Tapestry Magazine (7th edition - 2017)

Page 1

ISSUE N°7 I 2017



Remembering the Bard:

The outstanding school production of Hamlet

Stepping up: Street dance comes to BSB

Peter Michael Pantlin: An interview with esteemed BSB Trustee


An educated approach to financial planning The Fry Group’s Brussels office is the leading provider of financial planning advice to the

Fulcra is Brussels’ leading independent planning firm,We providing international English-speaking communityfinancial in the Benelux region. offer tailor-made services to individuals businesses fortoover 16 individuals years. Weand recently became financial and retirement and planning solutions private companies. part of The Fry Group, further enhancing the depth of our expertise.

Our team of experienced advisers provides straightforward, sensible and honest advice on

Our team of experienced adviserspensions providesand straightforward, investments, retirement planning, tax planning. sensible and honest advice on investments, retirement planning, pensions and tax planning. We can help you manage your wealth and reduce the amount of tax you pay.

We can help you manage your wealth and reduce the amount of tax you pay. We can also help you with higher education funding and estate planning.

We can also help you with higher education funding and estate planning.

If you would like to discuss our refreshingly individual approach, please call us on +32-(0)2-639 4560, email info@thefrygroup.be or visitapproach, our website. If you would like to discuss our refreshingly individual please

call us on +32-(0)2-639 4560, email info@fulcra-international.com or visit our website.

www.thefrygroup.be www.fulcra-international.com

Fulcra is part of

The Fry Group (Belgium) is regulated in Belgium by the Financial Services Fulcra is regulated in Belgium by the Financial Services and Markets Authority and Markets Authority (FSMA 23345 A-B) (FSMA 23345 A-B).


In this issue... 13 04➜ 06➜ 10➜ 13➜ 14➜ 16➜ 17➜ 18➜ 20➜ 23➜ 24➜ 26➜ 27➜ 28➜ 32➜ 32➜ 34➜ 35➜ 36➜ 38➜ 40➜ 42➜ 43➜ 44➜ 46➜


Principal's Foreword Reportage A year in photos... Drama ‘Now cracks a noble heart’ ISTA Bonsai High School Festival Dreams versus reality Design and Technology The making of Aslan Upper Primary All change in Rubens Library! A Level Media Studies Social media Interview A beacon for sport Student Presidents Student leadership Campus House proud Street Dancing Diverse & Evolutionary! History Trip In Flanders fields Feature Digital Learning Journals for the Early Years Exhibition Textiles & DT Alumni Summer reunion Alumni Launching the BSB Alumni Card Update Best of Both in Ghana IB Diploma The Economist Workshops BSB joins the Global Issues Network Families of BSB Integrating families and friends Focus on Art & Design La Biennale, Venice Project Update ‘Out of this World’ sewing project in Year 6 Primary Eco warriors! Interview Meet the Admissions team! Feature Creative writing and art gallery

40 50➜ 51➜ 52➜ 54➜ 55➜ 56➜ 58➜ 59➜ 60➜ 61➜ 62➜ 62➜ 64➜ 66➜ 68➜ 69➜ 70➜ 72➜ 73➜ 74➜ 75➜ 76➜ 78➜


Feature COBIS poetry competition winners Year 7 Bilingual Class Souvenirs d’enfance Poetry Slam ‘I wanted to prove myself’ Feature Paper Planes Politics Five on Brexit island Interview Peter Michael Pantlin Geography A subject with latitude Year 2 Museum Visit Every picture tells a story BTEC Hospitality Honing the skills of our future hoteliers Feature An interactive English book launch for Year 3 Special Olympics Belgium BSB becomes a 'Play Unified' friend The Duke of Edinburgh's Award The International Award Gold Assessed Expedition Primary Deur, potlood, papegaai, knuffelen Alumna Illustrious illustrator PHSE Curriculum Teen yoga and mindfulness at BSB Sport Liza becomes U-18 Ju Jitsu World Champion Interview Resilience, Courage and Confidence BSB Voices A night to remember Amnesty Concert A Concert for Brussels Primary Curriculum Learning Ladders at BSB Primary Year 1 Celebrate International Day! BSB Examinations Fabulous examination results with record scores yet again! Cover Story Making waves

www.b r i ti s h s c h ool . be

Principal's Foreword Before writing this introduction, I read the draft of Tapestry from cover to cover in one sitting. I emerged overwhelmed by the diversity and sheer volume of opportunities at BSB and how readily students grasp, and make the most of those opportunities. I was inspired by the actions of our students and their commitment to making their immediate and wider world a better place. I was in awe of their many achievements, whether that be a personal success from a tentative start, a creative product or a superb performance on the stage or in the sporting arena. Whatever the activity or event, students are challenging themselves and – as importantly – supporting one another to succeed. Great relationships lead to great things happening and this comes through loud and clear in an atmosphere in which staff and students enjoy living and learning together. Melanie Warnes, Principal

Our aims are alive and thriving and being lived in our daily interactions. I am so proud of our staff and students and this year’s Tapestry offers a snapshot of why it is an absolute privilege and a pleasure to be the Principal here at BSB. I hope you enjoy reading this edition as much as I have.

w w w.b rit is h s ch o o l.b e


Our aim is to be an educational force for good by: ✓ d eveloping confident, caring and courageous people who engage actively, ethically and purposefully with the world around us ✓ fostering curious, resilient learners who enjoy life and achieve the best that they can ✓ encouraging respect for self, others and the wider world.

(Collaboratively created by staff, students, parents and governors 2016/17)

PAGE 04➜05

A year in photos... R E P O R TA G E

June ’16




Captions from top left: June 2016 The Awards Evening I Primary School Baking Club I Summer Concert I Summer Concert I Year 6 Production I Year 6 Production. July Best of Both, Ghana I Best of Both, Ghana I Best of Both, Ghana. October Year 2 Production I

w w w.b rit is h s ch o o l.b e



Year 2 Production I BTEC Hospitality Opening Event I Year 8 STEM Day. November Year 6 STEM Day I Jazz Evening I Year 6 STEM Day. December Kindergarten Nativity Play I Cristmas Concert in Tervuren I Year 1 Production.

PAGE 06➜07




Captions from top left: December Primary Christmas Celebrations I Juliette & Naima - Fairtrade Successs I Lower Primary Giving Assembly. January 2017 Reception Celebrate Chinese New Year I Reception Celebrate Chinese New Year I Hong Kong Drum Ensemble with Year 3 I Irish dancing in Lower Primary. March Amnesty International Anti-discrimination Concert I Amnesty International Antidiscrimination Concert I ISST Awards Evening I Fire Brigade visit Lower Primary I Fire Brigade visit Lower Primary. April Police Dog

w w w.b rit is h s ch o o l.b e


January ’17




Demonstration I BSB Primary Voices I Primary House Quiz I Year 2 Earth Day I Year 2 Earth Day. May Primary & Intermediate Singers I Early Years Production I Early Years Production. June Lower Primary picnic for Pauline Markey I Year 6 & 7 World Environment Day activities I Year 5 'Experiencing Art' Day I Reception Sports Morning I Year 7 'A Midsummer Night's Dream mash-up.

PAGE 08➜09

JANE WHITEHOUSE, Head of Drama and Director of the BSB production of Hamlet reflects on another outstanding school production.

‘Now cracks a noble heart’ DRAMA

As 2016 marked the 400th anniversary of William Shakespeare’s death, it was fitting that we should tackle one of his plays here at BSB. There were moments when we wondered if we had chosen wisely in selecting Hamlet, with the weight of four centuries of the play's performance history making us question every decision we made. However, we want to pay tribute to a cast and crew who were not only ready to grasp such a daunting challenge, but who did so with the energy and spirit that we believe would have made the Bard proud!

w w w.b rit is h s ch o o l.b e

The production was very much an ensemble effort with a superb chorus who multi-roled effortlessly, but it is necessary to acknowledge the dedication and skill of our principal performers. Jan Alonso made the challenging role of Hamlet his own, ably assisted by Paul Clark as a manipulative Claudius and Kenza Elliott as an emotionally lost Gertrude. Noor Eelman was a wonderfully sincere Ophelia, Scott Pardailhe-Galabrun an embittered Laertes and Thijmen van Burken an overbearing Polonius. Finlay Logan impressed as the

statuesque Ghost and lively Player King. Patrick Bentham and Nicole O’Neill were convincing as the misguided Rosencrantz and Guildenstern, with Jonah Raes playing the dependable Horatio. When Daniel S powerfully spoke the final words of the play as the noble, decisive Fortinbras, surrounded by the bodies of the destroyed ruling family, we all exhaled and felt the significance of Shakespeare's tragedy hanging in the air.


What I enjoyed most was the feeling of closeness I grew to feel for the rest of the cast. I met amazing people I would have never met otherwise and got closer to people in my own and other year groups.

One of the star performers of this year’s production, KENZA ELLIOT, shares her thoughts on such an intimidating challenge. Being in Hamlet was incredibly rewarding. I was astounded to see how realistically the world of Shakespeare was brought to life. At first it was fairly daunting to be cast as one of the leads, alongside more experienced and older students from the school, but they couldn’t have been more helpful in supporting myself, Noor and the other younger performers. I think I set out with the mindset of a student in a school play and instead came to see it as a play to an audience. The whole play felt incredibly professional. Jane was very demanding and pushed us to create our best possible performances.

One of my fondest memories is actually receiving Jane’s notes, which, at the time, were actually a source of dread! Pages and pages of her observations collected over time as we improved our performances. However, what I enjoyed most was the feeling of closeness I grew to feel for the rest of the cast. I met amazing people I would have never met otherwise and got closer to people in my own and other year groups. It was great to feel guided and to witness the talent of the older students and I learnt so much from it. Being in Hamlet was, basically, awesome.

PAGE 10➜11

... w e want to pay tribute to a cast and crew who were not only ready to grasp such a daunting challenge, but who did so with the energy and spirit that we believe would have made the Bard proud!

w w w.b rit is h s ch o o l.b e


Dreams versus reality I S TA B O N S A I H I G H S C H O O L F E S T I VA L :

The BSB Drama Department was thrilled to welcome artists in February 2017 from the International Schools Theatre Association (ISTA) and students and staff from the Anglo-American School of Moscow, Dresden International School, Takev Schools, Izmir, BSN and teachers from AIS and Malmo Borgarskola in Sweden. We were also lucky to be joined, a day early, by Avital Manor Peleg. Avital is cultural attaché at the Israeli Consulate in New England, but she is also an international specialist in mask work and physical theatre. She came in to spend a day as Artist in Residence, stretching

the dramatic experiences of our GCSE, A Level and IB students through exploration of mask and site specific work. After an inspiring visit to Brussels and the Magritte Museum on Friday, the groups worked hard, exploring how theatre techniques and performance skills could make strange that which is everyday and make familiar that which is strange. This culminated in a devised performance which truly met Magritte’s intention to show that 'the waking life is also a translation of the dream.' Congratulations to everyone involved and a huge thank you to all the wonderful parents who hosted students.

PAGE 12➜13

The fantastic creation of Aslan, the Lion, in BSB's performance of The Lion, the Witch and the Wardrobe. SIMON JONES, Deputy Faculty Leader, Science & Technology writes for Tapestry.

The making of Aslan


w w w.b rit is h s ch o o l.b e


A six-millimetre diameter mild steel bar can be bent, shaped, welded and sprung into shape, but still remain light and stiff. Matthew Cunningham can make the feet with polyurethane foam using his new ‘dremel’, which he received for his birthday. Miriam Wilson and Liam Mcleod can slice and splice the foam sheets to make the mane and skin. This was what I concluded in answer to Claire's question: "Please can you make Aslan for The Lion, the Witch and the Wardrobe?" An everyday request, I have come to realise, from my Drama colleagues.

However, none of us was prepared, when the lions head was added, for the finished result... The steel, foam, antique gold spray paint and the nuts and bolts no longer made a puppet, but instead, we made Aslan. Together, we started the hindquarters. Why? To get a sense of scale and proportion for the rest of the frame and to trial the joint system which would allow the puppet to move around. The front legs were constructed next and rib-caged together, so that the three puppeteers could move as one. However, none of us was prepared, when the lion's head was added, for the finished result. Each day, with the lion strung from the workshop ceiling, students and teachers came and checked on his progress. The steel, foam, antique gold spray paint and the nuts and bolts no longer made a puppet, but instead, we made Aslan.

PAGE 14➜15

All change in Rubens Library! UPPER PRIMARY

ANN-MARIE FURBUR (Teacher Librarian) and ANNE STEADMAN (Head of Libraries and Learning Resources). A big surprise greeted our Upper Primary children when they returned to school after the summer holidays: the library had been completely refurbished! Out with the red metal bookshelves, old seating and carpet, and welcome to a brand-new library. We worked with an Oxfordshire company, Zioxi, to create a beautiful space incorporating low-level white shelving, a w w w.b rit is h s ch o o l.b e

teaching area, a flexible study area and plen-ty of seating. Primary students love the new space and we keep hearing how much easier to it is for them to find the books they like. They have quickly made themselves at home, sitting on the colourful cushion-seats, at one of the flip-top tables, or in a reading nook, moving seats around to suit their learning needs. We are already making the most of this great new teaching

and learning space and are looking forward to introducing all staff and students to it over the coming weeks. We would like to say a big thank you to our excellent maintenance team who removed the old furniture, repainted the walls and replaced the carpet to prepare the space for its new look!



Over half of this year’s A Level Media Studies class are hoping to pursue the subject, or related fields, after leaving school. Here, ANTONIA PYKE, PHIL MUSUNGA and PAUL CLARK share their thoughts on what makes the subject so attractive.

I’ve enjoyed the interactive aspect of the course, the relationship that our class has developed with one another so that we can air our opinions and debate ideas. It’s more like a family than a class! It’s been fascinating having Facebook and Twitter pages where our teachers can post articles and videos for us to stay up to date with current issues. It’s so interesting that it doesn’t feel like you’re studying. I think I have become a far more critical reader. I understand that news is a construct, whereas before I would have believed everything that was being shown to me. Antonia

Media Studies has been really useful combined with what we’ve done in Politics. I think the level of independence needed to meet deadlines and read widely has been great too. You have to spend time and effort researching and studying for yourself. I’ve enjoyed the freedom of choosing topics, but if you don’t do the work, you won’t be spoon-fed the answers. It’s been challenging. Phil

I like that there’s no textbook. All of the products are contemporary and you can bring in examples that you have enjoyed from your own experience. I feel more confident with the breadth of knowledge I now have. I thought it would just be about advertising and technology but I’m now hoping to study film and I wouldn’t have been able to do that without learning the technical and theoretical aspects of Media. I feel prepared for university because I know how to work independently and how to research effectively. Paul

PAGE 16➜17

TRISTIAN COOK, Faculty Leader for PE and Enrichment, talks to swimming captains MATTIJS DE PAEPE and TAYLER ALLISTON about his new role and the future of sport at BSB.

A beacon for sport INTERVIEW

Mattijs: First of all, why did you apply to work at BSB? Tristian: I knew of BSB already because of its great reputation for sport. The fact that BSB is an ISST school was obviously a huge draw too. Of course, to be a part of the opening of this new, fantastic sports facility was also a wonderful opportunity as this place has everything you could want from a sports centre. Tayler: What has impressed you most about BSB so far? Tristian: Although the facilities are incredible, I guess the two main things that have impressed me are the scope of the enrichment programme, which is just so huge, like nothing I’ve seen before, but also the enthusiasm, commitment and application of the students. We’re never having to drag students in to fill teams,

w ww.b rit is h s ch o o l.b e

but instead we’re having to put on extra sessions to accommodate everybody, which is fantastic. Mattijs: Is there anything you would change about the students’ approach to sport at BSB? Tristian: Good question. I guess BSB students are so kind and polite and courteous, that sometimes I think we could do with installing a touch more of a competitive edge when we go to matches and competitions. Not to take away from how supportive students are of each other, but perhaps encouraging that real drive to succeed is something we could do with? Can I say that? Mattijs: I agree. Especially at ISST and big meetings. I think a lot of students would probably agree with that.

Tayler: Are there any goals you have set for sport at BSB? Tristian: Of course. We’ve got plans with a number of aims we are committing to, but it boils down to wanting to be seen as a beacon for sport. We want other international schools, not just in Europe but around the world, to know of our success, and of the amazing facilities we have and the huge number of sports our students are involved in. We want to be a hub for sporting excellence, through our curriculum and also our team successes and enrichment programme. How have you two seen sport evolve in your time here? Tayler: I’ve been at the school for ten years and it has changed a lot. I think that, as well as the facilities, the standard of sport and the level we are expected to achieve has also improved.


We want other international schools, not just in Europe but around the world, to know of our success, and of the amazing facilities we have ... Mattijs: Before I came here I was just really focussed on swimming, but I have really enjoyed basketball since I arrived two years ago. The programme here is more varied than in my last school and nearly every team, for every sport, is quite strong. Tristian: If you could change anything about our sports provision or programme, what would that be? Tayler: I don’t know to be honest. I think the choice of sports we have now, both in PE and after school, is really amazing. Giving students the choice of sports and activities is great. Mattijs: What sports did you play when you were younger? Or still do play? Tristian: I used to play professional football for Ipswich Town and played for England schoolboys, but it was the only sport I was ever really allowed to do when I was younger, because I signed at about the age of nine. It’s actually helped to change and inform my view of sport as I really believe that young people should be given the opportunity to do lots of different sports for as long as possible before having to select a specialism. There is lots of research to suggest that a late specialism is better for young people. I love rugby these days but, as you can tell from my build, I never really had the opportunity to play! Tayler: What do you enjoy most about your job? Tristian: Still my favourite part of the day is teaching, actually being out on the pitch, or being poolside, or being in the gym, training

students is always what I look forward to the most. I know this sounds like a cliché, but it’s true. What are you enjoying most about your roles as swimming captains? Mattijs: As captains we try to cheer on the team as much as possible and help motivate everyone. We even come up with chants and cheers at the end of training sessions to help encourage us all. Tayler: Now we are all able to train together in the new pool it makes it much easier to create a real team spirit. The team was a bit more fragmented when we had to train at different times. Mattijs: Especially in the build-up to ISST, which is the pinnacle of our season, the peak of what we get ready for, there is a real team spirit that we try to develop and get everyone involved. Tristian: Well the swimming programme is huge now and the volume of students signed up to it is really impressive. Everything I see poolside is fantastic: outstanding teaching and real effort from the students. This is what we want from swimming at BSB, the involvement of as many students as possible, not necessarily competing or going to ISST, but being confident in the water and able to enjoy exercise and fitness in this way. We want to give every student the platform to be able to swim and, you never know, one day perhaps be swimming captains like yourselves.

We want to be a hub for sporting excellence, through our curriculum and also our team successes and enrichment programme.

PAGE 18➜19

Student leadership STUDENT PRESIDENTS

Tapestry interviews JAKOB BULL, JASMINE KENNY and DEBORA SEPETKOVA as new Co-Student Presidents. Tell our readers a little about yourself.

Jakob: I'm originally from Germany. I was born there but moved to Switzerland when I was three. In 2008 I moved to Belgium. After initially being educated in the German system both, in Switzerland and here in Belgium (Deutsche Schule Genf, Internationale Deutsche Schule BrĂźssel), I was looking for a new challenge in Year 9. Wanting to improve my English, and obviously having heard of BSB as I lived in close proximity, I decided along with my parents, to come to BSB for a year. That one year has now turned into four, and I am hoping to finish my A Levels here! Jasmine: I was born in the States and then I moved to Belgium which has been my home for the past eleven years. I am completing my forth and final year at BSB. Debora: I am originally from the Czech Republic, but I was born in Argentina and grew up in New York where I went to the United Nations International School. I moved to Belgium in September 2017.

Why did you apply to be Student President?

Jakob: I applied to be Student President as I've always been a keen participant in student leadership. I think it’s important that students can voice their opinions and contribute. I recognised that there were improvements to be made within the student leadership role at school, and I wanted to help improve our current system so that future students may benefit from it. Inspired by the THIMUN experience I also wanted to further develop my speaking and communication skills and I thought this role would be a brilliant addition to my A Levels. Jasmine: I've always believed in active student leadership and the importance in the many opportunities that BSB makes available for students. Presidency really appealed to me because I felt that the voice of the student needed to be heard. I felt that I was someone who understood and had insight into many different aspects of the BSB community. I also wanted to be president because my other leadership roles have enabled me to see the vast potential in student leadership. Debora: I applied to be the Student President because I wanted to give back to the amazing community which we have here and which has welcomed me in such an open-hearted manner. It is not something you find at all schools, and I think we need to appreciate and help maintain this. I believe I can help this process using my communication and organisational skills in this leadership position.

w w w.b rit is h s ch o o l.b e


From left to right: Jasmine I Jakob I Debora

What do you hope to achieve as Student President?

Jakob: As presidents, we have recognised the long-standing priority of communication between the student body and student representatives. We are currently working on improving this so all students can contribute, voice their opinions and so that we can address the issues that really move students at BSB. Jasmine: The fluid communication and encouragement of ideas from students is something that I personally want to improve. In my opinion there are unsaid ideas or improvements just waiting to be heard. Moreover, I want to focus on the access students have to their grades and how that could be made more transparent to the students. In addition, as a sportswoman I would also want to continue to maximise the potential for the new facilities. Ultimately, my main goal is to make small but long-lasting and effective changes where possible. Debora: My priority is to improve the overall communication between students and teachers, including different student groups and parents. I think that all three of us agree that this is a vital aspect of how the school is run and that it is key all communication is made as easy and efficient as possible. Some exciting changes could be coming our way next year!

Unusually there are three of you this year - how will this work? Will you divide up certain areas of responsibility and if so, which?

Jakob: Indeed, there are three presidents this year and we will divide the work. It is quite unusual for us too but, so far, it has worked very well with each of us taking on different roles in particular projects. Jasmine: It is definitely going to be something new, but an exciting adventure. Over the next year there will be aspects of our role which will require and depend on all three of us, but the day-to-day responsibilities will be divided up between us as to ensure a wider perimeter of potential. Debora: Although it is unusual, it has so far proven to be a great thing actually. It is much easier to ensure that at least one of us will be able to attend whatever it is that we have planned. Also, it allows us to divide up different tasks if we are, for example, working on a project.

PAGE 20➜21

What is your greatest achievement at BSB so far?

Jakob: I would consider my greatest achievement is perhaps the development I have gone through as a person. When I came in Year 9 I would not have dreamt to be here as one of the presidents only three and a half years later. Over these years I have developed a skillset that has helped me come out of my comfort zone and really express my opinions and beliefs. This was further highlighted at THIMUN, where despite my lack of experience and obvious nervousness I decided to speak up as often as I sensibly could and I was in the end rewarded! Not only by having my own resolution passed but also by being voted best delegate in my commission. Jasmine: One of the most enriching and rewarding experience that I am most proud of is being an active participant in the Amnesty group, in particular our International Women's Day project. As part of the Amnesty group I worked closely with Rebecca and Barry as well as the other BSB Amnesty activists. We organised an awareness day on 8 March 2017 to celebrate International Women's Day including a guest speaker from the UN. A colleague and I created an online quiz and also set up a stall giving out stickers and encouraging students to write thank you notes to a woman they admire and pin it on a board. One of the most incredible aspects of this was watching ideas become plans and seeing the plans turn into action. It was a captivating experience that I feel very proud of. Debora: I believe that my greatest achievement at BSB has been taking part in the BSB Voices event where I gave a TedTalk on gender equality. I personally feel especially proud of this because at the time when I signed up to do it, I was genuinely afraid of and intimidated by the idea of having to stand in front of so many people and speak about something so big. However, with the support of the people around me, and a lot of work I was able to overcome my fear of public speaking and reach my goal. I believe that without having gone through that process, I would never have been able to become Student President.

What are you going to do when you leave BSB?

Jakob: Once I leave BSB, I am hoping to go to University. After initially looking at physics I am now thinking more about applied sciences and as such I am hoping to study Engineering. I am definitely looking at the UK, I think it is also very possible that I may go to the Netherlands or back to Germany. Jasmine: I intend to continue my studies at a university in the UK. I'm not 100% sure right now what I want to study but I'm definitely leaning towards a social science subject, perhaps Psychology. Whatever I end up doing, my experiences and memories of BSB will stay with me forever. Debora: I’m not entirely sure what I want to do or study in the future, although I do think I will be leaning more towards a Humanities based subject. I will most likely be applying to the UK, however I do wish to take a year abroad somewhere, so that I can explore a new culture and learn another language.

w w w.b rit is h s ch o o l.b e


House proud CAMPUS

BSB House Captains discuss what it takes to help lead our three prestigious houses.

Joshua Y and Jasmine Kenny Firman House Captains

As proud captains of Firman, we have been committed to raising the status and awareness of the house system and house events. This school year we have been involved in inter-house competitions such as the Poetry Slam, as well as the Christmas Card Competition and the Boat Race. In addition to this, we have hosted seasonal house assemblies to keep all our students informed, involved and enthusiastic. We would recommend the position of House Captain to any student who aspires to improve their public speaking skills or who wants to have more input into student led events. This role has given us the opportunity to work collaboratively together to raise the profile of Firman.

Leyla Tacconi and Michael Maley Goodman House Captains

One of the challenges we faced as House Captains was having to communicate with a range of different individuals in order to plan a smooth assembly. You are expected to be a role model for younger students in the house, but you also need to create a fun atmosphere for students who will hopefully remember their house for years to come. Our house members all work hard together and our enthusiasm and passion throughout the house competitions really reflect how much of a united house we have become, and how determined we are to succeed together. We volunteered for this position to spread the Goodman spirit across the whole school, through primary and secondary, and to bring us all together as one big family.

Johnny Rolph and Carla Frey Pantlin House Captains

We definitely feel the best skill we have both developed as captains is our ability to speak in front of our whole house with confidence. Public speaking skills are important and these roles have provided us with plenty of fantastic opportunities to practise. In our time as captains of Pantlin House, we have seen the bonds between the primary and secondary school grow stronger; we have had success in competitions and have overseen numerous house assemblies that display the wide variety of talent our house has to offer. We have been overwhelmed by the support and enthusiasm our house has offered and have witnessed the tremendous effort and cooperation that has gone into making this such an exceptional year.

PAGE 22➜23

TA P EST RY M A G A Z IN E I Nº 7 I 2017

Diverse & Evolutionary! STREET DANCING

In September 2016, BSB hosted its first street dance session. Around thirty Year 7-13 students were at the Dance Studio in the Jacques Rogge Sports Centre, not knowing exactly what to expect, as this was a new school activity, and, for the most of them, the first contact with street dance. At the end of the session, students were enthusiastic, wanting to return to learn more. They had a big challenge ahead: to prepare their first presentation for the official opening of the Jacques Rogge Sports Centre, in just one month! Rising to the challenge, with only six hours of dancing the group gave a spectacular performance. This was the start of something special and new to the BSB world. From January on, due to the success, a large number of students from differing age groups divided into two sessions. The younger dancers (around thirty Year 7 - 8 children), named themselves DIVERSE, as they believed in the power of diversity within their crew, in their individual contribution to the team, and they wanted to be different from other groups. The older dancers (around ten Year 9 - 13 youngsters), named themselves EVOLUTION, to express how their skills had developed since they started street dancing at BSB, and how they wanted to continue to aim for excellence in their performances. “It is not only about learning a choreography,” says street dance teacher Mariana de Carvalho, who has been in the BSB enrichment department since December 2015, “it is about

PAGE 24➜25

popping and locking. Street dance is a very informal dance style, in which inspirations from a range of styles can be included. The body posture in street dance is mostly laid-back, but this does not mean that it is careless. Mariana emphasises that “there is a lot of technique involved, movements are detailed and thought through all the way. The secret is to make it look natural and effortless. It takes a lot of practice. Creating and planning the dance routines is also a challenge for the choreographer: 10% inspiration and 90% hard work.” Both groups performed brilliantly during the ISST Award Ceremony, in March and during the Summer Concert in June.

learning how to express themselves, feeling confident and comfortable with their body and being able to show it on stage! Music coordination and the integration with each other involves detailed teamwork, and there is always the impersonation of a character, depending on the choreography. Overall, it is about looking the audience in the eyes and having a lot of fun!” Street dance is a multidisciplinary urban dance style, including hip-hop, funk, house and other influences, such as salsa. Inspired by the eighties hip-hop scene, street dance has become a global trend. Exploring the roots of hip-hop itself DIVERSE and EVOLUTION perform some break dancing,

The dancers have high expectations for the years to come, says Mariana: “the dancers are always asking when we will start participating in competitions with other schools or crews. This is exciting and promising, but more work needs to be done. The most important thing for me is to recognise their evolution. It gives me great pleasure to see young, timid and nervous beginners turn into confident powerful stage performers. If this experience can help them become more confident and motivates them to keep practicing physical activity throughout life, then my work is done! If one of these students becomes a successful dancer in the future, then that would be a pleasing extra!”

www.br i t i s h s c h ool . be

Theory trainings and driving lessons in English

VAB-Rijschool Tervuren Paardenmarktstraat 48 3080 Tervuren 02 767 18 25 tervuren@vabrijschool.be vabrijschool.be

Show y s tu d e n o u r B S B of fice t card at ou r in Terv uren a receiv eaâ‚Ź nd (no reg 30 discoun t istrati on f ee ) Also fo r BS B a lumni

In Flanders fields HISTORY TRIP

HOWIE STEVENS reflects on a fascinating and humbling experience on the annual Year 9 History trip.

The sheer number of gravestones was a real eye opener for us. It was hard to believe that all those people had given their lives for their countries. Our first destination was Tyne Cot Cemetery. We had been tasked with gathering evidence to give us a better insight into the lives of the men and women involved on the Western Front. We began by visiting a small visitor centre, which displayed artefacts that had been dug up near the memorial from nearby battles, including helmets, postcards and even some of the weaponry. Once we exited the visitor centre we entered the main cemetery. A white gravestone represented each of the 11,956 soldiers buried there. The sheer w w w.b rit is h s ch o o l.b e

number of gravestones was a real eye opener for us. It was hard to believe that all those people had given their lives for their countries. There was a giant statue, the ‘Cross of Sacrifice’ located in the middle of the cemetery with countless wreaths placed at the bottom. There was also the ‘Memorial to the Missing’, a long stone wall with the names of all of the soldiers who had lost their lives in local battles but whose bodies were never recovered, carved into the side. This was quite emotional for many of us. To see the sheer number of names here, and to think that so many people had died for their countries, was really upsetting.

After this we went to the In Flanders Fields museum in the centre of Ypres, which was fascinating. This museum was filled with artefacts, personal stories, photos and videos, all recounting the lives of the soldiers and civilians who were affected by the war. The trip gave us all a greater understanding of the war and of its impact on the lives of people from around the world.


Digital Learning Journals for the Early Years Feature

ESTHER O’CONNOR, Early Years Learning Improvement Leader writes for Tapestry. At the BSB we are happy to be using an online learning Journal called Tapestry. Learning Journals are a record of the children's development and progress linked to the skills within the Early Years Curriculum. Tapestry is a secure system, parents are issued with a password and can only access their own child's file.

Staff add weekly observations with photos and annotations. It helps teachers record, track and celebrate children’s progress and allows the parents become more familiar with the curriculum and next steps of development.Tapestry allows parents and wider family to access the skills being achieved whenever and wherever and they are.

We believe that Tapestry is a great tool to enable both the school and parents to work closely to provide continuity of care and learning for the child. This is some of the feedback we received from our parents using the system;

Was a great way to hear about my child's learning.

So fabulous to ensure family can also access abroad! I also found my child was eager to talk about his learning with enthusiasm.

Capturing real moments of play, love it!

PAGE 26➜27


Kayna - Year 11 - 1960’s inspired festival wear I I got very inspired for the design of my garment after hearing my specification. The bright colours and patterns I used for my theme represent me and my personality which allowed me to develop my garment to the best of my abilities whilst remaining on task with the help of my peers and teacher.

Casey - Year 11 - Pinafore made from Upcycled Army Uniforms I My garment was inspired by the new trend of wearing camouflage but I wanted to do something a bit different. I decided to up-cycle old army uniforms into a fun, unique garment. I found the project quite challenging but I was ecstatic with the end result when I finished. I have really enjoyed my two years in Textiles and would recommend the course to other students.

Zaithwa - Year 11 - Bag to be sold at the Natural History Museum I For my textile project, I chose the task “design and make a textile product taking inspiration from the natural world and using a range of fabrics and components”. What inspired me to choose this design task is that I had a strong interest in the environment and its beauty. I wanted to make a product that would illustrate the beauty of nature. Right: Holly - Year 12 - Gretel's Dirndl I After a trip to Austria, I was inspired by the traditional Dirndls and the Bavarian Fairy Tale culture. From this I decided to design and make a unique Dirndl for Gretel to wear to Cinderella's wedding. I had the opportunity to use a variety of industrial equipment including designing and sublimating my own fabric.

w w w.b rit is h s ch o o l.b e

Eashani - Year 11 - Morrocan Inspired high street fashion I After travelling to Casablanca, I decided to theme my garment on the vivid colours and intricate patterns of the Moroccan culture. I feel that my design style really flourished in the process of making my first dress, which wouldn't have been possible without the inspiration of my teacher and classmates.


From left to right: Luke - Year 11 - iPod speaker system I Faiz - Year 11 - iPod speaker system with storage I Matthew - Year 12 - Candle Holder I Nicolaj - Year 11 - iPod docking system I Jaewook - Year 11 - iPod speaker system/ gadget tidy I Matthew - Year 11 - Radio and clock I Vanessa - Year 11 - Bauhaus style storage I Matthew - Year 13 - Wooden framed bicycle I Fintan - Year 12 - Adjustable desk lamp

PAGE 28➜29

TA P EST RY M A G A Z IN E I Nº 7 I 2017

From left to right: Luca - Year 13 - Fold-away BBQ table I Edgar - Year 12 - LED theatre lamp I Katie - Year 11 - Bird feeder I Jash Year 11 - Storage with speaker system I Jade - Year 11 - Multi-functional coffee table I Courtney - Year 11 - Seat with storage I Johannes - Year 11 - Art Deco speaker system

PAGE 30➜31

www. br i t i s h s c h ool . be


Engineered for modern workplaces, the mobilefriendly MF730 series printers feature all-new Canon laser technology, simple operation via the keyless touchscreen, Wireless Direct connectivity and fast, high-quality colour printing. More info canon.be or contact us +32 2 722 0411 CBL-Sales@canon.be

w w w.b rit is h s ch o o l.b e


Summer reunion ALUMNI

Three decades on, BSB'ers from the 80's hatched a plan to reconnect and reminisce. Superbly coordinated by ALIX BATEMAN (Class of '85), the reunion was a fantastic event. The meet up was held in the private lounge of the trendy Del Aziz and Zahra Bar on Clapham Common in London, the perfect location for a great night out. A little over 30 alumni resident in Europe and even as far as Cape Town, South Africa came to the reunion eager to relive some of their happiest memories. It was a cosy night filled with lots of laughter, great conversations and dancing. Delicious

finger food was served and for dessert, the most aptly decorated chocolate cake featuring a throwback photo of the BSB entrance in the 80's. A BSB reunion is never complete without dancing to the famous La Bamba dance hit of the 80's and the DJ's happily obliged. There were BSB mementos including 'I love BSB' badges and the exclusive alumni

gift luggage tags to take home. All in all a wonderful event and we thank Alix for planning it so well. We invite you to inform our Alumni Relations Coordinator, Mukami, if you are planning an event so we can offer our support. Contact: alumni@britishschool.be


Launching the BSB

Alumni Card

We welcome local alumni living in Belgium to apply for newly launched BSB alumni card. The card identifies our local alumni as members of the BSB community and gives them access to campus when invited for events and group activities. Application for the card and car sticker can be done online in the alumni section on the BSB website www.britishschool.be/alumni

PAGE 32➜33

Best of Both in Ghana U P D AT E

Summer 2016 saw the Best of Both group journey to Ghana. Here, ELLA BURNSIDE reflects on an inspiring and unforgettable experience.

Whenever a child was successfully fitted with new glasses and could see properly for the first time, it was really emotional – for them and for us! We were in Ghana for three weeks on the Best of Both trip, partly to bring selfadjustable glasses to children in schools to help their eyesight, and partly to explore some of the country. Seeing the delight on the children's faces when we arrived at their school and started interacting with them was really rewarding. We had received training in fitting the glasses back in Brussels, and we had a local optometrist with us to help as well. w w w.b rit is h s ch o o l.b e

Whenever a child was successfully fitted with new glasses and could see properly for the first time, it was really emotional for them and for us! We had to spend many hours on buses driving to the different schools, and as we made our way along the long, dusty roads you could see how far people have to walk every day to reach the most basic facilities. It really puts the difficulties we face in our lives into perspective.

One of the memories that will always stay with me from the trip is how colourful and lively the markets were in Bolgatanga and Kumasi. They were like nothing we had ever seen before. What may have seemed hectic to the observer was actually a highly organised maze of stalls. I'm really proud of what we did during our time in Ghana, and it was fascinating getting to know a totally different culture, even for such a short time.


The Economist IB DIPLOMA

Business and Economics Captain, SHUBHAM JAIN, discusses his interest in the subject and his motivations for tackling such a challenging course.

Firstly, I am interested in how the global economy functions, and Economics has this at its heart. I also believe that, of all the subjects, Economics is one of the closest to real world application.

I selected to study Economics at Higher Level for my IB diploma for a number of reasons. Firstly, I am interested in how the global economy functions, and Economics has this at its heart. I also believe that, of all the subjects, Economics is one of the closest to real world application. This provides additional challenges, because to be successful in the subject you need to maintain an excellent knowledge of current affairs, in addition

to studying the context of the course. However, this is also one of the factors that makes it so interesting and exciting. Economics is a social science and is primarily concerned with the analysis of production, distribution and consumption of goods and services. We study Microeconomics and Macroeconomics. Microeconomics deals with the behaviour of individual agents and their markets. Macroeconomics analyses the entire economy and issues affecting it.

The essay writing for Economics can be a challenge, but I feel well supported by my teachers and I am really enjoying the rigour of the course. I hope to pursue Economics or Business Studies beyond school and I feel that the IB Higher Level course has given me a great platform for fulfilling this ambition.

PAGE 34➜35

BSB joins the Global Issues Network WORKSHOPS

An exciting new chapter in the school’s international outlook, as BSB visits the annual Global Issues Network Conference in Luxembourg for the first time. Students from international schools across Europe and the Middle East comprised the three hundred delegates at the 12th Annual Global Issues Network in Luxembourg. The BSB team of Year 10 and Year 12 students presented two workshops: one on Fairtrade in our school and the other on the ‘Yes We CANteen’ project aimed at improving sustainability in our cafeteria. Both workshops reflected this year’s conference theme, ‘Creating Sustainable Change through Education and Integration’. Discussions that took place after the presentation inspired a rich variety of feedback to help move our projects forward at school. The conference, hosted by the International School of Luxembourg, also included local

and international guest speakers with a range of experiences, ideas and success stories to share. One of the most inspiring speakers was Sophia Jansen, who organises annual charity concerts to raise money and awareness for the Mobile Mini Circus for Children in Afghanistan. At only ten years old, Sophia demonstrates that age is merely a number when it comes to helping those in need. Two other guest speakers who wowed the students were Marie-Christine, a survivor of the Rwandan genocide with a truly shocking history, and Andrew Cunningham, the cofounder of WISER, a women’s institute for secondary education and research that has empowered women and transformed gender relations in Muhuru Bay, Kenya.

BSB students reflect on a challenging and inspirational conference. Marie-Christine helped me realise that when an opportunity comes around, you should take it and not regret it. She taught me to appreciate how lucky we are.

Liam, Year 10

Listening to Sophia made me realise that it is never too early or too late to make a difference. And also not to let opportunities pass by!

Simran, Year 10

w w w.b rit is h s ch o o l.b e


GIN has taught me that, in order to make a difference, you must not fear the failure but capture the chance. Be the spectacle, not the spectator.

Anusha, Year 10

GIN was an incredible experience, which has really changed some of my views on the world. It taught me to be more accepting and made me realise that other people encounter much harsher incidents than some of us ever will. This made me realise that there is a real need to help others. Naima, Year 12

Listening to Marie-Christine has shown me how fortunate I am to go to a school like BSB and it has shown me never to take anything for granted because some people are not as privileged. I think a lot of us forget that.

Catharina, Year 10

The opportunity to hear inspiring key note speakers who are at the forefront of sustainable change, and to see so many students taking action to make a difference, was truly inspirational. Juliette, Year 12

I had the opportunity to meet new people from different schools and got to hear different views and opinions on topics. It was inspiring to hear the amazing guest speakers and to realise how much of a difference an individual can make. Karl, Year 12

Listening to keynote speakers emphasising the importance of education cultivated a new thirst for knowledge within me. We should never let ourselves remain ignorant about other countries, or avoid issues because they make us feel uncomfortable. Naima, Year 12

PAGE 36➜37

TA P EST RY M A G A Z IN E I Nº 7 I 2017

Integrating families and friends FA M I L I E S O F B S B

Families of BSB (FoBSB) is the parents’ association of The British School of Brussels. Our volunteers organise a huge variety of events and activities, which are a great way to meet people, learn new skills and stay active. Clubs and activities take place in the local community and in our dedicated centre on campus, Cavell House.

Regular fixtures in our calendar include an art club, a book club and a walking outdoors club. Parents can also brush up their language skills in French, Spanish, Dutch or English at one of the many conversation classes run weekly in Cavell House by motivated volunteers. A wide variety of workshops and classes also take place through the academic year. Our parents have enjoyed international cooking demonstrations, tasting the best

PAGE 38➜39

of Polish, Indian and Spanish cuisines; created silver pendants in jewellery-making workshops, and crafted their own bouquets in flower arranging classes. Several career and life-coaching presentations have been held to help parents back into the workplace, and regular First Aid sessions teach parents the basics of emergency life-saving techniques. Our volunteers regularly organise interesting trips and visits, including tours of the Primus Brewery at Haacht, thought-provoking

visits to the Kazerne Dossin war museum at Mechelen, guided walks of historical Leuven, as well as shopping trips and introductions to Bootcamp and fitness. And students are not forgotten! Parent volunteers run a monthly Youth Club on campus for Years 7 to 9, which provides a safe, friendly and fun environment for students to socialise and express themselves. Families of BSB really does offer something for everyone!

www. br i t i s h s c h ool . be

Coming to work in a country with 200 days of rain is your choice

We will do our utmost to guide you financially. Moving to Belgium? ING offers all the banking and insurance services you need in your own language, even before you arrive. Call us at +32 2 464 66 64 or surf to ing.be/expat

Banking, financial and/or insurance offer subject to acceptance by ING Belgium (or, where appropriate, the relevant insurance company) and to mutual agreement. Terms and conditions (regulations, rates, key information documents for investors or savers and other supplementary information) available from any ING branch or on www.ing.be. ING Belgium SA/nv –Bank –avenue Marnix 24, B-1000 Brussels –Brussels RPM/RPR –VAT: BE 0403.200.393 – BIC: BBRUBEBB –IBAN: BE45 3109 1560 2789. Insurance broker registered with the FSMA under the number 12381A. Publisher: Marie-Noëlle De Greef –Cours Saint-Michel 60, B-1040 Brussels – 712887E – 05/17

KUNLING LIU and FRANCESCA MOORE, Year 12 Art and Design students, tell Tapestry about the school's biennial trip to Venice for inspiration, art and culture.

La Biennale,Venice FOCUS ON ART & DESIGN

The trip to Venice this year, lasting five days, was an eye-opening experience. We were able to see a variety of exhibitions full of works of art from all over the world by thousands of artists. Katie Brookes, former student of BSB who graduated in 2006, accompanied us during the trip and she led several outdoor drawing

w w w.b rit is h s ch o o l.b e

activities. Working and living in London, Katie is a teacher and artist who practices painting, sculpture and taxidermy alongside drawing. Throughout the activities, she encouraged us to draw in various styles, using charcoal, graphite, ink, coloured pastels and chalks. The duration of drawing varied, for instance, an extremely slow landscape drawing could be followed immediately by a thirty-second

high speed sketch. Besides medium and duration, Katie had also suggested that we vary our posture. For example, sketching while standing up is a rather physical exercise which we were not used to. Katie’s activities were very much about learning to work spontaneously as well as widening our range of drawing abilities.


The Republic of Venice was founded in AD 421, by authorities from Padua, a city and commune in Veneto. Its purpose was to establish a trading-post in northern Italy. In the late 7th century, the lagoon communities which formed Venice had united to defend against the Lombards, a Germanic tribe which was ruling Venice. While the power of the Byzantine Empire dwindled, the community of Venice continued to develop and eventually gained lasting independence. When we visited Venice, the days were mostly sunny and the temperature was fairly high. We often walked to places we needed to get to and, if not, we took the Vaporetto, the Venice equivalent to a bus, which was nice as we got to see a lot more of Venice. We went out to dinner each night and had some lovely traditional Italian cuisine which of course included pasta and pizza as well as some other dishes as some of us wanted to try new things. We enjoyed the Biennale, where each country has their own pavilion with

contemporary art by artists from their country. We also had the pleasure of meeting the PA of the Curator, Valerie S. T. Sithole, of the Zimbabwe Biennale exhibition (located out of the main Biennale area). She talked to us about each individual artist and their pieces contributing to their chosen theme “Deconstructing Boundaries: Exploring Ideas of Belonging”. We also had the great experience of visiting the Frari (The Basilica di Santa Maria Gloriosa dei Frariand) and San Stae (Saint Eustachius) which are respectively built in Gothic and Renaissance style. We got to see some amazing paintings in situ by artists such as Titian, Bellini, Tiepolo and many more. These amazing buildings are perfect examples of the Renaissance and all its glory. The period spanned over three hundred years and we had the chance to make comparisons. The earliest paintings still had a flavour of Byzantine Art, while the later ones transitioned to a more realistic style, then the latest works displayed in the churches emphasized an

even greater depiction of light. Whilst we were there we learnt about the increase in the use of perspective as well as the different compositional techniques that the artists used to show the importance of certain religious figures. The European Culture Centre was also a fascinating experience as we were able to see the huge variety of contemporary art pieces being produced in this day and age. Each artist had a section or room, in the two buildings we went to, in which to express themselves and show their art pieces. There was a lot more sculpture, textiles and installation compared to painting and drawing in the exhibitions, which was very thought provoking. There was also a lot more video art and photography as well as technology based pieces that moved and made the viewer interact with the piece. With all the new types of art it makes you wonder how art has changed over the years.

PAGE 40➜41

‘Out of this World’ P R O J E C T U P D AT E

sewing project in Year 6

SHARON ANIM, Year 6 teacher writes for Tapestry.

As part of the Year 6 children’s exploration into space, earlier in 2017 they worked on an art task that uses textiles as the main resource, rather than the usual drawing and painting materials. After finding out more about the planets in our solar system, galaxies and our universe, as well as exploring much bigger questions like ‘What is the big bang theory?’

and ‘How does our moon protect the Earth?’ the children were inspired to design and make their own representation of space. They learnt how to use marbling to create different textures, as well as a range of sewing skills and techniques like appliqué to enhance their creations. Their finished compositions were ‘Out of this World’!


Eco warriors! PRIMARY

The Primary School Eco Council were able to wear their green caps for the first time when they joined forces with the local commune to participate in a litter pick in March 2017. The official litter pick took place at the weekend in and around Tervuren. The Eco Council used their Eco Club time to work on the path near school that leads to the park and Leuvensesteenweg, especially around the Museum of Central Africa.

The commune provided gloves, high visibility vests, litter pickers and bags, so off they went on their eco mission. “We filled more bags than we could carry without going that far”! Said Pauline Markey, previous Vice Principal of Primary. The children were amazed and disappointed at the number of cans and discarded paper that they found. They returned to school knowing that they had done an excellent job, even if it was just the tip of the iceberg.

The Eco Council continue to see which classes are not turning off their lights and projectors, and ensuring that everyone turns their taps off properly and recycles their paper and other waste in the correct bins. Watch out, you are never far from an Eco Warrior!

PAGE 42➜43


Meet the new

Admissions team! Tapestry interviews ALEXANDRA HÖRLBERGER, Admissions Officer Tell our readers a little about yourself. ‘Where are you from?’ is a question I have no short answer to. I think of myself as a cocktail of different languages, cultures and mentalities with an Austrian father and Zambian-born British mother. I grew up in Austria, India and Kenya, then lived in France, Scotland, Austria, England and now Belgium! My academic background is in Social Anthropology and Art history and was followed by a colourful career in communications. Tell our readers a little about what excites you/ what you enjoy most about the role? I am thrilled and honoured to be BSB’s new Admissions Officer. The role is varied, challenging, fulfilling, fun and deeply connected with staff and prospective families. I love the fact that every day is different and enjoy meeting new families from all over the world. I particularly enjoy working with such positive, professional and wonderful colleagues and look forward to every day!

How have you found it so far? I had a very intense induction programme that was accompanied by a steep learning curve. As the Admissions Officer one needs to know the school, curriculum and staff inside-out. I have tried to be a super-sponge, soaking up as much information and as many nuances as possible. Everyone has been very welcoming, helpful and encouraging, which has eased the process. Was there anything that surprised you? I spent days researching BSB before my interview and kept reading that BSB staff, parents and students found it to be one big welcoming family. With around 1,350 students I couldn’t really imagine how this could be the case, but it’s true! Having experienced it myself now, I can confirm that one does instantly feel at home and at ease amidst these many remarkable individuals. What do you do in your spare time when you are not at BSB? When I am not at BSB you might find me cycling, hiking, kite surfing, travelling or tending to our peacocks, cats, chickens and amazing herd of Soay sheep! I haven’t mastered the art of sitting still yet...

Tapestry interviews HELEN DEVITT, Admissions Administrator Tell our readers a little about yourself. I’m from Pudsey in West Yorkshire (birthplace of the Children in Need bear with the same name, but not much else) but I went to university in Aberystwyth, Wales to study languages. I spent my year abroad in Paris at La Sorbonne and in Florence, working with a volunteer

w w w.b rit is h s ch o o l.b e

ambulance crew. I speak English, French, Italian, Spanish and I am currently learning Dutch. My previous role was in the UK working for a Dog Rescue Charity so working at BSB is a completely different role for me!


You are Admissions Assistant - tell our readers a little about what you enjoy most about the role? I love the variety that each day brings. No two days are the same and I get to meet new families and new children from around the world. It is so interesting to hear their stories and to see the excitement on their faces. Getting to share in their “new start” gives you a real buzz. It is also a very active role and I get to meet with colleagues across the whole school.

Was there anything about the role before you joined that surprised you? I wasn’t expecting to feel so at home after such a short space of time! I have been welcomed into the BSB family by everyone I have met and I never felt like “the new girl.” Despite only being at BSB since March, I feel that by working in Admissions you get to learn a lot about every element of the school incredibly quickly.

How have you found it so far? It’s been a very exciting, busy, amazing few months. I was worried that I wouldn’t be able to find my way around the school, never mind be able to show prospective families around and discuss intricacies of the curriculum but the department is so busy that you are able to learn quite quickly. It is also great knowing that we have a brand new team here in Admissions and I think that we have already “gelled” together as a unit.

What do you do in your spare time when you are not at BSB? I’m a runner (although only relatively recently) although I must admit to now being completely hooked. You’ll more than likely see me running round Tervuren Park at lunchtimes or after school. I also love baking (this is the reason for doing all the running) and I even made my own wedding cake. I’m a total “foodie” so as a newcomer to Belgium I’m always on the lookout for great places to eat – suggestions will always be appreciated!

Tapestry interviews SUSAN BROCK, new Student Journeys Administrator. Tell our readers a little about yourself. I have dual nationality, British and Belgian and speak three languages fluently (English, Dutch and French). I was born in Luxembourg and moved to Belgium when I was five. I then lived in North Wales for four years whilst I did my degree before moving back to Belgium. I have come to BSB from a clinical research office where I was responsible for contract negotiations. You are Student Journeys Administrator - what excites you the most about the role? I love having contact with people and look forward to working together with the 17 (soon 18) bus supervisors. Also being involved with the organisation of student trips I look forward to working together with other staff members and meeting the many students.

How have you found it so far? My first impression of working at BSB is how friendly and helpful everyone is. The atmosphere here is nothing like I have ever experienced before. There seems to be a constant buzz of excitement from the students and many activities going on. I feel proud to say I am part of this close community. What do you do in your spare time when you are not at BSB? I follow Pilates lessons and run three times a week in a running team in Tervuren. The rest of my spare time is spent with my two young daughters either playing or going for walks.

PAGE 44➜45

Creative writing and art gallery F E AT U R E

The standard of creative writing for the English Language IGCSE was incredibly strong again this year, with students producing a real range of vivid and ambitious work. Here are extracts from two excellent pieces of work: some tense narrative writing from ALEXANDER BROOKS and a chaotic and claustrophobic descriptive piece by ESTELLA RAES. As I made a few steps into the darkness, I noticed a wooden staircase that spiraled its way to the rooms upstairs. A weak beam of light coming through a crack in a boarded window showed me the way. A blanket of silent shadows hid the rest of the house. I narrowly managed to avoid a broken step that looked like it would not hold my weight. Then I heard it. A low pitched, quiet growl. I reassured myself that it must have been coming from the outside: there was no way someone was still living here. With this thought, I continued upwards. When I reached the first floor, I was struck by the state it was in. There was no wallpaper whatsoever: it had been torn off the walls, leaving behind small tattered scraps. The furniture was scattered on the floor, frayed and covered in dark sprawling stains. The floor was peppered with chunks of plaster mixed up with scraps of old dirty rags, rotting food and what looked like fragments of broken bones. Someone had been here. The floorboards creaked menacingly under my feet. Fear filled my chest and sharpened my senses. I stopped, rooted to the spot, listening to the sounds of the darkness around me. It was deathly quiet - the silence of something hiding in the shadows, holding its breath. All my instincts screamed at me to leave, to slip away before it was too late. I turned back to the staircase, moving quickly but quietly like a cat, slinking away, planning my escape - down the stairs, straight to the hallway, back to safety. Alexander Brooks, Year 12

w w w.b rit is h s ch o o l.b e

Marianne Majoie, Year 13


Rain pounds against the tar outside, knocking on the windows, demanding the return of his victims who have sought shelter from his relentless impact. The storm continues inside these walls, however. The hellish maelstrom of discordance resembling the ferocity of a cyclone; the trays clattering onto the crumb laden tables are thunder, harsh and sudden. Soon after, the pots and pans clanging, the chinking of coins being dropped onto the counter, coincide with the flashes of lightening that illuminate the murky world outside. Yet above all this, the sound that is amplified by the hollow acoustics of the room is the hushed chatter of the throngs of people inside the restaurant. Their voices, although individually quiet, strengthen together to be heard over the storm and merge to form a cacophony of shouted whispers. The clamour is randomly pierced by the toe-curling screech of a baby or the eternal ring of someone’s phone like a knife, permanently severing whatever it cuts. To stand in the crowd is to become the crowd, swaying together, dancing in time to the beat of the storm. To move is to be pushed by those behind you and to gently collide with those in front. As you move, your hand brushes the sodden garments that cloak the dripping people around you. You feel the clammy hands of your neighbour which catch as they rub against your skin. Estella Raes, Year 12

Eashani Chauhan-Panchal, Year 11

Emmanuele Holmes-Cutting, Year 13

PAGE 46➜47

Sarah Breuleux-Cook, Year 11

Emma Cenderello, Year 11 Sophie de Ville de Goyet, Year 13

w w w.b rit is h s ch o o l.b e


Rebecca Cusseaux, Year 13

Tim Nergaard, Year 11

Monika Kuczynska, Year 11

Caterina Bartolloni, Year 11

Sophia Henig, Year 11

Chloe Lopez, Year 11

Alvaro Cravero Baraja, Year 11

Sarah Wake, Year 11

PAGE 48➜49

Poetry competition winners


ar 8

ry, Ye



ca, Ye


ar 10


May 2017 Issue 8


Plus: Ideas for your gap-year and experiences, articles and opinions from students worldwide.

BSB Secondary students won two of three categories in the prestigious COBIS (Council of international schools) Student Poetry Competition in June 2017. Year 8 student Zachary was awarded first place in Category B: age 11-14 and Year 10 student Jessica took first place in Category C: age 15-19, competing against students several years older.

This year the annual competition attracted 288 entries from 73 international schools across the world, which were divided into three categories based on age. We are incredibly proud to have two talented students awarded first place for their mature and emotive responses to the set theme of ‘My Country; How I See It’. Zachary and Jessica’s award-winning poems appeared in the May edition of World Student Magazine. They are also available to read on the COBIS website. w w w.b rit is h s ch o o l.b e


Souvenirs d’enfance YEAR 7 BILINGUAL CLASS

Two students from the Year 7 bilingual class share their childhood memories during a task focusing on their use of verbs of perception and the past tense. Quand j’étais plus jeune, à l’école maternelle, nous avions un doudou qui se nommait Panouki. Je n’arrêtais pas de le regarder car j’avais très envie de le ramener à la maison. Ce panda était noir et blanc comme un panda géant. Au toucher, ses poils étaient doux et ras. Un week-end, j’ai été choisi pour l’emmener chez moi et m’en occuper. Le jour où la maitresse m’a dit : « Gabriel, c’est toi qui le prends cette semaine », j’étais étonné et ravi. Le soir, je l’ai mis dans mon lit pour dormir et j’ai senti l’odeur agréable qu’il dégageait. C’était un mélange de lavande et de lessive Carolin (qui sentait très bon). Je voulais lui mordiller l’oreille mais je trouvais que c’était sale car tous mes camarades l’avaient probablement fait ! Il ne faisait pas de bruit. En appuyant sur son ventre, je lui parlais tout le temps. Je l’ai gardé avec moi toute la journée pendant deux jours. J’ai été triste de le ramener à l’école le lundi suivant, mais j’étais content qu’un autre de mes amis puisse aussi en profiter. Merci Panouki ! by Gabriel Sané illustration by Ximena Munoz

Quand j’étais petite j’avais les cheveux d’un blanc éclatant et une frange qui me couvrait les yeux. Mon amie, Pirate avait les cheveux turquoise et des tresses roses et mauves. J’avais les yeux bleu clair avec une peau pâle, elle, au contraire, avait la peau noisette et les yeux dorés. C’était une amie incroyable, elle pouvait voler et avait des super pouvoirs. Pirate m’emmenait souvent, sur son dos, dans des pays lointains. On jouait dans des champs de tulipes qui sentaient le printemps, et dans des forêts qui avaient des feuilles douces comme le satin. Mais un jour, une copine à moi est venue à la maison et je lui ai présenté Pirate. Mon amie s’est arrêté de parler et a demandé à ma mère de la ramener chez elle. A l’école, elle ne m’a plus adressé la parole. Je n’ai pas vraiment compris pourquoi, mais je m’en moquais un peu. Pirate continuait à jouer avec moi mais au fil du temps, elle a commencé à venir de moins en moins. Et moi, j’avais de moins en moins de temps pour elle. Pirate a commencé par enlever ses tresses et ses cheveux sont devenus bruns. Elle avait perdu la capacité de voler. Le jour où ma petite sœur est née, elle est partie sans rien dire. La dernière fois que je l’ai vue, elle était redevenue comme avant mais ses cheveux et ses vêtements avaient vieilli. Elle m’a fait un petit signe discret de la main avant de se dissoudre dans l’air en mille minuscules morceaux. by Sterre Libon illustration by Alix Lander

PAGE 50➜51

DRITI SHAH, MBITJITA MBUENDE and FREDDIE C talk about their participation in the annual BSB Poetry Slam, the help they received from guest poet ANDY CRAVEN-GRIFFITHS and the challenges they faced in performing their own poems in front of the school.

‘I wanted to prove myself’ POETRY SLAM

Freddie: This was my first poetry slam. I had been in a poetry competition before, but nothing like this. Mbitjita: I’d never done anything like this before. Driti: I had never even spoken poetry aloud, I don’t think. Mbitjita: I saw it as an opportunity for me to express my feelings, to get things off my chest without having to talk about them directly. Driti: My English teacher encouraged me to do it and, because I had never done it before, I thought I would just go for it.

w w w.b rit is h s ch o o l.b e


Freddie: I loved constructing the poem, but having to speak it aloud really helped me to get behind each word and think about what I wanted the poem to mean. Driti: My favourite part was definitely getting up there and performing in front of everyone. It felt really exciting. Freddie: The nerves kicked in at the beginning of the day, but once I got to the event, and saw all the people there and the mascots from each house, I started to feel really proud. Driti: For me, I was excited at the start of the day, but, come lunchtime, I felt so nervous, but I got through it and, once I had finished, it felt really good, like I had really achieved something. Mbitjita: I kind of wanted to prove myself. I wasn’t nervous about speaking aloud, but I was hoping it would go well. I was proud when I heard the clapping after I had finished. Driti: I went to one of the lunch sessions with Andy, who taught us how to memorise the poem. Freddie: Andy showed me how to do ‘power’ writing, without taking the pen off the page, which was really fun and helped spark lots of ideas. Driti: Coming up with the topic, the very first sentence, was really difficult. I had no idea what I wanted to write about and I tried writing about so many different things, like home and friendships, but once I had my first sentence I was fine and everything developed from there. Freddie: My family was very proud that I took part. I was relatively new to the school at the time, so having all this encouragement from people I hadn’t known for very long was great. Mbitjita: I kept it a secret from my Dad, but he still found out. I think he was shocked, but said he thought it was a really good poem. Driti: My friends made me repeat my poem to them so many times and they gave me lots of advice about what I could improve. Mbitjita: I was so nervous about performing on the Wednesday evening in front of all of those authors. I was trembling, but it was great that they liked what I did. Driti: The whole challenge gave me a real insight into how poetry can be structured and how to put those feelings and emotions into a particular form. Freddie: It changed my view of what counts as poetry and how it’s a powerful way to make yourself heard. Mbitjita: I’ll definitely do it next year. Having a new way to express myself felt really good. Freddie: I never thought I would be able to learn anything by heart in such a short space of time. Driti: I found the whole experience amazing and I hope I get the opportunity to do it again.

PAGE 52➜53

This year saw the publication of the first BSB short story anthology, ‘Paper Planes’. A launch event marked this special occasion, with readings from the book and some atmospheric live music. English Subject Captain, JASMINE KENNY, wrote the foreword for the anthology, an excerpt from which is featured below.

Paper Planes F E AT U R E

All of us in the Secondary School were set an optional creative writing challenge: to write a short story, of no more than eight hundred words, on the theme of ‘power’. All of the entries were read and discussed by a small group of Post-16 English Literature students who decided on the shortlist of stories to be included in our final anthology. The theme of ‘power’ was chosen to mark the four-hundredth anniversary of the death of Shakespeare, whose plays w w w.b rit is h s ch o o l.b e

often dealt with power in different forms. All of the stories submitted were completed independent of lesson time and without any help or guidance from our teachers. This freedom allowed us each to produce our very own story, in our own voice. One of the most impressive and inspiring aspects of this collection is its diversity and the scope of the different subject matter, genres and writing styles it features. Each of us has developed and incorporated a part

of ourselves into our writing, either directly through the use of our own experiences, or more subtly in the range of emotions experienced by our characters. Ultimately, this collection has been a way for us to expand our curiosity in the written word beyond the curriculum and has provided an opportunity for our creativity and individuality to flourish.




Politics Subject Captain SEBASTIAN VANDERMEERSCH recalls an enlightening and entertaining day at the annual A-Level Politics Conference in London.

The trip was an incredibly valuable experience to us as it expanded our knowledge and understanding of British politics.

After an early start and a two hour journey on a cold December morning, five Year 12 Politics students arrived for our tour around the Palace of Westminster. The tour was interesting as we got to walk through the Houses of Parliament. It was here that we were reminded it was strictly forbidden to sit down 'unless you were an elected MP for your constituency' by a strangely combative tour guide, who seemed more interested in the Royal Family than anything else. She almost certainly had an Elizabeth II tea towel. This was followed by the annual A-Level Politics Conference in Westminster Central Hall, close to the Houses of Parliament.

Getting there was more difficult than planned due to protests in front of the Supreme Court during the Article 50 ‘Brexit case’ hearing. Many ‘big name’ politicians attended the conference, including Jon Bercow, the Speaker of the House; Hilary Benn, the Chair of the Exiting the European Union Select Committee; and Alan Duncan, the Minister of State for Foreign and Commonwealth Affairs. Needless to say, the student who asked Hilary Benn if he had betrayed his late father by campaigning to stay in the EU, was given short shrift, even providing one of the highlights, as said questioner had to trudge back to his seat whilst thousands of eyes stared in judgement.

In the afternoon we also got to hear from (then) UKIP’s only MP Douglas Carswell, who, amongst others, was hammered by questions from the student audience. Apparently UKIP aren't popular in London. The conference allowed us to see views on the issues of the day, which mainly consisted of the US President Elect Donald Trump, the rise of right wing parties across Europe and, lurking in the back of all British politicians' minds, Brexit. The trip was an incredibly valuable experience to us as it expanded our knowledge and understanding of British politics.

PAGE 54➜55

Tapestry interviews BSB Trustee PETER PANTLIN.

Peter Michael Pantlin INTERVIEW

Peter M. Pantlin is the youngest son of the late Sir Dick Pantlin C.B.E., the founder of The British School of Brussels. Peter was born in Brussels and educated in England as there was no British school in Brussels at that time. Following a very successful career in banking in London, Hong Kong and Paris and in financial public relations, Peter has now become very involved in the energy sector, notably in renewables and climate change.

Sir Dick Pantlin C.B.E. founder of The British School of Brussels

w w w.b rit is h s ch o o l.b e

How long have you been a Trustee at BSB? Needless to say, I was delighted and extremely pleased to be invited to be a Trustee of the school some years ago. Having witnessed, at first hand, the BSB project unfold in my Father’s study through trials and tribulations and develop from the 1960’s onwards, into the phenomenal success of today. I am also honoured to be associated on the Board with many extremely prominent current and former business men and women, politicians, education experts, and diplomats. All these individuals bring a wealth of experience, expertise and diversity to the meetings of the Board of Trustees. I have enjoyed working with all of them and especially with Tony Beck who assisted my Father for many years, but also delighted that two very talented people have recently agreed to join the Board: Benoit Dumont and Catherine Bradley. I am totally convinced that both will contribute enormously to the future of the school. Whilst Board meetings are infrequent, we are all kept fully abreast with school activities and developments.

The challenges of establishing BSB. Two accomplished businessmen very ably assisted my Father: Mike Goodman and Leslie Firman, together with many others on a totally voluntary basis whose names do not appear on any roles of honour. Many potential donors told the trio that they were embarking on an impossible project, but this spurred my Father, whose moto from the Duke of Wellington was “He who declares a thing impossible registers his own incapacity….” The team were very ably assisted by my own previous Headmaster, Tony Eggleston O.B.E. in the selection of Alan Humphries, as none of the founders were educationalists. Raising the required funding, as neither British nor Belgian Governments were supportive was a major challenge. Fortunately British business and a number of individuals came to the fore and to this day the guidelines of the founders have remained in place and the school has never borrowed a Franc nor Euro. Location was the next challenge. Playing golf has many advantages and it was on the 19th, that my Father realised that he had been playing on a course that belonged to the Donation


For the last 47 years, the school has adapted extremely well to the changing economic and world political order, to the needs and demands of parents and staff and I am very confident that BSB will continue to develop, innovate, expand and thrive... Royale, hence a visit to their offices the following day, delivered the current brilliant surroundings, which interestingly, and totally coincidentally, had been earmarked for educational purposes. Obtaining Royal patronage in the early days, was also important and visits by the H.R.H. the Duke of Edinburgh and the late King Baudouin were very much appreciated by parents, staff and students. Can you talk about some of the initiatives the Board has been involved with? My Father, albeit a former Royal Marine Officer, was not a great nor keen swimmer, but one of his key wishes, at the outset for the school was to have its own swimming pool and sports complex, the Board has clearly been very involved in the approval process of the superb Jacques Rogge Sports Centre. Apart from buildings and infrastructure, the school has been at the forefront of technology and the digital age, another passion of Sir Dick. He was a pioneer user of personal computers and the fact that the school endorsed the early use of ipads for the students, was another

clear sign that the establishment was moving ahead of its peers and well into the 21st century. Last but not least, and crucially important, the Board ensures that strict corporate governance prevails. What do you see as the major challenges for the school 2020 and beyond? For the last 47 years, the school has adapted extremely well to the changing economic and world political order, to the needs and demands of parents and staff and I am very confident that BSB will continue to develop, innovate, expand and thrive, but resting on our laurels was not the ethos of the founders nor on the minds of the current Boards. British core educational values, exceptional staff and international stakeholders have been key ingredients to the success of the school. I believe that developing an active alumni will also be most important for the future. Pioneering has been a hallmark of the school and this momentum will continue, irrespective of what the forthcoming Brexit discussions will throw at us all. Peter M. Pantlin

PAGE 56➜57

A subject with latitude GEOGRAPHY

This year’s Geography Subject Captain, JULIETTE MENNICKEN, offers an insight into one of the most vital and relevant subjects BSB has to offer.

I chose Geography for my IB diploma as I have always had an interest in learning about how we interact with our environment. Geography is an extremely broad subject covering huge topics from globalisation and disparities in wealth and development, all the way to hazards and natural disasters. In addition to this, and of real interest to me, is that it includes the subject of sustainability and the effects unsustainable practices can have on all of us. The Geography Department also offers a varied and engaging enrichment programme: from clubs about woodland management to Fairtrade club. In the latter, we aim to help raise awareness of the unfair working practices which still pose a threat to many people around the world. We have worked extremely hard to raise awareness of Fairtrade at our school, including successfully managing to introduce new sports balls. In fact, this w w w.b rit is h s ch o o l.b e

We have welcomed some inspirational key note speakers in the Geography Department to challenge and extend our thinking... Charlotte Isaksson, the NATO Gender Advisor, who I personally found extremely interesting as she spoke about many issues relevant to me and my peers. year’s ISST rugby event, hosted by BSB, featured exclusively Fairtrade rugby balls. The Global Concerns group has also been pushing for a school free of plastic bottles to decrease our plastic waste, which has disastrous effects on the environment. In addition to this enrichment, we have welcomed some inspirational key note speakers in the Geography Department to challenge and extend our thinking.

We have had Simon Ellis, from the World Bank, and Charlotte Isaksson, the NATO Gender Advisor, who I personally found extremely interesting as she spoke about many issues relevant to me and my peers. The Geography Department are incredibly friendly and are always eager to welcome students to the subject and to their enrichment activities.


By CLAIR DRAPER, Year 2 Learning Improvement Leader.

Every picture tells a Story YEAR 2 MUSEUM VISIT

In May, Year 2 went on an art exploration trip to the Magritte Museum, as part of their Integrated Learning Theme (ILT), ‘Every Picture Tells a Story’. Prior to going, the students researched Magritte and had enjoyed looking at his surrealist art. It was great for the children to see some of the paintings in real life and to look at some new ones as well. They talked about the ways in which Magritte used his imagination to create unusual pieces and sat and looked

at groups of paintings, thinking about what was similar about them and the themes that occurred in the paintings, such as clouds. The children carefully assessed the ways in which Magritte made his paintings surreal and concluded that they liked the ways in which he changed everyday situations to make them look different. The children had the opportunity to view the paintings close up and at a further distance.

It was great for them to look closely at the intricate brush strokes and then step back and look at each painting as a whole. As such, they were able to compare some paintings, looking at the ways in which Magritte created similar paintings with some different details. For many of the children this was their first experience of an art gallery and they had a great time. They were all excellent art critics!

Surrealism is the immediate knowledge of reality. René Magritte, (1898-1967)

PAGE 58➜59

Tapestry interviews JACQUES SOLVAY, Year 13 BTEC Hospitality student.

Honing the skills of our future hoteliers B T E C H O S P I TA L I T Y

l’orange. If he had to choose a favourite book, it would be from the library of cookbooks he has collected and being gifted by family over the years. When thinking about his secondary school career, he recalls Food and Nutrition classes being the highlight of his week so BTEC Hospitality was a natural course choice for Jacques.

Jacques is seventeen and has two sisters, including his twin sister Margot. An extremely easy going and respectful teenager, Jacques describes himself as energetic, talkative and inquisitive. He is bilingual, speaking both French and English and when not studying, likes to spend his free time trying new recipes, watching a variety of shows on Netflix and of course, socialising with his friends. Jacques was born in Paris, France and has lived in both Germany and Switzerland before settling in Belgium at the age of six. He has been a student at BSB since Year 1 and is now in his final year studying Media Studies, BTEC Hospitality and enjoying CAS sports. This year his is also part of the cast of the drama production ‘Little Shop of Horrors’. Jacques has always had a real passion for cooking, especially French cuisine and is currently perfecting his take on duck w w w.b rit is h s ch o o l.b e

BSB offers the option of BTEC National Hospitality as part of the BTEC route to higher education. The course is assignment based and involves practical cookery and use of ICT. At this level, the course provides an opportunity to study the wide and varied aspects of the hospitality industry, something Jacques was keen to explore, to gain a well-rounded understanding of the industry. Some of the modules include ‘Principles of supervising customer service performance in hospitality’ and ‘Planning and managing a hospitality event’. BTEC Hospitality students develop a range of skills and techniques essential for successful performance in working life. Jacques is dyslexic and while this has been a challenge in the classroom where he has difficulties reading and writing, he has put in a lot of effort, given himself time and found alternative means of working using technology, such as apps for dictation. Jacques was keen to develop his talents and hone the practical skills learnt in the

classroom and joined the BSB Campus Events team over a year ago. He has since had the opportunity to work at various school events including the opening of the Jacques Rogge Sports centre, the Alumni Reunion, Ambassador’s Dinner, the Board of Governors’ luncheon and many more. At these events he has proven himself to be a fast learner with a keen eye for detail and has excellent people and service skills. Typical duties at these events mirror the roles of hosts and waiting staff in restaurants and include guest ushering, bar service and table service. The BTEC students are also often invited to prepare and serve gourmet desserts for various events and these assignments form part of their practical course assessments, under the module ‘Advanced skills & techniques in producing desserts and petits fours’. Jacques has enjoyed the work experience on the Campus Events Team, getting to know the various roles, being able to evaluate his current skills and learn how he can improve. He has also had the opportunity to work alongside well known Belgian and French chefs at a charity event at the Bordet Cancer centre. Jacques’s dream is to work in the Hotel and Restaurant industry and is currently applying to Hotel Management Schools in Switzerland


including Les Roches International School of Hotel Management, Glion and the Business Hotel Management School, Luzern. His advice to aspiring BTEC students is to get as much work experience from school events as possible, as it will give them a good view on what jobs in the Hospitality industry will entail in the future.

Jacques advice to aspiring BTEC students is to get as much work experience from school events as possible, as it will give them a good view on what jobs in the Hospitality industry will entail in the future.

We wish Jacques every success in his final year here at BSB and his future (hotelier) career!

An interactive English book launch for Year 3 YEAR 3

LIZ THOMAS, Year 3 Learning Improvement Leader writes for Tapestry. Year 3 arrived in school in September to an amazing interactive launch for their new English book, ‘Flotsam’ by David Wiesner. The children sifted excitedly through the flotsam found floating on, or washed up by, the sea, predicting and exploring their way through the engaging display. This wonderful story tells the tale of a magical undersea world through the eyes of an underwater camera found and returned to the sea by different people through the ages. In this wordless book, the pictures do all the talking as the children use their imagination to retell the story in their own words. What wonders will they find? Time will tell... PAGE 60➜61

TA P EST RY M A G A Z IN E I Nº 7 I 2017


BSB becomes a

'Play Unified' friend BSB has enjoyed a 25-year relationship with the Special Olympics Belgium and earlier in the year, BSB became a ‘Play Unified’ friend. As part of this partnership, BSB students are planning and organising the opportunity for Belgian Special Olympians with intellectual deficiencies to join BSB athletes and practice sports together using the sports facilities at the school. In particular, we are very excited about the forthcoming Swimming Gala that will take place in December in the Jacques Rogge Sports Centre.

“We are very proud to be a ‘Play Unified’ friend as we share the philosophy and the values of solidarity, respect and integration with Special Olympics Belgium. BSB is actively involved in enhancing social integration and reaffirming the acceptance of people with disabilities,” said BSB’s Kim Burgess, External Relations Director.

The International Award Gold Assessed Expedition


CAS week in June 2017 saw 14 Year 12 and 13 students embark on the pinnacle of the Duke of Edinburgh’s International Award scheme. The Gold Assessed Expedition challenged the students to complete a four-day walk covering 80km over the Brecon Beacons in Wales. The students climbed over 2,500 vertical meters over five of Wales’ most beautiful Fans. They also carried all the food and equipment needed for the full four days, only being replenished with water. Even with challenging climbs, extreme heat and testing navigation when the weather closed in, the students demonstrated real determination and team work to complete the expedition. It was a fitting finale to the preparations and training these students have completed throughout their award.

PAGE 62➜63

www. br i t i s h s c h ool . be

www.ubi.edu BE PREPARED FOR A CHANGING WORLD Next Academic Intakes : February 5 & September 10, 2018 UNITED BUSINESS INSTITUTES - BRUSSELS Avenue Marnix, 20 B-1000 Brussels Tel. 02 548 04 80 info@ubi.edu

UNITED BUSINESS INSTITUTES LUXEMBOURG Campus Wiltz - Château de Wiltz L-9516 Wiltz - Luxembourg Tel. 00 352 27 99 01 82


• The opportunity to study Business in Brussels or Luxembourg. • Small classes taught in English by business professionals. • Strong academic course of study plus practical training. • Yearly in-company internships. • International environment. • Programmes validated by Middlesex University London. The students will be awarded a Middlesex University London degree on successful completion.

Deur, potlood, papegaai, knuffelen PRIMARY

Tapestry talks Dutch with CAROLINE STALMANS, Primary School Dutch Language Teacher. Most teachers at BSB will tell you that their subject is a pleasure to teach in our vibrant international surroundings. A school such as BSB offers an audience that many teachers envy us for. This is not only due to the variety in nationalities but also the number of languages most of our students speak. Being a language teacher is therefore, in this educational hotspot,

w w w.b rit is h s ch o o l.b e

a challenge, but one that I for so many obvious and also less evident reasons love. In a way I feel like the ambassador for the Dutch language and I do hope that I can pass on some of the passion I feel for my native language. One hour a week Ursula Maley and I pull open our registers to teach the Upper


Primary children some new words, expressions or some basic grammar. In many ways we try to keep the lessons as active as possible. The great thing about BSB is that teaching languages is never dull and that that the students have so many ways of adding their own style to the outcome of their learning. In the last three years we have also received a greater number of native speakers in the school. This, in combination with the school’s 2020 vision has resulted in a different set up in the language department. Native speakers and those children that demonstrate a great active interest and talent for the Dutch language are further challenged in tailored lessons in smaller groups.

The great thing about BSB is that teaching languages is never dull and that that the students have so many ways of adding their own style to the outcome of their learning.

Language lessons also include learning about the local culture, national holidays and typical traditions. Singing songs, investigating Dutch speaking authors and illustrators, listening to stories, Dutch and Belgian art and preparing Dutch or Belgian sweet delights are only a few of the activities where we try to challenge the children. So yes, we are once in a while to be found in the DT room where we turn on the oven and heat up our culinary related Dutch vocabulary.

inspirational place such as this school. We as language teachers firstly wish to stimulate language awareness and push every single student, at any given time or moment forward at this and in any skill. Learning a language is not only about speaking it, but also about finding out more concerning the cultural aspects, similarities and differences between languages and the grammar too.

Living in a nation such as Belgium is fascinating and the wealth of languages can be considered an asset. Not only is French spoken by many but also Dutch. BSB is located in a commune on ‘the border’ of these two languages and as such, offers our students many ways of putting their Dutch into practice. In the last five years, the subject of Dutch underwent some major changes at BSB which is part and parcel of teaching at an

The aspect of technology is another fascinating aspect of language learning that we here at BSB have embraced fully. Not that the iPad replaces all aspects of learning, but rather it helps us to enhance the learning. Online dictionaries, educational apps to practice our grammar and vocabulary, Bookcreator to register our learning in a more personalized and colourful way, a Nearpod presentation, a fun Kahoot quiz, and putting together a presentation are some of the learning

activities that certainly have spiced up the subject on the technology frontier. Yes, we are aware that most people in this tiny nation will use other languages to get by, but the cultural enrichment and the opportunities Dutch language learning offers is something we at BSB take very much to heart. Presenting themselves, ordering their ‘ijses’ or ‘brood’, singing a typical Sinterklaas-liedje, listening to Dutch/Belgian stories, baking ‘koekjes’ and writing poems, are a few of the activities that we hope will build culturally aware students. So yes, Dutch in Primary at BSB is alive and kicking! We might not be the biggest department in the school but we have felt the impact of Dutch and believe it really does enrich the lives of our students and that of ours, the teachers, as well.

PAGE 64➜65

Tapestry interviews alumna SHANNON GIRVAN for Tapestry.

Illustrious illustrator! ALUMNA

I made the black and white images as prospective internal illustrations for the book “Storm Thief� by Chris Wooding. They were an experiment for me to see how far I could push using a felt tip and watercolours. Every different shade and object in the images was drawn in black pen on separate sheets of paper; they were then scanned into a computer and overlapped in Photoshop. At first, it appeared as a black square on the screen so by changing the transparency of each layer all the different tones began to show and after adding some watercolour textures they were finished. It was a fun process because I could not see what I had drawn until it was finished.

Tell me a little about your time at BSB. I studied Art and Design, Media Studies, Textiles Technology and I did AS English for a year. I graduated in 2013. What did you do when you left BSB? After graduating, I decided to go to Falmouth University to study the UAL Diploma in Art and Design for a year. A course that lets you try out a whole variety of disciplines and gradually becomes more specialised. I chose to do this as I was quite sure I wanted to do Illustration but I wanted

w w w.b rit is h s ch o o l.b e

to have as much experience as possible in different types of Art before specialising as well as being sure that it was the right course for me. I finished my course in 2014 with distinction and applied to Illustration at Falmouth University. The Illustration course was similar to the Foundation where it was very heavily tutored to start with but eventually I was able to write my own briefs and projects and the final year was fully self-directed. I am graduating in July with a 2:1 and I chose to specialise in young audience and narrative illustration.

What are you doing now? Since my course ended, I started preparing to move to Belgium while applying for jobs in the UK, as my accommodation contract in Falmouth was ending. Before I left, I sent an application to a Company called Twinkl, who were looking for an Illustrator. They make educational resources for teachers to use such as worksheets and PowerPoints. I moved out of my flat and the same day went for the interview in Sheffield. It was a very cool interview! It took around five hours and most of that


was a drawing task with a regular interview and portfolio review in the middle. It was a nice first interview, everyone there was lovely and they said they would email me back with their decision. I spent most of the next day desperate to check my emails but because of moving house, I had to wait until I was on the Dover to Calais ferry to use the Wi-Fi. Just as the ferry left England I saw the email offering me the job, I was so happy I cried in front of all the tourists! The job is at the Sheffield HQ and I am starting at the end of August.

Tell us a little more about your work at TWINKL. When I start work, I will be illustrating for Key Stage 2 (Junior School). The resources that Twinkl make have many illustrations such as diagrams, colour in sheets and decorative spot illustrations to make them more exciting to use. For example, you could download a worksheet on Ancient Rome and it might have a cross section of a house or a diagram of a Roman soldier with all the equipment illustrated in full colour. I am excited to get started as I will

be able to draw for a young audience and knowing that the drawings will be helping someone learn is really rewarding. Where do you get your inspiration? I have always found video games and movies inspiring as well as comics, children’s books and children’s cartoons, anything that tells a story with pictures, especially sci-fi and fantasy. I love the character designs and settings that people invent.

PAGE 66➜67

By ROWENA JACKSON, Art & Design Teacher.

Teen yoga and mindfulness at BSB


The everyday pressures of school and homework can be overwhelming, and increasingly, due to the world of technology and the internet, many are forgetting the true basics of relaxation. Yoga, an ancient art form, can strengthen the harmony between the body and mind and create a greater sense of patience and balance. Hugo, Year 11

Yoga and mindfulness have been described by many as a quiet revolution in the way the world is evolving. The development of a reflective, positive and loving approach to ourselves and our environment is one which is in the process of being fostered by the school through the introduction of Teen Yoga and Mindfulness into the PHSE (Personal, Health, Social, Education) curriculum and through after school provision.

w w w.b rit is h s ch o o l.b e

Ellie from Year 9 writes about her experience: “When I do yoga, I feel calm and at peace. I forget all the stress and work of the school day and can relax. After a session, all my body has been stretched and relaxed. My muscles are toned. Doing yoga makes me forget all my worries and I can breath into my inner self. Doing yoga makes me feel stronger as a person, and at one with my body.�


Liza becomes U-18 Ju Jitsu World Champion SPORT

We were proud to have a new champion at BSB: Liza Kolev, Year 11, became U-18 Ju Jitsu World Champion in the -63kg category at the World Championship for Aspirants and Juniors (U-18/U-21) in Athens in March 2017. Liza’s first-place win earned Belgium the gold. The event was organised by JJIF, the International Ju-Jitsu Federation. Liza previously won silver at the IBJJF European Jiu-Jitsu Championship in January 2017, which was her first tournament competing as a blue belt. A first-place win at the JJIF World Championship is an incredible achievement for which we warmly congratulate Liza.

PAGE 68➜69

Tapestry interviewed both Michaela Rodrigues and Ariwan (Une) Isarangkun Na Ayuthaya both rising sporting stars in the Primary School.

Resilience, Courage and Confidence INTERVIEW

The three learning profile words that two of our Primary sporting stars live by... Michaela is nine years old and was born in Australia where she joined baby gym at the tender age of four and very quickly displayed a natural talent for the sport. She then moved on to the Waverly gymnastics club where she began competitive gymnastics at age six. Her family moved to Belgium when Michaela was seven and she immediately joined the BSB gymnastics squad as well the local Europa gymnastics club. Michaela says she loves gymnastics because when on she is on the gymnastics bars and doing tumbles, she feels like she is flying. She trains several times a week at BSB and at Europa gym and has won several ribbons and medals in local and international competitions. In her downtime (which she points out is not much!) she enjoys playing with her dog Pippa and having friends over to play.

Michaela, a natural gymnast

w w w.b rit is h s ch o o l.b e

Michaela looks up to her former coach and olympic gymnast Georgia Bonora as well as Larissa Miller, also an artistic olympic gymnast, whom she trained with back in Australia. She credits her mother Emma Dorward, as always being there for her, taking her to practice and giving her good advice, from her own knowledge as a dancer.

Michaela says that to a be a great gymnast you must be strong and flexible especially to do splits! You must be respectful of your coach and fellow gymnasts, to listen to their advice. Ultimately, you must be confident and trust your abilities because if you are scared, you just can’t do it! Her gymnastics ‘career’ has not been without challenges. Michaela suffered a major injury in January of this year when she broke her arm on the gym floor. This put a halt to any gymnastics training for months, while she recovered. This challenge however taught her a lot about resilience, courage and trusting her abilities and saw her through to one of her proudest moments, winning 2 gold and 2 silver medals at a gym competition at the British School in the Netherlands earlier this year. This year Michaela is working towards participating in ISGA and Europa competitions. Michaela would one day like to be a gym coach as she believes she can inspire younger gymnasts and give them good advice because she has been through it. Her advice to other girls and boys wanting to be gymnasts is ‘work on your strength, be persistent and believe in yourself!’


Michaela would one day like to be a gym coach as she believes she can inspire younger gymnasts and give them good advice because she has been through it. Her advice to other girls and boys wanting to be gymnasts is ‘work on your strength, be persistent and believe in yourself!’ Une is ten years old and was born in Switzerland where her family lived for a few years before moving to their home country, Thailand and finally relocating to Belgium when Une was seven years old. Une joined the Dolphins swimming club in Year 3 and started swimming competitively just one year later. Une likes swimming because it is fun, she is competitive and can get lots of experience at the various swim meets she attends. Une trains three times a week at BSB and twice at 07.00! She finds this challenging but she likes to look at it as an opportunity to perfect her technique. Last year she competed in several swim meets with other schools in Belgium and Luxembourg where she won several medals. The highlight of her year was breaking 3 swimming records, two with her team mates in the freestyle relay and medley relay. Her proudest moment however, was breaking the record in the 50 m U10 girls breaststroke with an incredible time of 46.73 at BJC in March.

Une, a talented swimmer

Breaststroke is her favourite stroke but she has had to work hard on her technique. Une recalls when she first joined the Dolphins she could not dive well and did a belly flop. Her coach trained her separately

and she had perfected her diving to be able to participate in competitions within a year. Une is confident in her abilities and likes critical feedback from her coach and her mother, Chaisupa Isarangkun Na Ayuthaya, as it helps her improve. In her free time Une enjoys listening to music and hopes to one day be a doctor so that she can help people. Her biggest supporters are her parents but not her brother, whom she humorously shares loves football, not swimming! To be a good swimmer, Une encourages other children to work on their speed, technique and be happy to wake up really early to train!

Une trains three times a week at BSB and twice at 07.00! She finds this challenging but she likes to look at it as an opportunity to perfect her technique.

PAGE 70➜71

A night to remember BSB VOICES

One of the speakers from the inaugural BSB Voices event, ASHLEIGH CRAIG, shares her experience of presenting on the night. Speaking at BSB Voices was an exhilarating experience. At first I was hesitant to audition, but after attending an Amnesty International meeting, where I spoke about the role of albinism in African and Western societies, I felt more confident to share my views to a wider audience.

I have always struggled with accepting my albinism but this experience helped me to come to terms with the challenges I face. I am extremely grateful for having had this opportunity and I recommend getting involved to anyone who feels they may have something to share. BSB

Voices allows you to gain confidence and express your opinions to an audience who are interested, engaged and accepting.

BSB Voices allows you to gain confidence and express your opinions to an audience who are interested, engaged and accepting. MERIT KUUS and AISLING VALLELY, CAS students responsible for BSB Voices, gives an insight into the organisation of a memorable evening. From the beginning, back at the start of the school year, we put ourselves into groups of different skills: marketing, music, speakers’ supervisors and organisation. As part of the organisation team, we each had responsibility for the planning and carrying out of the actual event. We designed the stage in the Brel Theatre, taking technical details into account, including lighting and stage positioning. We made sure the space was booked for rehearsals and ready for use. With a large list of enquiries, including necessary camera equipment, roster blocks for the stage and management of the PowerPoint slideshow, we worked hard to stay focussed and deal with a range

w w w.b rit is h s ch o o l.b e

of unforeseen issues. We are indebted to Huw and the Campus Operations team for their assistance with all of this. We learnt a lot about about ourselves, and the abilities, attitudes and values necessary to manage an event on this scale. There were a few mishaps and bit of stress along the way, but we are so happy we were able to put on something so informative and entertaining for the school community.


concert for Brussels



‘What defines us is how well we rise after falling.’ Bea, Year 13

Year 13 students and Amnesty supporters, JANAN FOSTER and FELIX AVIT, write about the annual Amnesty concert which took on an added poignancy this year. For sixteen years the BSB’s Amnesty International group has held a concert on 21 March to mark the U.N.’ s Day of Anti- Racial Discrimination. This year, the date of the concert took on an added poignancy as it was to be held on the eve of the anniversary of the Brussels bombings on 22 March 2016 at Maelbeek and at Zaventem. We wanted at the start to capture the sense of what we all lived through as a group of friends and to make sure that the concert was uplifting and not maudlin, instead a coming together. To this end, it did not take too long to hit on the themes of ‘Friendship. Inclusion. Solidarity’. Once again seven

bands, duets and soloists collectively put on a concert where community and togetherness were on display on stage. Looking back we felt that, in a world of division, this was a concert that unified our Post-16 students and uplifted all those who attended. Out of the great suffering of many individuals, the music provided by the CAS band, and so many talented individuals, left us all with a time to reflect and to remember. This became a gig informally known as ‘A Concert for Brussels’ and we can emphatically say that this was a concert to pay tribute to our host city.

PAGE 72➜73



Learning Ladders are at the heart of assessment in Primary School at BSB. The booklets made their way into our classrooms last October, when the children saw them for the first time. Learning Ladders are booklets (for reading and writing), which contain a series of broadly hierarchical skills linked to the September 2014 National Curriculum end of year expectations for each year group. These are arranged in a ladder type format, with each skill being a rung on the ladder. These ladders were originally created by Hiltingbury Junior School, UK, as part of the Duke of Edinburgh (DfE) Assessment Innovation Fund for schools, to showcase assessment systems. w w w.b rit is h s ch o o l.b e


“Our system is designed to ensure that pupils can readily see their next steps in key reading and writing skills, as well as being able to keep track of the progress that they have made so far. This is easy to share with parents too. For teachers, tracking and target setting is all in one place.� Each subject is divided into different ladders that represent key skills. The ladder then has rungs, which show the key objectives that the children need to work through. Although the path of learning is never linear, the rungs set out a typical journey of learning. Teachers sign off the rungs as children achieve them as part of their everyday assessment and children can highlight to the teacher rungs they think they can prove they have achieved.

Children have real ownership of their target setting and enjoy the thrill of signing off a new rung. Here is what the children think: r Learning ladders help us notice things that you can't do yet but that you could do later, as it gives you a target. r Achieving goals makes us feel good. When we get three ticks as it gives us a feeling of accomplishment. r Learning ladders help us improve as we can see what we have left to achieve. Learning Ladders have made assessment a collaborative opportunity for the teacher and the child rather than something that happens to them without participation.


celebrate international day! PRIMARY

Year 1

PAGE 74➜75


Fabulous examination results with

record scores yet again! BSB is once again delighted with its 2017 examination results at Post-16 for A Level, BTEC and the IB Diploma. Our excellent grades, from students across a wide range of ability, have translated into brilliant university places worldwide on a large variety of competitive and exciting courses. Last year our IB Diploma results were a record. This year we have surpassed even those scores. Once more, all our IB students sat the IB Diploma and, for the fourth year in a row, all passed. Remarkably, 98% of those successful results were at 30 points or above (the world average is 40% for 30+ points).

Our average IB Diploma point score of 37 points was up on 2016’s record level IB Diploma pass rate for the fourth year running (compared with a world IB Diploma average of 79.3%)

achieved the Diploma with 40 points or more (against an IB world average of 9% last year) with two of our students obtaining 44 points

of our candidates obtained 36 points or more (compared with a 2016 world IB average of 21%)

of our IB students opted to take the Bilingual Diploma and all were successful

These results amount to our best IB Diploma results to date. w w w.b rit is h s ch o o l.b e


pass rate at BTEC

pass rate at A Level

A remarkable 72% of grades were Distinctions or Distinction* in BTEC

of A Level grades in at A/A* (above the national level of 26.3%)

pass rate for at Rock School

GCSE - A* passes stand at a superb 36% (6.5% higher than in 2016). Remarkably, just over 60% of grades were at A* or A, with 78% of grades at A*-B. Again, both of these figures are well above last year’s excellent (I)GCSE results.

BSB does not select students by ability. For many, English is not their native language. This makes success even more tremendous. The programmes are led by a highly committed and well-qualified team of teachers and our academic, university and pastoral support is organised throughout the two years to help individual students to be the best they can be and aim high.

PAGE 76➜77

Making waves COVER STORY

JASON FENG, Co-Subject Captain for Art and designer of this year’s cover of Tapestry, reveals the inspiration behind his work and the process he used to create such a striking image. Taking into account BSB’s new sports facilities, I thought carefully about water as a theme and started to explore how I could replicate water, or the sensation of water, without using any directly in my work. During my A Level course, I had been experimenting with melting heat sensitive Perspex sheets with a heat gun and thought that this could begin to resemble ripples of water. When I put the Perspex in the sunlight, its shadow looked exactly like the gentle movement of water. I scanned the sheet with blue paper underneath and, with this initial image, worked it in Photoshop to get the effect I wanted. Water gives me the feeling of peace when it is still, but then, when you touch the surface, the ripples become lively and strangely soothing at the same time. For me, water provides serenity and even acceptance and forgiveness.

ISSUE N°7 I 2017

Follow us on

Thank you to all our contributors Publisher: Melanie Warnes Editors: Kim Burgess I Phil Smith I Mukami Namu The British School of Brussels vzw Pater Dupierreuxlaan 1, 3080 Tervuren, Belgium Tel: +32 (0)2 766 04 30 - Fax: +32 (0)2 767 80 70 admissions@britishschool.be - www.britishschool.be

The most unique residential project a stone’s throw from Brussels. As a next-door neighbour of The British School of Brussels, Sterea is just a second away. Championship Course 18 holes

Apartments next to golf

Exclusive Penthouses

Exclusive Course 6 holes

Exclusive Villa’s

Luxury Hotel Apartments in park residence Family homes





www.sterea.be - +32 2 313 33 33 - info@sterea.be