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Author: Philippine

European School of Brussels-Argenteuil (EEBA)

EEBA (European School of Brussels-Argenteuil) is an international, multilingual school offering the European Schools’ curriculum. It offers a world class education together with the opportunity to stay connected to home languages and cultures. It provides access to schools and universities in home countries and across the world.

Thanks to the Alcuin Funds for the school, EEBA obtained a grant to set up a permaculture project on campus (vegetable garden, edible forest).

The key features of the European School Brussels – Argenteuil are :

  • A strong curriculum taught through several modern European languages with a strong emphasis on both scientific discovery and cultural understanding.
  • The unique multi-lingual and multi-cultural ethos particular to the European Schools, enhanced by all that is best in the Nordic educational context found at the stunningly beautiful natural estate of the Castle of Argenteuil.
  • The development from the outset of conceptual skills built by a multilingual approach which benefits learning in all areas.
  • We focus on developing the whole child and nurturing their natural aptitudes to ensure that each pupil leaves here ready to meet whatever challenges await.
  • The question we ask is not “how intelligent is your child?”, rather “in what ways is your child intelligent?”. Our message to them is simple: try to be the best you can be in everything you do.
  • Preparation for the highly regarded European Baccalaureate, which provides access to higher education across the world.
  • Provision of the European Schools’ curriculum through modern languages by fully qualified native speakers.
  • Strong individual support and thoughtfully differentiated classroom learning.

With the help of the Alcuin Funds for the School, EEBA has been able to obtain grants to set up an ecological project (vegetable garden, edible forest).

We invite you to visit our website for more details.

 

School for Dialogue

The School for Dialogue is a private school, located in Anderlecht, which welcomes 100 students from 3 to 18 years old.

The school’s ambition is to give access to a full contributive citizenship. The mission of the School for Dialogue is to show that every motivated child naturally surpasses himself or herself both in academic results and in emotional, relational and social intelligence. It allows the child to be the actor of its own learning from the earliest age, while using kindness and mutual aid.

Today the school is runned by John Rizzo and has a board of directors of 7 people. In addition, contributors and volunteers help the school throughout the year. In 2019, the Alcuin Fund gave them financial support to purchase furniture and sports equipment and to offer free school fees to a child in need.

The approach of the School for Dialogue is based on a minimum of collective explanations, but it is the pupils who explain the subject to each other and thus develop their relational skills. They naturally become autonomous and empathetic.

All children are encouraged to help each other in one way or another. By allowing the child to be an actor in his own learning from an early age, he has the tools for the rest of his life, to become more autonomous and increase his potential to the maximum. If the child is happy to come to school and has self-confidence, he will learn faster.

The essential values of the school are : excellence (surpassing oneself, valuing the effort to reach a desirable goal), instructive error (one must accept an error as feedback allowing one to improve rather than as a mistake, which implies willingly acknowledging one’s mistakes rather than victimizing oneself) and autonomy (learning independently, being able to mobilize, getting out of infantilization and assistance), self-help (collaborative learning, helping others to achieve their goal) and caring (caring for others in a selfless and understanding way). Pupils feel creative in making decisions in their school.

Every “type” of learner profiles is welcomed in the school, and the school practices HP friendly pedagogy due to a pedagogical model based on cognitive neuroscience.

Here, everyone learns at his or her own pace, with the freedom to dig and explore according to his or her motivation, enthusiasm, need for challenge and surpassing oneself. Each student is free to learn in the way that is most effective for him or her. Children are encouraged to engage their creativity in the development of a personal and group project.

The daily practice of traditional martial arts is part of the curriculum of the School for Dialogue. Martial arts has an effect on concentration, posture, self-esteem and self-respect, stress, self-control, autonomy and inspiration, all leading to better academic results.

The school is also the coordinator of the School Transformation Lab Project, which links different successful and innovative schools to help traditional schools to transform themselves. This European project proposes a pedagogical transformation in 52 steps over 3 months to adapt to a level of heterogeneity of pupils : help them to  pilot their learning, encourage them to help each other, learn faster,  provide accessible activities to surpass themselves, and to cope with large classes.

 

News :

  • In September 2018, opening of the Ecole du Dialogue for 8-18 year olds.
  • Takeover of the 1st grade of the Don Bosco Institute (public school) with a larger team involved.

More information is available on the website. 

Agnes School

Agnes School was founded in 2002, initially offering French-Dutch immersion education. Building on its reputation based on a commitment to excellence, the school encountered a fast-paced success. It now totals more than 320 students, about 40 teachers and now offers the choice of a language course, in the French-Dutch section or in the French-English section. The aspiration of families to see the school grow more is such that a high school project is under study.

The specificity of Agnes School lies among other things in its unique educational project in Belgium – a project based on three main pillars. The first one: To apprehend the child through all dimensions of his person: Intellectual dimensions of course, but above all and also social, emotional, artistic, sporty, and musical. The second is an education of values in harmony with a Christian vision of life. The third is the very close partnership between parents, students and teachers. Not only has the school set up a coaching system, which allows for individualised follow-up of each child, but it also organises numerous events and trainings in support of parenting throughout the year, in addition to the traditional parent-teacher meetings.

As part of its pedagogy aimed at excellence, Agnes School recently introduced a series of innovative pedagogical activities into its students’ daily lives that complement and support learning. It is the “ANA” workshops which mean “natural learning in autonomy”. The added value of the workshops on the Agnes School community as a whole is great: Students, parents and teachers all derive from it immediate benefits, be it in terms of the anchoring of learning, autonomy, concentration, personal development, or the new teaching posture required.

It is typically during these thematic workshops that Agnes School students were able to mature and implement a new educational initiative. Between 2018 and 2020, thanks to the Alcuin Fund, they implemented a project that was close to their hearts: “Living Nature in School”. The purpose of the project was to reconnect children with nature, stimulate their creativity and sense of observation throughout the seasons; To admire the beauty of life; To familiarise themselves with the rhythm of nature, to understand its rules, to respect the environment and to care for it. Substantial work (green roof, vegetable garden, insect hotel) as well as the purchase of educational materials could be financed for the creation of a greener space.

More information available here.

Mon école extra-ordinaire

MEEO is a project that aims to give back to “school dropouts” the desire of learning. This school, located in Annecy-le-Vieux in France, is a transition for young people with neurodevelopmental disorders (autism spectrum disorders, severe learning disabilities), the time to heal, to get to know themselves better in order to find the strength and motivation to go back to ordinary school life.

The MEEO Association was created by its founder and director, Félicie Petit Hergott, in December 2015, to compensate for the lack of adapted solutions for children that suffer from school difficulties.

A first opening period was organised in September 2016 with 16 children. In September 2019, a secondary private school was opened, with 22 young people aged between 10 and 16 years old.

Financial support has been requested from the Alcuin Fund for start-up assistance.

Today, only a few schools offer comprehensive and effective long-term support for pupils who are in a delicate psycho-affective situation. Only 20% of autistic children attend school in France. And 12% of pupils are in difficulty within the ordinary school environment. The latter mainly present neuro-developmental disorders such as autism, learning disorders (dyslexia, dyscalculia…), intellectual precocity, attention disorders with or without hyperactivity.

This is why Félicie Petit Hergott, motherof 4 neuro-atypic children, has decided to engage in family education and founded Mon École Extraordinaire.

Mon École Extraordinaire (MEEO) is a community project bringing together parents and students, members of the Association, teachers, educators, doctors, paramedical staff, outside artists and therapists, administrative and maintenance people.

It is a place where everyone feels respected, where each child will blossom in order to acquire autonomy and self-confidence. Mutual trust and transparency between the different partners of the community are important factors that will contribute to the success of this task.

The two entities, primary and secondary, adapt to the needs of each child, whatever his or her profile and difficulties, while maintaining the school’s general expectations.

In order to encourage autonomy and help the teachers, collective school life Help is provided in each-class. In addition, a Specialised Educator will offer young people access to a “Self-Regulation Class” such as can be found in the ARAMIS devices.

You can find more information here.

Sint-Ignatius College

Sint Ignatius College is an independent public school located in the Flemish region (Overijse) in Belgium. It is a unique school that provides quality Catholic education in a small structure. It also offers a boarding school, which has a capacity of more than 60 students. After a start in September 2015, the college continues to grow and establish itself as a permanent structure.  The school is recognised by the Flemish government (and therefore issues full secondary school diplomas) but is not subsidised, so it depends directly on donations and contributions from others. Financial support from the Alcuin Fund was granted mainly to ensure the supervision and animation of the boarding school.

The school was opened in 2015 on the initiative of some Belgian Catholic parents, in collaboration with three priests of the Servants of Jesus and Mary. The splendid buildings of the “Oude Klooster” are available for the school and the boarding school.

Sint Ignatius School is an ASO school (Dutch-speaking general education) with the options Latin or Social Sciences. It is a deeply rooted, open-minded and good-hearted Catholic school.

The teaching is given in Dutch, with a the general college agenda. The 32 hour per week programme is concentrated over five days, with Wednesday being considered a family day.

More information about the school can be found on the website.

 

News :

Barbecue, Open Day, St Nicholas visit …. The school has no shortage of activities.

Saint-Dominique Savio

Saint-Dominique Savio is a private school (ASBL Relay Group) which welcomes pupils in difficulty (+ or – 75 %) and children from Christian families. Situated in Mouscron, there are around seventy children enrolled in the nursery and primary school, thanks to the hard work of its seven teachers and many volunteers. The school, which is neither recognised nor subsidised by the Wallonia-Brussels Federation, is under the direction of Mrs Marie-Dominique Hillewaert. The project began in 1991 as a school in an attic, then one thing led to another until fifty children were being schooled under one roof, both those with schooling difficulties and without. Today one of the objectives is to welcome children who have failed or dropped out of school in order to help them overcome their difficulties and succeed in their schooling, whether their failure be due to a particular difficulty (dyslexia, high-level autism, physical disability, high potential, illness, cultural poverty…) or to the way in which our school system is currently organised. The school is also open to those families desiring an education for their children which respects Christian values. A financial aid was obtained from Alcuin Funds to assure the salary of three people working part-time. (We have received a part-time salary for three years.)

The Saint Dominique Savio school seeks to provide every child with a quality education in an environment which invites each child to give the best of themselves. The pupils are taught to respect one another, to accept each other as they are, to accept themselves with their own limits and talents. To ensure an individualised teaching which respects the rhythm of each child, every year is split into ten modules. The “normal” rhythm followed by most pupils corresponds to one module per month.

The school wants to give each pupil a good level of study: not only to acquire the required base skills that we rigorously strive to attain, but also to study systematically certain subjects such as spelling and conjugation and to drill certain others such as mental arithmetic. It is perfectly possible to help every child succeed, avoiding the detrimental impact that an unnecessary failure at school would entail. Each year all the pupils of the sixth year of primary school pass their official exams (CEB) with great results. The same can be said for the results of the second grade of secondary school (CE1D). The school does not cater for students any older than this.

The children are also given opportunities to acquire learning strategies, notably thanks to the practice of N.L.P (Neuro Linguistic Programming). Far too little-known, N.L.P is a very effective tool for helping children to succeed.

Singing, dance, music and circus skill workshops are organised at the school and plays and performances are put on. Every morning at 8am the children go to the kitchen to help with the preparation of the meal. Sport (swimming, psychomotor skills) is equally important in the curriculum.

 

                         News:

 

  • A high-quality musical theatre production is put on every three years (cancelled in 2020.)More information on the project is available on the website: (www.ecolesaintdominiquesavio.be)

Blanche de Castille Classes

Blanche de Castille Classes is an initiative association (ASBL) stemming from the desires of a group of parents to give a complete and personalized education to their children. The project, in progress since 2016, began officially in September 2018. The idea is to maintain a small structure, in order to remain halfway between a standard school and homeschooling. The goal is to have an important impact on the education of the children by giving them the academic and human tools so that they become responsible, engaged, and well-informed adults.   Currently, 18 children are educated in a home situated in Woluwe-Saint-Lambert. The school received a donation in 2019 from the ‘Alcuin Funds’ for its arrangement and equipment.

The principal motivations since the project’s launch are: a high level education (personalized education), an alternative education (small groups which facilitate the responsibility, autonomy, and initiative of the child), education through artistic and musical activities, as well as manual activities.

A complete education is what is pursued, while respecting the personality of each child. The education proposed is structured and structuring, and respectful of the cerebral and neural functioning of the student.

For each academic level, a program of knowledge is prepared. This program is maleable as it needs to be adapted to the circumstances and the personality of each child.

The students learn to communicate with their surroundings, in a composed manner. The rules of comportment and discipline are forefront. A weekly resolution permits the establishment of good habits. The development of liberty is favorised by « the preventative method » of Saint Jean Bosco which weighs on the benevolent surveillance and mutual confidence between the adults and the children.

The classes are inspired by the Montessori Method as well as the pedagogy of Charlotte Mason (“living books” and narration). These two pedagogies emphasize contact with nature, manual work, as well as the autonomy and respect of the child :

The blending of ages is prioritized, which is very enriching and creates a familial atmosphere : the older children care for their younger counterparts, and the younger children learn from their elders.

Music classes occupy a large part of the schedule of the children. (music theory, instrument lessons, music history, choir, and voice). The teachers are formed according to the musical pedagogy WARD.

French occupies a choice position as it is important that all of the students speak, read, understand and write perfectly. It is an indispensable condition to an intellectual, rich and free life. The learning of reading begins in the maternelle simultaneously with writing following an alphabetical and syllabic method. These teachings are perfected thanks to daily phonological, phonetical and graphical recognition exercises, of graphism, copying, and reading. The acquisition of spelling is made through the practice of written dictations, or the manipulation of mobile letters.

The students have several seances of a second live language (choice of English, Flemish, Spanish) leaving the priority to French. We begin with essentially oral learning to transition to written beginning in Primary 4th.

Maths begin with the concrete and quickly necessitate abstraction. The link of real-abstract is developed from the beginning, through visualization. All rules and properties are explained and demonstrated before being applied, thanks to observation, manipulation, and reflection exercises.

The teaching of History is chronological, that of geography, descriptive and physical. The natural sciences develop the capacity of observation, manipulation, and reflection. These materials develop the general culture of the child and nourish their curiosity.

The artisanal workshops proposed , like chocolate making, sewing, wool working, or the art sciences. The manual works are often in relation to the geography, science, and history lessons. They permit the development of, among other things, the fine motor skills of the children. Excursions or workshops at the school are organized so that the children become familiar with techniques and careers so that they better understand the world in which they live.

The proper development of the children and their good coordination are also developed through physical exercise and in particular dance and sport classes. Psychomotricity is proposed to the youngest, especially for those who have particular needs. A weekly sport class permits the children to exercise their vigor, agility, and endurance in joy and good humour. Ballet and flamenco are also proposed for girls starting at 4 years old.

News :

  • A beautiful library is under construction in order to furnish reading material, a cultural base, and to stimulate the desire for learning in the students.
  • An expansion project in the coming years all while maintaining a small structure.
  • In September 2021, the opening of 4th and 5th primary grades.

 

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