An ISBerne 5th grade student explores electric cars

Noah Lofthouse, a 5th grade student at ISBerne, researched electric cars for his end-of-year exhibition. In this video segment, he is interviewed by Ms. Deirdre Coghlan, Communication Coordinator at ISBerne.



An ISBerne captured moment/ The IB Programme

A quick update on the ISBerne International Baccalaureate Programme

ISBerne CAS project in Morocco

The IB Diploma Programme includes the development of a personal commitment to life-long global citizenship. At ISBerne, all students, IB and non-IB, are required to complete the Service element of CAS (Creativity, Action, and Service) in order to receive a diploma. Rather than looking at global service as an abstract academic discussion, the CAS Programme at ISBerne provides actual field experience in working with local projects in remote locations. In my long experience with NGOs, I’ve found that there are 2 kinds of people聽working there: those who sit in offices and discuss socio-economic problems in the聽theoretical鈥nd those who go out and work in the field with the heat and bugs. 馃檪聽

-Richard Lakin

In this segment, students recount the experience of working at a school in Morocco.


ISBerne thoughts on bullying

This video, created by a senior at ISBerne, was created to raise awareness of the fact that bullying is far too common in schools and societies throughout the world, and it is one of the most detrimental forms of violence. We need to put an end to this, as soon as we can. It may seem, as聽individuals, that we can’t make a big difference, but it’s together that we will. 聽It starts within our own communities, it starts with you.

We hope you enjoy the video, if you would like to keep updated about the ISBerne Peace Club then visit our facebook page:


As a project for our Mother Tongue Programme and to meet his CAS requirements, ISBerne senior, Oz Levin-Kas has submitted a hebrew transcription of this student video, “Thoughts on Bullying”.

诪讛 讛讘讬转 住驻专 讞讜砖讘 注诇 讛爪拽讜转 讘拽专讘 讘谞讬 谞讜注专:


讛住专讟讜谉, 讗砖专 谞讜爪专 注诇 讬讚讬 转诇诪讬讚 讻讬转讛 讬”讘 讘讘讬转 讛住驻专 讘诪讟专讛 诇讛讙讘讬专 讗转 讛诪讜讚注讜转 砖讛爪拽讜转 讘拽专讘 讘谞讬 谞讜注专 讝讜 转讜驻注讛 谞驻讜爪讛 诪讚讬 讘讘转讬 住驻专 讜讘诪拽讜诪讜转 专讘讬诐 讘专讞讘讬 讛注讜诇诐聽 讜砖讝讛 讗讞转 讛讚专讻讬诐 讛谞讙讬砖讜转 讘讬讜转专 砖诇 讗诇讬诪讜转. 讗谞讞谞讜 爪专讬讻讬诐 诇讛驻住讬拽 讗转 讛转讜驻注讛 讛讝讜 诪讛专 讻讻诇 砖讗驻砖专. 讻专讙注 讝讛 谞专讗讛, 砖诇讞讜讚 讗谞讞谞讜 诇讗 讬讻讜诇讬诐 诇讛砖驻讬注, 讗讘诇 讘讬讞讚 讗谞讞谞讜 讬讻讜诇讬诐 诇讬爪讜专 讛讘讚诇 讙讚讜诇. 讝讛 诪转讞讬诇 讘拽专讘 讛住讘讬讘讛 讛拽专讜讘讛 砖诇谞讜, 讝讛 诪转讞讬诇 讗讬转讱.

讗谞讞谞讜 诪拽讜讜讬诐 砖转讬讛谞讜 诪讛住专讟讜谉, 讗诐 转专爪讜 诇讛讬砖讗专 诪注讜讚讻谞讬诐 讘拽砖专 诇诪讜注讚讜谉 讛砖诇讜诐 讘讘讬转 讛住驻专 转讜讻诇讜 诇讘拽专 讗转 讚祝 讛驻讬讬住讘讜拽 砖诇谞讜:


讟拽住讟 (0:00-0:06): 讬讜转专 诪3.2 诪讬诇讬讜谉 转诇诪讬讚讬诐 讛诐 拽讜专讘谞讜转 砖诇 讛爪拽讛 讜讛转注诇诇讜转 讻诇 砖谞讛.

讟拽住讟 (0:06-0:11): 讗讞讚 诪讻诇 注砖专讛 转诇诪讬讚讬诐 注讜讝讘讬诐 讗转 讘讬转 讛住驻专 讘讙诇诇 讛转注诇诇讜转 讜讛爪拽讛.

转诇诪讬讚 1 (0:11-0:28): 讘驻砖讟讜转, 讛爪拽讛 讝讛 讗讜 驻讙讬注讛 讘诪讬砖讛讜 讚专讱 讻讜讞, 诪讬诇讜诇讬转 诇诇注讜讙 诇讛诐 讗讜 讚专讱 讘专讬讜谞讜转 砖诪转讞讬诇 诇讛讬讜转 讬讜转专 谞驻讜抓 讻注转.

讟拽住讟 (0:26-0:31): 讬讜转专 诪讞爪讬 诪讘谞讬 讛谞讜注专 讘注讜诇诐, 讛讬讜 拽讜专讘谉 诇讛转注诇诇讜转 讘讗讬谞讟专谞讟.

转诇诪讬讚讛 1 (0:32-0:39): 讝讛 讞住专 讻讘讜讚 诇诇注讜讙 讗讜 诇讛爪讬拽 诇诪讬砖讛讜 诪讙讝注 砖讜谞讛, 注诐 讚注讛 砖讜谞讛 讗讜 讗讝专讞讜转 砖讜谞讛.

转诇诪讬讚讛 2 (0:39-0:45): 讻诇 讗讞讚 讛讜讗 谞讜专诪讗诇讬 讻诪讜 讻诇 讗讞讚 讗讞专 讜讗谞砖讬诐 诇讗 爪专讬讻讬诐 诇讛转谞讛讙 砖讜谞讛 诇讗祝 讗讞讚.

讟拽住讟 (0:46-0:50): 讛转谞讻诇讜讬讜转 讜讛爪拽讜转 讛诐 讛讙讜专诪讬诐 诇讬讜转专 诪-75% 砖诇 转讗讜谞讜转 讬专讬 讘讘转讬 住驻专.

讟拽住讟 (0:51-0:56): 诇拽讜专讘谞讜转 砖诇 讛爪拽讜转 讜讘专讬讜谞讜转 讬砖 住讬讻讜讬 讙讚讜诇 讬讜转专 驻讬 2 注讚 9 诇砖拽讜诇 讛转讗讘讚讜转 讗讜 驻讙讬注讛 讘注爪诪诐.

转诇诪讬讚讛 3 (1:20-1:29): 讗谞讬 讞讜砖讘转 砖注讚讬祝 诇讚讘专 讗讞讚 注诐 讛砖谞讬 诪讗砖专 诇讛讙讬讚 讚讘专讬诐 诪讗讞讜专讬 讛讙讘 讗讜 诇讛砖转诪砖 讘讗诇讬诪讜转.

转诇诪讬讚 2 (1:35-1:38): 讗谞讞谞讜 爪专讬讻讬诐 诇讛转谞讛讙 诇讗讞专讬诐, 讻诪讜 砖讗谞讞谞讜 专讜爪讬诐 砖讛转谞讛讙讜 讗诇讬谞讜.

转诇诪讬讚讛 2 (1:38-1:47) (拽讟注 3): 爪专讬讱 诇住驻专 诇讗谞砖讬诐 砖诪爪讬拽讬诐 讜诪转注诇诇讬诐 砖讻讜诇谞讜 讚讜诪讬诐 讜讗讜转讜 讚讘专 讜砖讻讜诇谞讜 讘谞讬 讗讚诐 砖爪专讬讻讬诐 诇转转 讻讘讜讚 讗讞讚 诇砖谞讬.

讟拽住讟 (1:48-1:52): 讘讞讘专讛 砖诇谞讜, 讛转注诇诇讜转 讛讬讗 讛住讜讙 讛谞讜讚注 讜讛诪讜讻专 讘讬讜转专 砖诇 讗诇讬诪讜转.

讟拽住讟 (1:49-1:57): 讗谞讞谞讜 爪专讬讻讬诐 诇注诪讜讚 诇爪讬讚诐 砖诇 讛讗谞砖讬诐 砖讗讬谞诐 诪住讜讙诇讬诐 诇注讝讜专 讜诇讛讙谉 注诇 注爪诪诐.

转讜讚讛 注诇 讛讛拽砖讘讛.

专讗讬讜谞讜转 注诇 讬讚讬 诪讬讻讗诇 讗讘谞讚.

爪讬诇讜诐 讜注专讬讻讛 注诇 讬讚讬 讗讜住讬讬谉 驻专讟.

讟拽住讟 (2:13-2:15):聽 讗谞讞谞讜 爪专讬讻讬诐 诇讛讙讘讬专 讗转 讛诪讜讚注讜转, 讘讙诇诇 砖讘讬讞讚 讗谞讞谞讜 诪住讜讙诇讬诐 诇注砖讜转 讗转 讝讛.

讟拽住讟 (2:16-2:22): 讗祝 讗讞讚 诇讗 爪专讬讱 诇住讘讜诇 讗转 讛讗诇讬诪讜转 讛诇讗 讗谞讜砖讬转 讛讝讗转.

Mary’s Meals

One of the things that I’ve often seen in my travels for NGOs in the developing world is children not being able to attend the local schools because the family can’t provide food for the child during the school day. Many people in the industrialized nations don’t realize that this is a major factor in the lack of education in impoverished communities. Mary’s Meals provides food on the school premises in areas where hunger prevents children from getting an education. As part of the IB tenet of global citizenship, ISBerne students and faculty are involved in a variety of global service projects. As someone who has seen poverty and the lack of access to basic education up close and on an international scale, I applaud the many efforts at ISBerne to better the human condition.

-Richard Lakin

Street kid, for a day.

“He stood there playing the violin with an orange hat for collecting money. Standing in the streets with his fingers half frozen, the young lad continued his efforts to make small amounts money. Most of the people passed him by, without giving the slightest amount of attention to the poster he had lying at his side. Had they read it, they would see that the lad himself was not actually homeless, he was collecting money for kids elsewhere in the world who were.”聽
This was the scenario that many people saw in the centre of Bern on Wednesday, 20th November, when聽the 11th and 12th grade CAS students made their way into down-town Berne in order to raise funds and awareness for Terre des Hommes, an NGO that supports children’s rights.聽In a guise as street children themselves, they collected donations by busking and selling baked goods as part of a Switzerland-wide event involving thousands of school children in over 100 locations (Strassenkind f眉r einen Tag).
photo (1)“It was great playing on the streets, but the cold really made it nigh on impossible to play well. Eventually, I made CHF 12 for my efforts. I had also made some cupcakes the night before, and they were selling quite well! The money will go to helping children get an education and enter universities. Therefore, not only am I helping some kids fulfill their dreams, but I might also be doing the world a favour, as one of the kids could possibly make a great contribution to technology or science.”
–聽Matreya聽Ward (Grade 12)
The group as a whole was extremely successful, raising 1627.50CHF in the span of four hours! This money will go a long way towards helping exploited children around the world gain access to education.

6th Grade Global Warming Request

How can we fix global warming?

In Humanities this year in Grade 6 we are learning about the problem of global warming. Global Warming is a big problem on our Earth. It is effecting glaciers and the landscape. If global warming continues, parts of our Earth will be underwater and maps will have to be redrawn (Inconvenient Truth). Some people do not think of global warming as a problem, but it is. There are things that we can do to help limit global warming. Raising awareness is a first step, but there are many other things we can do. Please try to do some to help us limit global warming.

Here is what you can do:

  • take shorter showers
  • use the car as little as possible
  • use the computer less
  • fit a long lasting light bulb and save about 70kg of CO2 a year
  • recycle more
  • check tyres聽(make sure they are blown up well)
  • turn things off – including lights
  • use less hot water/less water. For example turn the water off when the brushing your teeth
  • avoid products with lots of packaging
  • plant a tree
  • spread the word

If you you want to know more go to:聽


Students of Grade 6,

International School of Berne, Switzerland