10 reasons to choose Mosaic
1A strong and clear identity
- Multiculturalism : Mosaic school aims at making children aware of the richness of our differences. It prepares them from the very beginning of their school experience, to develop an in-depth knowledge of their own culture as well as of those they will be in contact with.
- French-English bilingualism : From age three on children are given the opportunity to master both languages. From nursery onwards, an English-speaking and a French-speaking teacher co-direct each class.
- Multiple Intelligence : the school system, as well as society in general, values logical and language intelligences. However, research by psychologists and neurologists indicate that humans use a much wider scope of intelligences. Each is particular and requires a specific environment to develop. Mosaic school supplies this.
2A long term mission
Mosaic’s mission is to contribute to the child’s global development in partnership with and in complement to the family. The school aims to stimulate and facilitate the child’s intellectual learning, artistic aptitudes, relational sensitivities, and emotional richness.
In the long term, Mosaic will ensure the emergence, the harmonious development and the mastery by each child of his/her competencies.
In the immediate term, Mosaic aims to stimulate the child's global vision of life and to provide a comprehensive choice of tools to pursue self-fulfillment, along with the means to face his/her future social responsibilities.
3 Our ethics : Teach respect and learn autonomy
Ethics are in the centre of Mosaic’s values : respect and autonomy. Respect is a right, autonomy is a duty. When an individual chooses to free her/himself, as much as possible, from her/his conditioning, he becomes autonomous.
The ethical question is “what should I do?"
We are all responsible—families, teachers, schools and students—because each acts as a role model for the other. Individual decisions, actions and omissions bear consequences.
Tolerance is essential because no rule exists that fully directs the student, nor anyone else, to develop a conciliatory attitude enabling him/her to act responsibly, honestly and righteously.
It does not stop “here and now”, but remains a collective global biological, cultural, historical, geographical and social process.
Autonomous judgments must come with the capacity to take responsibility for one’s own choices.
Central to our teaching, cultures are carriers of knowledge and stand witness to the idea that individuals belong to a larger community.
4 A bilingual programme accredited by 2 governments
The curriculum is bilingual and is based on the new PER (applied since 2011 in the canton of Geneva) and on the British national curriculum. We expect our students to have the same level in English and French at the end of their primary school period. They are not two programmes led jointly, but they make up a single programme which respects the objectives of the Swiss and the British programmes.
Our programme is reinforced by four annual projects, which unite the school around transdisciplinary subjects:
- One World
- Foreign Languages & Civilisations
- The Science Project
- The End of Year Show
Mosaic also strives to promote attitudes (autonomy, integrity, etc.) and know-how (how to communicate, how to research, etc.). Our curriculum is enhanced with theatre, dance (contemporary, capoeira, hip hop), music (and choir), non latine languages (Russian, Arabic, Mandarin), sports (gymnastics, sailing, swimming) and library as from 1st primary. Specialist teachers teach these subjects. It is very enriching for the students to have subjects that take into account multiple intelligences.
Assistance is available for pupils for whom English and/or French is not their first language (see Language Tutoring below) and for those with special educational needs.
The school has set up a structure supervised by the Director of Education to accommodate pupils with no previous knowledge of either of the two languages, or for those coming to Mosaic at a later age (9-10, or even 11 year-olds).
As in the reception classes of public schools in Geneva, the children are withdrawn from their class and a tutor in French or English takes charge of them for a period ranging from 2.5 to 6 hours weekly. Using this experience, we expect it to take up to three years for a child to acquire, develop and master the new language.
5 A quality controled school
Mosaic is a private school accredited by the Geneva Education Department. Mosaic is member of the Geneva Association of Private Schools (AGEP) and the Swiss Federation of Private Schools (FSEP). Since September 2013, Mosaic is also an associate member of the COBIS (Council of British International Schools), the only Swiss bilingual school to have obtained such accreditation.
Additionally, Mosaic has been QSC certified since May 2009. QSC (Quality School Certificate) is the first quality reference system for the certification of schools of general and professional teaching, in both compulsory and post-compulsory teaching, public or private. The certification was based on the five following fields:
- School facilities, daily routine
- School ethics
- School life, teaching staff, pedagogy
- Welcoming and orientation of students
- Quality management
A parent handbook is published every year, presenting in detail these 5 domains.
6 An essential leading thread : Drama lessons
If learning is also inventing, imagining, listening, getting rid of certainties, and risking new experiences, then theatre is truly an educational tool.
The theatre programme and classes at Mosaic are not just theatre lessons that students follow during a year. This programme is a long term pedagogical project which enhances’ students learning processes and promotes self-development by the mean of theatre. These classes of theatrical expression at Mosaic takes place specifically in the school project to integrate multiple intelligences in the students’ experience.
The Mosaic theatre programme progressively starts at 3 years old and ends at the age of 12. During this time period, through theatrical expression, students will discover and shape themselves as well as make connections what they are learning in class. The practice of theatre leads students to build knowledge in a different context, often complementing traditional learning in classrooms and also recognises individual skills and competences.
To dare, to risk confronting the look of others, to speak, to improvise in front of an audience as well as communicating and sharing common emotions. These skills are crucial to communication, to being at ease in their relationships and to position oneself in front of other people. The setting of the theatre classes: an empty room, the actor on one side and the spectator on the other- promotes self confidence and self-esteem as well as building relationships with others in a context that puts student in the spotlight. In order to play and act with others in the theatrical setting, students need to concentrate, listen, and have a receptive attitude facing a partner’s proposition. Students also need to find inside themselves the resources that will allow them to respond to propositions in a creative and constructive way.
The practice of theatre also constitutes an incredible tool for self-recognition, thus allowing realisation and rooting of one’s uniqueness and individuality and in a group. Theatrical expression permits all types of individuals to find their place. Whether they be timid, extraverted, reserved, kinaesthetic or cerebral, all human competences are solicited in the action of theatre. Another particularity in theatre is that the creation is immediate. This encourages risk-taking, first in a group, then in pairs and finally by themselves. This exercise asks students to be courageous and autonomous.
The End of the Year Show
Each year, during the pedagogical week at the end of the school year, the theatre teachers , the classroom teachers and school heads chose a theme for the following end of the year show. The students start working on the show as soon as the beginning of November! The first week after the autumn holidays, the students from the 1P to 8P classes participate in theatre workshops organised by the two theatre teachers. The project is introduced during theatre workshops, then worked on in classrooms, in French and in English, and ends by a theatre presentation by the students. The entire school is invited to watch each presentation. Each class presents what they have been working on during the theatre week: a theme connected to the end of the year show. Their work includes research, oral presentation, readings, drawings, and naturally theatre representation.
7 Integrating special needs students
For children with special needs, there are many benefits to an inclusive learning environment. Regardless of their ability level, children learn from one another. In an inclusive classroom, children with special needs have the opportunity to observe their peers, who serve as positive role models by demonstrating the skills that the teachers and therapists are trying to teach. Being an equal member of a classroom community provides many important social benefits as well, including increased self-esteem and the formation of friendships.
There are also many benefits for typically developing children, including learning tolerance, developing empathy and gaining an appreciation for diversity. The real world is a diverse mix of people with a wide range of abilities. At Mosaic, we feel that the sooner we start preparing pupils for this, the better.
Mosaic does not undertake to provide for all special educational needs such as severe learning difficulties, but in all grades moderate special educational needs may be provided for. Mosaic accepts the presence of a classroom auxiliary (« shadow ») to help integration of children with special needs, if this is not deemed to disrupt teaching. Mosaic also favours external support (co-teaching with other schools, for example for dyslexic children) and collaborating with all partners for the well-being of the child (psychologists, etc.).
8 An educational partnership
We are aware that a code is not enough to promote values and other norms. Therefore, there will be a constant dialogue to help us integrate values and ethics in all our decisions and acts. This dialogue is a benchmark Mosaic school wishes to work on with the parents, the students, the staff and all other partners. Various communication tools, and opportunities to meet, have thus been developed:
Parents’ coffee mornings
Parents are invited twice a term to thematic presentations by the direction of the school or other speakers on themes covering : the presentation of secondary schools by the heads of those schools ; Sanfilippo Foundation on the theme of the integration of special needs children at home and at school ; presentation by the Pedagogical Officer on our bilingual programme ; or by the teater teachers on the how and why theatre is an essential part of Mosaic’s curriculum, etc…
Every year, 2 parents per class are chosen for that role. Usually, there is a French-speaking parent and an English-speaking parent. They meet with the teachers every 6 weeks. Their role is to assist the class teachers in communicating with all the parents of that class.
Teacher duo meetings
The success of any bilingual teaching depends on the quality of the partnership between both class teachers. This is why both by contract and through internal organisation, each pair of teachers meet 2 hours a week for example to elaborate jointly the class projects and to analyse the academic progression of each student.
The Direction regularly brings together all the students of Cycles 2 and 3 to strengthen the understanding of the fundamental values of the school.
Your top worry as parents who just took the decision to relocate to a new country is your childrens’ successful integration.
Choosing the right school for your child is always important and of course when relocating it is pivotal.
When my wife and I first stepped into the Mosaic school and met Sylvie and the team, we immediately felt this was the place we were looking for.
All of our three children had the privilege to be part of the Mosaic Family.
Mosaic gave our kids the tools to become fluent in French and English (a mission we thought is impossible), achieve highest IB academic levels and equally important, built their self-confidence.
Mosaic offered us as parents endless feedback about the development of our child. On many occasions the school team demonstrated flexibility and customization to address our childrens’ evolving needs throughout the different stages of integration.
In our mind, there is no doubt, Mosaic team contributed to the successful integration of our children in Switzerland.
Thank you Mosaic!
Moshe, father of 3 Mosaic students, 2010-2015
Si je devais résumer les 10 ans d’ aventure de Mosaic en quelques lignes mon œil droit lirait: (l’entrepreneur). Un splendide succès d’une start-up.
Il y avait une vision et un plan. Un rêve qui est devenu réalité car la symphonie de l’exécution a été joué avec le juste rythme ou le professionnalisme, l’intelligence et la passion ont été les instruments qui ont permis d’assurer le focus de la mélodie de Mosaic (instruction et le développement des élèves par le bilinguisme) soient toujours respecté tout en construisant une école avec des fondations solides et robustes pour les années à venir.
Ce qui a été annoncé a toujours été effectué. Mosaic a grandi par l’approche de l’amélioration continue pour assurer que la qualité de l’éducation soit aux attentes du besoin du monde actuel et de ses clients.
BRAVO Madame Johannot !
And with my left eye (as a father):
Parallel to the standard subjects (French, English, Maths, etc..) wonderful values like being humble, respect the differences, learn to listen and communicate with the right attitude are part of the day to day school life which develop great soft skills for children.
For example the theater course is one approach. Perhaps the next sentence will summarize very well my 10 years of experience: “ my girls have not a brain full of stuff but indeed a well-developed brain allowing them to manage better their future challenges. Great thank you for Mosaic providing the right tools”.
James, parents de 2 élèves, 2004-2015
Dès 2004, la Fondetec (fondation communale pour le développement des emplois et du tissu économique en ville de Genève) a été séduite par le concept de l’école Mosaic et sa fondatrice Sylvie Johannot.
Il était important de faciliter l’émergence de cette activité véhiculant des aspects multiculturels, l’enseignement bilingue et l’intégration d’enfants différents.
Comme la réussite d’un projet ne dépend que de la qualité de l’idée, c’est surtout sur une équipe que nous avons parié, avec à sa tête une femme dynamique dotée d’un esprit entrepreneurial, d’une vision et d’une excellente capacité d’analyse et de réaction.
Après avoir apporté notre soutien pour le financement de la création de l’école, nous avons eu le plaisir d’intervenir pour accompagner la croissance de l’école en 2008, puis dans le cadre de la certification de son enseignement en 2009.
Nous sommes fiers de constater que l’école Mosaic vole aujourd’hui de ses propres ailes et nous lui souhaitons un beau et long voyage.
Jérome Favoulet, Directeur, Fondetec
9Mosaic students’ commitment !
Part of our school mission is to participate in the children’s global development and encourage attitudes such as empathy and open-mindedness. This is why this school year the students of Mosaic have been working with different associations on many humanitarian projects.
Paint a Smile & the Escalade race
Since 2006, our children of age 6 and above run the race, teaming up with the Team of Colours from the Paint a Smile Foundation (www.paintasmile.com). Paint a Smile’s mission is to reduce the anxiety of children and adults in hospital by giving them a reassuring and welcoming environment.
Every year on the first Saturday of December the Escalade Race takes place in the old town of Geneva. Every year, about 30,000 runners take part. The race is open to all: international athletes, beginners, children and adults.
Don du Choeur
The Don du Choeur association organises every two-three years concerts in support of a humanitarian project, where a choir of some 350 children age 8 to 12, from Geneva’s private schools, sing to raise funds for children in need around the world. They aim at giving the children a roof over their head, an education, a future...
Don du Chœur’s projects helped children in : Russia (2004-2012), India (2006-2012), Cambodia (since 2009), Kenya (from 2013) and Madagascar (2016).
And through the years :
- In the nursery classes, the students have been learning about protecting the environment, sorting and recycling with the association J’aime ma planète. The CYCLE 2 and CYCLE 3 classes also worked with this association and participated in a comic strip contest.
- A representative from the foundation Terre des Hommes came to speak in many classrooms to present topics related to children’s rights and to raise awareness on La Marche de l’Espoir, a charity walk that takes place on along Geneva’s Quai du Mont Blanc.
- The association Action Innocence came in to speak to the CYCLE 3 students and parents about the dangers of the Internet and to promote safe habits.
- During one of our parents’ coffee morning the Foundation Sanfilippo gave a presentation on having siblings with special needs and their integration in the classroom.
- The NGO Graines de Paix has recently developed a new educational manual with activities to teach peace to young children, which will be taught in the 1P through 4P classes.
- The 5P and 6P classes explored, learnt about and developed the theme of community life with the association Young Enterprise. This project aimed at making them aware of the roles, tasks and responsibilities of the various actors of a town.
- The 7P and 8P classes have organised every year a flower sale to raise funds for the charity Le Don du Choeur.
- For the 200th anniversary of the canton of Geneva in the Swiss Confederation the 7P and 8P students became young ambassadors of Geneva by participating in the project “Genève à la rencontre des Suisses” organised by the Fondation pour Genève. They also went to Aarau in Argovie to give a presentation to other schools on Geneva in its international context.
10 And what have they become ?
Our students graduated at age twelve, at the end of their primary studies. We have trained them so that they can integrate in any type of school system : francophone, anglophone or bilingual. But above all, we have developed in them a capacity of adaptation, courage in front of the unknown, and self-confidence.
Whether in Switzerland or abroad, here are some of the schools they moved onto :
- Geneva: Ecole Moser (bilingual and francophone), International School of Geneva (francophone – anglophone – bilingual), Institut International de Lancy (bilingue), Geneva Secondary School (anglophone), public school (francophone), Collège du Léman (bilingual)
- Brussels: Lycée de Bruxelles
- New York
I could not be more grateful to have had the opportunity to be a student at Mosaic. I have so many wonderful memories from my time there and I will treasure them for the rest of my life. I think the greatest gift that Mosaic has given me is the fact that I now speak fluent French. It has opened up a word of opportunities for me and my future. Not many people I know have had or will ever have this chance and I am so thankful to everybody who made it possible. Les amis que j’ai fait étaient une grande partie de mon école primaire. Tout le monde venait (et vient toujours j’imagine) de bien des pays différents, ce qui a ouvert mes yeux sur des cultures complétement différents. Maintenant, j’ai des amis dans le monde entier que je n’oublierai jamais.
Alice, Ecole Mosaic 2007-2011
Je fais partie des rares qui étais à Mosaic depuis le 1er jour et jusqu’à la dernière de primaire. J’y ai passé 7 années. Mosaic est comme une famille car tout le monde se connaît et les grands aident toujours les petits et c’est une atmosphère qui m’a aidé à me développer pour aller dans ma nouvelle école ! Mosaic m’a aussi permis d’avoir un aspect social plus facile du à la diversité et au théâtre qui malgré tout nous permet de nous extérioriser d’avantage.
There is also the international aspect which makes us have an open mind whom lots of other children dont have. I’ve learned to switch languages just like that. I did not realize that at all until lately but it really helps me very much and a lot of my friends envy me.
I just wanted to thanks Sylvie for everything she did for me and you know what I think about you!!! I have to thank as well my favorite teacher of all times, Heather, thank you for everything, I really miss you! En français, pour une prof qui m’a marqué aussi, Merci pour tout Sandrine!!!!
Sasha, Ecole Mosaic 2004-2011
I spend the first two years of my stay in Geneva at Mosaic. I came to Geneva without knowing any words in English or French.
With the help of the enthusiastic staff and the friendly students, some of which I am still in contact with today, I got over many challenges and managed to become fluent .... a task that seemed impossible at the time.
I am thankful to Mosaic for the tools I received while being there, without this start I could not excel at the school I am in today.
Hagar, Ecole Mosaic 2010-11
Ce que Mosaic a fait pour moi.
Quand je suis arrivé à Genève, je ne savais parler ni anglais ni français. J’étais très confus à mon premier jour à l'école Mosaic, car je n’avais pas compris ce que les professeurs m'ont dit, et je ne pouvais pas parler aux professeurs ou aux élèves.
Mais heureusement pour moi, pendant les trois années où j’ai étudié à l’école, le staff de l’école était très patient, ils m’ont soutenu et ils ont tout fait pour m’aider socialement et pédagogiquement.
Quand j’ai quitté Mosaic pour un autre collège je n’avais pas de problème pour parler aux professeurs et aux élèves. Grâce à Mosaic j’ai un niveau de langue maternelle en anglais et en français.
How Mosaic Helped Me.
When I arrived in Switzerland, I did not speak English nor French.
My first day in Mosaic I was completely confused, I didn’t know anyone, I couldn’t understand what the teachers were saying and I couldn’t speak to anyone.
Fortunately for me, during the three years I’ve learned at Mosaic, the school’s staff was very patient, supportive and did everything to help me both socially and educationally. When I left Mosaic to middle school it didn’t take me a lot of time to make friends because Mosaic gave me communicational skills and language skills.
Now I’m in ninth grade and I’m in mother tongue level both in English and French. Thanks to Mosaic I have language and social skills and memories I will cherish forever.
Noam, Ecole Mosaic 2010-12