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
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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)
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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.
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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
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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
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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.
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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
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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
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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
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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.
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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
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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)
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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.
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“…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
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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”.
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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.
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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.
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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.
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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.
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Queens & Jones
1240
Kings & Blount
1215
Princes & Cuff
1085
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P hantom of the
Opera
P hantom Cast
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SCAN TO VIEW MORE PHOTOS
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P hantom of the
Opera
Opera Cast
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SCAN TO VIEW MORE PHOTOS
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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.
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SCAN TO VIEW MORE PHOTOS
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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)
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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.
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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
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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.
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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
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