HOME : : Life at Le Rosey : : The "Cadets" Section LIFE AT LE ROSEY The Rosey campus The La Combe campus The Junior campus The “Cadets” Section Facilities The Gstaad winter campus Campus life And furthermore...   Château du Rosey 1180 Rolle, Switzerland Tel. +41 21 822 55 00 Winter Campus (January to March) Chalet Rex 3780 Gstaad, Switzerland Tel. +41 33 748 06 00   Email     THE CADETS SECTION   The French word cadet refers to boys and girls in Rosey classes 4 and 5 (US grades 7 and 8 and UK years 8 and 9).   Between the nurturing environment of the Junior section and the greater autonomy of the Jeunes Seniors, the Cadets hover on the edge of adolescence. It is our aim to provide them with the innovatory intellectual skills which our modern age requires. We intend to offer – in partnership with their parents - a carefully structured lifestyle, which finds a balance between the academic and extra-curricular activities of a boarding school. We aim to give them a stress-free living space supported by clear ethical standards, in which a sense of responsibility can flourish. There are four key areas in the Cadets Section.   1. Boarding House Life: a. a safe and secure environment in a boarding house given over to students of this age group. b. an extensive education programme regarding matters of hygiene, health, sleep, eating and the prevention of drug use. c. a team of teachers who have chosen to share their life on campus with Cadets so as to create a warm and open family spirit with young adolescents.   2. Academics: a. an inspiring academic programme, tailored to the needs of pupils of this age: demanding, but without excessive homework and class work and which addresses the key concerns of our time: the creation of a rich learner profile, the acquisition of foreign languages through our English- French bilingualism, the development of study skills and the ability to apply knowledge and skills through cross-curricular themes which draw on different subjects. b. a disciplinary system crafted to meet the needs of young adolescents: clear and direct in its stress on ethical guidelines and standards of social behaviour; understanding so as to respect the growth of each individual’s personality; and carefully designed so as to create a happy and harmonious community. c. a support system sensitive to academic progress and results which is able to respond to a wide variety of individual needs (such as gifted and talented, dyslexic or hyperactive children).   3. Personal Development: a. guidance for students to select a variety of sporting, artistic and leisure activities which will help them to become multi-talented individuals and which will offer healthier and more challenging alternatives away from more “virtual” experiences. b. students will be supported as they learn to work in a more autonomous way with their peers. c. varied themed weekends of interest reserved exclusively for the Cadets.   4. Contact with Parents: a. parents are encouraged to participate with the Rosey Cadet family in a range of activities at school. b. special contact between school staff and families so as to foster effective collaboration. c. the possibility for children to spend every weekend with their family from Friday evening onwards.   The Cadets Section programme. (Also available in PDF)       1.a The Cadets live in Maison Driancourt which is reserved exclusively for them. The Cadets girls have exclusive use of the first floor of the Grande Combe.. 1.b A full programme which aims to address typical problems faced by young people of today: health (sleep and diet in particular), social behaviour, prevention of drug use, and ethical issues, has been put into place and is run by Rosmarie Burri, female director of the boys’ boarding section. This essential work takes the form of classes, meetings, tutorial sessions, and individual consultations. Meetings will also be arranged with parents in order to harmonize their own expectations with those of the school. 1.c Boarding house staff who have chosen to live with students of this age group have been briefed with a remit specifically relating to the care of young adolescents. 2.a The “learner profile” within which most subjects may be chosen in either French or English forms an academic block of 38 periods per week which is organized as follows: 5 periods each of Mathematics; Science & Health Studies; English; French (students have the possibility to opt for 6 periods of French should they wish to later opt for a French Baccalaureate programme or French A1 as part of the International Baccalaureate) 4 periods of a 3rd language, with the possibility of 2 or 3 extra lessons of the mother tongue language (other than the languages of instruction) or a 4th language 3 periods each of: History & Current Affairs; Geography & Environment 2 periods of Arts; PE (Physical Education) 1 period of IT. Cross-curricular programmes are developed through “Theme Weeks”. In addition, at the end of the Cadet cycle, each student will be required to research, prepare and present a study of his/her own choice (TPE – known in French as Travaux Personnels Encadrés), under the supervision of a tutor, which covers 2 subject areas. This mandatory presentation, which will be made to the teaching staff, will form an essential part of the decision to award students a place in the Jeunes Seniors in class 3. Study skills will be offered through individual tutoring for students requiring support with methodology and organization. By supporting their studies out of the classroom and by helping them to develop their research techniques through using the Internet and the library, students will be encouraged to develop their ability to work autonomously. Bilingualism is actively promoted in the school with at least one subject studied in the “other” language of instruction. For beginners in French or English, one extra period per week will be given in French & Humanities or English and Humanities instead of the usual class of History or Geography. 2.b A publication, the “Cadets’ Handbook” serves as a practical reference guide packed with information on the Rosey Codes, timetables, calendars, infirmary times, how to use study time, daily hygiene, how to wind down before bedtime, plus many other tips on coping with boarding school life. 2.c Each Cadet is offered individual help and support by his/her class teacher and head of house who offer regular opportunities to discuss progress, effort, problems and achievements both academic and extra-curricular. Class teachers or heads of house may contact parents or teachers to discuss any issues and propose any action necessary.   3.a The Cadets’ day consists of 8 periods of class (7 on a Wednesday) followed by 2 hours reserved for sports and arts. These 2 hours from 16.00 until 18.00 are organized by the boarding house director in consultation with the head of sports, arts, academic studies and tutoring. The aim is to ensure that all Cadets do at least 1 hour of sport per day whilst leaving enough time for more artistic pursuits, notably the Cadets choir, orchestras and theatre groups. Assessment of progress in all these activities will be counted as an integral part of school reports: effort and progress grades (A to E) in sports effort grades (A to E) for behaviour in the boarding house: this covers such activities as respecting the environment, politeness towards peers and adults, tidiness, good study habits grades for the Arts and a grade bonus for active participation in groups (choir, orchestra, theatre, etc) grade bonus for bilingualism (2 subjects in each of the two languages of instruction). 3.b A sizeable team ensures the wellbeing of the Cadets: two couples responsible for the boarding house, a specialist in training with regard to psychological issues who is also the female director of the Boys’ section, boarding house directors, director of academics (who will be responsible for team co-ordination), class teachers, teachers, heads of sport and arts. This team needs to work together to ensure that students do not feel too “molly-coddled” whilst at the same time providing encouragement for students to develop their potential. By the end of class 4, our Cadets should be ready to take on the responsibilities required of them and to benefit from the increased autonomy afforded to them! 3.c For students who do not return home at the weekend, the programme will be organized each term as follows: 1 weekend expedition led by professional monitors. This will include adventure trips, climbing, and a leadership programme 1 weekend visit to a town or region of Switzerland 1 or 2 cultural Saturday visits within the local area the possibility of spending one weekend in a European town/city weekends on campus with the usual sports and leisure activities. 4.a Parents are more than welcome to come and join the Cadets at certain events. They may wish, for example, to come and watch shows or TPE presentations, participate in an adventure around the region or to offer activities such as a book club. 4.b It is essential to maintain a partnership between Le Rosey staff looking after the Cadets and Rosey parents. To this end, formal meetings have been scheduled at several points in the school calendar; it is also recommended that parents and boarding house staff endeavour to maintain regular contact by telephone. 4.c Cadets may return home for the weekend on Friday evening, but only with their parents. Some weekends during the year will, however, remain “blocked” on campus (the “weekend de connaissance”, exams, expeditions). As indicated in point 3.c, those Cadets who remain on campus will be offered a programme of activities to choose from.