As part of our history topic exploring the Stone Age, Bronze Age, Iron Age, and the Romans, the students took part in an exciting art project, creating their own mosaic designs. The project was inspired by the intricate mosaic artwork of the Romans, who were known for decorating their villas and public buildings with detailed patterns and images made from tiny pieces of coloured stone, glass, and ceramic.

To begin with, the students studied examples of Roman mosaics, noticing the careful placement of tiles and the use of repeated patterns, symmetry, and contrasting colours. They discussed how these artworks often portrayed scenes from daily life, and nature, linking art to storytelling and historical understanding. Using these examples, the students then sketched their own mosaic designs, experimenting with geometric shapes, borders, and central motifs such as animals, flowers, or abstract patterns. 

Once their designs were finalised, the students transferred them onto small wooden tiles, using colourful glass tiles to bring their ideas to life. They learned how to safely handle the materials, arrange the pieces with precision, and glue them securely in place. The process encouraged them to think carefully about colour combinations, spacing, and how individual pieces come together to form a complete image. 

Throughout the project, the students demonstrated creativity, patience, and fine motor skills, while also deepening their understanding of how Roman art connected to the broader history of human development from the Stone Age through to the Roman period. The finished mosaics were a vibrant celebration of both artistic expression and historical learning. 

Ms. Belén Pascual (Grade 5 class teacher)
 

In today’s world, students are constantly surrounded by information, opinions, claims and contradictions. The International Baccalaureate Diploma Programme subject, Theory of Knowledge (TOK), gives them the tools to navigate this landscape with confidence. It asks a deceptively simple question: “How do we know?” Through this, students learn to become thoughtful, reflective and open-minded learners. Instead of memorising facts, they learn to question them: What counts as good evidence? Why do different people see the same issue differently? How do culture, language and values influence what we believe?

TOK matters because it strengthens skills that extend far beyond school. Students learn to recognise bias, including their own, and to approach disagreement with curiosity rather than conflict. They discover that knowledge is rarely clear cut, and that being able to think carefully in uncertain situations is a powerful life skill, whether they are planning a university essay, navigating social media or making important personal decisions. TOK helps them become not only better students, but more responsible and reflective young adults.

In our first weeks, we focused on the core theme “Knowledge and the Knower”, which helps students understand how their own identity shapes the way they see the world. We explored questions such as: Who am I as a knower? Which experiences, values or cultural backgrounds influence my perspective? Why do two people interpret the same situation differently? Through discussions and short activities, students examined how assumptions form and how easily bias shapes everyday thinking.

We then explored the idea of tribes and knowledge communities, from friendship groups to scientific communities, and looked at how belonging to a group can both support and limit our thinking. Students reflected on the difference between personal knowledge (such as skills, memories and experiences), and shared knowledge (the collective understanding built by groups, experts or societies). Using examples such as global scientific collaborations or even the supply chain of everyday products, they recognised how interconnected knowledge truly is.

This led us to the broader “problem of knowledge”. We discussed why knowledge cannot be defined simply, how ideas such as justified true belief fall short, and why context and interpretation matter. Students also worked through the distinctions between data, information and knowledge, examining why raw data becomes meaningful only when processed into information, and how information becomes knowledge when it is interpreted, justified and connected to understanding.

From there, we explored different types of knowledge. Students analysed factual knowledge, procedural knowledge, conceptual knowledge and metacognitive knowledge. These distinctions helped them understand why some things can be memorised, while others must be practised, understood or reflected upon.

Altogether, these explorations have given students a strong and engaging entry into what TOK is all about: learning to think clearly, question wisely and understand the world, and themselves, more deeply.

Mr. Savvas Savvidis (TOK & History teacher)

«Wer die Regeln kennt bewegt sich sicher im Alltag. Das macht den Unterschied von Glück und Erfolg». Der Übergang von der Sekundar- zur Maturastufe an der SIS Pfäffikon-Schwyz ist äusserlich nur eine Treppe höher steigen. Doch schnell merken die Studierenden, dass sich in einer neuen Fächerkombination eine neue Denkweise eröffnet. Mehr Selbständigkeit trifft auf mehr Eigenverantwortung. Das Schwerpunktfach W&R baut nicht direkt auf einem Fach der unteren Stufe auf. Dennoch besteht ein Vorwissen aus dem täglichen Leben. Jetzt gilt es, dies systematisch einzuordnen und weiterzuentwickeln.

Jede Schülerin und jeder Schüler konnte ein Unternehmen wählen, das einer genaueren Betrachtung unterzogen wurde. Dabei war die Aufgabe, einen Handelsregisterauszug zu finden und anzuschauen, den Geschäftsbericht runterzuladen, die Geschäftsführung (Aufbauorganisation) mit Bildern darzustellen, die Kursentwicklung an der Börse zu sehen und allfällige News in den Medien einzuordnen. Das wurde auf einem Plakat festgehalten, damit die Klasse im Laufe des Jahres die Entwicklungen immer weiterverfolgen kann.

Die Betriebswirtschaft verlangt von der Geschäftsleitung permanent Entscheidungen. Oft liegen die Grundlagen nicht oder nur teilweise vor. Oft sind Entscheide nicht eindeutig „richtig“ oder „falsch“ sondern nur eine Weggabelung in der Richtung zum Ziel. Dafür lernen die Studierenden Instrumente kennen, solche Entscheide zu fällen (SWOT- oder Nutzwertanalyse, rechnerische Beispiele zu „make or buy“). Sie tasten sich dabei an die permanente Kostenkontrolle heran (Fixkosten, variable Kosten, usw.). Am Anfang sind das noch leere Begriffe in einer Wortwolke, doch schon bald kommt der erste Sonnenstrahl durch die Wolke durch und es eröffnet sich eine neue Welt des Denkens. Bald schon wird das St. Galler Management-Modell nicht nur eine farbige Grafik sondern eine Struktur, die Vieles einordnen lässt.

Die 2. Maturaklasse ordnet alltägliche Geschäftsfälle (Kauf, Leihe, Miete, Arbeit) den Gesetzestexten zu und löst einfache Rechtsfälle durch systematisches Vorgehen und strukturiertes Überlegen. Manchmal steht das Alltagswissen der Wissenschaft im Weg. So wird Besitz und Eigentum im Alltag oft synonym verwendet. Die Klasse lernt, dass durch Kenntnis des Rechts Streit vermieden werden kann. Zentral ist, dass Verträge auch gültig abgeschlossen werden und der Zeitpunkt der Verbindlichkeit klar definiert wird. 

In der 3. Maturaklasse wird offensichtlich, dass die Schlussexamen schon schnell näher rücken. Wir betrachten den Staatsaufbau und suchen Beispiele für Staatsversagen. Die verschiedenen Interessen in der Politik, der Wirtschaft und der Gesellschaft treffen im „magischen Sechseck“ aufeinander. Die Konflikte in der Landwirtschaft, der Raumplanung und des Umweltschutzes müssen respektvoll und mit Augenmass vereinbart werden. Die Bildungs- und die Sozialpolitik sollen vom Volk mitgetragen werden, auch wenn sie immense Beträge verschlingen. Dabei werden die Theorien von J.M. Keynes, den Monetaristen und der angebotsorientierten Wirtschaftspolitik zusammen mit der Geldpolitik der SNB auf verschiedene Anwendungen hin überprüft und mit Blick auf den Konjunkturzyklus eingeordnet.

Es macht Freude zu sehen, wie interessiert die Klassen den Stoff aufsaugen. Es ist wie bei einem Schachspiel als Zuschauer. Wer die Regeln nicht versteht, der findet es langweilig. Je mehr er jedoch die Abläufe versteht, desto interessanter und lehrreicher wird die Analyse der Spielzüge. 

Herr Jörg Stehrenberger (Lehrer für Wirtschaft & Recht auf Maturastufe)
 

Every August, teachers look forward to meeting their new group of students. However, this school year was different. What do you do when two thirds of students are new to the class and the school? How do you bring a “random” group of students together and unite them as a class? This is the case of this year’s Secondary 1 class.

At SIS Pfäffikon-Schwyz, potential students go through a detailed trial program which includes several visiting days, subject assessments and special class activities. After detailed teacher feedback, meetings and a final decision from the principal, both students and staff know exactly which children will be joining our school. Last year, several students trialed at the Secondary 1 level. I knew each student individually was great but would the new group dynamic work well together?

This year, I decided to change up some of my typical assignments and added new activities specifically, to help create friendships amongst the students. The results have been very positive. These are a few examples of how changing some curricular work and activities has contributed to students’ bonding.

We began the year with a unique project for Life Skills entitled “All about me”. For this project, students create a poster collage of information about themselves. The poster should include images of their interests, cultures, nationalities and family background. They are asked to shape the poster into an item they feel “represents” them. Lastly, the students present their posters to their classmates. After all the projects are presented, the posters are displayed in the classroom for the duration of the academic year, where anyone who enters can essentially see the distinct personalities of our Secondary 1 group.  

In our English lessons, students are currently participating in literature circles. Those who are native English speakers have extension activities for our class novel on Holes. They research important themes from the book and afterwards present their finding to the class. Those who need more support due to language or literacy ability can work together or with the teacher. Lastly, both groups work together on analytical questions and all participate in class discussions.

Recently, the class planned an exciting event together. As the SIS Pfäffikon-Schwyz community celebrates Halloween, we decided to have a small party of our own. The students were proactive in their planning process. In the end, everyone’s creativity played an important role. The students organized food, treats, drinks and entertainment. A selfie corner was created for group and individual photos, “Halloween Pong” was played and a karaoke machine put the class talents on display. The party was a total success and the students genuinely enjoyed spending time together.

As the year continues, the hope is that this friendly and enthusiastic group will continue working well together. With upcoming group projects and the Winter Festival soon approaching, everything seems promising with this Secondary 1 class.

Mrs. Amaia Tollinche (Secondary teacher & SEK1 class teacher)