Parent Student Handbook

In September 1924 a group of men and women decided to establish, under the auspices of the League of Nations, the first international school in the world, the International School of Geneva.

The founders of this School demonstrated their beliefs by writing into the School Charter two basic principles: equality and solidarity among all peoples; and the equality of all human beings without any distinction of nationality, race, sex, language or religion. These two principles underpinned the founders' objectives: to meet the specific educational expectations of an increasing international community in Geneva; to draw upon the most advanced teaching methods used in Geneva, which was a leading educational centre in the world; and to imbue the new School community in which the students were to live and grow with a genuine belief in "internationalism".

These aims continue to guide the activities of the School today. Though it now has some 4,400 students on three major campuses, it remains a service school in the sense that wherever possible it grants admission to all students who aspire to an international education, provided they are capable of benefiting from mainstream education of an academic nature.

It is also a pioneering school insofar as it adopts and adapts the most modern teaching methods while developing some of its own. The International Baccalaureate curriculum and examination, originated and developed at the School, is the most notable evidence of this function. With a growing number of schools offering its programs, the International Baccalaureate enables students to go on to universities in most countries.

Students enjoy an exceptional opportunity to learn to accept people of different nationalities and to understand something of their ways of life, since their fellow students come from as many as 120 countries. Teachers seek to use this diversity of origin as an asset which can contribute to international understanding.

This Guide seeks to set out the basis of a cohesive partnership between Home and School, in the belief that a clear statement of aims and expectations will enable us all to work together with a common sense of purpose. Adolescence is a confusing enough time without home and school pulling in different directions and sending out conflicting messages, and we all rely on home and school upholding a compatible system of values and standards. Even the best students can have difficult days and challenges to face, and we see it as very much part of our job to work with you in supporting them. Working in partnership will give every student the best chance of maximising his or her potential and of enjoying a happy and successful career at Ecolint - which is the aim of all of us.

Parents can help by:

• Supporting and upholding the aims and expectations outlined in this Guide.

• Encouraging their child to take responsibility for honouring commitments and completing tasks on time.

• Reading the information which is published by the School, and acting on it.

• Contacting the School, normally through Mentor or Year Head in the first instance, if you are worried by anything concerning your child’s life at School - before it becomes a major problem.

• Working in cooperation with the School on matters of discipline.

• Providing a suitable environment in which to do homework, and monitoring its completion.

• Being positive through praise and encouragement of your child’s worthy efforts and achievements.

• Attending School functions and supporting your child where possible, particularly Parents’ Meetings but also other events in which they are taking part.

• Observing term dates scrupulously and ensuring full attendance.

• Keeping an eye on the amount of time spent on the computer or social networking sites and reinforcing the need to use these resources responsibly and appropriately.

• Supporting the School in its efforts to maintain a full range of extra-curricular activities, even if this may occasionally involve inconvenience to domestic or social arrangements.

• Considering involving themselves in the PTA or standing for election to the Campus Advisory Body