From January 1st 2020, the English College is powered by renewable electricity
The Changes Committee of the Student Council and the Environmental Group made a joint request for a switch to a renewable electricity provider. It is in line with acknowledging the global climate emergency and the urgent need to reduce greenhouse gas emissions.
The school has switched its electricity contract to PREekoproud. Purchased electricity consists of approximately 69% biofuel energy, 28% hydroelectricity and 3% solar energy. An issued certificate (EECS-GO RES-E) proves origin of this energy. Unexpectedly, the new electricity provider is marginally less expensive.
The English College has set an example to individuals and other organisations. Every step to reduce harm to our planet is praiseworthy and the Student Council thanks the school for its cooperation on this. The student body believes that the school could challenge itself to become even more environmentally sustainable.
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Libor Jícha
Caretaker
After leaving school, Libor worked for almost 10 years as a zootechnician (animal husbandry) in agriculture. After the Velvet Revolution, he worked in various trades, in particular, the implementation of large-screen projection, which became his lifelong hobby. Since 2009 Libor has been working in education in various positions at the Jedlička Institute, the University of Economics and as a lecturer at a mobile planetarium. In a way, education has grown to his heart. In addition to audio video projection, in his spare time he enjoys archery and climbing and spending time with his children.
This week saw 2020’s first visit from ECP graduates, offering advice to students in Year 5 and 6 thinking of a career in medicine. It was Michael Barabas’s second visit to the ECP since leaving for university in 2009. But for Yagmur Caglar, this was the first time she had been back in school since graduating in 2016.
Where to study – Prague or the UK?
Yağmur is in the 4th year of a six-year degree course at the First Faculty of Medicine of Charles University. But when studying for the IB, she was not sure what she wanted to study at university. She thought she might study Civil Engineering. It was a lecture at school from a representative of Médecins Sans Frontières (Doctors without Borders) that decided her. She said “I knew, after hearing about MSF’s humanitarian work, that I wanted to help people. That is why I decided to become a doctor.”
She chose to stay in Prague and had some good advice for ECP students also thinking of medicine as a career. “Make sure that the course you apply for is internationally accredited so that you will be able to work in your chosen location.”
Yağmur is studying at the First Faculty of Medicine at Charles University
Alternative Routes
But a first degree in Medicine is not the only route to becoming a doctor. Michal was initially attracted to a career as a research scientist. His first degree was in Pharmacology from University College London. However, it was while at UCL that he realised that he didn’t want to spend all his time in a laboratory. So after completing his first degree, he switched to Medicine, achieving an MPhil and MB/BChir at the University of Cambridge. This is less well-known route into medicine, but one that Michal has benefited from. He told us: “I was a little older than most of the other students on my course, something that stood me in good stead, particularly when it came to dealing with patients.
Michal is now just about to take up a new position at University General Hospital here in Prague. This is after completing his first two Foundation Years as a hospital doctor at the UK. First it was at Hinchingbrooke and then at Papworth hospitals, the world-famous centre for heart transplants, both in Cambridgeshire.
Michal showing the huge Papworth Hospital estate in Cambridge
The English College in Prague Network
The English College established the English College in Prague Network (ECPN) in 2015 as the College’s extended alumni network. It is for all ECP alumni, their parents and former members of staff. Its aims are to support the ECP and to promote a life-long relationship between the College and its members.
All alumni automatically become members of the ECPN. We are very grateful to those who, like Michal and Yagmur, give up their time to come back into school to share their experience with current students. Amongst the careers covered since the launch of the ECPN are the diplomatic service, journalism, law, economics and business, interpreting, art, design and photography, sports management, medicine, dentistry, astrophysics and aerospace engineering.
“What do we have to overcome to get to Mars?” That was the main question of the recent lecture delivered to ECP students by Mgr. Petr Brož, Ph.D., a researcher at the Czech Academy of Sciences. He talked about the complexity of the mission to Mars project and also outlined the necessary technologies which we are still missing to be able to fulfill this ambitious dream.
Student voice
Our Year 4 student Victor Slimák said the following about the event: ”The lecture given by Petr Brož on Monday about the journey to Mars was very interesting. It was very interactive which kept the audience’s attention and also made people think. Dr. Brož talked about various challenges that we face before we can live on Mars. These challenges include: food provision, shielding from radiation and the time of the journey. First we discussed what we would need to be able to complete the journey. Dr. Brož talked about growing food on Mars or in space. Many students had questions about the science of growing plants using martian soil or bringing soil from the Earth to Mars.
The problem of radiation also came up, as the journey to Mars would take about 9 months. Lead can be used as shielding, however, it is very dense and thus it would weigh a lot. Another option is to use water which could later be used by the astronauts. Elon Musk’s company SpaceX also came up in the talk as they are revolutionising space travel and the recovery of their rockets. I found the whole lecture very fascinating and enjoyable and I would enjoy similar lectures in the future.”
About the lecturer
Petr Brož obtained his Ph.D. in 2015 at the Faculty of Science of the Charles University in Prague. He has been working as a researcher at the Department of Geodynamics of the Czech Academy of Sciences since 2010, where he focused on the volcanism across the Solar system. He specialises in volcanic activities on Mars; primarily on small volcanic objects created during short term volcanic activities caused by magma degassing and water/magma interactions on the surface of Mars.
Congratulations to the following students who became winners of the ECP ISSAP Slalom Race 2020 in ladies’ and gentlemen’s categories of skiing and snowboarding.
Skiing: Veronika Šolcová, Year 2 Jiří Veselý, Year2
Snowboarding: Veronika Vojtová, Year4 Viktor Kubička, Year3
Here is a reflection from one of the winners:
The annual ISSAP Slalom Race which took place this past weekend was all we expected it to be, and it was much more than that. Although the lack of snow was a problem, we made the most of the situation. With the kind help of ECP staff and ski instructors, we improved our skiing and snowboarding skills, tried new tricks and then we showed off in the final race on Monday. As it was my first year, winning the slalom race was definitely a thrilling and exciting experience that I will never forget. I felt exhausted but elated and can’t wait to take part in next year’s ISSAP Slalom Race.
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ECP student Kryštof Sršeň is one of the talented secondary school students who can experience scientific work in practice within the Open Science project of the Czech Academy of Sciences. This 12-month programme is under the supervision of specialists and students could choose from 105 topics.
TV coverage
Our student Kryštof Sršeň talks about his experience with the project on metropolitan television PrahaTV where he is featured in a spot presenting the Open Science project. You can watch the video here:
“In this lab, I have done gel electrophoresis, DNA protein distribution, and various methods of protein purification,” said Kryštof Sršeň, a student at The English College in Prague.
“The Academy of Sciences provides opportunities for secondary school students to participate in real research. They can learn what contemporary science is about and apply theoretical knowledge in practice,” said Michaela Marková, PR manager of the Open Science project.
Interest in the project is great. 700 students applied this year and 100 of them succeeded.
“The one-year internships give rise to very interesting outcomes. Students learn to understand a scientific topic and formulate conclusions in professional articles or presentations. In addition, they learn to popularise science and present it to the public. All participants of the project take part in the largest science festival organised by the Academy of Sciences,” said Michaela Marková.
Open Sciences and ECP successes
Within the Open Science 2019 project, Kryštof has already received a prize for his research. He presented his study with title “Rekombinantní příprava selektivních IGF-2 analogů” at The Student Scientific Conference. This event took place at The Institute of Molecular Genetics of The Czech Academy of Sciences in November.
Kryštof is not the only ECP student involved in the project. Emma Hamplová, Emma Kurucová, Karolína Zvoníčková were also presenting their work at the same conference.
Furthermore, four other ECP students have obtained places with the Academy of Sciences for 2020 internships as well. Congratulatins to Jan Kotrč, Daniel Moravec, Tereza Nohejlová and Nella Országhová.
The :more programme – the way to support the whole person development
The :more activities develop the all-round personality of each student, discover talents, support the community and bring pleasure to the lives of individuals and to the school. It supports all kinds of creativity, which is very often the key element for developing a young person into a self-confident and balanced adult.
The :more programme also brings such elements into the school life, which are crucial for building good community based on functioning relationships.
The :more programme is therefore directly connected with our pastoral care, as the tutor helps a tutee to identify areas that need to be developed, very often the activities help students to overcome difficult time in their life. At the end of the school year tutors reflect how a student has developed as a whole person throughout the school year thanks to the :more programme, the tutor’s guidance and above all, thanks to the student’s own initiatives.
The :more programme – the way to understand complexity in broader perspectives
The :more programme is directly connected with the academic area of the school.Through the activities students learn differently and effectively about a particular subject.
Students not only study a range of subjects, but they also explore subjects outside the classroom, which helps them to better understand different topics. They are also able to make connections between subjects and studied topics. Thanks to the activities and challenges, the :more programme encourages students to acknowledge the ethical impact of people’s actions and behaviour.
Most importantly, the :more programme helps students to see that the world is very fascinating in its diversity and certainly worth exploring.
The Skiing Trip for Year 1 students is a traditional winter event organised by the PE Department. In the unique Krkonoše Smetánka chalet, students spend a week learning basic or advanced skiing or snowboarding skills. There are also many team building activities and students prepare performances for the final House competition evening. The Headmaster, who traditionally comes to visit students on this trip, chooses the winner.
Every ECP student experiences 8 different trips during their first 4 years at our school. Trips frame the school year – at the beginning of the school year, there are induction trips and at the end of the school year, trips are more educationally focused. But each trip is educational in some way and it helps to build healthy relationships through team-building activities.
During the first week of school, students in Years 1 – 4 set off for the induction trips to the Krkonoše mountains, to Western Bohemia, and to the Lužické and Jizerské mountains. The aim of each trip is not only to help new students adapt to a new school and make new friends, but they are also an opportunity for the whole year group to build a strong and friendly community.
Each trip has a different focus, therefore the activities are always different and sometimes challenging. This also applies to the trip for students in Year 4 who can choose, if they wish, to take a more physically demanding trip Cycling and History Adventure trip, which involves cycling and camping, or a more academic Exploring history trip where in the beautiful countryside of Czech Switzerland. On both trips, they explore the difficult history of the Sudetenland and meet witnesses of post-war times.
Students who are over 14 and want to try something new, see the world and get a prestigious certificate for their achievements have the opportunity to apply for The Duke of Edinburgh’s International Award. It consists of three separate levels: Bronze, Silver and Gold, reflecting the increasing difficulty and dedication required.
The Duke of Edinburgh’s International Award is an exceptional opportunity for students to gain experience and develop skills in a wide range of extra-curricular areas. It promotes and develops the skills of independence, teamwork and leadership, allowing participants to structure and take charge of their own courses. The Award requires students to undertake a skill, a sport and a service for a set period of time depending on the level. This gives students the opportunity to take up new activities, as well as gain recognition for those that they already enjoy. The highlight of the Award, however, is the expedition, which requires students to plan and carry out a self-sufficient mission in the countryside. For this, students need to be trained in all the necessary survival skills, including first aid, map-reading, campsite construction and food preparation.
The Duke of Edinburgh’s International Award is the world’s leading youth achievement award in which students pick up experiences, friends and talents that will stay with them for the rest of their life. Within this programme, students can develop activities they are already doing, such as taking part in sports activities or playing a musical instrument. In addition, students can start something they have always dreamed of doing but haven’t yet had a reason to start.
What’s more, students set their own goals corresponding to their age, abilities and preferences and plan their own activities so that it is fun and a challenge for them. Step by step, they reach three levels of difficulty – Bronze, Silver and Gold.
Wellbeing is extremely important in the modern world. At ECP we feel very strongly about the wellbeing of our students and teachers so there are many activities linked to wellbeing. Our tutors and teachers priortise the wellbeing of our students. When we have concerns about a students’ wellbeing, we will address this directly with families.
Students have a steady diet of assemblies and tutorial sessions that focus on wellbeing and stress management. In the Upper School, we start the year with workshops on breathing exercises and designing optimal study spaces in the first week of school. Students are always welcome to utilise the quiet room or speak to their tutors or any other member of the Upper School Team or Senior Pastoral Team if they need extra wellbeing support. During exam time we also have a “chill-out room” available for students who desire silence and relaxation.
Starting at a new school is always an unsettling time. Children are afraid that they will not make new friends and that everything will be difficult. But all these worries disappear if you have an older friend you can turn to and who gives you advice in any school situation. At the ECP, mentors – students from Year 6 – take care of Year 1 students. They meet them regularly, once a month, and at the Graduation Ball, they officially welcome them to the ECP. In order to prepare the Mentors for their role we prepare for them Child protection Course and several insets.
Clearly, it is a great opportunity for mentors to experience a new role; the Mentoring Programme helps them to become more responsible and to experience how important strong relationships are. And for year 1 students, the Mentoring programme makes a big difference in starting a new school – with joy and without fear.
We live in a very busy world and very often do not have time to stop and reflect on what we have experienced, what we have learned. But the art of reflection is absolutely crucial for personal growth and for making good decisions in the future.
Reflections not only make us think about our actions, but also to develop thinking skills as we need to formulate what was good or bad, easy or challenging and why. Writing down the reflection supports our expression skills, which is equally important.
This is why every month, our students in Years 1-4 write one reflection from at least one activity they have done during that month. They record it in their Experience Book (Years 1-2), which very often becomes their personal diary, keeping what would otherwise be lost in their busy lives Look here to see what the Experience Book looks like. See here some examples of PRE CAS BLOG (example 1, example 2, example 3, example 4, example 5).
To help students develop their whole personality is one of the main aims of our school. The :more programme plays a crucial role in this as it offers many opportunities and challenges. The tutors play an important role in this process as they support each individual student during their time at ECP. The tutor not only advises a student regarding their academic progress, but also helps them to discover the whole potential every student has.
The tutor might advise what would be best to try, to explore, to keep on doing and through this continuous dialogue, students can find their best path for themselves. At the end of the school year, tutors write a holistic report about each student and reflect on how they have developed over the course of the year and what they have achieved both academically and personally.
The IB Programme is not only a demanding academic programme, but it also focuses on developing various skills. One of the skills that is seen as being very important is reflection. Students reflect on every area of their studies, but mainly on their CAS activities. Reflecting on the process of these activities helps students to gain as much as possible from each experience and to learn from their mistakes.
“ECP might not have taught us what I thought was needed for basic adult life, such as how to deal with banks, taxes, and rent, but it has taught us something much more valuable and that is self-reflection. Yes, we are all triggered by the word reflection, but part of the theme of evolution was to also self-reflect on how we have grown as a person.
Without self-reflection we would not have seen our mistakes in order to improve them; we would not have realised what we truly stand by – our values; and most importantly we wouldn’t have grown to be the mature selves we are today. Through self-reflection, we also learnt to challenge our prejudices and become more open-minded and respectful.“ IB Graduate quote
