Ad Parentes - Luxembourg

Transcription

Ad Parentes
Journal of the APEEE, The Parents’ Association of the European Schools in Luxembourg
No. 6/2009-10 (Summer edition)
Happy holidays
Bonnes vacances
frohe Feiertage
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Ad Parentes No. 6/2009-10
Editorial
Dear members, dear parents,
Chers members, chers parents,
In this final edition of the school magazine for the year, we look
back at some recent events, and in other respects look forward
to the 2010-11 rentrée.
Information is presented about the 2010 elections and the
composition of the APEEE management committee.
Brief information is included about the extracurricular activities
programme.
Further details about the new mathematics syllabus and
calculator requirements are provided.
We congratulate 2010 Baccalaureate graduates, and reproduce
the text of a pertinent speech at the 2009 graduation ceremony.
A detailed explanation of timetabling is included.
Dans ce dernier numéro de l’année, nous regardons quelques
évènements récents et prévoyons certains aspects de la rentrée
2010-11.
Information est fournie sur les élections 2010 et la composition
du comité de gestion de l’APEEE.
Une information brève est communiquée sur le programme des
activités périscolaires.
Davantage de renseignements sont inclus concernant le nouveau
programme scolaire en maths et la calculatrice exigée.
Nous félicitons les bachéliers 2010, et réproduisons un texte
d’allocution lors de la cérémonie de proclamation 2009, fort
pertinent.
Une explication détaillée de la construction de l'horaire scolaire
est fournie.
Happy reading!!!!
Your Editorial team
APEEE Luxembourg Secretariat
Bâtiment Jean Monnet – Bureau C1/004 –
L-2920 LUXEMBOURG
Tel. 4301 33105, Fax 4301 34869
E-mail : [email protected]
Web: http://www.apeee.lu
Contents
Editorial ............................................................................. 2
An overview of the 2010 election process........................ 3
Une vue d'ensemble du processus electoral 2010............. 4
2010 election results – Résultats des élections 2010 ....... 5
Members elected in 2010 – Les membres élus en 2010 .... 6
Allocution de M. TARRACH lors de la cérémonie du
Baccalauréat 2009 ................................................. 8
Speech by M. TARRACH at Baccalaureat ceremony 2009.. 8
Congratulations to the 2010 graduates – Félicitations aux
bachéliers 2010.................................................... 10
Underperformed in your Baccalaureat exams? All is not
lost! ...................................................................... 10
E.S.L. WORK EXPERIENCE 2010 ...................................... 11
Reform of the maths syllabus – Réforme de
l'enseignement en maths ..................................... 12
How to buy the new calculator – Comment acheter la
nouvelle calculatrice ............................................ 12
Cycling proficiency test 2010 .......................................... 14
APEEE E-newsletterservice für Eltern.............................. 15
APEEE E-newsletter Service for Parents.......................... 15
APEEE service de bulletin électronique pour les parents. 15
Extracurricular activities - Activités périscolaires ........... 16
Timetabling at the European School, Luxembourg I ....... 17
Syllabus changes to be introduced for September 2010 . 27
Mises à jour de programmes en septembre 2010 ........... 27
Charity action Year 5enB................................................. 28
Looking for a student exchange ...................................... 28
Summer courses – Cours d'été ........................................ 29
Petites Annonces ............................................................. 30
(a) Professeurs pour Leçons Privées / Private tutors..... 30
APEEE Groupes de Travail 2009-2010 / APEEE Task
Groups 2009-2010 ............................................... 33
APEEE membership / formulaire d'inscription APEEE ..... 34
APEEE – Association des Parents d’Elèves de l’Ecole
Européenne .......................................................... 36
An overview of the 2010
election process
Version française ci-après
A great big THANK YOU is due to everyone
who helped make these 2010 elections
possible and for your support of the APEEE!
Congratulations to all eleven candidates for
participating and to the eight persons elected
for their successful nomination or renomination onto the new management
committee,
which
takes
over
the
administration of the APEEE with effect from
September 2010.
The annual elections to the APEEE management
committee are one of the main ways for members
to have a say in the operation of the association,
whether by standing as a candidate or by voting.
Elections are the central institution of democratic
representation. Why? Because, in a democracy, the
authority of the representative derives solely from
the consent of those who are represented. The
principal mechanism for translating that consent
into authority is the holding of free and fair
elections. Any concerns over the election process
therefore relate directly to the legitimacy of elected
representatives.
It is therefore good news that the tellers, Mr.
Thierry Courtel and Mrs. Astrid Gaudart, were able
to conclude that the 2010 election process has been
conducted fully in accordance with the election rules
and APEEE memorandum of association, and that in
consequence electors can be confident that the
results are accurate and that their representatives
do, indeed, rest upon their "consent".
The 2010 election procedures were substantially
unchanged by comparison to previous years. Formal
notice of the 2010 elections was issued in Ad
Parentes magazine, in March. The deadline for
notification of candidatures was set at 15th April.
Following discussion in the Executive Board, a
reminder note was issued on 16th April, extending
the deadline to 30th April and particularly seeking
candidates from the nursery/primary cycle and from
language sections with a low representation. By 30th
April, eleven candidates had put themselves
forward. Their details, together with the voting
instructions, were published in Ad Parentes, in
April. The deadline for receipt of votes was Friday
4th June. To allow for the vagaries of the internal
mail system, this was extended to Tuesday 8th June.
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In their report, the tellers declared that 220 voting
slips were received altogether, of which 19 were
declared invalid. The tellers explained to the
management committee that this invalidity was
either because voters had omitted their names on
the cover envelope which made it impossible to
confirm that the voter was indeed a paid-up
member of the APEEE, or because the voting slip
had not been placed inside a sealed envelope which
could potentially mean it was altered before the
actual count was made.
At the June meeting of the management committee,
the opportunity was also taken to reflect on certain
aspects of the process to identify possible
improvements for the future. It was noted that 80%
of the votes were submitted through the internal
mailing system of the EU institutions. Electronic
voting was rejected. The feasibility of organising
collection boxes at different locations (ie. instead of
requiring submission by post) will be examined.
The results of the elections mean that the 2010-11
management committee achieves a balance
between language sections; between parents of
children in nursery/primary and secondary cycles;
and between experienced committee members and
persons taking up their first mandate.
For the 2011 exercise, additional efforts will
continue to be made to ensure transparency of
procedures and encourage participation… enhancing
still further the degree to which the APEEE is
representative of parents as a whole.
Within the European School system, the APEEE is
the only formal organization entitled to negotiate
with the school authorities. Its elected members
speak on behalf of the whole body of parents, for
all age groups and for all language sections. Whilst
individual actions are always possible, clearly the
likelihood of success is greatest when parents’
opinions are expressed with a clear and unified
voice.
The conscious decision by parents to join the APEEE
and support its aims represents an important
statement, and is fully appreciated by the
management committee. Obviously, we would like
to see as many families as possible inscribed as
members*, contributing to the finances of the
APEEE, supporting its activities, helping to design
strategy, being informed about developments and
generally being engaged in the school community.
* Those readers who are not yet members are invited to visit the
APEEE website (www.apeee.lu) and download an application
form, or call in to the APEEE secretariat.
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Une vue d'ensemble du processus
electoral 2010
English version above
Un grand REMERCIEMENT est dû à chacun qui a
aidé à rendre ces 2010 élections possibles et
pour votre appui de l'APEEE ! Félicitations à
chacun des onze candidats pour participer et
aux huit personnes élues pour leur nomination
ou re-nomination réussie sur le nouveau comité
de
gestion
de
gestion,
qui
assure
l'administration de l'APEEE avec l'effet à partir
de septembre 2010.
Les élections annuelles au comité de gestion de
gestion d'APEEE sont l'une des manières principales
pour que les membres aient une parole dans le
fonctionnement de l'association, par la position en tant
que candidat ou par le vote. Les élections sont
l'établissement
central
de
la
représentation
démocratique. Pourquoi ? Puisque, dans une
démocratie, l'autorité du représentant dérive
seulement du consentement de ceux qui sont
représentés. Le mécanisme principal pour traduire ce
consentement dans l'autorité est l'organisation des
élections libres et justes. Tous les soucis concernant le
processus électoral se rapportent donc directement à
la légitimité des représentants élus.
C'est donc une bonne nouvelle que les scrutateurs, M.
Thierry Courtel et Mme Astrid Gaudart, pouvaient
conclure que le processus électoral 2010 a été conduit
entièrement selon les règles d'élection et les statuts de
l'APEEE, et qu'en conséquence les électeurs peuvent
être confiants qui les résultats sont précis et que leurs
représentants,
en
effet,
reposent
sur
leur
"consentement".
Les procédures 2010 d'élection étaient essentiellement
inchangées par comparaison aux années précédentes.
La mise en demeure des élections 2010 a été publiée
via le magazine Ad Parentes, en mars. La date-limite
pour la pose des candidatures a été fixée au 15 avril.
Après une discussion au sein du bureau exécutif, une
note de rappel a été publiée le 16 avril, prolongeant la
date-limite au 30 avril et solicitant en particulier les
candidats de la maternelle/du cycle primaire et des
sections de langue avec une faible représentation.
Pour le 30 avril, onze candidats s'étaient proposés.
Leurs détails, ainsi que les instructions de vote, ont été
Ad Parentes, en avril. La
publiés dans un numéro d'A
date-limite pour la réception des votes était le
vendredi 4 juin. Pour prendre en compte les délais
éventuels du courrier interne, les scrutateurs ont prise
ne compte les votes venus jusqu'au 8 juin.
Dans leur rapport, les scrutateurs ont déclaré que 220
bulletins de vote ont été reçues en total, dont 19
étaient inadmissibles. Les scrutateurs ont expliqué au
comité de gestion que cette inadmissibilité était
surtout parce que les électeurs avaient omis de mettre
leurs noms sur l'enveloppe de couverture qui l'a rendu
impossible de confirmer que l'électeur était en effet un
membre de l'APEEE ayant reglé sa contribution, ou
parce que le bulletin de de vote n'avait pas été placé
dans
une
enveloppe
scellée
qui
pourrait
potentiellement signifier qu'il a été changé avant que
le comptage réel ait été réalisé.
Lors de la réunion de juin du comité de gestion,
l'occasion a été également saisie de réfléchir sur
certains aspects du processus pour identifier des
améliorations possibles à l'avenir. On l'a noté que 80%
des voix ont été soumis par le système de expédition
interne des établissements d'UE. Le vote électronique
a été rejeté. La praticabilité d'organiser des boîtes de
collection aux différents endroits (càd. au lieu d'exiger
la soumission par voie de la poste) sera examiné.
Les résultats des élections signifient que le comité de
gestion 2010-11 réalise un équilibre entre les sections
de langue ; entre les parents des enfants de la
maternelle/cycle primaires et du cycle secondaire ; et
entre les membres du comité expérimentés et les
personnes prenant leur premier mandat.
Pour l'exercice 2011, des efforts additionnels
continueront à être faits pour assurer le transparent
des procédures et pour encourager la participation…
augmentant encore plus le degré auquel l'APEEE est
représentatif des parents en général.
Dans le système des écoles européennes, l'APEEE est
la seule organisation formelle autorisée pour être en
pourparlers avec les autorités d'école pour la compte
des parents. Ses membres élus parlent au nom du
corps entier des parents, pour tous les groupes d'âge
et pour toutes les sections de langue. Tandis que les
différentes actions sont toujours possibles, il va de soi
que la probabilité du succès est la plus grande quand
les avis des parents sont exprimés avec une voix claire
et unifiée.
La décision consciente par des parents d'adhérer à
l'APEEE et de soutenir ses objectifs représente une
déclaration importante, pleinement appréciée par le
comité de gestion. Évidemment, nous voudrions voir
un nombre maximum de familles inscrites comme
membres*, contribuant aux finances de l'APEEE,
soutenant ses activités, aidant à la stratégie de
conception,
étant
informées
au
sujet
des
développements et étant généralement engagées dans
la communauté scolaire.
* Ces lecteurs qui ne sont pas encore devenus membres sont
invités à visiter le site web de l'APEEE (www.apeee.lu) et à
télécharger un formulaire de demande, ou de se rendre au
secrétariat permanent de l'APEEE.
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2010 election results – Résultats des élections 2010
Votes for the 11 candidates, in alphabetic order / Les votes pour les 11 candidats, par ordre alphabetique :
Family name / First name
Section /
Votes /
Rank /
Nom de famille / Prénom
Section
Votes
Rang
DENNIS Ian
(EN)
160
voix
1
GONZALEZ Margarita
(ES)
101
voix
6
HÄRDIN-HOWAT Maria
(SW)
94
HOLST Birgitte
(DK)
118
KASANKO Marjo
(FI)
95
LOOS Monique
(FR)
146
MANOLOVA Petia
(FR)
71
MARTINELLI Luca
(IT)
125
voix
3
PAPASIDERI Marika
(EL)
113
voix
5
VAN LINDERT Helen
(EN)
63
voix
10
WRONSKI Iwona
(EN)
61
voix
11
voix
8
voix
4
voix
7
voix
2
voix
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The 8 persons elected, in alphabetic order / Les 8 personnes élues, par ordre alphabetique :
Family name /
First name/
Section /
Nom de famille /
Prénom
Section
DENNIS
Ian
(EN )
GONZALEZ
Margarita
(ES)
HÄRDIN-HOWAT
Maria
(SW)
HOLST
Birgitte
(DK)
KASANKO
Marjo
(FI)
LOOS
Monique
(FR)
MARTINELLI
Luca
(IT)
PAPASIDERI
Marika
(EL)
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Members elected in 2010 – Les membres élus en 2010
The 8 following members are beginning / continuing their mandate :
Les 8 membres suivants commencent / continuent leur mandat :
DENNIS Ian
GONZALEZ Margarita
HÄRDIN-HOWAT Maria
HOLST Birgitte
KASANKO Marjo
LOOS Monique
MARTINELLI Luca
PAPASIDERI Marika
The mandate of the following member will expire with the next AGM :
Le mandat du membre suivant expirera avec la prochaine AG :
HANNEY Gerard
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The 13 following members are entering the second year of their mandate :
Les 13 membres suivants commencent la deuxième année de leur mandat :
BERTHELOT-ERTL
Fabienne
BRIGNONE Rosa
JANIETZ Jenny
LEITE Isabel
MADSEN Johannes
MASLIAS Rodolfos
PRECHT Raoul
RAZAVI Reza
RETTER Michele
SCHMIDT Lars
SMID Siemon
VIALLON Stéphane
WILKINSON Rhonda
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Allocution de M. TARRACH lors de la cérémonie du Baccalauréat 2009
Speech by M. TARRACH at Baccalaureat ceremony 2009
(Transcription du discours improvisé de Monsieur le recteur de l'Université du Luxembourg en français, espagnol, anglais et
allemand, effectué à partir de l'enregistrement vidéo de l'école de la cérémonie du Baccalauréat 2009 : nous vous
remercions par avance de bien vouloir excuser toute erreur et/ou omission de rédaction).
(Transcript of the speech improvised by the Rector of Luxembourg University in French, Spanish, English and German, using
the school video of the 2009 Baccalaureat ceremony: we ask your forgiveness in advance for all errors of omission or
commission).
Mesdames, Messieurs,
Avant de commencer vous me permettrez de dire quelques mots de remerciements aux "tunos", qui viennent de
nous offrir leurs chants.
Queridos y estimados tunos, muchísimas gracias, me habéis transportado, metafóricamente, de nuevo a
España y habéis creado un momento de gran emoción para mí.
Vous savez, dans l'année 68, j'étais étudiant à Valencia et parmi les 10 étudiants de physique théorique il y avait
7 qui étaient retenus par la Guardia civil ; c'était une autre époque vers laquelle, quand j'ai entendu nos amis, je
me suis senti transporté de nouveau.
Chère directrice, Mme Vassilacou,
Chers bacheliers, dear successful baccalaureat candidates, liebe Abiturienten,
Sehr geehrte Damen und Herren, Mesdames, Messieurs, Ladies and Gentlemen,
C'est un honneur pour moi de pouvoir adresser aujourd’hui quelques mots aux jeunes. Ces mots seront
essentiellement des recommandations. Je pense qu'ils ont fini une étape essentielle de leur vie et qu'ils vont
commencer une autre étape aussi très importante. Comme j’ai l’avantage d’une certaine expérience que l’âge et
la vie m’ont permis d’acquérir, je voudrais partager cette expérience avec eux et proposer une série de
recommandations qui pourraient un jour leur être utile.
Je vais organiser ces recommandations en trois groupes. J’utiliserai les trois langues de notre Université,
l’Université du Luxembourg, qui sont, je crois, aussi chez vous les trois langues les plus utilisées.
Je commencerai avec les recommandations qui ont trait aux formations, à la possibilité de continuer des études
supérieures.
• Vous avez le droit de vous tromper !
Si vous commencez des études et après une année vous voyez que ce n'est pas vraiment ce qui vous
passionne et que vous avez choisi une discipline qui ne vous intéresse pas assez, alors acceptez que
cela puisse arriver et n'hésitez pas de changer !
• Ne suivez pas toujours les sentiers battus !
Si tout le monde suit un certain chemin, ce n'est pas nécessaire de faire de même. Faites attention aux
modes ! Il y a des modes, aussi aux Universités, mais les modes très souvent sont des tentations trop
superficielles.
• Il faut toujours avoir des connaissances solides! Pour les acquérir il faut faire des grands efforts.
• Il y a la possibilité d'alterner par périodes les études avec le travail.
Il y a des gens qui font un Bachelor, ce qui correspond à 3 ou 4 ans d’études selon le pays ; par après
ils travaillent pendant 2 ou 3 ans, cela leur donne une maturité pour savoir vraiment ce qui les intéresse,
et puis ils font un Master; puis ils travaillent peut-être de nouveau, et à la fin, s’ils veulent faire de la
recherche ou une carrière universitaire, ils feront encore un doctorat. Cette alternance permet de mieux
profiler leurs intérêts, elle permet de savoir si l’on préfère une vie professionnelle plus active ou plus
réflexive.
• Choisissez une discipline qui vous intéresse ! Ne faites pas nécessairement ce que le père, la mère,
l'oncle ou l'ami de l'oncle vous disent de faire. Bien sûr, sans oublier l'employabilité et vos habiletés;
mais faites vraiment ce qui vous intéresse !
• Ne vous limitez pas à une seule discipline !
Bien sûr il faut connaître bien la discipline que l'on a choisie et, tout au long des études, il faut se
spécialiser ; mais n'oubliez pas tout le reste sinon à la fin vous saurez de plus en plus sur un domaine
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de moins en moins étendu, et comme on dit, à la fin vous saurez tout de rien. Vous deviendrez ce qu'en
allemand on appelle "ein Fachidiot".
Jetzt ein paar Empfehlungen über Lernen und Wissen. Diese sind ein bisschen allgemeiner.
• Seien sie immer neugierig und wissbegierig! Hören sie nie auf zu lernen ! Das Leben ist interessant
solange man lernt ! Man kann in jedem Alter lernen und man sollte es immer tun.
• Wenn sie etwas nicht erklären können dann kann es bedeuten, dass sie es selbst nicht richtig
verstanden haben ; also haken sie nochmal nach !
• Behaupten sie nie alles zu wissen : nur wer weiss wieviel er nicht weiss ist weise!
• Vieles von dem was Sie heute lernen, werden Sie 3, 4, 5, 10, 20 Jahre danach revidieren müssen. Es
war ein Mathematiker und Philosoph, Alfred North Whitehead, der sagte: „knowledge does not keep any
better than fish”!
So now comes the last group of recommendations, which are even more general, and they are for you to take
along as you walk the journey of your life.
• Speak up if you disagree, especially if you disagree with the majority!
It is not very informative nor exciting to agree with the majority; what is interesting, what leads to
progress on our planet, is to defend views which are exceptional. Don't be afraid, be courageous.
• Listen to knowledgeable people, but be careful with the experts.
Experts are often wrong. Do your own analysis, be analytical! You know that there are basically no
truths for sure, so be careful.
• Be self-critical, but only up to a point; too much self-criticism is sterilizing. Be self-critical, but believe in
what you do.
• Challenge authority!
Challenge authority but do so constructively. You know, I'm the rector of the University of Luxembourg. A
rector in other countries is called a president or a vice chancellor. Often people come to talk to me, they
complain, they are critical. I always tell them: "Okay, I accept, I'll think about it, but now tell me what do
you think could be the solution of the problem you are bringing up? So take initiatives and be
constructive!
• Be ambitious and believe in yourself! If you shoot for the moon and you miss it, you might reach the
stars, so be ambitious! You should set yourself goals which are high.
• Don’t be afraid!
Madame Curie said once that there is nothing to be afraid of if your understanding is broad and deep
enough. It is the lack of understanding which leads to fear and panic and this is precisely one of the
main problems of mankind.
•
Karl Popper said once, "life is problem solving".
In fact he has a whole book on that. And life is problem solving, but most of the problems are the
problems of life. Now the problems of life, the problems of mankind and the problems of our planet will
not be solved without knowledge. Knowledge is our most precious treasure. Knowledge is not the same
as information – information is something you find on the computer, on the web. Knowledge is
something you can only find in your brain. The whole point of education and of higher education today is
to enable you to transform efficiently information into knowledge. That is an essential point which is
difficult to grasp nowadays as everybody speaks about the information society and about the knowledge
society, as if they were the same, but the really difficult task is to go from the former to the latter.
Ok, let me wind up. You have been in a very good school – a remarkably good school. I don't know exactly what
your age cohort is on our planet – it must be, with an error of about 20%, around 150 million. I'm pretty sure you
are among the top 1% because of the education that you have had. Now, you have been lucky, don't forget that!
Of course you have been learning hard and you have your own merits, but being in this school, that is maybe the
merit of your parents, maybe the merit of the circumstances, but not yours! You know, in your life you will meet
lots of people of your age who have been less lucky, most much less lucky. The best you can do for them is to
share your knowledge with them, but do it without arrogance. This will somewhat compensate the luck you have
had in being in the top 1% with respect to the lack of luck most of the other 99% have had in their lives.
I wish you a knowledgeable and therefore successful and thus happy life.
10
Congratulations to the 2010 graduates – Félicitations aux bachéliers 2010
English
Of the 2010 intake, 292 students have passed their European Baccalaureat
exams, which is an excellent result both individually and collectively. The best
student overall, Jonas Andersen (DK), obtained an average mark across eleven
subjects of 96.4%.
Français
En 2010, 292 élèves ont réussi leur Baccalauréat européen, ce qui représente un
excellent résultat tant au niveau individuel que collectif. Le meilleur élève, Jonas Andersen (DK), a obtenu une
note moyenne sur onze matières de 96.4%.
Underperformed in your Baccalaureat exams? All is not lost!
The European Baccalaureat is similar to the French Baccalaureat in the sense that a bare pass is sufficient for
university entrance (admission to the Grandes Ecoles is anyway decided in advance, like Oxbridge in the UK). In the
UK system, admission can depend on obtaining the requested grades. But not everybody achieves this in practice.
Flunking your exams can seem devastating at the time but it certainly need not condemn you to a life of failure. Many
famous figures are living proof that success is not all about getting the right grades in your results envelope. The
message these people regularly repeat, is that you can do anything you want to if you want to do it badly enough.
Whilst it may involve hard work, there is always a way to achieve your goals : "Toil in hope and you will get there."
After a day of tears and tantrums you have to do the only thing you can do, which is pick yourself up and put yourself
straight back into it. The world is still your oyster!
Whatever your decision about the future, it is sensible to take the time to try to identify why your performance did not
match your expectations, and to factor that analysis into to your choice. Calmly examine each possible outcome before
you rush into a plan B that you may come to regret. Start by having a very honest chat with your parents, your
teachers and your careers officer. Perhaps you were ill, panicked in the exams, or just didn't work hard enough.
Perhaps your study or revision techniques let you down in certain areas of the syllabus.
- If you think there was a mistake, you may want to appeal. In this case you need to move fast, and should recognise
that the chances of a successful reversal are slim unless you can provide clear evidence of a procedural error.
- If you are convinced you still want to go on to further education, think about contacting the college directly; consider
sitting specific entrance examinations; look for another college (in the UK, consider the clearing process); consider
changing your precise discipline, perhaps combining it with other subjects; broaden the range of locations where you
would like to study; maybe look at doing re-sits if you stand a real chance of improving your grades (ie. to gain a pass:
the EB rules do not allow resits by successful candidates); perhaps consider sitting alternative national or international
exams (eg. IB, A-level, etc.); look at postponing your studies and gaining experience in the world of work before
returning to academia. Be aware that budgets (and therefore places) in further education are under extreme pressure in
many countries.
- Note: comparative research in recent years has suggested that an EB mark of 80 or more is roughly equivalent to 360
UCAS points for UK A-levels (ie. three A grades). An EB score of 60 (the bare pass mark) is roughly equivalent to
280 UCAS points (grades BBC). Students with a bare pass at the EB are nevertheless more likely to get a good degree
at university than students who achieved equivalent marks from UK A-levels.
- If this opportunity for reflection persuades you not to pursue further studies, recognise that just because you can't get
in to the university of your choice doesn't mean that you can't be successful in other fields: academic exams are only
recognising a certain type of intellect. The reality is that employers look at much more than your marks; tenacity,
objectivity, creativity, technical aptitude, sociability, the way you assimilate and respond to information and many
other factors are also important. Look out for careers fairs; cultivate your contacts; visit recruitment advisers. Or
perhaps you have the skills and drive to start your own business. The European School Baccalauréat is an excellent
school leaving certificate and – even if you have not obtained exactly the marks you initially hoped for – is still a
well-respected qualification which can open many doors.
11
E.S.L. WORK EXPERIENCE JUNE 2010
English
The School offers students in 5th year secondary the opportunity to
sign up for a work experience project during the last two weeks of
the school term.
This year, four pupils chose to work at the European Investment
Bank. Having viewed this enormous glass building from the school
bus, they decided to see for themselves what really goes on there.
With the help and participation of staff from several directorates, a
programme was devised to introduce the students to the various
aspects of EIB’s business. There can surely be no audience more challenging than four teenagers in a stuffy
office on a sunny day!
Feedback from the students :
• A great opportunity to see inside a financial institution; we learned a lot.
• The project work at the EIB is really interesting.
• A great environment in which to work – and it is clear that EIB is concerned about the environment.
• Attending a conference and seeing how financial trades were done in the Dealing Room was eye-opening.
Students: Sacha Agassi, Jan Szysko, Urs-Michael Tronnier, Louise Fettes
The APEEE welcomes this and other initiatives organised during the last two weeks of term.
Français
L'école donne aux élèves de la 5ème année secondaire l'occasion de s'inscrire pour un
projet d'expérience professionnelle pendant les deux dernières semaines de l'année
scolaire.
Cette année, quatre élèves ont choisi de travailler à la banque européenne d'investissement. Après avoir regardé
cet énorme bâtiment en verre depuis le bus en route à l'école, ils ont décidé de voir pour eux-mêmes ce qui ce
passe là-bas.
Avec l'aide et la participation du personnel de plusieurs unités, un programme a été conçu pour exposer les
élèves aux divers éléments du boulot journalier de la BEI. Une chose est certaine : il n'existe pas ailleurs une
audience plus difficile que 4 adolescents enfoncés dans un bureau mal aeré le long d'une journée ensoleillée !
Commentaires des élèves participants :
• Une excellente opportunité de voir à l'intérieur d'une institution financière ; nous avons appris beaucoup.
• Travailler au sein des projets de la BEI est vraiment intéressant.
• Un superbe environnement à travailler dedans – et il est clair que la BEI soit préoccupée par l'environnement.
• Participer à une conférence et voir comment les commerces financiers se font dans la salle des transactions a
été une réevélation.
Élèves : Sacha Agassi, janv. Szysko, Urs-Michael Tronnier, Louise Fettes
L'APEEE est reconnaissant de telles initiatives organisées pendant les deux dernières semaines de l'année.
12
Reform of the maths syllabus – Réforme de l'enseignement en maths
English
During its meeting of 14, 15 and 16 April 2010 in Brussels, the Board of Governors declared itself in favour of
the proposed modalities for acquiring the calculator tool needed to implement the new mathematics syllabus in
secondary cycle, and consequently the Board of Governors also approved the content and implementation in
September 2010 of the maths syllabus for years 4 and 6 (doc.2010-D-441 "preamble", doc.2010-D-571 "syllabus
years 4-7", doc.2010-D-581 "calculator"). These reforms had previously been the subject of long debate in the
Mixed Teaching Committee. At the date of drafting this edition, the texts of the new syllabii are not yet available
on the Board of Governors website (www.eursc.org), in order to avoid creating any confusion amongst parents
and pupils still following the current syllabus (eg. appeals procedures). The texts will be uploaded after 20 July.
They are available on the website of the APEEE (www.apeee.lu).
Français
Lors de la réunion du 14, 15 et 16 avril 2010 du Conseil supérieur des Ecoles européennes à Bruxelles, le
Conseil s'est prononcé favorablement sur la proposition des modalités d'acquisition de la calculatrice pour les
nouveaux programmes de mathématiques, et de ce fait le Conseil supérieur confirme ainsi l’adoption, et l’entrée
en vigueur en septembre 2010, des programmes de mathématiques des 4èmes et 6èmes années (doc.2010-D-441
"préambule", doc.2010-D-571 "programme 4 à 7", doc.2010-D-581 "calculatrice"). Précédemment, ces réformes
ont été le sujet d'un long débat au sein du Comité Pédagogique Mixte. A la date de rédaction de ce numéro, ces
nouveaux programmes ne figurent toujours pas sur le site web du Conseil Supérieur (www.eursc.org), afin de ne
pas semer la confusion parmi les parents et élèves qui suivent le programme actuel (par ex. procédures de
recours). Ces textes y figureront à partir du 20 juillet. Ils figurent sur le site web de l'APEEE (www.apeee.lu).
How to buy the new calculator – Comment acheter la nouvelle calculatrice
English
According to the school authorities, only one calculator tool currently on the
market meets their specifications: the Texas Instruments Nspire CAS, version 2.0.
Technical
details
can
be
found
on
the
APEEE
website
(http://www.apeee.lu/docs/All/TInspire_Releasenote.pdf). To assist parents who
wish to buy the new machine in one of the available languages, the APEEE has
negotiated a group purchase scheme with a local supplier at a discounted price.
The
order
form
can
be
found
on
the
APEEE
website
(http://www.apeee.lu/docs/All/GROUP%20ORDER%20FORM%20VIA%20APE
EE(7).pdf) and is reproduced overleaf. Orders have to be placed, together with
proof of payment, by 15th July 2010. If there is a high level of interest in this
project, the APEEE will consider organising a similar group purchase also next
year.
Français
Selon les autorités, il n'existe qu'une seule calculatrice qui correspond à leurs
spécifications techniques : Texas Instruments Nspire CAS, version 2.0. Les détails
techniques
sont
disponibles
sur
le
site
web
de
l'APEEE
(http://www.apeee.lu/docs/All/TInspire_Releasenote.pdf). Pour aider les parents
qui souhaitent acheter la nouvelle machine dans une des langues disponibles, l'APEEE a négocié un achat groupé
avec un fournisseur local, pour un prix favorable. Le formulaire de participation se trouve sur le site web de
l'APEEE (http://www.apeee.lu/docs/All/GROUP%20ORDER%20FORM%20VIA%20APEEE(7).pdf) et sur la
page suivante. Les commandes doivent parvenir, avec justificatif du paiement, pour le 15 juillet 2010. Si le taux
d'intérêt s'avère suffissamment élevé, l'APEEE entreprendrait un exercice similaire l'année prochaine.
Answers to some frequently asked questions :
1. Order forms must be completed, and sent with proof of payment, by 15th July 2010.
2. The price includes rechargeable battery and charging cable.
3. The price includes USB cable to connect to PC or Mac.
4. The price includes single-user licence software for PC or Mac.
5. The price includes three year guarantee.
13
14
Cycling proficiency test 2010
In 2010 the APEEE again coordinated cycling proficiency tests for children in Year 5 of the primary cycle, putting
them on an equal footing with children in the national system. Participation is voluntary, but is obviously strongly
encouraged! Road safety is an important element of children's education – and whilst the principal responsibility
clearly lies with parents, it is helpful to cover certain elements in school through the "discovering the world" syllabus,
and to give them the opportunity to participate in the official cycling proficiency tests. The test comprises three
elements:
(a) A theory paper which is sat in school. This is a standardised paper which the APEEE translated from the
national version in Luxembourgish into EN/FR/DE.
(b) A preliminary test on the school playground to ensure bicycles, helmets and other equipment reach the
necessary standard, and to ensure children have the requisite basic control of their bicycles.
(c) A practical test organised on the roads around Kirchberg under close supervision.
The event is approved in advance by the Education Ministry, Transport Ministry and Police Grand-Ducal. All 150
children who successfully completed the 2010 test received a green cycling licence, sponsored by Cactus supermarket.
For the 2010 exercise, a number of improvements were made by comparison to 2009.
- The June date seems better than a date in May: the weather is likely to be better and the traffic was less.
- Bicycle checklists were made available to parents in advance in EN/FR via class teachers and on the APEEE
website (http://www.apeee.lu/docs/All/maintenance%20checklist%20EN-1.pdf).
- Splitting the practical test into a first event on the school grounds (7th June) and the real test on the roads (21st
June) is definitely something we should repeat next year.
- The start point in the main car park rather than the "kiss-and-drop" lane seems to have worked well: things were
much calmer (although it took longer for the children to arrive with their bicycles). Better signposting will be
implemented next year to ensure classes arrive on time!
- The planned timing seems to have worked well: there was a slight confusion at the start about where to begin the
event, but this delay was caught up and we were not late at the end. We avoided the heavy traffic before 9am and
after 4pm.
- Despite the high participation rate there were only a couple of falls, and no serious injuries.
- Many children did not wear bright clothing, which was slightly worrying on a greyish day like today. Our stock
of reflective waistcoats was well used!
- The main comment from the monitors around the course was a failure to look behind before signalling and
manoeuvring (particularly the boys but also some girls). This was really noticeable for the left turn at the traffic
lights.
- A second comment was that some of the boys were attempting to catch up with their friend in front and hold
conversations with them, rather than focus on the potential dangers of being on the road.
- The stop at the side of the road before entering the cycle path was difficult for some of the children to handle.
For 2011, the following changes will be made
- APEEE will try to persuade the Lux.2 administration also to participate.
- APEEE and the school administration(s) will already try early in the year to fix a target date for the event.
- APEEE will try to make a short multilanguage cycling booklet available (at least EN/FR/DE) early in the school
year, for school teachers and parents to help prepare their children.
- APEEE will invite well-known rider and bike mechanic Tom Flammang to attend and make immediate repairs if
necessary (this service can then be invoiced to parents).
The APEEE organisers (Ian Dennis and Lars Schmit) are extremely grateful to all the volunteers who turned out to
help supervise the children as they made their way around the course. We could not have done it without you!
Class teachers were asked to nominate the two best performers in their classes. The APEEE then selected two names
at random to represent the school at the national competition, which this year is organised in Kayl on Sunday 4th July.
The following names were transmitted to La Sécurité Routière Luxembourgeoise :
1. Josephine Gamez,
class 5 FRC (Mrs. Schummer)
Replaced due to absence on 4th July by :
Tijmen Hage, class 5 NL (Mr.VanLoon)
2. Miguel Marinho,
class 5 PT (Mrs. Carvalho)
15
APEEE E-newsletterservice für Eltern
APEEE-Mitglieder haben das Recht, den Elektronischen Newsletter zu abonnieren und
dabei anzugeben, welche Themen sie interessieren. Dadurch kann die APEEE ihre
Mitglieder zeitnah über die ausgewählten Themen (z.B. die Kantine, Lux II, SEN, Neues
von der Webseite usw) informieren.
zunächst
Um sich anzumelden: besuchen Sie bitte www.apeee.lu , wählen Sie
<newsletter>, dann die gewünschten Themenbereiche und geben Sie Ihre E-Mail Adresse
etc ein. Zur Bestätigung erhalten Sie von der APEEE eine-E-Mail. Sobald Sie Ihre
Anmeldung bestätigt haben, werden Ihre Daten registriert. Es ist vollautomatisch.
APEEE E-newsletter Service for Parents
APEEE members may subscribe to an Electronic Newsletter ( E-newsletter ) and indicate
which topics are of interest to them. Then the APEEE can send out targeted information to
parents via E-mail, at a moment's notice, for example about the Canteen, Lux II, SEN,
What's new on the Website etc.
To subscribe: please go to www.apeee.lu , click on <newsletter>, click on the boxes
corresponding to the topics you are interested in, enter your E-mail address etc. You will
receive a confirmation via E-mail. Once you have confirmed, the details are stored in our
database. This service is fully automatic.
APEEE service de bulletin électronique pour les parents
Les membres de l'APEEE peuvent souscrire à un bulletin électronique (E-newsletter) et
indiquer les matières dans lesquelles ils s'intéressent.
Ainsi l'APEEE peut envoyer les informations ciblées aux parents par email, sans délais,
concernant, par exemple, le sujet de la cantine, l'école Lux II, le programme SEN, Quoi de
neuf sur le site web etc.
Pour souscrire : veuillez visiter www.apeee.lu , clicquer sur <newsletter>, et ensuite
cliquer sur les boîtes correspondant aux matières qui vous êtes intéressent, faire entrer
votre adresse email etc. Vous recevrez une message par email. Une fois que vous l'avez
confirmé, les détails seront stockés dans notre base de données. Cette service est
complètement automatique.
16
Extracurricular activities - Activités périscolaires
English
The A.P.E.E.E. has written to the Luxembourg authorities seeking a specific licence to organise
extracurricular activities in future. This may lead in future to eligibility for financial support for
vulnerable families.
The list of activities for 2010-2011 is currently being updated. An increase of around 60% in the
number of courses is foreseen. There is an exciting, expanded range of activities to choose from.
To help ensure their continued operation, the extracurricular activites programme for 2010-2011 will
include a relaunch of the school orchestra and jazz band, and will also cover the school musical.
For families which are not yet members of the A.P.E.E.E., inscriptions for the extracurricular activities
for the 2010/2011 school year will be possible from 8 am on Monday 13th September 2010. To become a
member of the A.P.E.E.E., please complete the registration form available on the A.P.E.E.E. website (
www.apeee.lu ).
In September 2010 the A.P.E.E.E. will examine, on a pilot basis, the feasibility of parents using the
school canteen whilst awaiting their children who are participating in an extracurricular activity.
Also in September 2010, the A.P.E.E.E. will examine the feasibility of organising transfers of children
between the C.P.E. and the extracurricular activities. This may require a small additional payment.
For further details, please visit the website ( http://www.activitesperiscolaires.lu/index.php ) .
Français
L'A.P.E.E.E. a écrit aux autorités luxembourgeoises demandant une autorisation spécifique pour
l'organisation d'activités périscolaires, ce qui pourrait à l'avenir permettre un soutien financier aux
familles les plus vulnérables.
La mise à jour de la liste d'activités pour 2010-2011 est en cours. Une augmentation de l'ordre de 60%
du nombre de cours est prévue. Vous allez pouvoir faire votre choix parmi une belle gamme élargie
d'activités.
Afin d'assurer leur opération continue, le programme d'activités périscolaires 2010-2011 comprendra la
relance d'un orchestre scolaire et un ensemble de jazz, et le grand spectacle musical de l'école.
Pour les familles qui ne sont pas encore devenues membres de l'A.P.E.E.E. les inscriptions aux activités
périscolaires de l'année scolaire 2010/2011 seront possibles à partir du lundi 13 septembre 2010, à 8
heures du matin. Pour devenir membre de l'A.P.E.E.E. veuillez compléter le formulaire d'adhésion qui se
trouve sur le site web de l'A.P.E.E.E. (www.apeee.lu).
La possibilité pour les parents d'utiliser la cantine de l'école pendant qu'ils attendent leurs enfants qui
fréquentent les activités périscolaires sera étudiée par l'A.P.E.E.E. en septembre 2010 comme exercice
pilote.
Egalement en septembre 2010, l'A.P.E.E.E. étudiera la faisabilité d'organiser les transferts d'enfants
entre le C.P.E. et les activités périscolaires. Ceci nécessitera peut-être un petit paiement additionnel.
Pour davantage de renseignements, veuillez visiter le site web
( http://www.activitesperiscolaires.lu/index.php ).
17
Timetabling at the European School, Luxembourg I
The content of this article was developed by APEEE management committee members and has been closely
discussed with representatives of the school administration. It contains both factual statements and expressions of
opinion. Text shown in italics has not been explicitly confirmed by the school.
Timetabling is the method by which the curriculum is actually delivered to the pupils. It describes the way in which
the various resources (teachers, rooms, time, etc.) are combined. The basic concept will be familiar to many
managers in non-school contexts, although there are some specific aspects to school planning. Other things being
equal, the more effectively, efficiently and economically this combination can be done, the better. Moreover, the
practical decisions expressed in the way the timetable is constructed and the degree to which parent/pupil needs
are accommodated are a powerful expression of the specific educational philosophy of the school.
At the European School, as in any national system, a clear distinction can be made between timetabling in the
nursery/primary cycle and in the secondary cycle. This article focuses on the more complex situation which exists in
the later years of the secondary cycle. It is an attempt to respond to growing numbers of queries received by the
APEEE in recent years about the procedures employed. The discussion is particularly topical at the start of the
calendar year, given that pupils in Year 3 (going into Year 4) and pupils in Year 5 (going into Year 6) have to make
choices about subject options by February.
School timetabling does not take place in a vacuum. It seeks to reflect the individual choices made by pupils and
their parents. There are a number of pedagogical principles to be followed. Some rules are fixed by the European
School regulations. Others are set at local level.
Pedagogical principles
o
The overriding concern is to maximize the learning opportunities for each individual pupil, as far as rules,
pedagogical concerns and practical constraints allow. Each pupil makes their own choices. The subjects are
then covered in an individual timetable for each pupil, which is the outcome of the timetabling process.
o
Since 2001 there are specific European School rules which dictate that no class shall be organized with less
than 7 pupils (or 5 for options). However, traditionally this limit does not apply to certain “protected” subjects
(Irish, Maltese, Swedish for Finns, Dutch for Belgians, Ancient Greek for Greeks, etc.) because of the very small
absolute numbers of children concerned, in any particular year, even in locations like Luxembourg and Brussels
which have the biggest concentrations of pupils in the European Schools. Those exceptions generally date back
to agreements at the time of accession of the country concerned.
o
It is desirable that subjects are spaced over each day and each week with sufficient variety to sustain children’s
interest and motivation, taking their age into account. More can clearly be expected of the children in terms of
attention span and motivation to study as they progress towards the upper years of the school. Nevertheless,
attention spans can decrease sharply after 30/40 minutes and an attempt is made to minimize the use of
double periods where learning would be adversely affected. On the other hand, some subjects are more suited
to double periods (eg. Sciences, Art, Sport) as they require more preparation time or tidying-up time.
o
At the other extreme, a "swiss cheese" timetable with excessive gaps between lessons can also be problematic,
as can an absence of consistency over different days of the week. Efforts are made to avoid unnecessary gaps
in the timetable, preferring to give whole afternoons free or an early finish wherever possible. It has
traditionally been possible in the Luxembourg school to allow two free afternoons in years 1-3, and one free
afternoon in years 4-5 with an early finish on a second afternoon for around 75% of pupils.
o
Children learn in different ways; teaching styles also vary. However it is frequently acknowledged that the last
period of a day is often less effective than other periods and this slot should be shared fairly across all classes.
Nutritional and physiological factors have also to be taken into account: an adequate break for lunch is
important for both teachers and pupils in order to eat and rest. A timetable where the first period is free but
the rest of the day is solidly booked would consequently not be desirable, although there might be exceptional
instances where this is proposed.
o
Whilst the pressure to "do well at school" is understandable, it is important to recognise that children need to
strike a reasonable balance between their family lives/free time/extracurricular activities and their school lives.
18
Overburdening students, particularly less academic ones, with overfull timetables and associated homework
obligations, may be undesirable. Sometimes it is important to step in and advise them to lighten the load.
o
The high turnover rate provoked by the 9 year rotation system for seconded teachers from Member States,
poses great difficulties of continuity and loss of experience. Particular planning difficulties arise where a
Member State is late to confirm the appointment of qualified staff, sometimes only after the start of the school
year! Where there is a forced change of teacher between years 6 and 7, every effort is made to find an
experienced teacher to take over the class.
o
It may sometimes be desirable (and desired) to deploy experienced staff at different levels to allow pupils from
all age groups to benefit from their competences, and not systematically allocate them to say 6th/7th year
classes.
o
New arrivals can require time to become familiar with the specificities of the European School (eg. the
harmonised approach to marking), which might lead to them not being allocated to the most sensitive classes
(eg. 1st years coping with the transition from primary cycle, or 6th/7th years studying for the Baccalaureat
examinations). For locally-recruited staff on short-term contracts, their total teaching hours can be adapted
(traditionally in Luxembourg an attempt was made to ensure around 26 hours per week, but this was never a
rigid rule, and in recent years it has come under pressure).
o
At September 2009, in the Luxembourg European School, secondary cycle, there were 148 seconded teachers
and a further 58 (full time equivalent) locally recruited teachers ("chargés de cours") with contracts for varying
numbers of hours.
o
Few organizations are successful in using the full potential of their staff. However a school can attempt to
utilize the range of subject specialisms of the teaching staff. This can also impose constraints (eg. a teacher
capable of teaching either Biology or Chemistry clearly cannot teach both subjects at the same time). There is
some flexibility: if it is apparent there are insufficient seconded teachers, additional personnel can be recruited
locally.
o
Assigning teachers to classes ('staffing') may be done in different ways. Often there are alternative teachers
that can be allocated to a class, and timetabling considerations will be one factor in the decision. Another factor
should of course be the best interest of the children.
o
It is important that proposed subject combinations are coherent (eg. some language sections emphasise that
the science subjects should be taken in conjunction with standard duration mathematics and not the reduced
course). Various sources of advice are available about this. It is also important that students have a realistic
chance of success in their eventual examination choices at Baccalauréat level.
o
Timetabling of SWALS L1 classes, of Learning Support classes and of Special Educational Needs classes is
organised after the main timetable is finalised.
Constraints
1. Time.
a.
The number of teaching days per year is fixed at 180 for all the European Schools, although between the
start date in early September and the end date in July, each European School is free to adapt the holiday
timings somewhat in order to reflect local circumstances. In Luxembourg, as in other European Schools,
this negotiation is done together with the APEEE and other partners in the School Advisory Committee, the
Education Councils and the Administrative Board, with the decision being taken about 12 months in
advance.
b.
For years 1 to 3 in the secondary cycle, the school year is divided into three terms of broadly equal length,
each having a one week holiday in the middle. Evaluations are made at the end of each term. In years 4 to
7, the school year is divided into two semesters, separated by the one-week break in February ("Carnival").
c.
In Luxembourg the school day runs between 08:40 am (first bell) and 16:25 pm (last bell). This gives a
total duration of 465 minutes. The total length of the school day reflects various factors. It is fixed partly
by the need to respect the needs of the EU institutions for which most of the parents are working and for
whom the European Schools were first created, and partly by local transport arrangements (the network of
19
private and public buses). The buses arrive at school between 8.20 and 8.35 in the morning (rue Léon
Hengen), and leave between 13.10 and 13.15 (for pupils who have no afternoon classes) and between
16.40 and 16.45 at the end of afternoon school.
d.
Lessons last for 45 minutes (apart from the 5th and 9th periods of each day which are slightly shorter, at 40
minutes). Allowance in the timetable has to be made for non-teaching time. This includes transfer time
between consecutive classes (5 minutes); break time for morning recreation (15 minutes, after 3rd period)
and between 5th and 6th periods (10 minutes). There is no allowance for registration; teachers have to
check attendance at each lesson.
e.
The table reproduced below is available on the school website; it shows the times of lessons. In the table,
5th or 6th period would be for lunch:
f.
Ideally the weekly timetable should also include provision for departmental meetings, project coordination
tasks, teacher training, etc.. In practice, this is given by a "décharge" for the teachers concerned (ie. one
or more free periods) and occasional pedagogical days (when lessons are cancelled or a replacement
teacher is appointed).
g.
Combining the foregoing information it can be seen that the Luxembourg school operates a five day week
of nine periods per day (ie. eight teaching periods plus one free period in the middle of the day), thus a
potential maximum of 40 teaching periods per week.
2. Buildings.
a.
The Kirchberg buildings were mainly constructed in the 1970s, although there was a major refurbishment
and extension in the 1990s. They have been supplemented over time with additional permanent buildings.
In recent years, due to delays in building the new European School Luxembourg II, a proliferation of
temporary structures has been installed. A new temporary block containing at least 12 classrooms will be
added for September 2010.
b.
As at September 2009, there were 2215 pupils in the secondary cycle. This represents approximately 300
pupils in each year group. They are distributed across 12 language sections (the three vehicular sections
EN, FR, DE together with nine others namely DK, EL, ES, IT, NL, PL, PT, FI, SW).
c.
The language sections represent a key distinction between schools in national systems and the European
School. They are not independent: apart from the mother tongue lessons, they follow a common
curriculum. Moreover, lessons taught in the vehicular languages (“Language 2”) have to be arranged at the
same time for all pupils. Similarly, lessons taught in “Language 3” are generally arranged at a common
point in the timetable for pupils in all sections.
d.
The secondary school on the Kirchberg site has a variety of teaching spaces. Altogether there are 131
standard classrooms, which vary in capacity between 10 and 30 pupils. The maximum permitted class size
under the European School rules is currently 30, and following a Board of Governors decision in 2010 will
decrease to 28 with effect from September 2012. National security norms for the various temporary
constructions on the Kirchberg site restricts the maximum class size in several of those rooms to 25.
Equipment in most class rooms is mobile and can be adapted to the relevant teaching objectives.
20
e.
There are also dedicated teaching spaces for particular subjects.
• Since September 2009 there are two sports halls, which are complemented by an outdoors basketball
court, and the possibility to reserve sports facilities including swimming pool in the nearby d’Coque
complex (although this arrangement does not always seem to work optimally in practice).
• For science (physics, chemistry, biology) there are 29 laboratories.
• The school has 5 art rooms and 4 rooms equipped for music teaching. There is also one large and one
small performance hall (the Salle de Fête and Petit Théâtre), although the rooms in the canteen
complex can be adapted for occasional similar use as well.
• There are 6 rooms equipped with computers for ICT teaching.
• In the basement there are also a kitchen for home economics teaching; a photo laboratory; an artsand-crafts workshop for wood- and metal-working.
• There are no rooms equipped for distance-learning/teaching via video-conferencing technology.
f.
Teaching which takes place off-campus or in less accessible areas, necessarily involves greater transit time.
3. Managing subject choices.
a.
At various stages of their scholastic trajectory, secondary school pupils or their parents must make choices
among various compulsory, optional and supplementary courses:
• Year 2: choice of language 3.
• Year 3: choice of two subjects out of Latin, Art and Music.
• Year 4: choice between 4-period and 6-period Maths, as well as certain options.
• Year 6: choices involving compulsory courses in mathematics, history, geography, philosophy and
biology, as well as various options and supplementary subjects.
Pupils have additional choices to make regarding ethics/religion, and various "extra" courses. All these
choices have an influence on the final number of periods studied per week.
b. In Years 1-3 (the "observation" cycle) the number of periods is as shown in the following table:
Note: Irish children who wish to continue with Irish but not as L.III can do so as an extra subject.
c.
In Years 4+5 and Years 6+7 the actual standard number of periods per week can potentially vary between
31 and 35 (although exceptions can be made to extend this in a small number of special situations: in
2009-2010 just 2 pupils in Year 4, and 13 pupils in Year 6, took this exception).
21
d.
SWALS support classes, Learning Support classes, Special Educational Needs classes, etc. do not count
towards this total. Theoretically, the “protected” subjects do not count towards the total either. In practice,
the school administration strongly discourages students from exceeding the total due to the heavy
workload it imposes on pupils and the impact on academic performance.
e.
The list of compulsory subjects (27 or 29 periods) and optional subjects (4 to 8 periods) for Year 4+5
pupils is described in a brochure distributed to Year 3 parents and pupils around the start of the year and
at a special information evening. The brochure is also available on the school website (www.euroschool.lu).
Pupils and parents may also discuss these matters with individual teachers and the careers advisor for their
nationality.
Compulsory subjects
Language I (mother tongue)
Language II (first foreign language)
Language
III
(second
foreign
language)
History
Geography
Biology
Chemistry
Physics
Physical Education
Religion or Ethics
Mathematics
f.
4
3
3
2
2
2
2
2
2
1
4/6
27/29
Optional subjects
Latin
Ancient Greek
Language
IV
(third
language)
Economics
Art
Music
ICT (computing)
foreign
4
4
4
4
2
2
2
22
For Years 6+7, similar information is provided to Year 5 parents and pupils about the list of “compulsory”
subjects (13 or 15 periods), “optional” subjects (8 to 16 periods) and “complementary” subjects (to bring
total up to 31). Again in the form of a brochure distributed to parents and pupils around the start of the
year and at a special information evening. The brochure is also available on the school website
(www.euroschool.lu). Pupils and parents may also discuss these matters with individual teachers and the
careers advisor for their nationality.
Σ = 96
g.
Pupils are asked to make choices for the following year by early February. Gathering and processing the
necessary information can take a long time, and the results have to be available in time to allow
subsequent planning. The initial choices are recorded, checked and analysed: if it is necessary to provide
advice or clarifications, or to ask pupils to make a second choice, the additional work adds extra time to
the process.
h. However one of the reasons decisions have to be taken already at this seemingly early stage in the school
year is due to Luxembourgish employment law. Locally recruited staff whose contracts will not be renewed
have to be given six months notice. As these contracts run from September, it means fixing the basic
outline of the timetable and preparing the necessary letters already by the end of February.
i.
Similarly, the school administration has to confirm, or in some cases cancel, the secondment of teachers
from national administrations.
22
j.
Only choices which are submitted by the deadline date can be taken into account for the planning process.
Following the January 2010 request, 300 from 330 Year 3 pupils (91%) submitted their Year 4+5 option
choices on time, and 340 from 350 Year 5 pupils (97%) submitted their Year 6+7 option choices by the
requested date.
k.
In practice, in Luxembourg it has often been possible to take some changes into account until early July,
and even later in exceptional cases (for example following advice given by class councils). However, no
changes are generally permitted from the first day of term in September. An exception to that rule is made
for students in Year 6 (in accordance with the rules for the Baccalaureat examinations) and for students
who have to repeat a year.
Tools used to construct the timetable
a.
Various informatics tools are used in the process.
b.
The timetable programming is done using GP-UNTIS software, which is a powerful and versatile
timetabling programme that has been developed over more than 30 years and is also used by some 16,000
other schools in more than 80 national systems in more than 20 languages. A link to website with an
information booklet about the software is :
http://www.grupet.at/en/downloadable_files/handbuecher/Info_broschuere.pdf
c.
Whilst some adaptations are necessary in order to use the GP-UNTIS software in the European School
context, the tool is nevertheless considered superior to other available freeware or retail software packages
d.
The steps to create a timetable with UNTIS are as follows:
i.
ii.
iii.
iv.
v.
vi.
vii.
viii.
ix.
x.
set the timetable parameters (weekly and daily pattern)
input the master data (rooms, teachers, classes, subjects)
describe lesson arrangements (ie. create lessons by combining the above)
enter time constraints for the various elements
set priority weightings
run optimization algorithms
diagnose problems (eg. clashes)
make manual adjustments (eg. adjust teacher allocations)
repeat steps vi. to viii. until satisfied with result
output standard and detailed statistics and reports
e.
Input information comes from the school administrative database, "élée", but has typically to be processed
using customised tools developed in FoxPro and BusinessObjects. In particular, because GP-UNTIS works
at a class level rather than at the level of the individual pupil, options data has to be analysed and
structured into blocks before it can be entered.
f.
Output information is transferred to the schools administrative system "élée". It is frequently converted
into standard Microsoft Office applications (Word, Excel, Access) for reporting purposes.
g. There are many academic texts on school management, project scheduling and related general issues. A
standard modern textbook on school timetabling is “Timetabling: A Timetabler’s Cookbook” by Keith
Johnson.
Practical procedures to construct the timetable
a.
The timetable for the whole of the secondary cycle is the joint responsibility of Mr. Wyn Guneratne and Mr.
Jens Thorsen. Both teachers have long experience in the European School in Luxembourg. Mr.Thorsen has
been responsible for timetabling since at least the 2004-05 school year. Mr.Guneratne has been
responsible for this work since at least 2006-07.
b.
23
The planning for a new academic year is done according to the following schedule:
• December. Option choice forms and information are distributed to pupils.
• Early February. Deadline for handing in choice forms. Choices are entered into the computer and
checked. Options attracting too few choices are cancelled and an option grid constructed in order to
accommodate as many choices as technically possible for year 6.
• Early March. By now pupils needing to make a new choice should have done so, as well as those
requesting a change of language.
• Mid-March. Information about teaching groups to be covered is distributed to teachers so that they
can discuss allocations. This will normally involve subject meetings led by subject coordinators.
• Late April. Deadline for teachers to hand in their wishes for the coming year (both individual and by
subject area). At the same time, lessons are defined in Untis according to the “blocks” determined by
option grids. A “lesson” may at its simplest involve one class, one teacher and one room or,
increasingly as one moves up the school, up to 16 classes, 30 teachers and 30 rooms all occupied
simultaneously.
• Mid-May. The Untis files are completed with teacher allocations and checked carefully (a single mistake
at this stage can cause chaos later!). Seventh and Sixth year lessons are scheduled, mainly by hand,
as well as the more problematic ones lower down the school. The sequences of
Optimise/Diagnose/Adjust begin.
• Late June. By now we aim to have a “working” timetable, if not an ideal one. Every individual teacher
timetable must be checked manually several times for errors and steps taken to ensure that teachers
are fully, but not over, employed.
• Early July. Complete, if provisional, allocations must be available for teachers before they leave on
holiday.
• First and last weeks of the summer holiday. Further work is done on timetable improvement. New
applications are processed (by the cycle coordinators) and changes made to the timetable to take
these pupils as well as repeaters into account. The timetable is imported into "élée" and, for the first
time, individual pupil timetables are available. These are checked one by one by the Educational
Advisors and errors corrected as well as further improvements made.
• First two weeks of the new school year. Although a finished timetable is ready for the first day of term,
measures must be put in place to cater for late inscriptions and the non-arrival of certain seconded
teachers (a major headache every year). Teachers are also able to request timetable modifications,
particularly room changes. A definitive timetable is published towards the end of the month.
Practical steps to construct the timetable for Year 6
a.
At the Luxembourg school, recognizing the importance of the Baccalaureat examinations, attention is first
paid to timetabling for Years 6+7, then to Years 4+5, then to Years 1-3.
b.
From section 3.f. earlier it is apparent that a total of 96 periods per week would be needed in order to
offer all subject combinations in Years 6+7. From section 1.g. earlier, it is clear there are actually only 40
slots per week available. The priority order applied for filling the timetable slots in Years 6+7 is as follows:
First, ensure coverage of the compulsory subjects.
(1)
The "L1" and Mathematics 3 (or 5 period) lessons account for 7 (or 9) periods per week. They
typically take place at the same time in all sections.
(2)
The "L2" lessons account for a further 3 periods per week. They have to take place at the same
time in all sections.
(3)
The remaining core subjects (Religion/Ethics, Sport) account for a further 3 periods per week.
They are generally offered in "L1" and may take place at the same time in all sections.
This leaves just 25 of the original 40 slots to cover all the other subjects. Attention is first paid to
satisfying the expressed preferences of the greatest number of pupils.
(4)
Experience shows that significant numbers of pupils follow the 2-period “compulsory optional”
subjects in Geography and History (ie. they don’t choose them as a 4-period option), which
accounts for 4 periods. These courses take place in "L2" and have to be offered at the same
time in all sections
(5)
Similarly, many pupils follow the 2-period “compulsory optional” subjects in Biology and
Philosophy, which accounts for another 4 periods.
(6)
Around 67% of pupils generally choose "L3", which makes this 4-period optional course the next
priority. They typically take place at the same time in all sections.
24
In other words, compulsory courses which combine different schedules are timetabled simultaneously,
then those that remain within a language section are programmed but not necessarily simultaneously.
Consequently, 19 periods are occupied by subjects against which no others can be scheduled (L14, L23,
bi2, ph2, hi2, ge2, ma3, rel1) and to these are added L34 and ma5 (ie. the extra 2 hours), making 25, and
leaving 15 periods to be filled.
This now leaves 15 periods to be filled.
(7) Physics, Chemistry, Biology are scheduled sequentially to allow pupils specializing in sciences the
opportunity to follow them all. This accounts for 12 periods. They are offered at the same time
in all three vehicular languages but they cannot take place in the other sections at the same
time as there are not sufficient laboratory rooms and technical support staff.
(8) For the remaining subjects, priority is always given to "optional" over "complementary" subjects.
In the vehicular sections there is just one period slot available. In the non-vehicular sections the
timing varies according to when the sciences are offered. This can increase the likelihood of
clashes between option combinations.
Some simplifying rules are set in advance.
(9)
Students are only allowed to follow one 3-period "advanced" course ("L1", Maths, "L2").
(10) Latin, Economics and "L4" are timetabled together (ie. a single slot of 4 periods instead of 12
separate periods).
(11) Geography and History are also timetabled together (ie. 4 periods instead of 8). They are
offered in "L2" (except to SWALS pupils, who study them in the language of their host section)
and are offered at the same time in all sections.
(12) The three laboratory science complementary classes are timetabled together (ie. 3 periods
instead of 9, so only one can be taken by any particular student).
Final steps in the process
(13) Philosophy (4 periods), Art (2 or 4 periods), Music (2 or 4 periods), ICT (2 periods), Economics
(2 periods) and Sociology (2 periods) are fitted in as best they can be.
(14) Finally, space is found for extra courses such as teaching of the “protected” subjects
(Irish/Maltese), mother tongue courses for SWALS students, Learning Support classes.
(15) If an option course that is normally taught in "L1" cannot be created, it will if possible be offered
in "L2" or perhaps "L3" providing the pupil can demonstrate sufficient command of the
language.
Practical steps to construct the timetable for Year 4
a.
A similar process is followed to build the Years 4+5 timetable. Teacher and room availability is constrained
by prior use for Year 6+7 purposes.
b.
Once again, the number of lessons required to accommodate all choices (45) exceeds the number of
periods available (40) so
First, ensure coverage of the compulsory subjects.
(1)
"L1" and "L2" and Mathematics lessons take place at the same time in all sections. They account
for 11 or 13 periods per week.
(2)
The "L3" lessons account for a further 3 periods per week. They also take place at the same
time in all sections.
(3)
Religion/Ethics and Physical Education account for a further 3 periods per week. They are
generally offered in "L1" and usually take place at the same time in all sections. However there
are some infrastructure constraints for sports.
(4)
Physics, Chemistry, Biology are taught in "L1". They represent a further 6 periods. They are
typically offered at the same time in all three vehicular languages but they cannot take place in
the other sections at the same time as there are not sufficient laboratory rooms and technical
support staff.
(5)
Geography and History courses take place in "L2" and are offered at the same time in all
sections. They represent a further 4 periods per week.
Then try to fit in the optional subjects. Attention is first paid to satisfying the expressed preferences of
the greatest number of pupils.
(6)
(7)
(8)
25
Amongst the 4-period courses, experience suggests that few pupils study Latin or Ancient
Greek. More choose "L4" or Economics (which is taught in "L2" except to SWALS pupils who
study it in the language of their host section). For this reason, "L4" and Ancient Greek are
timetabled together. Similarly, Economics and Latin are timetabled together.
Only DE, FR, IT and ES run reliably as "L4" every year; other languages only run sporadically
(eg. EN, EL, PT, SW) or rarely/never (BG, CZ, DK, EE, LV, LT, HU, MT, NL, PL, RO, SI, SK, FI).
Where Latin is not offered in L1, the course may be offered in L2 if the pupil can demonstrate
that their ability in that language is good enough.
Experience also shows that significant numbers of pupils follow the 2-period subjects in Art and
Music. Fewer pupils choose ICT. If one of these courses cannot be taught in "L1", it will instead
be offered in "L2" or perhaps "L3" providing the pupil can demonstrate sufficient command of
the language.
Finally, space is found for extra courses such as teaching of the “protected” subjects (Irish,
Maltese), for the mother tongue courses for SWALS students, for Learning Support classes.
These may have to be scheduled during the free afternoon.
Other years
•
A minimum of 7 pupils are needed to run a L3 course in year 2. Typically, only DE, EN, FR, IT and ES classes
are launched (together with Irish and Maltese, which are "protected" subjects). Classes are rarely/never run in
BG, CZ, DK, EE, EL, LV, LT, HU, MT, NL, PL, PT, RO, SI, SK, FI, SW.
•
Latin sometimes does not run in certain sections because of low numbers and, as with the 4th year, pupils can
be offered the course in L2 provided their have a good enough level.
Some consequences
•
Altogether, some 4596 periods are taught each week in the secondary cycle (years 1-7).
•
In Year 4, the principle of one free afternoon per week is guaranteed (typically Wednesday) and many pupils
(40% in 2009-2010) also have a second free afternoon per week, with an early finish on the second afternoon
for many more. No such guarantees apply for Year 6 pupils, although wherever possible efforts are made to
minimize lesson periods on Friday afternoons.
•
The principle of a free period in the middle of each day for lunch is initially guaranteed. However this can
subsequently be reviewed in certain circumstances, and a class may be scheduled at lunchtime. For example to
avoid using free afternoons (13 periods concerning 31 pupils in 2009-2010) or at the specific request either of
pupils or of teachers (8 periods concerning 34 pupils in 2009-2010). In all cases this is subject to parent
consent.
•
Whilst the school makes an effort to accommodate pupil requests, for logistical reasons it has never been
possible for them to offer all combinations of standard options, advanced options and complementary courses.
Once the school has prepared a timetable on the basis of first choices, pupils may therefore be requested to
nominate a second choice/combination.
•
For the choices relating to Years 6+7, this request for a second choice typically concerns between 20% and
25% of pupils. For the 2010 exercise, clashes between one optional subject and another were identified for 34
pupils. Clashes between an optional and a complementary subject were identified for 14 pupils. Subjects which
could not be offered due to insufficient pupil numbers affected 29 pupils. This means 77 out of 312 pupils (≈
25%) could not follow exactly the combination they wished.
•
Once the final timetable has been established, there is one last opportunity for review during the first week of
term, in September. It should be noted that the "Règlement du Bac" prohibits certain changes between Years
6+7. Other requests by teachers and/or pupils and/or parents are considered on a case by case basis. The
school administration examines these firstly on pedagogical grounds, then on logistical grounds.
•
As the timetable for each secondary pupil is individual, gaps can occur where some pupils do not always have
lessons until the end of the morning or afternoon, or might be free during several consecutive periods before
the end of the school day. Pupils in years 1 to 5 are not allowed to leave the school premises during the school
26
breaks or free periods in the middle of the day (however parents may authorise these children to arrive after
first lesson in the morning or leave before the last lesson in the afternoon).
•
Certain languages have protected status under the European Schools Convention, and teaching arrangements
are not subject to the same constraints as other subjects. These include Irish, Maltese and Swedish-for-Finns,
etc. During the 2009-10 school year there has been a discussion regarding the interpretation of these rights by
reducing the number of Irish lessons in S1 to one per week instead of three, and by informing Irish parents
that an L4 Irish class will only be formed from September 2010, if at least 5 children are in the group. A formal
request has been made that from September 2010 any child who wants to do Irish as "L4" shall be allowed to
do so, albeit in a mixed group with Extra-Irish, etc if necessary - and there should be at least 2 periods of
Extra-Irish in secondary year 1. At the moment, one group of Irish children is not catered for: those children
who come from an all-Irish-speaking school and have Irish as their Mother tongue are not catered for at all as
they cannot do Irish as L1 or L2 and are not regarded as SWALS. One period a week in Secondary may not be
sufficient for them to make progress, and for them to be able to slip back into their old school, if their parents
are on a short contract with a EU institution and return home after only a few years in Luxembourg.
•
One of the fundamental objectives of the founding fathers of the European Schools was to educate children
side-by-side, untroubled from infancy by divisive prejudices, acquainted with all that is great and good in the
different cultures. The Luxembourg school has been the shining example of this policy. The APEEE remains
concerned that the range of subjects available to current students attending the European School in
Luxembourg may not continue to be offered in future, should the school be split along vertical lines as is
currently proposed. At present, several subjects are possible in small groups only through teaching them in
"L2" or "L3" instead of teaching them in "L1". This solution may be put at risk by dividing the pupils by
nationality. In practice, the number of classes which might not happen may be relatively small (looking at the
2009-10 school year, the classes in Advanced German L1 and L2, and Economics in German are particularly at
risk, together with a number of L3 and L4 classes, specific minority religions, and the traditionally protected
languages – but the potential limitation goes wider). On various occasions since 2004, oral guarantees have
been sought in private and public meetings with Senior Commission Staff, School Directors, Secretary-Generals
to ensure that all pupils enrolled at the secondary school at the eventual date of opening of the new school
buildings, irrespective of their attribution to Lux.1 or Lux.2 administration, will be offered at least the same
range of subject combination possibilities as they would otherwise enjoy if no split was done. The financial
consequences of giving such a guarantee are tiny in the context of the total operating cost of the school. The
previous Director responsible within Commission DG.HR with responsibility for European Schools explicitly
supported the principle of a guarantee. The position of his successor has yet to be determined. The SecretaryGeneral of the European Schools has so far refused to support the idea.
•
On the other hand the school considers that the existence of many language sections with different choice
patterns aggravates the timetabling problem, which could be alleviated following the implementation of a
vertical split. Similarly the fact that teachers from different countries and backgrounds may have qualifications
to teach in different disciplines (eg. chemistry/biology from France but chemistry/physics from Ireland) may
place a restriction on the number of timetable 'blocs' which can be timetabled simultaneously (although it is
unclear how many teachers actually teach multiple subjects, and even if they did one solution would be to
recruit temporary charges de cours to cover the 'clashes').
•
When the buildings are eventually made available for the new school in Luxembourg, in Mamer (official
expected date: September 2012), and assuming the proposed vertical split is implemented, it will be important
to minimize disruption to students particular those in the later years of their school careers. The APEEE has
formally requested that students particularly in Years 6 and 7, but also in Years 4 and 5, should not have to
move unless they choose to do so, in order to preserve the maximum possibility that they can continue to
study their chosen subject options through until the BAC. Alternatively, that students in these years are given
guarantees that the same options (and not just the same rules) will be available whichever school they are
attributed to. This more natural and less disruptive "organic" development would clearly generate greater
support from parents.
•
A distance learning project has been launched within the European School System. A localized version of that
could help avoid future class "cancellation". If each school in Luxembourg installs Video-conferencing
technology in all their IT rooms, these could be used to provide additional flexibility when it comes to small
classes in the Secondary cycle. For example, real classroom lessons each week might be supplemented with
teaching via video-conferencing technology, to a group which is composed of students from Luxembourg I and
Luxembourg II. This same technology could be used for other purposes, including virtual meetings between the
personnel of the different schools – and could rapidly pay for itself in savings on travel costs and travel time.
27
Syllabus changes to be introduced for September 2010
Mises à jour de programmes scolaires en septembre 2010
Primary cycle
Italian language 1
Cycle primaire
(2010-D-351-it)
Secondary cycle, mother tongue
Italien langue 1
Cycle secondaire, langue maternelle
Czech language 1
(2009-D-229-cs)
Tchèque langue 1
Dutch language 1, years 1-7
(2010-D-381-nl)
Néerlandais langue 1, années 1-7
Dutch language 1, years 6-7,
advanced
(2010-D-671-nl)
Néerlandais langue 1, années 6-7,
approfondissement
Polish language 1
(2010-D-391-pl)
Polonais langue 1
Secondary cycle, other language
Cycle secondaire, autre langue
(2010-D-681-nl)
(2010-D-691-nl)
(2010-D-701-nl)
Secondary cycle, other
Cycle secondaire, autre
Geography, 2 periods, year 6
(2010-D-411)
Géographie, 2 périodes, année 6
Art, years 1-6
(2009-D-579)
Education artistique, années 1-6
Music, years 1-7
(2010-D-401)
Musique, années 1-7
Physical education, years 1-7
(2009-D-96)
Education physique, années 1-7
Secondary cycle, mathematics
Cycle secondaire, maths
Mathematics, years 4-7, preamble
(2010-D-441)
Maths, années 4-7, préambule
Mathematics, years 4-7, calculator
(2010-D-571)
Maths, années 4-7, calculatrice
Mathematics, year 4, 4 periods
(2010-D-581)
Maths, année 4, 4 périodes
(2010-D-591)
(2010-D-601)
(2010-D-611)
Mathematics, year 6, advanced
(2010-D-621)
Maths, année 6, approfondissement
28
Charity action Year 5enB
Looking for a student exchange
11 year-old female student from European School in Karlsruhe is seeking for student exchange with a female English
native speaker. She is in the German section with 1st foreign language English. Her hobbies are horse riding, playing the
piano, artcrafts and reading. The exchange could take place in May and/or August.
Please address to [email protected].
Ilja Schwarzhaupt European Commission JRC - Institute for Transuranium Elements P.O. Box 23 40 D-76125 Karlsruhe
E-Mail: [email protected] Tel. +49/7247/951-278 Fax: +49/7247/951-590
29
Summer courses – Cours d'été
30
Petites Annonces
Note : the “small ads” service is reserved for the advertisement of goods and services deemed to be of interest to
readers. The Ad Parentes editorial team reserve absolute discretion whether or not to publish. No responsibility is
accepted for the content of the advertisement.
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Donne leçons de français langue
maternelle ou langue étrangère.
BROGLIA Julianne
495425
Professeur
expérimentée,
donne
cours d’allemand tout niveau. Parle
FR,IT,EN.
CALUWAERTS-LULEUX
Agnès
26720982, 621-785601
Institutrice expérimentée, ancienne
chargée de cours en français langue
étrangère - Donne cours particuliers
de français et se déplace.
CHAMBERS Victoria
308571, 621-327406
Qualified teacher gives German and
English lessons and conversation
«rattrapage».
DE JONGHE Eléonore
621721674
Licenciée SC. Eco, exp. Donne cours
en FR, ts niv. Economie (macro,
micro, compta), socio et langue
française + meth. Trav.
31
DELOS-LOPEZ Rosana
378979, 621-503754
Native Spanish speaker; give
Spanish lessons. All levels. Speaks
German, French, English and
Luxembourgish
DURY
621-543 113
Italian teacher gives extra lessons in
Italian language for foreigner pupils
Institutrice italienne donne cours
particuliers aux élèves E.E. en langue
italienne.
JENNINGS Gaile
26683871
Propose cours de français pour élèves
germanophoneset cours d'allemand
(2ième langue) pour élèves
francophones.
Biete Nachhilfe in Französich für
deutsche Schülersowie in Deutsch
(zweite Sprache) für französiche
Schüler an.
English Lessons – Native English
speaker available for private tuition.
Exeprience of working with European
School students.
ENSCH Arlette
437551
MARRO SCAPPATICCI Norma
454750
Donne cours de luxembourgeois
débutants, faux débutants, avancés
et cours de soutien en allemand.
FREED Mort
222977
evenings after 19h00
"Homework tutoring and coaching
help offered evenings at your home
by recently retired International
School of Luxembourg teacher."
GEIB Ana Maria
357872
Experienced native speaker teacher
gives Spanish tuition to adults and
children.
All
levels,
including
rattrapage on European School
programmes. Fluent in English,
German and French.
JAAS Evelyne
003263228079
Professeur de Français.
Insegnante italiana con approfondita
conoscenza dei programmi della
Scuola Europea impartisce lezioni
private di :
lingua italiana per tutte le
classi,
filosofia per le classi 6a e 7a
preparazione al BAC scritto
e orale
Donne cours
niveaux.
de
français
tous
STEFINI Emmanuel
0033387700775, 621-520073
TANTINONACO
691-662531
MILLS John
348550
M. THOMAS
Donne leçons d’allemand, français
et anglais.
Longue expérience des cours de
rattrapage en anglais - Parle
couramment FR et DE.
Insegnante Mardre lingua Italiana
Impartisce – Lezioni private ad alunni
della scuola primaria.
621493746
Donne cours de Mathématiques,
français, anglais, tous niveaux en
langue FR et EN.
MULLER-TILLEY
443749
Mme. TONELLI Christiane
MÜNCH Horst
621 312 987
Mme. TORRE
Experienced English teachers, all
levels.
OKPARANTA Chinenye
621 708889
Italian Teacher
352 319601
SANDERS Vinciane
388027, 621-396703
MERLAND Marianne
469288
Professeur pour leçons particulières
français – Conversation et cours de
rattrapage. Man spricht Deutsch.
English spoken.
Language lessons – All levels. English
language
teacher,
Luxembourg
based, native English speaker, offers
English conversation lessons
Professeur italien avec expérience
donne cours tous niveaux de langue
italienne et de latin.
Donne leçons d’allemand tous
niveaux et de français premier cycle.
HULL Danièle
473932
PRESTON John
691281433
Professeur de français – Exerce en
tant que freelance depuis 6 ans au
Luxembourg. Donne des cours de FR
tous niveaux, y compris préparation
au bac.
GRILLO Marina
4301- 32360
Professeur italienne donne leçons de
maths.
Personne expérimentée
d'origine
grecque souhaite donner des cours
particuliers de grec à domicile tant
aux enfants qu'aux adultes.
✘
[email protected]
English Language lessons – All levels.
OLIVER Françoise
691-423058
Professeur de français propose
soutien niveau secondaire FR Langue
I et II
Littérature + Grammaire.
PETTER François
348589
Donne leçons d’allemand et de
français, primaire et secondaire.
PIETERS Chantal
0033382530725 -
0033668862015
26119129 / 691110158
Enseignante
école
européenne,
donne cours de français tous niveaux.
319601
Institutrice pendant 8 ans en Italie,
donne leçons d’italien tous niveaux
Secondaire et de philosophie. Parle
également FR. Tel : 319601
WERY Anne
458754
Editions & Ressourcés sàrl, Docteur
de Paris IV, Sorbonne, Langue
Française et Philosophie – Cours
privés et préparation au Bac par
approche originale, personnalisée et
rigoureuse – Valorisation de toutes
les ressources – Structuration de la
pensée, comme de l’expression
(écrite, verbale) – Développement de
la créativité. Pour des résultats :
enrichissement
du
vocabulaire,
argumentation logique, aisance et
confiance dans l’affirmation de soi,
correction et éloquence.
32
Mathématiques et sciences…
…Maths and sciences
ANGELINI
452214, 4301-37207
Leçons
mathématiques
et
physique en IT pour classes 4-7
secondaire.
BECKERS-OUDENDIJK AnneMarie
26 74 79 87
Need help with MATH in English,
Dutch or German? I offer help in
math for children aged 4 -14. I find it
very important that children can build
on a solid base of math, so their
confidence will grow and they will do
well in Math in secondary school.
BERNARD Marie-Paule
621 465 200
Engineer provides tuition for
secondary school education (from 1
to 7) in mathematics, physics,
chemistry and french (speaks French,
German and English).
Offers special preparation for
the baccalaureate (3p, 5p, 8P).
DARA Maxime
Corine
621-194983 -
&
DARA
621-514491 Dara Corine CPE3 ou 4301 38462
Donne cours particuliers de math
tous niveaux. Expérience auprès des
élèves de l’ecole europeenne.
DIB Maya
26296545
Donne cours de Mathématiques en
FR – Ecole Secondaire.
GOMES Ana
621697903
Professora
Licenciada
em
Matemática
Via Ensino
dá
explicações ao ensino Primario, Liceu
e Superior .em Português e em
Françês.
Professeur
Licenciée
en
Mathématiques donne cours à tous
les niveaux en PO et FR
LELEUX Yves
691 37 15 42
Jeune Ingénieur issu de l'Ecole
Centrale
Paris
donne
cours
particuliers
TOUT
NIVEAU
de
mathématiques,
physiques,
chimie.
MALAFONTE Anna
26 383 922; 621 696616
✘ malafronte.anna @libero.it
Professeur avec plusieurs années
d'expérience donne cours particuliers
en mathématiques, physique et
chimie ainsi que des cours pour la
préparation du bac. Langues: italien,
français, anglais.
PRIM Michael
26332129, 691-347131
Prof . de Math – Physique –
Chimie.
Cours
particuliers
et
préparation au Bac.
TANANKOU GUY Aimé
621 663527
Donne cours de Mathématiques (56-7 secondaire) et de Physique (5-6
Secondaire).
THOMAS
621 493746
Donne cours de mathématiques,
français, anglais, tous niveaux en
langue FR et EN.
VAN LINDERT Helen
691 169 186 or 26441220
Dutch chemist offers private tuition in
Math and Chemistry. In Dutch or in
English.
Autres matières…
…Other subjects
BRANGBOURG Emmanuel
00 33 38 25 63 175
Cours de Guitare. Tous niveaux. Se
déplace. Tel : (merci d’appeler le
dimanche 18h00-20h30)
BROWN Isabel
621 595 475
Piano lessons in Strassen. English,
Français, español, Deutsch.
Experienced, qualified teacher.
ABRSM exams available. 250 euros
for 10 lessons (30 minutes each).
DURANDEAU Marc
661 801 142
✘ www.marcdurandeau.com
Guitar & voice private lessons from
professional (languages: English,
French, Spanish)
INFORMATICIAN
691 898203
Italian informatician gives extra
lessons in Computer Science both
in English and in Italian and extra
lessons in Math in Italian.
JARGEAC Marie-Agnès
346278
Diplômée en Musicologie, donne
cours de piano et de solfège.
MALKAVIAN
691 659 861
Piano lessons available for beginner
to intermediate students. Young
pianist (playing since a very early
age) with experience in playing in a
band and composing music. Lessons
in English, French and Swedish.
MAURO PARTRIDGE Luisa
691 86 52 44
Chanteuse lyrique attitrée, diplômée
au Conservatoire ‘G. Verdi’ de Milan,
donne cours de Chant tout niveau
PARTRIDGE Philippe
691 86 52 44
Pianiste
compositeur,
professeur
expérimenté donne cours de Piano
et/ou Solfège tout niveau
SPECCHI Alessandro
691 24 23 90
Private piano lessons. He has been
piano teacher at the Cherubini
Conservatory in Florence, Director at
the
Mascagni
Conservatory
in
Leghornm, Artistic Director of the
Tuscany's Orchester. languages: FRDE- EN- IT.
SZALAY Tünde
299646
Diplomierte Musiklehrerin – Abschl.
Diplom : Musikakademie Budapest –
Erteilt
Solgfège
und
Klavier
unterricht.
WERY Anne
458 754
Editions & Ressources sàrl, Docteur
de Paris IV, Sorbonne, Langue
Française et Philosophie – Cours
privés et préparation au Bac par
approche originale, personnalisée et
rigoureuse – Valorisation de toutes
les ressources – Structuration de la
pensée, comme de l’expression
(écrite, verbale) – Développement de
la créativité. Pour des résultats :
enrichissement
du
vocabulaire,
argumentation logique, aisance et
confiance dans l’affirmation de soi,
correction
et
éloquence
33
APEEE Groupes de Travail 2009-2010 / APEEE Task Groups 2009-2010
THIS LIST WILL BE UPDATED IN SEPTEMBER / CETTE LISTE SERA MISE A JOUR EN SEPTEMBRE
1. Pédagogie maternelle et primaire
Chef de groupe: Johannes Madsen
Fabienne Berthelot-Ertl, Rosa Brignone, Johannes Madsen, Luca Martinelli, Marika Papasideri, Raoul Precht,
Rhonda Wilkinson
Conseil d’Education Maternelle et Primaire :
- Lux I: Johannes Madsen, Fabienne Berthelot-Ertl, Rosa Brignone,
- Lux II: Johannes Madsen, Luca Martinelli, Marika Papasideri, Raoul Precht, Rhonda Wilkinson
Délégués de classes: Johannes Madsen
Voyages scolaires (organisation et suivi): Ian Dennis, Marika Papasideri
Cycling Proficiency Test: Ian Dennis, Lars Schmidt
Santé et sports: Birgitte Holst, Luca Martinelli
Child Protection/Well Being: Fabienne Berthelot-Ertl, Birgitte Holst, Luca Martinelli
Enfants à besoins spéciaux: Birgitte Holst, Isabel Leite, Marika Papasideri, Rhonda Wilkinson
2. Pédagogie secondaire
Chef de groupe: Isabel Leite
Fabienne Berthelot-Ertl, Ian Dennis, Gerard Hanney, Birgitte Holst, Jenny Janietz, Isabel Leite, Monique
Loos, Johannes Madsen, Luca Martinelli, Rodolfos Maslias, Marika Papasideri, Raoul Precht, Reza Razavi,
Michèle Retter, Lars Schmidt, Siemon Smid, Stéphane Viallon, Rhonda Wilkinson
Conseil d’Education Secondaire : Ian Dennis, Isabel Leite, Monique Loos,
Délégués de classes: Isabel Leite, Rodolfos Maslias
Bibliothèque: Luca Martinelli, Lars Schmidt,
Santé et sports: Birgitte Holst, Luca Martinelli, Rodolfos Maslias,
Child Protection/ Well Being: Isabel Leite, Birgitte Holst, Luca Martinelli, Monique Loos
Enfants à besoins spéciaux: Birgitte Holst, Isabel Leite, Rodolfos Maslias, Rhonda Wilkinson
3. Information et communication
Chef de groupe: Michele Retter
Publications: Ian Dennis
-Ad Parentes: Ian Dennis
-Site web: Siemon Smid, Gerard Hanney, Reza Razavi, Michèle Retter
-Newsletter: Contacts avec d’autres associations: Michèle Retter (FAPEL), Stéphane Viallon (CTM), Ian Dennis
(ATSEE), Marika Papasideri (CPE), Ian Dennis (FOL)
4. Questions administratives communes
Chef de groupe: Ian Dennis
Activités périscolaires: Ian Dennis, Michele Retter, Monique Loos
Cantine: Birgitte Holst, Luca Martinelli, Raoul Precht, Jenny Janietz, Marika Papasideri
Echanges linguistiques: Ian Dennis
Enfants Catégorie III: Rhonda Wilkinson
Fêtes et manifestations: Monique Loos
Accueil nouveaux pays membres: Ian Dennis
5. Questions administratives Lux.I
Chef de groupe: Monique Loos
Conseil d’Administration Lux.1: Ian Dennis, Monique Loos, Isabel Leite
Comité Discipline: Isabel Leite, Monique Loos
Bâtiments / Sécurité: Luca Martinelli, Lars Schmidt
6. Luxembourg II
Chef de groupe: Luca Martinelli
Conseil d’Administration Lux.2: Ian Dennis, Luca Martinelli, Johannes Madsen, Marika Papasideri
Bâtiments / Sécurité: Luca Martinelli, Lars Schmidt
7. Interparents
Chef de groupe: Raoul Precht, Birgitte Holst, Gerard Hanney, Ian Dennis, Monique Loos, Luca Martinelli, Johannes
Madsen, Isabel Leite, Michèle Retter
34
APEEE membership / formulaire d'inscription APEEE
A.P.E.E.E. MEMBERSHIP
STANDING ORDER / BANK TRANSFER FORM*
(Please complete form using capital letters)
I, the undersigned:
First name : __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
Last name : __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
(Home address)
Street, No.: __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
Post Code : __ __ __ __ __ __ __ __ Town : __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
Phone No. __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
E-mail
: __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
(Work address)
Institution/Company : __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
Street, No.: __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
Post Code : __ __ __ __ __ __ __ __ Town : __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
Phone No:
__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
E-mail: __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
Language section(s) of children attending the school (e.g. DE,EN,FR): __ __ __
Number of children in Nursery (M), Primary (P) or Secondary (S) cycle: M __ P __ S __
Authorise my bank ___ ___ ___ ___ ___ ___ ___ to transfer from my account number
IBAN __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
the sum of 24 Euro the first time on __ __ /__ __ /20__ __ and thereafter on 1st October of each year, this sum being my
annual subscription to the Parents’ Association of the European Schools in Luxembourg, to the following account:
BANQUE ET CAISSE D’EPARGE DE L’ETAT BIC: BCEELULL Account IBAN LU64 0019 2555 5628 0000
Luxembourg, (date) __ /__ / 20__ __
Signature ______________________________________________
Please note: * This standing order cancels and replaces any existing standing order in favour of the Parents’
Association of the European Schools in Luxembourg.
PLEASE RETURN TO:
APEEE Secretariat - Room C1/004, JMO Building - European Commission - Kirchberg L-2920
35
FORMULAIRE D'INSCRIPTION A.P.E.E.E.
ORDRE PERMANENT / VIREMENT BANCAIRE *
(Veuillez compléter en lettres majuscules)
Je soussigné :
Prénom : __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
Nom : __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
(Adresse personnelle)
Rue, Numéro : __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
Code postal : __ __ __ __ __ __ __ __
Ville : __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
Téléphone : __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __GSM : __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
E-mail : __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ _
(Adresse professionnelle)
Institution/Société : __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
Rue, Numéro : __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
Code postal : __ __ __ __ __ __ __ __
Ville : __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
Téléphone : __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ GSM : __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
E-mail : __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
Sections linguistiques des enfants fréquentant les écoles (par ex. DE,EN,FR): ___ ___
Nombre d'enfants en maternelle (M), au primaire (P) ou au secondaire (S): M __ P __ S __
autorise ma banque __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ à transférer à partir de mon compte
IBAN: __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
le montant de Euro 24 la première fois le __ __ /__ __ /20__ __ et ensuite le 1er octobre de chaque année, cette somme
représentant mon cotisation annuel à l'Association des Parents d'Elèves des Ecoles Européennes au Luxembourg, au compte
bancaire suivant:
BANQUE ET CAISSE D’EPARGE DE L’ETAT BIC: BCEELULL compte IBAN LU64 0019 2555 5628 0000
Luxembourg, (date) __ __ /__ __ /20__ __
Signature _____________________________________________
Veuillez noter : * Cet ordre permanent annule et remplace tout ordre permanent existant en faveur de
l'Association des Parents d'Elèves des Ecoles Européennes au Luxembourg.
RETOUR À:
Secrétariat APEEE - Salle C1/004, Bâtiment JMO – Commission Européenne - Kirchberg L-2920
36
APEEE – Association des Parents d’Elèves de l’Ecole Européenne
web site: http://www.apeee.lu
e-mail: [email protected]
Bulletin d’information / Newsletter: inscription par voie du site web / subscription via web site
COMITE DE GESTION 2010-2011 MANAGEMENT COMMITTEE
(version 28.06.10)
Membres du bureau / Members of executive board
Président:
Ian DENNIS
Ian.Dennis<at>ec.europa.eu
4301-35129 / 691.530632
Vice-Président LAdministratif et Financier:
Monique LOOS
Monique.Loos<at>curia.europa.eu
4303-2316
Vice-Président Luxembourg II:
Luca MARTINELLI
Luca.Martinelli<at>ec.europa.eu
4301-38101
Vice-Président Pédagogie Secondaire:
Isabel LEITE
isabel.leite<at>europarl.europa.eu
317868 / 4300-23250
Vice-Président Pédagogie Primaire:
Fabienne BERTHELOT-ERTL
fabertl<at>hotmail.com
maria-elza.papasideri<at>ec.europa.eu
(Lux.2) Marika PAPASIDERI
26332659
4301-35817
Trésorier:
Michèle RETTER
michele.retter<at>dcf.etat.lu
24785579
Secrétaire:
Johannes MADSEN
jstenbaekmadsen<at>hotmail.com
458152
Autres Membres / Other Members
Rosa BRIGNONE
rosa.brignone<at>europarl.europa.eu
4300-23822
Margarita GONZALEZ
Maria HARDIN-HOWAT
margarita.gonzalez<at>arcelormittal.com
maria.haerdin<at>europarl.europa.eu
4300-22176
Birgitte HOLST
Jenny JANIETZ
Marjo KASANKO
birgitte.holst<at>europarl.europa.eu
bholst<at>pt.lu
jenny.janietz<at>gmail.com
marjo.kasanko<at>ec.europa.eu
4300-23177
357834
435721 / 691.525620
4301-38428
Rodolfos MASLIAS
rodolfos.maslias<at>europarl.europa.eu
4300-24758
Raoul PRECHT
Reza RAZAVI
Raoul.Precht<at>europarl.europa.eu
razavi<at>acm.org
4300-23351, Fax: 4300-24802
621.504653
Lars SCHMIDT
Siemon SMID
lars<at>bue-schmidt.net
siemon.smid<at>gmail.com
621.175454
433944
Stéphane VIALLON
VIALLON<at>eib.org
4379-89898 / 26202895
Rhonda WILKINSON
rhonda<at>pt.lu
458152
SECRETAIRE PERMANENTE 2010-2011 PERMANENT SECRETARIAT
(version 28.06.10)
Bureau / Office address : Bâtiment Jean Monnet, Bureau C1/004, L-2920 LUXEMBOURG
Tel: 4301-33105, Fax: 4301-34869
Ouverture du bureau / Office opening hours :
Lundi à Jeudi / Monday to Thursday : 8.30 - 16.00
Vendredi / Friday : 8.30 - 13.30
Présence à l’école / Presence at school :
Lux.1 – Nouveau Bâtiment Primaire / Lux.1 – New Primary Building : n/a
Lux.2 – Village Pédagogique / Lux.2 – Pedagogical Village : n/a

Ad Parentes - Luxembourg

Transcription

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