Toy Campaign supported by Form Parents, who generously gave up their time to prepare the toys for the children. Peer Mediation in Form 5 was a great success as several volunteers worked conscientiously in the Infant playground during lunchtimes. These activities enriched the learning experiences shared during 2014. It was a pleasure to see such a wonderful display of so many of the attributes described in the IB Learner Profile. However, perhaps it is true to say that the attribute that shone out above all the rest is the one expressed below: CARING We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others, and in the world around us. (IB Learner Profile) 44 45 Sports Day Junior A lively combination of Fitness, Fair Play, and Fun were the ingredients that put a smile on the faces of the children, families, alumni and staff who gathered together on the School fields for the annual Junior Sports Day. The supporting whoops and cheers gave the students an added boost as they pitched their skills to earn points for their respective Houses. To add to these displays of healthy competition, two Form 6 students from each House went head to head for the Junior Champion Cup. One girl and one boy were selected from each House to compete in the 800m, 100m, Long Jump, High Jump, and Shot Putt. House Points were awarded for each event. These points accumulated and the girl and boy who finished with the most points received the Junior Champion Cup. 46 47 48 49 Camp Form 6 Y la lluvia prosiguió: “De ahora en adelante, cuando llueva, Cada uno de ustedes atravesará el cielo Para formar un gran arco de colores y demostrar que pueden vivir juntos en armonía.” 50 51 Generation 2020 52 53 Rock it! A Whole School Family & Community event Rock it! – An initiative instigated by the CAS Department in Senior. Its purpose is to celebrate the achievements of the year with the School community and, through this fundraising event, to give back in some way to the institutions with which students from The British Schools conduct much of the CAS Programme (International Baccalaureate). It is thanks to these institutions for opening their doors every year that the School’s IB students can develop the CAS Programme. The students are able to participate in meaningful and rewarding activities that contribute to their formation as responsible members of local, national and global communities. Everyone involved benefits from the enriching experiences shared. Rock it! would not be the success that it is without the support of the many individuals, groups and organisations, from inside and outside the School community; the dedication of its enthusiastic team of volunteers who work tirelessly to organise this special School family and community event; the musical talents of its students, families, staff and alumni; the generosity of its sponsors; and the collaboration of everyone who comes along to the School fields to share in this social spectacular and to help raise funds for some very worthy causes. A great big Thank You to everyone! 54 More photos available 55 Rock it! A Whole School Family & Community event SCAN TO VIEW MORE PHOTOS 56 57 Thimun The British Schools won their bid amidst some very tough competition to become the first school in Latin America to hold a THIMUN (The Hague International Model United Nations) Conference. To take advantage of their shared experience in Model United Nations (MUN), the organisation of this event was a combined effort between The British Schools and the Stella Maris school. From 13th - 16th August, 250 strangers from six countries were invited into The British Schools, and at the end of three days they were part of the family. Of course it helped that the sun shone throughout, and of course it helped that we had a team of organisers including the best of The Hague International Model United Nations from Europe and Latin America with THIMUN experience worldwide... ...but what made the First THIMUN Latin America Conference so special was that it fit so well into what The British Schools does every day. In fact, the School carried on almost as if having so many bright, smartly dressed young students from Argentina, Chile, Costa Rica, Holland, Panama and Uruguay was the most natural thing in the world - classes and other school activities carried on as usual. 58 We know that this first conference was small by comparison – in Singapore, Qatar or The Hague, the THIMUN conferences play host to thousands of students. Yet its importance cannot be overstated. THIMUN - an organisation founded in 1968 with affiliated conferences in all parts of the world - had chosen Montevideo to be the seat for the new Latin American Conference. The quality of the event surprised the guests in a really impressive way. The Conference was a teamwork event that moved people from every area of the School including maintenance, catering, librarians, teachers, directors, administration and the Senior Leadership. But the heart of MUN lies with the students; and thanks to their preparation and willingness to participate, the students from The British Schools stood out. Students from 1YL - 6YL were chosen to form the Admin Staff, led by Lucía Sablich, and their sheer amount of work, of coming and going, of problem solving and demonstration of goodwill, was astonishing. Delegates from 4YL, 5YL & 6YL defended Argentina, Canada, South Africa and Sweden from seven committees and discussed issues as varied as “The question of Syria” in the Security Council or the Social, Humanitarian and Cultural Committee’s discussion on “Improving human rights for those living in extreme poverty”. In addition to the discussing, deliberating and debating there was also the social side. Lunch in the Pavilion was a chance for sitting under the trees, enjoying the fields and the flora and fauna of The British Schools, and for meeting and mixing with students from many parts of the world. On Friday night the Stella Maris school welcomed everyone for a dinner party including live music with singers and musicians from the two schools. THIMUN Latin America may not have solved all of the world’s problems but it was certainly a first step on the way! 59 IB Andes “The Andes was one of the most unique adventures of our lives. We left behind us every single problem, pressure, or material need we had. There is no truth in saying that mountains are just a piece of elevated land, they are much more than that, and they are a real teaching. When we make reference to teaching, of course we refer to the new knowledge we acquired such as learning how to feed our stomachs with limited provisions and drink with just snow, or how to go up to 5,000 feet above sea level without giving up, but most important of all we refer to the experience that touched our souls. Today life has a little bit more meaning for us, and we have learned something more about it, and for that we say thank you to the mountains. With all our hearts we recommend this trip to everyone, it is not just another trip to have fun with friends; it is a life-changing experience.” Federica Bordaberry, Renata Fernandes, Pilar Scavuzzo 60 Global Young Leaders Conference “GYLC was an amazing and unique experience offered by the School and one of the best opportunities I could have had. It helped me to develop leadership skills, improve my ability to speak publicly and gave me the encouragement to put my ideas out in the open. This was achieved through a process of teamwork, conflict resolution and cultural learning. The result was seen on the final day when we got to perform a UN simulation at the General Assembly quarters of the United Nations. The friendships made on this trip are also truly unforgettable. Even though we were 270 students or ‘scholars’ from different backgrounds and cultures, we found that the differences we had were what made us become such a tight knit group. For those who are offered the chance to be a part of the GYLC experience I highly recommend it! At first it may seem like a deep and serious educational course, but that is only a fraction of what the course is about. You leave with beautiful memories and new resources to use in your everyday life, as well as friendship bonds.” María Fernanda Chappell “It was such an enormous contrast to what we are used to seeing every day in Uruguay! There were people from all over the world, different cultures and religions. It gave me the chance to become a much more open-minded person, learn about life styles I had never been in contact with and make amazing friendships.” Milagros Urta 61 Parent Volunteers Cuenta Cuentos: cuentos que ayudan a crecer… una propuesta educativa y solidaria Papás y mamás del Colegio ofrecieron un tiempo para realizar voluntariado en el CAIF “El abuelo Ubaldo”, institución que hace años concurren los chicos de secundaria quienes realizan valiosos aportes. Estábamos implementando un dispositivo pedagógico nuevo que permitiera mejorar el nivel de desarrollo en los niños y las niñas que concurren al centro. El área, que a través de diagnósticos, se visualizaba con dificultades graves, era el de lenguaje. A su vez, se había realizado una investigación sobre pautas de crianza en la cual se advertía que a los niños y niñas sus papás no les leían cuentos. En función de estas circunstancias al equipo de educadoras del CAIF y padres voluntarios, les pareció pertinente comenzar con un taller en que los papás del Colegio contarron cuentos a cada uno de los niños y niñas del centro, en un espacio vincular cuidado, amoroso, que promueva el desarrollo del lenguaje a través del vínculo afectivo, personalizado. Se realizaron las reuniones preparatorias, coordinadas por una docente del grupo de padres y madres voluntarios, que posibilitaron definir los objetivos, las actividades y metodología para la ejecución de las mismas. Fue así como sencillamente se generó en el “taller de ciencias y biblioteca” un espacio transformador que efectivamente logró cambios significativos en niños y niñas tanto a nivel del lenguaje como a nivel vincular. Un aporte solidario, comprometido y sostenido con un encuadre claro y respetado. Esto se pudo medir a través de las pautas que el programa de CAIF establece, en el que se vio 62 que de un 69% de niños y niñas con desarrollo normal, pasó al 92% advirtiéndose en el área del lenguaje mejorías verificadas. Este año retomamos incorporándolas Institucional. dentro las del actividades, Proyecto Lunes a lunes con gran alegría recibimos al grupo de mamás y papás que, siempre con una sonrisa, llegan a dar su cariño que cada uno de los niños y niñas. Esta generosidad producie un intercambio mágico que se acrecienta con la fantasía de las historias que narran. ¡Una bella experiencia que nos ayuda a crecer a todas y a todos! 63 ICL Canada Participants from The British Schools: María Branáa / Magdalena Rojas / Matilde Adaime / Inés Etcheverry / Sophie Delger “I definitely recommend going on the ICL Leadership Academy in Canada if you get the opportunity. We met people from all around the world with whom we had huge cultural differences, but we managed to bond and make friendships that we will never forget. Everyone was having so much fun that we barely slept in two weeks, but still everyone was really energetic and positive. I have never laughed so much in my life, and the best part was that I shared it with my new friends from New York, Korea and Peru, among other places. Everything was amazing, the city of Victoria, the lake, the waterfalls, the fireworks in Buchart Gardens, Service Day Challenge and the extremely fun activities we experienced like cardboard boat building and the talent show. On the last day, during the farewell, we couldn’t hold back our tears and yet we were very thankful for the long lasting memories created.” Inés Etcheverry “Institute for Civic Leadership is a great way to learn how to become a leader, not only for the society but for the individual too. The Academy provides very useful help in the development of particular skills that can become very advantageous when dealing with strenuous situations; such as public speaking, organisation, teamwork and cooperation. It gives you the opportunity to face a variety of challenges, and through them come to know your strengths and weaknesses. The knowledge will help you in choosing activities that can ameliorate improvement. 64 Not only is it of great benefit, it also gives you the opportunity to relate to other students from all over the world, learning about different cultures and perspectives. It is an opportunity to learn how to become a social entrepreneur by becoming a leader that is at the service of the globe. Personally, I feel that this enriching experience helped me become more confident about myself and it produced an improvement in my public speaking skills; moreover, I now have a new group of friends and acquaintances that provide diversity and variety to my life.” Magdalena Rojas “It is hard for me to describe the experience we had in Canada. There is no doubt that these were the two best weeks of my life! We met new people, we learned about other cultures and so much more. Staying at a boarding school was something I had never done before and it was a really crazy experience. The activities were so much fun and the leaders were really amusing and friendly, but the experience of travelling alone with friends and making choices by myself during the entire trip made me more self-confident and independent. Having the knowledge and the skills to become a good leader in the future is something that once learned, stay forever. If you have the opportunity and you are interested, you should apply for ICL. It’s something that you will never forget! ICL Institute for Civic Leadership made me a new person! Don’t miss it!” María Branáa “This trip was the best experience of my life. In Canada I met a lot of people from different countries. Learning, having fun and making friends were part of every day. I recommend it because you’ll never forget this incredible trip. I now want to go back as a leader in future Leadership Academies. Thanks to The British Schools for this opportunity.” Matilde Adaime 65 Yellow Boat for Hope “The great thing a little lamp can do which the big sun cannot do is to give light at night. It shows no one is superior by size but by purpose. If we cannot do great things, we can do small things in a great way.” yellowboat.org “Around the world, some children skip school to go swimming. However, in the Philippines, there are children who have to swim to get to school. “The Yellow Boat for Hope” foundation started as a nationwide movement to help young children living in remote coastal villages to get to school safe and dry. Today, the foundation has diversified its activities which now include the distribution of school supplies to students, providing medical/ dental missions to their communities, awarding of scholarships, and assistance to families through livelihood projects. In carrying out the final year of our CAS programme, we learned about this reality and were inspired to take active involvement in helping the organisation to fulfil its educational mission. We created posters and paper boats and hung them around the School to raise awareness about the conditions of the children. We conducted a fundraising campaign and raised almost US$500 through a Non-Uniform Day and Bake Sale. Contributions from “Rock it” were added to the final amount to help us achieve our aim to donate two yellow boats for the use of the children. As young citizens of the global community, we took the opportunity to be a lamp that helps to brighten the world. We would like to thank The British Schools family for their support and we encourage all to continue to do small things in a great way.” Mariana Chamyan and Year 6 CAS 66 Ryan’s Well During Water Week, the CAS Team and CAS students invited students across all subjects to produce work related to the theme of WATER. The aim was to help increase awareness about the need for access to safe water for everyone. A Bake Sale and Non-Uniform Day were also held to raise funds for the Ryan’s Well Foundation to support their new School Challenge project - to help bring water and sanitation facilities to schools without these very basic needs - so it really does change their lives. 67 Techo Construction This year the TECHO Construction was held from 27th June to 2nd July. Despite the cold and it being during the winter holidays, volunteers had a life-changing experience. “La posibilidad de participar como voluntaria en la construcción de secundarios de Un Techo Para Mi País probablemente la recordaré como una de las oportunidades más gratificantes que me ofreció el liceo. Estoy convencida de que uno puede hacer la diferencia y fue por este motivo que supe que no podía dejar pasar la oportunidad que se me presentaba. Compartimos cinco dias en los cuales fui entendiendo junto al resto de los voluntarios que la construcción era solo una excusa para acercarnos a gente que no tiene los mismos recursos que nosotros. El mensaje que se dejó a las familias de los asentamientos fue que con voluntad y esfuerzo se puede avanzar. Lo materializamos con el ejemplo de la vivienda que fue el fruto de horas de trabajo compartido. Volví a mi casa con una satisfacción indescriptible, el recuerdo de la alegría de las familias y aun más convencida de lo que me llevó a participar de la construcción, que todos podemos hacer la diferencia.” Maral Aprahamian “This was one of the most satisfying experiences I have ever had: it gave me the opportunity to open my eyes to a different reality and to realise that the prejudice I had about these places and these people were just stereotypes. Above all, the people who accompanied me in the process were incredible and I left eager to go again on the next construction and to live this experience all over again.” Lucas Cobham 68 Computer Science AUCBI “Asociación Uruguaya de Colegios del Bachillerato Internacional”, founded in November 2013, comprises eight associate members which offer students one or more of the International Baccalaureate programmes. School members are: Escuela Integral Hebreo Uruguaya, St. Patrick’s College, Uruguayan American School, Stella Maris Collage, St. Clare’s Collage, Woodlands School, The British Schools and St. Brendan’s School. All schools were invited to join a logo design competition. The target was: Can you synthetise the following essential characteristics of AUCBI into a LOGO? • Cooperation • Global citizenship • Open-minded • International Baccalaureate • Uruguay This was also another opportunity for IT staff to work with students on the attributes of the IB Learner Profile. 69 Olympics Maths 89 students participated in the National Maths Olympics semi-finals that took place in September, making it a resounding success. 35 students, out of the original 89, were invited to attend a workshop in October with Gustavo Bentancor (Director of the Uruguayan National Olympics). The work of these 35 students was sent to the Uruguayan National Maths Olympics Committee. 11 were subsequently selected to be part of the Uruguayan National Maths Selection. These students were: Juan Martín Defféminis, Juan Figueroa, Luca Magno, Julieta Regules, Ramiro Salas, Alejandro Seré, Máximo Vargas, Marco Centanaro, Delfina Collazo, Nicolás Collazo, Matías Crosa. These 11 students participated in the Final of the National Maths Olympics on Sunday 19th October at Elbio Fernández School. All 11 students did extremely well and Ramiro Salas, Julieta Regules and Alejandro Seré were given a “Mención de Honor”. Congratulations to everyone and especially to the 11 students who are now part of the National Maths Selection. This honour gives them the right to participate in the following regional and International Maths Olympics competitions: CANGURO MATEMÁTICO OLIMPÍADA IBEROAMERICANA JUVENIL OLIMPÍADA DEL CONO SUR OLIMPÍADA MATEMÁTICA DE CASAVALLE Special thanks to Natalia Colino, the teacher in charge of the Maths Olympics, and to all the Maths/ Mathematics teachers for supporting this event. 70 Commemorations WWI Centenary IB1 History students and 3rd Year Liceo Historia students included the First World War Centenary commemorations as part of their IB or Liceo courses. Their studies extended to audio visual work and presentations in assemblies. IB History 5th Year students prepared an Assembly for 3rd and 4th Years, and then 3rd Years prepared an Assembly for 1st and 2nd Years. The students included a mix of films of WWI, a Prezi presentation explaining the war and some YouTube documentaries with real footage. The general idea was to combine primary and secondary sources. To complement their course studies, Uruguayan Historian Jose P. Rilla visited the School to give a talk in commemoration of the 100 years of WWI. The talk was given at The British Schools to 5th and 6th Year students, together with students from other IB schools (Stella Maris, Colegio Integral, and St. Brendan’s) who were invited along to share the experience. 71 Spanish P lay Los alumnos de quinto año del grupo de Teatro en Español, representaron el sainete “Las cédulas de San Juan” del dramaturgo uruguayo Florencio Sánchez. La puesta en escena se destacó por la calidad de las interpretaciones de los estudiantes, quienes lograron expresar el lenguaje típico de la época y del medio rural, la gracia de las situaciones humorísticas y el conflicto pasional que se presenta como cuestionamiento a los prejuicios sociales vigentes. Los actores bailan el pericón nacional y recitan relaciones. La representación apela al rescate de las mejores tradiciones nacionales. 72 English St. Andrew’s Society of the River Plate Essay Competition 2014 On Wednesday, 12th June, over thirty of The British School’s most talented writers in Secondary gathered in the A.J.Hobson Library in Senior to complete their entries in this year’s St. Andrew’s Society of the River Plate Essay Competition. With fevered brows, pens poised and wonderful imaginations about to be unleashed, they prepared to do battle with the best of the region’s writers, including schools in Argentina. The British School’s team had been carefully selected by their respective English teachers for their creative abilities and mastery of the written craft. Expectations were high after María Fernanda Chappell’s First Prize the year before in the Senior Competition. Would we win any prizes this year? If so, who would be this year’s creative geniuses? As it turned out, The British School’s students did incredibly well with one First Prize, won by Paulina Cassoni for her entertaining story in response to the title, “Book of Secrets”; and prizes for students in nearly every category for which they were entered – amazing! Congratulations to all of the students who took part (and their teachers) and especially to those listed below, whose efforts were officially recognised by the judges: Junior First Prize Paulina Cassoni (L1) Junior Second Prize Delfina María Reyes (L2) Junior Third Prize Lucas Pollio (L1) Senior Second Prize Camila Romer (L3) Senior Third Prize Carolina Gloodtdofsky (L4) Junior Certificate of Merit Tatiana Morton (L2) Junior Certificate for Honourable Mention Facundo Schuscheim (L2) Senior Certificate for Honourable Mention Manuela Otero (L3) Senior Certificate for Honourable Mention María Delfina Collazo (L2) 73 IB Art Exhibition The Auditorium provided the perfect setting for the 2014 IB Art Exhibition. Its spaciousness and its calm atmosphere allowed and invited viewers to study attentively the works of the 26 IB Art students. Students, families, staff and alumni turned out in their masses to admire the impressive works on display. This event also reached out to the wider community as IB Art students came from neighbouring schools to exchange notes. TOK students seized the opportunity to reflect on; What is art? What is the role that the different ways of knowing play in the arts? What is the place that art has in human knowledge? IB Philosophy students made an analysis of a work of art of their choice. They identified a philosophical issue that the chosen work of art conveyed related to the question “What is a human being?” Through their essays, the students examined the various ways Art can be considered a valuable means to wonder about and express the numerous inquiries that stand in the core of philosophical reflection. Younger students in Senior, worked with the Music Department on a recording activity to gather thoughts and sentiments about the event, with some very interesting results. Students in Junior visited the Art Exhibition, asked questions, talked to the artists, practiced their sketching skills and reflected upon a chosen work of art. Not only was this an opportunity to celebrate student achievement, it also generated a lot of food for thought for students and visitors. 74 “…Este curso cambió mucho no sólo mi visión de las obras de artistas, sino la visión de mi misma, la forma en que transmito mis emociones y sensaciones y expreso mi verdadero yo. …” Florencia Pérez Tatton “La temática que trato desde el comienzo del curso está vinculada con la idea de la muerte y la obsesión del ser humano con la misma; el sentimiento de inseguridad en torno a la incertidumbre que ésta conlleva, y la manera en la que veo este sentimiento como insignificante. Sin embargo, a medida que fui avanzando me abrí a la creación de trabajos influenciados por la psicología, el subconsciente en particular.” Nicolás Muscio Arte y Comunicacion Visual Durante este año hemos desarrollado una política de integración inter y multidisciplinaria. Ese ha sido nuestro gran objetivo del año y hemos logrado de ese modo consolidar el concepto de la Educación por el Arte. Hemos desarrollado el Seminario de las Artes, el cual se realizó en el mes de mayo y recibió alumnos de otros colegios así como docentes de los mismos. Allí hemos compartido diversas disciplinas artísticas en talleres, invitados especiales que dieron charlas y se generaron grandes espacios de intercambio de experiencias que sin duda enriquecieron a todos. Hemos desarrollado proyectos con otras asignaturas. Destacamos el “Music Basket Ball” en segundo año coordinado entre Sonora y Educación Física; a su vez Ed. Sonora desarrolló el proyecto “Tubófonos” que abarcó tres asignaturas (Sonora, Visual y Cs. Físicas). Hemos desarrollado proyectos con Matemáticas, Cs. Biológicas e Historia en el Ciclo Básico y destacamos un proyecto Multidisciplinario de Ed. Sonora, Idioma Español y Ed. Visual, “HACEME EL CUENTO” que a su vez se desarrolló en la plataforma Schoology. Nos sentimos muy felices de los logros obtenidos y apostamos a seguir creciendo en esta línea de trabajo, abiertos a recibir nuevas propuestas desde otras áreas, más allá de las que propongamos nosotros. Arq. Enrique Cederbaum Head of Department 75 Sciences Science Week – May Over 300 students took part in celebrating National Science Week. Students from Year 6 down to Year 1 presented the findings of their scientific investigations through demonstrations, models and displays. The visitors, including parents, teachers and students from across the School were suitably impressed with the work undertaken by the Science students. Topics investigated acknowledged two national celebrations: The Year of Family Agriculture and The Year of Crystals, as well as Renewable Energy and a wide variety of topics related to Space. In addition, the Robotics students presented the work they undertook in 2013 and a Generation 2016 ICT-Science cross-circular project was also displayed. Science Curriculum Trips Students enjoyed a number of curriculum related trips and in-house workshops including: Equipo SOStener - Alcohol Awareness workshop, Alternate Energy in Uruguay, Indígena Ecology, DNA at Pasteur Institute, Facultad de Veterinaria and Scientific Inquiry at Espacio Ciencia - Latu, and participated in the 15th Annual Robotics Fair. Periodic Table Construction Students from multiple generations collaborated in the construction of a large periodic table wall display. IB – Group 4 Project - October The project is a collaborative activity where students work together on a scientific or technological topic; allowing for concepts and perceptions from across the disciplines to be shared in line with the aim to “encourage an understanding of the relationships between scientific disciplines and the overarching nature of the scientific method”. 76 Student Comments “It is always nice to work outside of the classroom and with different students - it was fun to complete the experiments in teams and to be able to present our findings to the other students and teachers, especially the Junior students who seemed quite impressed by our different presentations and related games.” Sebastián Cagnoli “We enjoyed the Group 4 Science Fair since we interacted with other generations as well as our classmates. We acquired knowledge in a fun way and learned how to work as a team. It was a great experience to grow as a person.” Milagros Torrendell, Julieta Decurnex, Camila Soler Robotics - November In November, the Robotics students participated in the 15th Annual Robotics Fair, ROBOTECA 2014, at Escuela Integral Hebreo Uruguaya, (Pocitos). The students’ robotic constructions included in the presentations were: a robotic arm, light sensor motion robot, football penalty shoot robots, solar tracker, Lego ball shooter and Lego explorer. Project Week The students presented a variety of well-planned and interesting scientific projects including: constructions, investigating relationships and variables, energy and sports science. 77 Modern Languages Alunos de 3° ano de Português lendo na Biblioteca para fazer uma Ficha de Leitura. 3rd Year students reading in Portuguese in order to write a reading tab. Os Carnavais no Brasil Em 10 e 11 de novembro os alunos de 3° ano apresentaram alguns dos diferentes carnavais que se celebram no Brasil com suas características própias: O Carnaval de Rio, o Carnaval de Recife e o Carnaval da Bahia. The Brazilian’s Carnivals On the 10th and 11th November, students from 3rd Year Liceo prepared a presentation showing some of the different carnivals that are celebrated in Brazil with their own features: Rio Carnival, Pernambuco Carnival and Bahia Carnival. Chinese Festival The Duanwu festival is celebrated among Chinese people around the world including Singapore, Malaysia, and Uruguay. It falls into the fifth day of the fifth month of the lunar calendar, which in 2014 was the second day of June. It commemorates the sacrifice of Qu Yuan, legendary Chinese poet and patriot. It is the second most important festival in China. 78 Le Jour de l’Europe Les élèves de 3e. année préparent le panneau de la Journée de l’Europe,une célébration de la paix et de l’unité européenne qui a lieu le 9 mai. Europe Day Students in 3YL prepared the board for Europe Day - an annual celebration of peace and unity in Europe that takes place on the 9th May each year. Fête de la Musique. La fête de la musique est célébrée en France chaque 21 juin pour recevoir l´été. Les élèves des cours de Francais de 2ème année A/B ont travaillé sur la Fête de la Musique. The “Fête de la Musique” is celebrated in France every year on the 21st June to receive Summer. Students in Forms 2YL A/B worked on this topic. Petit déjeuner en classe de Francais 2ème E/F a partagé un petit déjeuner français avec des croissants, du jambon, du fromage et des crêpes préparées avec une recette française travaillée en classe. 2° E/F shared a “petit déjeuner français” with “croissants”, ham, cheese and “crêpes” made with a “recette française” studied in class. 79 Interhouse The School’s birthday is celebrated on the 8th October each year with the eagerly awaited “Interhouse”. However, preparation starts much earlier than this as students from every House carefully plan for the big day with great enthusiasm and a true sense of School Spirit. The “Interhouse” is a fabulous event in which students and teachers demonstrate their creativity, hard work, fellowship and affection through promoting School values. The main topic for 2014 was “Technology”. Each House expressed this topic through songs, dances and banners. The students enjoyed a picnic lunch together on the School fields. The House Stands provided a blaze of colour with their displays of students’ creative expression, and the atmosphere was ignited with live music from student bands and dancing from the cheerleaders. To top it all off there was a mountain of delicious cupcakes decorated in the different House colours to delight the taste buds and bring this feast for the senses to a close. Interhouse 2014 - an unforgettable celebration. 80 Queens & Jones 1240 Kings & Blount 1215 Princes & Cuff 1085 81 P hantom of the Opera P hantom Cast 82 SCAN TO VIEW MORE PHOTOS 83 P hantom of the Opera Opera Cast 84 SCAN TO VIEW MORE PHOTOS 85 UK Trip “There is no doubt that the UK Trip was the perfect way to close the school cycle. This two week trip is a memory that we will always cherish. One of my personal highlights was the night at The Beatles’ “The Cavern” in Liverpool. We were all squashed together in the underground pub and got to sing Oasis’ Wonderwall at full volume, the same song we all once sung during a sunset at our Upper Camp. It was very emotional to see how our school life was coming to an end, but we were terribly glad that we got to spend it together.” Valentin Benoit “To me, the School tradition of the UK trip is much more than a scholarly vacation. It is the culmination of the many or few years that we have all spent together; a celebration of our companionship, and overall an amazing, cherished, experience. In the midst of our sometimes uncertain future endeavours, the UK trip brings us together in a way that is incredible, and we truly learn to relish the things that make us much more than a generation, that make us a group of team-workers. All throughout our trip, across all the memorable cities and towns we visited (London, Edinburgh, St. Andrews, Bath - to name a few), we were a unified body, and only in our unison did we truly comprehend what an impressive group of individuals we are.” Nicolás Caballero. 86 SCAN TO VIEW MORE PHOTOS 87 Workviews The Workviews Programme is organised to give students the chance of listening to, and exchanging ideas and opinions with, high-level professionals in their areas of interest. Panel conferences were offered in different fields, where students also had the chance to listen to undergraduates from universities in Uruguay and abroad. This year, nine panels were organised. The Parents’ Committee was actively involved in the organisation of the panels. Below is the list of the prestigious presenters: International Commerce and Trade - Gonzalo Oleggini Investment Funds and Franchising - Enrique Urioste Tourism Ventures - María Teresa Russi Joint ventures, Business - Francisco Ravecca Medicine - Santiago Pache Nutrition - Silvina Tochetti Psychology - María José Oribe Psycho-Pedagogy - Alejandra Balbi Mass Media - Alexandra Morgan Public Relations - Alfredo Etchegaray Corporate Communications - María Mónica Del Campo Global Media Studies - Valentina Moreira, SCAD, USA (TBS graduate 2013) Architecture - Martín Gómez Platero Interior Design - Sofía Ruiz Industrial Design - Pedro Laprovitera, Magdalena Rodiño Architecture - Milagros Oreggia, ORT (TBS graduate 2012) 88 Worklinks “Worklinks is the name that The British Schools has given to the Internships Programme, run in the first term for Year 6 students. Internships help you better understand your field, help cement (or at times change) your career goals, and give you the experience employers demand, even of college graduates.” Over 100 students completed internships in 50 companies in Montevideo and the provinces. Positive feedback from companies and students proved the importance of this initiative by the School. 89 CIE Ceremony Since The British Schools started using the Cambridge IGCSE examinations twenty years ago, the range of subjects has increased and the School’s students are responding to the challenge by achieving better results each year. More schools within Uruguay are seeing the advantages that these courses offer and are incorporating them into their curriculum, making it even more competitive to receive recognition in the Cambridge International Awards. Students from The British Schools were, once again, amongst those who received awards that recognised their achievements as Outstanding Cambridge Learners in Uruguay, at a special ceremony held in June: Top in Uruguay Mathematics Magdalena Rojas High Achievement: Foreign Language French Camila Morton With bagpipers leading the way, representatives from each school proudly entered the room carrying their respective flags to set the stage for the rest of the ceremony. Her Britannic Majesty’s Ambassador to Uruguay, Mr. Ben Lyster-Binns, gave an interesting speech on the importance of education and the advantages of learning a second language. Mr. Richard Gilby, Educational Advisor for Cambridge International Examinations, also gave a short speech before presenting the awards. 90 From the Head Girl & Boy “We have travelled a long road and shared “We are the living proof that in choosing to millions of experiences both as a group and send your children to The British Schools you individually. made the right decision. We have taken the IB, we have completed secundaria and we have I will remember with joy the learning shared, been involved in a thousand extra-curricular from endless study groups to piles of past activities, plays like The Phantom of the Opera, papers and nights of non-sleeping; even the camps, sports, MUN, Logros, Techo, Rock long hours some of us spent in the art room it! and many more. finishing works for the exhibition, or the 20 second home for 15 years and has generated hours per week of Matemática. Despite the many meaningful memories. This home has frustration and desperation we all felt when grown with us giving us the necessary tools we were told the IB had changed to November, and education for the future. The School has been a now we can say YES! We did it. I would like to show my gratitude to the School life not only involves what happens School authorities for helping us to have an inside the classrooms, in fact there is much excellent education, to the teachers who for more to it than the lessons. School productions, 15 years have been with us, to all our parents Interhouse, Maths who trusted the School and have supported Olympics, MUN, centennial parties, Rock it, us in every decision and mainly to my fellow camps and trips among many others, have also students, my classmates and lifelong friends contributed to our personal growth and made for always being there. It seemed like only us the people we are today. From the “huertas” yesterday, when we entered the School for the and psychomotricity classes in Kindergarten first time in our red kindergarten uniform and to the so feared “Egreso”, and finally the IB. now we say goodbye in our blue uniform that Certainly, we all have many memories and we will use for the last time. dancing competitions, stories to laugh about and enjoy. We have generated a bond with the School and A cycle ends, we have finished writing one our friends, we spent more time here than in chapter of our lives; but yet we have a whole our houses. As the School song says, day by book to complete. day, we created an unforgettable friendship. Maybe tomorrow many of us will go far away We will never forget every member of this big to study abroad, others will stay here and school family that we are honoured to belong study different careers. We must not let the to. To all of them a big, big THANK YOU!” distances or the different choices separate our friendships, we must always, always, preserve the wonderful memories we have created over these 15 years. It is our duty to keep the generations united.” Paula Costa HEAD GIRL Josemaría Motta HEAD BOY 91 Graduation This year the Graduation Ceremony took on a Speeches by the Chairman of Governors, more traditional feel, as graduating students Principal, gathered together in their School uniform for the students’ achievements. the very last time. Proud parents, families, also provided food for thought as they asked School authorities, teachers and staff, looked the audience to look to the past in order to on as each student stepped up and received understand the present and contemplate the their Certificate to rapturous applause. The future. These words included some advice for celebrations included a musical interlude when the graduates, and ended with well wishes as two they embarked upon the next chapter in their of the graduating students delighted everyone with their enchanting rendition of a and Head of Senior, celebrated The speeches lives. song from the Senior Musical mega production staged in August: Phantom of the Opera. ****** The Head Girl and Head Boy spoke eloquently of their personal educational journeys through “106 years of history, punctuated by two World The British Schools, and a touching video Wars – attested to by two plaques in Senior created by the 6th Year Liceo students added a remembering those who went and fought and special sentiment to the proceedings. died; illuminated by fading black and white photographs of happy children in school uniform. This symbolic event not only marked a rite It is the traditions which bind generations of The of passage for the students; it represented a British School’s students together, and provides significant milestone for the 43 families who the solid base for thoughtful and meaningful were also graduating from The British Schools innovation.” - as they watched their youngest child wearing The British School’s colours for the final time. Remarkably, one family had chalked up a monumental 30 years of commitment to the School. 92 An extract from the address by Mr. Alan Ripley, Principal. 93 MISSION STATEMENT The Mission of The British School’s community is to: form self-confident, creative, inquiring, discerning, fully bilingual students who will strive to develop their talents to the best of their abilities. strive for the highest standards, providing the educational environment and infrastructure to help students to achieve excellence according to their potential in academics, arts and sports, while recognising individual differences and needs. instil the importance of all human values (including moral, aesthetic, spiritual and social) in all aspects of personal growth and physical development. encourage and promote a sense of belonging, a deep rooted pride and affection for the School as an Institution, its traditions, School Spirit and institutional memory. instil in students the finest aspects of Uruguayan and British values and culture, such as a sense of justice, self-discipline, tolerance and civility, while also offering them the best possible preparation for life in an intercultural setting within a global community. develop in students a sense of profound empathy and an awareness of their responsibility to their community and the need to use their gifts and experience for the good of the world. TEL: (598) 2600 3421 - MÁXIMO TAJES 6421 MONTEVIDEO, URUGUAY - e-mail: [email protected] - www.british.edu.uy 94 96