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ISSUE N°6 I 2016

NEWS AND REVIEWS FROM IN & AROUND THE BSB CAMPUS


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TAPE STRY MAG AZ I NE I N º6 I 2016

In this issue... 12

25

28

49

04➜

Principal's foreword

39➜

06➜

Retrospective Farewell to Sue

The Best of Both Eye care, do you?

41➜

08➜

Reportage A year in photos...

Kindergarten The secret garden

42➜

12➜

Drama “Chicago” and all that jazz...

Interview Cuisine secrets

43➜

16➜

Science BTEC Applied Science at BSB

FoBSB Costa Cavell!

44➜

Feature Creative writing and art gallery

48➜

Primary Castles, cows and ice-cream!

18➜

Primary One new building opened, embracing our next challenge...

19➜

Event TEDx at BSB – No Boundaries

49➜

Event Book Week 2016

20➜

Update Jacques Rogge Sports Centre is open

53➜

Languages at BSB El español está vivo en BSB!

24➜

Interview Dr Jacques Rogge

54➜

25➜

Reportage The official opening of the Jacques Rogge Sports Centre

Competition Masters of Mathematics go mad in Cambridge

55➜

School trip The Silicon Valley tech tour

57➜

Curriculum The Early Years Foundation Stage

28➜

CWxRM Remembering, Helping, Reflecting and Connecting

59➜

30➜

Spotlight University successes

Interview Education's revolution

61➜

32➜

Music A Level Music Technology at BSB

Awards Duke of Edinburgh success

62➜

33➜

Exhibition Textiles

School Presidents All the President's women!

63➜

34➜

Exhibition DT

Primary Alumni reunion & website launch

64➜

35➜

Primary Our journey through the ILTs

BSB examinations Fabulous examination results with record scores for the IB Diploma at BSB

36➜

Alumni Stories: Turning passion into philanthropy

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


Principal's foreword Welcome to the latest edition of Tapestry, a rich cornucopia of highlights and achievements. This year has been marked by some of the best examination outcomes in the school’s history, an incredible student visit to Ghana through our Best of Both charity, to provide eye tests and glasses to dozens of children and numerous examples of student initiative, leadership and creativity. Not least was the absolutely terrific production of Chicago; a production characterised by professionalism, determination, team work and sheer talent. The year culminated with the opening of the Jacques Rogge Sports Centre this state of the art complex, comprising a 25m swimming pool, gym, sports hall, fitness suite and dance studio represents the most ambitious building project in the school’s 45-year history. The building is deliberately named after Dr Jacques Rogge who was the eighth President of the International Olympic Committee (IOC). In addition, he was a yachting competitor in the 1968 Olympic Games in Mexico City, Munich in 1972 and Montreal in 1976. He was also a member of the Belgian national rugby team.

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Dr Rogge opened the building in October 2016 and all were inspired by his humour and humility and his passion for sport. He emphasised the link between the values of sport and the values central to being a positive human being. He said;

“Sport is more than just an athletic performance or a game. Sport is an educational tool, both for the individual and for society as a whole.”


TAPE STRY MAG AZ I NE I N º6 I 2016

In her editorial in the 2014 edition of Tapestry, former Principal Sue Woodroofe wrote of the plans for the new building going back to 1972 when one of the school’s founders, Sir Dick Pantlin wrote ‘plans should take into account everything we will ever want to put on the site including a big gym and a swimming pool’. Over the years many in the BSB community have contributed to the vision of the Jacques Rogge Sports Centre and the celebration of the official opening was in part a tribute to them.

Every day is an inspiring learning experience at BSB and I hope that you enjoy the articles, creative writing and photos as much as I have. Enjoy this year’s Tapestry!

Melanie Warnes, Principal

Students are central to all that happens at BSB and the opening ceremony was no exception. Students performed, guided guests, made and served refreshments and our School President and Vice Presidents were an integral part of the formal presentation. A moving moment was when our six sports captains recited BSB’s version of the Olympic athlete’s oath. It strikes me that these values equally apply to almost all aspects of our approach to living and learning at BSB.

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Farewell to Sue RETROSPECTIVE

A selection of photographs of Sue over the years at Awards' Evenings, Book Week, Board meetings, events during the construction of the Jacques Rogge Sports Centre, with parents, staff and of course students.

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TAPE STRY MAG AZ I NE I N º6 I 2016

“I just wanted to pass on to you all my sincere thanks for everything you have given to BSB and me personally during my time at the school, as a mum and a colleague. Through the midst of my most emotional moments this week, some of you know I have been unable to construct a sentence, so please forgive me for the inarticulate moments. Suffice to say that it has been an absolute pleasure and privilege and I know how lucky I've been to work with such amazing people in this very special place! Keep enjoying BSB, it is a real gift!” Sue Woodroofe, March 2016

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

September ’15

November

December

Captions from top left: September 2015 FoBSB Coffee Morning to raise funds for Macmillan Cancer Support I European day of languages I Kindercrib Autumn walk. October Cavell House officially opened by Ambassador Alison Rose I Poetry Slam I Year 5 Production I STEM Day. November Year 3 – “Home & Away” I BSB celebrates Diwali I ISST Girls’ Football I Year 4 study “Ancient Civilisations” I

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TAPE STRY MAG AZ I NE I N º6 I 2016

October

Topping Out Ceremony as part of Project 3-2-1 I Dolphins Swim squad. December Kindergarten Nativity I Kindergarten Nativity I Year 1 Christmas I Kindercrib Sing-a-long.

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December

February

April

May

Captions from top left: December Baking Club I Primary Giving Assemblies I Upper Primary Intermediate Concert I Saint Nicolas visits Lower Primary. January 2016 Kindergarten new playground I Police visit Lower Primary. February Year 2 French Assembly I Lower Primary Carnival I Lower Primary Carnival I Year 4 Production I GCSE Drama Performance for Years 5 & 6. March Farewell to Sue (FoBSB have a party to say

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January ’16

TAPE STRY MAG AZ I NE I N º6 I 2016

March

June

goodbye with coffee and cake!) I Kindergarten Model Making I Kindergarten Model Making. April ECO Club in action I French Singer visits Lower Primary I Intermediate Spring Music Concert I Year 2 Art Workshop I Year 3 Production I Year 4 Chocolate Day. May Burying the time capsule I ISTA Trip to Munich I Year 9 Debating Finals. June Early Years Production I Early Years we're going on a bug hunt I Year 5 Music Assembly.

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Xxxx

DRAMA

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TAPE STRY MAG AZ I NE I N º6 I 2016

When you think of “Chicago”, you might conjure the name of Bob Fosse or even that iconic image of Catherine Zeta Jones all in black, then you might hear the strains of those oh so familiar tunes. I know our BSB Community, whenever they think of “Chicago”, will picture the sheer professionalism and talent of our students. What a joy it was to direct such a show with such a cast! From the singing and dancing talents of the entire ensemble to the lead roles, it is hard to single out individuals. The debonair Master of Ceremonies Arthur Brenninkmeijer, the cheeky rogue Fred Casely, played with aplomb by Harry Woodfin, the raunchy Cell Block Tango murderesses, Phoebe Thomas, Megan Nelson, Marite Kuus, Cathy Boland and Thea Monteiro Nunes Pesce all deserve a mention, as does Kerewin Parfitt’s captivating, worldy wise Mama Morton, the heartbreaking Amos Hart played beautifully by Jakub Chronowiat and the dazzling charm of Billy Flynn brought to spectacular life by Jack Chamberlain. There are two remaining students I would like to recognise and who will forever be Velma Kelly and Roxie Hart in my eyes –

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the stunning Mariana Monteiro Nunes and Georgia Crowe. The praise comes from a place of awe at having such students to work with at school level.

There were times in rehearsal when we thought we would never get there, when outside events prevented us from rehearsal, but the kindness and support of the BSB Community ensured we made it. There were times in rehearsal when we thought we would never get there, when outside events prevented us from rehearsal, but the kindness and support of the BSB Community ensured we made it. Standing there on the last night with Christi-Ann, the incredible musicians, the highly efficient technical and backstage crew, the dazzling costumes, lighting and set and those incredible performers, the final words of the ensemble were echoing in my head, â€œâ€Ś Oh I love my life and all that jazz!â€?.

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TAPE STRY MAG AZ I NE I N Âş6 I 2016

And a note from Christi-Ann, Musical Director‌ I would like to say a huge congratulations to everyone involved in this year's production of 'Chicago' which was a great success with a score of positive comments from our audiences each night.

outstanding students in such shows, but this year all 6 lead singing roles were totally committed and professional throughout the whole rehearsal process as well as simply outstanding in the performances.

We were under more pressure than usual this year, with our final weekend rehearsals having to be cancelled as well as school being forced to close for two days due to the terrorist threats in Belgium. The cast members were so dedicated to the show that they got themselves together as a full cast, kindly hosted by the Chamberlain and Whitehead families, and rehearsed during the days they were not permitted in school. This was such a great demonstration of teamwork and determination that I feel incredibly proud of all the students involved; this experience seemed to help bond the cast even more tightly together than before, which clearly came through in the performance.

This was not an easy show, which demanded conversations to fit in perfectly over passages of music, as well as the usual demands of acting and dancing. Precision was key and demanded a professional approach. The musical score was a challenge for the band, with tricky key signatures and modulations. Special congratulations go to students Nicole and Joshua on violin, Sam on French horn, Angus on trumpet and Hannah on flute and piccolo who rose to the challenge and played alongside the professionals, our visiting instrumental teachers.

I have to mention in particular the students taking the lead roles this year as they were the most professional group I have ever worked with in over 20 years of putting on musicals. There are always one or two

Well done to everyone for such a wonderful achievement!

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SCIENCE

Applied Science at BSB

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TAPE STRY MAG AZ I NE I N º6 I 2016

Once again BSB has reviewed its Post-16 curriculum portfolio and is extending it in September 2016. It is to provide a scientific course available and suitable for all students, regardless of their learner style or academic ability. BTEC National Applied Science: Level 3 Subsidiary Diploma course will complement the already successful BTEC programme running at the school, CHARLOTTE TUDOR, BTEC Applied Science Coordinator and MARIA SCHRAM, Faculty Leader Science and Technology, tell Tapestry more about the benefits of studying BTEC Science. Learning by Doing As with the current successful BTEC courses available at BSB, the ethos and emphasis of the BTEC National Applied Science: Level 3 Subsidiary Diploma course is ‘Learning by Doing’ and ensuring assignments are relevant to the ‘real world’. Wanting to know how and why things occur in your everyday life is a strong driver to learning and understanding the science behind them. All work is internally assessed and moderated with no final examination. Continuous assessment is at the heart of BTEC courses and is a wonderful assessment method which rewards those students who work diligently throughout the year, or who don’t perform as well in examinations, or those who simply prefer to spread their workload over the academic year. Opening doors to university The BTEC Applied Science Diploma is a two year course that has an equivalent UCAS point rating to one A Level, and is recognised by many universities. This means that the course has challenging content and requirements, and the BTEC grading system reflects this. A Distinction* is equivalent to A Level A* and a Merit mirrors a grade C. BTEC Applied Science can be combined with other BTEC courses and individual A Level subjects, which allows each student to individually

Wanting to know how and why things occur in your everyday life is a strong driver to learning and understanding the science behind them.

tailor their post -16 choices to suit their learning style and ability. Its reputation within academia means that students are opening doors to university courses by choosing to study BTEC Applied Science. Electrical Engineering, Chemical Analysis, Forensic Science, Nursing, Medical research are just some examples of the university courses that could be accessed with a BTEC Diploma. In Year 12 BTEC Applied Science students study fundamental concepts in Biology,

Chemistry and Physics, complete a unit on working in the science industry and develop scientific practical skills. This understanding is built upon in Year 13 when students study the more specialist areas of Physiology of Human Body Systems, Energy Changes, Sources and Applications and Industrial Applications of Organic Chemistry. In the event that only Year 12 is successfully completed, students will still receive a BTEC National Applied Science: Level 3 Certificate. Students undertake significant practical work in each of the three sciences, which will then be recorded in a number of different manners e.g. video, written report, newspaper article, oral presentation, model building etc. The BTEC course not only allows students to acquire the knowledge and understanding required, but it develops many other areas as well, including thinking and reasoning skills, the importance of English, Maths and ICT skills, and personal skills; all attributes essential for successful performance in their working life. The Science department at BSB are delighted to be given this opportunity to teach such an interesting, challenging and vocational course. We are confident that this is the right course for so many of our students who, for various reasons, do not choose the A Level or IB route.

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By PAULINE MARKEY.

PRIMARY

new building opened, embracing our next challenge... One

Teachers

Apple trees for healthy eating

Butterfly area

LAs

Aquarium lesson

ICT

Fish tanks

Animal petting zoo with animal care lessons

Books

Golden, colourful chairs

Friends

Bring your pet to school day

Having a brain

Spy lab One playground for all of Primary all together! (see brothers & sisters) Lunch break lasting 2 hours 15 mins Circus lessons Being a teacher lessons Flying lessons Chairs that turn into beds when you are tired Massage chairs Heli pad

Even before the first splash into the new swimming pool, we are already looking towards the next new exciting venture – thinking about how we can make our Primary learning spaces the best they can possibly be. Part of our vision is to unite Lower and Upper Primary accommodation to best enhanced the children' learning. We held brainstorming sessions for all students from Reception to Year 6, as well as parent representatives to gather

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inspirational ideas. We started every session with the question ‘What helps you learn?’ and luckily most children replied ‘The teachers!’ followed by many other responses such as ‘music, games, reading, working and playing with friends’. We then asked if it was possible to make BSB even better and prepare it for the future. The children worked collaboratively in mixed groups across the year group, happily creating mind maps and drawing up architect plans on huge flip chart paper. They were asked to put their ideas into 3 categories and we

had some great comments, some a little unrealistic, but very imaginative! A favourite quote for us was in answer to the question ‘What do you like about BSB now?’ when many children shouted: ‘Everything - please don’t change it!’ Scan the code to watch a clip with more of their dreams...


TAPE STRY MAG AZ I NE I N º6 I 2016

OLIVIA VIGAR, TEDx organiser, Year 13 writes for Tapestry.

EVENT

at BSB – No Boundaries It was wonderful to see everyone’s hard work pay off and see the developments that the speakers have made both professionally and personally.

On Saturday 14 November 2015, BSB held its second TEDxBSB event with six student speakers, ranging from 13-17 years of age and all of different nationalities. For the uninitiated, TEDx is an independent community version of the TED organisation, which stands for Technology, Entertainment and Design, and is proclaims the mission statement ‘ideas worth spreading’. Following the success of the last TEDxBSB event, I was keen to aid and further the next event and at the beginning of Year 12, I became part of a small and dedicated group of Creativity, Action, Service (CAS) students from Year 12 and 13. Together, we organised every aspect of the event,

from contacting, auditioning and coaching speakers to designing the programme and advertising. Once we decided on the theme of ‘No Boundaries’, we selected six students who produced impressive and enlightening auditions with various interpretations of the title. Over the course of the organisation, we all grew closer and more supportive of one another and it was great to also have three committed Year 13 Film students who assisted in the filming on the ‘big night’. It truly was an enriching experience for all of us who were lucky enough to be involved.

At the event, the students spoke on a wide range of topics: freedom of speech, non-verbal communication, migration, breaking down personal boundaries, living with a chronic neurological disorder and the boundaries faced in the education of computing. It was wonderful to see everyone’s hard work pay off and see the developments that the speakers have made both professionally and personally. After many rehearsals, all of the speakers spoke at their very best in front of the audience and left us with many thoughtprovoking ideas to discuss. I hope all those involved in TEDx feel very proud of their achievements!

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Jacques Rogge Sports Centre is open

U P D AT E

Tapestry interviews NATHALIE CHETCUTI BSB Girls’ Basketball Coach. successfully coached boys' teams. I also ran a Basketball school with my husband.

Tapestry: How long have you been coaching girls’ Basketball for BSB? NC: I have coached Basketball for many years in my native country Malta, this is my first season as a Basketball coach at BSB. Tapestry: What did you do before? NC: I worked as a Technical Attaché at the Permanent Representation of Malta for 11 years but prior to arriving in Belgium I was a teacher of English, Geography and Environmental Studies. I used to play Basketball in Malta and won one National Championship as a player (despite being only 1.55 m tall!) I went on to coach several Championship / National teams at minimes and cadets levels (i.e from U/10 - U/19). I coached mainly girls' teams but I have also

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Tapestry: How are the teams divided up? NC: There are two girls' teams at BSB, U/14 and U/18. The training sessions run from September through to the ISST competition (beginning of March). The sessions are one and a half hours long and are held once a week from September to October and then we switch to twice a week from November up to the competition. There are a good number of friendly games which we play against other international schools. We are also always on the lookout for any tournaments that we could take part in. Most of these games and tournaments involve travelling outside of Belgium or to other areas of Belgium, which is another an exciting aspect of the programme. Tapestry: What makes for a good Basketball player? NC: This year, for the first time ever, BSB took part in the Basketball ISST (Division 2) at the American School in Paris (ASP). Since this was the first time that BSB played in the ISST choosing the team squad was tough because most of the girls had little or no experience, barring Nina-Jo. I look for determination, a sense of responsibility in representing the school and a positive,

'never-say-die' attitude with a desire to learn. Tapestry: What has changed recently? NC: This was the first year that the Basketball programme was set-up with the objective of having a BSB squad participating in the ISST competition. Over recent years interest in the sport grew and the school has invested in more and better equipment as well as more coaches I was appointed Head Coach at BSB in September 2015 and with the help of Pedro Carnicero started training for BSB's first ever participation in ISST Basketball. Tapestry: How will your players benefit from the new Jacques Rogge Sports Centre? NC: This will be a big boost for sports throughout the school. With respect to Basketball the new centre provides the facilities for the school to organise its own preparation tournaments and games. Besides the fact that this will increase the number of competitive games that the girls will play (invaluable in the run-up to the main competition event), it will also provide the players with the opportunity to gain first-hand experience and practice with what goes on in the officiating of the game (e.g how to work the scoreboard and how to keep record of the score sheet).


TAPE STRY MAG AZ I NE I N º6 I 2016

Basketball is a team sport. Within that team you have players of different abilities and characters. There is nothing more beautiful than when each player embraces their role in the team and works towards the same goal, no matter what that role may be. My daughter who will be in Year 13 next year is thrilled she can experience the new facilities before leaving BSB where she has been since Year 1. She has represented the school in netball, gymnastics, crosscountry and now Basketball and I can tell from her excitement that the new facilities are going to make every student that little bit more proud to represent the school. Tapestry: Would you like to mention anything else to our readers? NC: Basketball is a team sport. Within

that team you have players of different abilities and characters. There is nothing more beautiful than when each player embraces their role in the team and works towards the same goal, no matter what that role may be. I have had players with little technical ability who have contributed by always being positive, with that positivity influencing more technically gifted players. Ultimately the team (including the coach) win and lose together but whatever the result the joy of learning together is irreplaceable.

Tapestry: What do you like to do when you are not coaching Basketball? NC: I enjoy playing Netball and Basketball on a social level and I also do a lot of cycling. Tapestry: What do you think about living in Belgium? NC: I have been in Belgium for 12 years now. It is a great country but coming from Malta (renowned for being the island of sunshine) I do still terribly miss the sun sometimes!

Tapestry interviews KATIE BENNETT – BSB Gymnastics Coach. Katie coaches a range of students from recreational through to squad and team level. Tapestry: How long have you been at BSB and in Belgium? KB: This is my second year at BSB and in Belgium. Tapestry: What did you do before? KB: I am originally from the UK and began teaching as a Primary classroom teacher in the UK at both state and independent schools. I began my PE teaching career at Bishopsgate Preparatory School near Windsor where I was Head of Girls Games. Our main sports were Netball, Hockey, X-Country, Rounder’s and Athletics. I coached a number of successful teams including IAPS netball finalists. My first international position was in China at British School Beijing where I was Head

of Primary PE for three years. My main focus was to develop the curriculum, allowing a broad range of skills to be developed by students. I then moved to Thailand where I taught at Bangkok Patana School (BPS), developing skillsbased lessons and effective assessment of early physical development. I coached a variety of sports including Tee Ball, Athletics, Football and Basketball. Tapestry: Tell us about the BSB gymnastic teams KB: The gymnastics programme in Years 7 - 9 runs on Wednesday afternoons in mixed groups. In Years 10 & 11 and beyond the programme is structured over five levels; Recreational, Club, Club Plus, Development Squad, Squad. When

students start they are assessed and placed in a group that will most effectively meet their needs and allow them to develop the correct skills needed to progress to the next level. We have three coaches in the programme and numbers

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The new trampolines available in the gym allow for tumble coaching. This new facility allows for the sport to develop even further at BSB. are capped to ensure that students are safe, have enough space to practice and have time with the coaches. Students are continually assessed are moved, with the agreement of parents, within groups as their skill level improves. Tapestry: What are the recent successes for the gymnastic teams? KB: We recently competed at the ISGA National Championship in the UK, we had teams competing in all age groups

which is a major success before the competition even begins. We had a number of gymnasts placed in the top 20, a team medal for U13’s and were the most improved team in the O13 category. Tapestry: What has changed in the last few years? KB: We introduced the five training levels mentioned above, and we now have boys training in all levels, as well as an extra boys-only squad practice. We have two other coaches who coach across all levels throughout the week and ensure that basic skills are learnt at an early stage. New team logos and team outfits has allowed for a clear identity for both the boys and girls. Tapestry: How will the new facilities benefit BSB gymnasts? KB: Having the new facilities makes an enormous difference. Skills-based equipment ensure that gymnasts develop in the correct way and with good support stages so that confidence is developed and

time for practice is available. Squad teams are able to train full time on a sprung floor and a sprung tumble track can replicate their competition surfaces. New vault run-ups allow for both vaults to be coached at the same time. The extendable vault allows for more that one gymnast at a time to practice their skills. The new gym also allows flexibility for groups as the room can be effectively split and two floor areas are available for use. Conditioning areas allow for gymnasts to develop their strength and flexibility and give further space for coaching skills and developing gymnasts understanding. Finally the new trampolines available in the gym allow for tumble coaching. This new facility allows for the sport to develop even further at BSB. Alongside the benefits to the gymnastics extra-curricular activities all of these facilities are available to all students at BSB through the PE curriculum.

Tapestry interviewed MARC DELREUX, BSB’s Rugby Coach. Tapestry: How long have you been a BSB Rugby Coach? MD: Since September 2014. Tapestry: What did you before? MD: I was coaching at Rondebosch Boys’ High School in Cape Town before BSB. During my time there, I coached boys, some of whom have gone on to become professional players. Tapestry: What is it like being a coach? MD: I have played Rugby at all levels since I was five years old. Following an injury, I have been coaching all age groups at various levels for the past 18 years. I have coached

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in many countries, including Belgium, South Africa, Spain, England and Australia. My philosophy for Rugby is to value respect, honesty and team spirit; communicate effectively with youngsters - be strict but fair; being passionate about the game; have knowledge about the physical (fitness) part of the game; health and the safety of the players; create a competitive environment and a culture of training to motivate the player to participate and perform. Tapestry: How are the BSB students divided up into teams? MD: “Discovery” for U8 & U10 (2 x per


TAPE STRY MAG AZ I NE I N º6 I 2016

Rugby is such a fighting collective sport, equally important is commitment, competitive spirit, the will to improve, toughness and respect. Important not only when a person is on the pitch, but also in their everyday life. week, and played alongside other sports). “Development” for U12 & U14 (3 x per week, and maybe played alongside other sports). “Elite” for U16 & U18 (Rugby only - 3 to 5 x per week plus individual gym session).

position, good decision making skills, etc., but also because Rugby is such a fighting collective sport, equally important is commitment, competitive spirit, the will to improve, toughness and respect. Important not only when a person is on the pitch, but also in their everyday life.

Every team plays a game/tournament once a week. Each age group has one team. (Some younger age group sometimes field two teams). We play in the Belgian league every weekend, and the season lasts from September until mid-May, after which we then play Touch Rugby until mid-June. The senior team (U18) also competes at the ISST championship in March. Tapestry: What are the recent successes for the rugby teams? MD: We play in the Belgian National second division at U14 and U16 level, and we play mid-week games with the U18’s against Belgian clubs and some other ISST schools. This season at U18 level we beat La Hulpe and Kituro who are both Belgian first division clubs. At this year’s ISST championship we finished 4th out of 17 schools. Overall I was pleased with the progress we have made with this relatively young team. Tapestry: How will the new facilities in the new building help your rugby players? MD: With weight training now playing such an important part in Rugby, the new gym facility allows us to develop fitness on an individual basis more effectively. Without floodlights at our Bijlkensveld facility, our contact training on grass is

Tapestry: What do you like to do when you are not coaching Rugby? MD: I like to spend time with my two children and of course stay fit.

Rugby at BSB is making significant strides and I am really enjoying the challenge. limited. With the proposed new 4G pitch we will be able to improve the effectiveness and quality of the training. Tapestry: What key attributes do you look for in a good Rugby player? MD: The attributes I look for in a Rugby player are not only the obvious ones such as good all-around skills, passion for the game, being able to play various

Tapestry: How long have you lived in Belgium, where are you from originally? MD: When I was at school rugby was not such a popular sport in Belgium. My father is French and he instilled in me a passion for the game. Rugby has developed considerably in Belgium, and currently the national team is ranked 23rd in the world. Rugby has been an important influence on my life. It has allowed me to represent my country and gave me the opportunity to play and coach all over the world. It was during one of these Rugby experiences that I also met my wife Melani who is from South Africa and we have been married for nearly 20 years. Leaving South Africa to come and coach at BSB was not an easy decision, but two years on I am very happy we did it. For my family, and especially the children, I am convinced they will have better opportunities and a more stable future back here in Belgium. As for the coaching, Rugby at BSB is making significant strides and I am really enjoying the challenge.

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Kim Burgess interviews Dr JACQUES ROGGE for Tapestry.

Dr Jacques Rogge INTERVIEW

Sport is very important for young people. It builds the body and the character. It integrates minorities in society. It teaches strong values. KB: How important is sport for young people? What would your advice be to young people with sporting/Olympic aspirations? JR: Sport is very important for young people. It builds the body and the character. It integrates minorities in society. It teaches strong values. I would advise young people with sporting aspirations to set high goals and to try to develop their full potential. KB: Where are you from? Tell us a little about your family, background and career. JR: I was born in Ghent. My father was an engineer. I have two sisters and one brother. I studied medicine and became an orthopaedic surgeon. KB: How did you get involved in sports? Did you/do you have an inspirational figure or a sporting hero? JR: My family was very active in sports. My grandfather was a cyclist and my father was a field hockey player, a rower and a track and field athlete. We lived in front of a river and so I started sailing at a young age. I watched the 1960 Olympic Games in Rome on television and saw the majestic win of the Australian Herb Elliott in the 1500 meters. This triggered my desire to also participate in the Games.

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KB: What words of advice would you give to our (sporting) students? JR: Try to combine studies and sports practice and excel in both. KB: How do you think the world of competitive sport has changed? JR: Sport has become a universal world. The rules and values of sport are the same in all countries. KB: What is your motto? JR: My motto in Latin is: “nil volentibus arduum”. This means that nothing is difficult if you have the will to achieve it. KB: Tell us about your participation and successes in the Olympic Games. JR: I was not a medal winner and I was a modest athlete albeit with a great passion and hard work.

KB: How long where you President of IOC and what was your biggest challenge as President of the IOC? JR: 12 years. My biggest challenge was the fight against doping, the major challenge in sport. KB: Looking back at your life what were your greatest achievements/ successes? Regrets? JR: I believe that my greatest achievement was that I have not changed as a consequence of leading the International Olympic Committee. I am proud that the Games that were held under my watch were very successful. KB: Do you still get recognised in public? JR: Yes, I am still being recognised in public. During the first three years of my mandate, I was approached by fans for an autograph or a selfie. Many people would tell me ‘Thank you Mr Samaranch” (who was my predecessor).

Scan the code to watch The British School of Brussels - Official Opening of the Jacques Rogge Sports Centre.


TAPE STRY MAG AZ I NE I N º6 5 I 2016 5

R E P O R TA G E : 1 4 / 1 0 / 2 0 1 6

The Official opening of the Jacques Rogge Sports Centre...

From left to right: Stone plaque for the new Jacques Rogge Sports Centre I BSB orchestra opens the evening I Governors and Trustees I Distinguished guests I Ian Backhouse, BSB Chair of the Board I The audience.

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From left to right: Melanie Warnes, BSB Principal I Students taking their Olympic oaths I Basketball team warm-up I Dancers in the Dance Studio I Fitness Suite I BTEC Hospitality students.

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TAPE STRY MAG AZ I NE I N º6 I 2016

From left to right: School Co-President I Dr Jacques Rogge I School Vice Presidents I New Gymnasium I Mrs Anne Rogge receiving her thank you gift I Distinguished guests I Principal, Chair of the Board with Dr Rogge I Swimming pool I Plethora of principals!

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Remembering, Helping, Reflecting and Connecting CWxRM

In February 2016, BSB students, families and staff members raised a staggering â‚Ź5,500 by taking part in Coming World Remember Me (CWxRM), a Belgium-wide public art project to commemorate the centenary of WWI.

CWxRM aims to create 600,000 clay models, each representing a life lost in Belgium during WWI.

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TAPE STRY MAG AZ I NE I N º6 I 2016

“...every student from Reception to Year 10 made a model, and many others were involved in the evening of reflection, through written work, displays and drama...” CWxRM is a Belgium-wide project which aims to create 600,000 clay models, each representing a life lost in Belgium during WWI. Through a series of workshops, students from all Year Groups, from Kindergarten to Senior Section, had the opportunity to take part. The models made at BSB will be included in a large-scale outdoor art exhibition in Ypres in 2018. There was also a special evening of reflection which gave the wider BSB community the opportunity to participate as well as students. In addition to taking part in a workshop, attendees enjoyed a guided walk through the school where they encountered spoken word performances, artwork, a choir, a film screening and a choreographed interpretive performance based around the theme of remembrance. All performance and visual art was created and performed by BSB students. "Everyone involved with the project was delighted with its success," said Paul Christmas, BSB's One World Coordinator

with responsibility for overseeing the school's charity activities. "Not only did every student from Reception to Year 10 make a model, but many others were involved in the evening of reflection, through written work, displays and drama. Giving parents and members of the community the opportunity to participate too really enriched the whole experience of the workshop. The personal highlight for me was watching Year 13 student Thomas Sandler's impressionist film based on the theme of CWxRM." Paul also had a word of thanks for all of those who donated and took part in CWxRM. “Their participation and generosity made this a truly inspiring and memorable event,” he said. The memorial project Coming World Remember Me, carried out by the nonprofit group Kunst, has been nominated as one of the three most worthwhile cultural projects in Europe by the British Guild of Travel Writers, reported Flanders Today in a news article in October 2016.

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Just an example of where our Year 13 students have started at universities around the world studying a huge variety of competitive courses and dazzling array of subjects including Medicine, Modern Languages, Engineering, Science, Mathematics, Architecture, Accounting & Finance, international politics, Geography, Education, Sport and Law.

University successes SPOTLIGHT

RUNARSDOTTIR Lisa / Nursing / University of Akureyri , Iceland

WIGGINS Emily / Faculty of the Arts / University of British Columbia (UBC)

HUNT Robbie / Integrated ATPL (Air Transport Pilot Licence) / CAE Oxford Aviation Academy, Brussels

HUMBLET Oonagh / Arts and Science / Queen's University at Kingston, Ontario CASTILLO Clara / Nursing / Pompeu Fabra University DUGAR Ajay / Finance (Major) / NYU Stern School of Business School

MACKENZIE Islay / Acting / American Academy of Dramatic Arts, Los Angeles

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COENEN Nicolas / Aviation Management / Florida Institute of Techology


TAPE STRY MAG AZ I NE I N º6 I 2016

ARIES Sibylle / Geography and International Development (with Overseas Experience) / University of East Anglia (UEA) BELFIELD Edmund / Songwriting / The Institute Of Contemporary Music Performance (ICMP) CROWE Georgia / Drama / University of East Anglia (UEA) DE SPOELBERCH Romain / Mathematics and Computer Science / Imperial College London FRAGAKIS Lois / Art and Design Foundation / Central Saint Martins GRANT Eilid / Filmmaking and Screen Writing / University of the West of Scotland GREAVES Disa Loa / Land Economy / University of Cambridge JACKSON Leyla / Medicine / Keele University JAIN Shlok / Architecture / Northeastern University MADAN Gilles / Anthropology (with a Year Abroad) / University College London REES Ceri / Medicinal and Biological Chemistry (with a Year Abroad) / University of Edinburgh REHN Silva / Study of Religions and Politics / SOAS, University of London SANDLER Thomas / GAP Year (including a semester at Prague Film School) followed in 2017 by Film and Television Production / University of York STAGNO NAVARRA Maria / Mechanical Engineering / Biomedical Engineering / University of Southampton STROWEL Ava / Cultural Studies and Media / University of Kent TIBBELS Joanna / Film, Photography and Media / University of Leeds VAN BERGEN GONZALEZ-BUENO Olivia / International Management / University of Bath VIGAR Olivia / Hispanic Studies with French / University of Warwick

CRAVERO BARAJA Maximo / Aerospace Engineering / TU Delft OSSENDORP Aoife / International Land and Water Management / Wageningen University and Research Centre

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NEIL CHISOLM, Teacher of Music and Music Technology writes for Tapestry.

A Level Music Technology at BSB MUSIC

There are very few Secondary Schools across the world that could boast of having the facilities to comprehensively deliver an A Level Music Technology curriculum. After all, it would require top-flight professional software for every student, a fully fitted multi-track recording studio, a host of high end professional microphones, a variety of quality instruments, and so the list goes on and on. In short, the investment would probably be beyond either the pockets or the political will of your average Secondary School.

But, of course, here at BSB we don’t do “average�. BSB recognises that, where possible, a given student should be able to pursue a minority subject of interest, particularly where that subject underpins a large global market and significant career opportunities. Because of this commitment, examination results over the past 10 years have been outstanding and several of our students have moved on to develop careers in the music industry. Of these and in particular, one is now working in a high end recording

studio in Los Angeles, one has a recording contract with Sony, one has become a live sound engineer on the same bill as U2, whilst another has become an internet media specialist. Others have found that the technical and creative skills that they developed have allowed them to enrich and enjoy aspects of their musical lives and to extend social networks whilst pursuing other demanding careers. BSB is proud to invest in this.

BSB Music Concert I Summer 2016


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Some work from our talented textiles students inspired by the Swinging Sixties!

Textiles EXHIBITION

Textile outfits top row left to right made by: Holly Nixon Year 11, GCSE (1960's inspired shift dress) I Lois Fragakis -Hokusai, Year 13, A Level student (an inspired LED 3-piece outfit) I Zia Nawab Shaik, Year 11, Floral modern vintage dress I Thea Monteiro Nunes Pesce, Year 11, GCSE (a Latin American inspired outfit).

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DT EXHIBITION

Top row left to right: Arthur - Year 11 - Shelving unit I Beth - Year 12 - Bedside lamp I Carlos - Year 13 - Table for Gary's office. Centre: Matthew, Year 11 - Garden table and benches. Bottom row left to right: Sanjay - Year 12 - Desk lamp I Jemina, Year 11 - Storage unit for cross-stitch equipment I Pierre - Year 11 - Student desk.

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Our journey through the ILTs

PRIMARY

Tapestry sat with BEN MULLENS, Leader of Integrated Learning in the Primary School, as he reflects on the ILTs. Integrated Learning Themes (ILTs) were introduced to the BSB Primary Curriculum in September 2009. The ILTs are an approach to encourage inquiry led student learning. It is a unique curriculum devised for our increasingly international and multicultural population that encompasses many of the best current practices from different educational systems. Since their introduction, the UK’s National Curriculum has gone through two major changes in 2010 & 2014. The ILTs have however, remained in place as, altogether, they met and exceed the expectations laid out by both sets of curriculum documentation on each occasion. This is because the ILTs are broad enough to ensure content delivery can evolve year on year. Frequently, connections are made to current world events, making the content relevant to the children. Thanks to the ILTs, many of the items worked on in the mainstream class have become much more accessible to English as an Additional Language (EAL) students. These themes create a real need to know and allow the Inclusion Teachers to work more easily in parallel with the mainstream classes.

emphasis on geographical knowledge and understanding of the environment. While in Year 3, ‘Time to Change’ superseded ‘The Market Place’ to ensure the children received more pertinent opportunities in relation to historical knowledge within the context of how technological progress affects our lives today. The inquiry process is now firmly embedded into best practise. Teachers plan and differentiate the learning opportunities for the children through structured, guided and open inquiry. The ILTs are continuously reviewed on a year group and subject level and as such, a few revisions have been implemented. As examples; In 2015/16, Year 6 introduced the ILT ‘Power it Up’ to replace ‘What Price Progress?’ This was to redirect learning and provide for greater scientific inquiry opportunities, for these students with their transition to the Secondary School. In Year 1, ‘Location, Location, Location’ supplanted ‘Our School’ to put more

To ensure the children’s learning continues within the home environment, over the past few years the Primary school has organised regular workshops for the parents to develop their understanding of our inquiry process and how their children learn. The workshops have been very practical in nature and equipped the parents with the tools required to encourage and inspire learning in everyday activities. 7 years from their inception, the ILTs continue to provide our students with a wide range of rich and diverse learning experiences. We look forward to continuing on the exciting learning journey to inspire and challenge the students to achieve their very best and prepare them to be lifelong learners and truly global citizens.

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Tapestry interviews BSB alumnus JAVIER MARTIN PEREZ DE VARGAS on his philanthropic project Ar-y-cyd.

Turning passion into philanthropy

ALUMNI STORIES:

boy, he always wanted to be an architect, a subject he describes as simply beautiful. He loves that architecture is one of the oldest professions, as since the inception of humanity, mankind has needed shelter and this is then where we make our home, a place necessary to our survival.

“I didn't say it would be easy, only that it will be worth it.” These are the words that inspire and that Javier Martin Perez de Vargas lives by and encourages aspiring students to embody. Born and raised in Spain, Javier relocated to Brussels with his family and joined BSB in September of 2011. With the uphill task of learning English in order to sit his IB exams and fulfill his dream to go to university in the UK, Javier chose to sit Year 11 again, to learn and perfect his language skills. With a career in architecture in mind, Javier took Mathematics, Spanish and Visual arts at IB. Javier recalls that since he was a little

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Javier’s favourite book is ‘Atmospheres’ by Peter Zumthor, an architect who he admires because of the importance he places on creating architectural atmosphere with each building he designs, in the handling of proportions and effect of light. Javier would like to embody the same ethos in designing spaces that create experiences of harmony and beauty made in a sustainable way. While at BSB, Javier joined a group of students on a trip to the Bolgatanga region of Ghana where BSB’s studentled charity, the Best of Both has initiated several projects. This trip made a lasting impression on Javier and started him thinking of ways he could use his passion for architecture to help solve some of the challenges students in that region face. On graduating from BSB, Javier joined the prestigious Welsh School of Architecture at Cardiff University in the UK where he is in his third year. Here, he met a group of like-minded students in Dewi Preece, Joseff Evans, Alessandro Carlucci and Isabella Duffield and Ar-y-cyd (pronounced

ærəkɪːd) was born. Ar-y-cyd meaning ‘Collective’ in Welsh, and their aim is to engage, collaborate with and hopefully improve the lives of people through small projects. Ar-y-cyd in collaboration with the Best of Both and with support from Trax an NGO in Ghana, have embarked on an ambitious project to build a classroom block for Sakorit primary school located in the Talensi District of Eastern Ghana. The classroom block will provide three classrooms, an ICT room and a staff room, to replace the mud structures destroyed in a recent storm, forcing the children to learn outside with no protection from the elements. It is Javier and Ar-y-cyd’s wish to leverage the expertise of the vast BSB alumni network who now work for top companies around the world and/or study in a diverse and high-quality selection of universities. Due to the many dimensions of the project, the building project hopes to engage the alumni as well as create an organised forum for alumni discussion, mentorship and consulting. Javier hopes that alumni would be motivated to participate as they seek some way to keep in touch and continue their relationship with the Best of Both. This would have a two-fold impact on the student-led charity. First, it would allow the students to embark on a high-profile


TAPE STRY MAG AZ I NE I N º6 I 2016

Due to the many dimensions of the project, the building project hopes to engage the alumni as well as create an organised forum for alumni discussion, mentorship and consulting.

Top row left to right: Sakorit Primary School I The coordinates of the school I Massing collage I Interior view.

project, which involves many professional skills. Alongside their alumni mentors, they would have a unique opportunity to learn and broaden their horizons. BSB aims to increase vocational and professional skills through the integration of BTEC in its higher education curriculum. Here, Javier sees potential for the project to provide opportunities for students interested in architecture, design, environmental studies, civil engineering or entrepreneurship to further explore

all these careers, and link with university students and professionals to get a taste of their field of interest. At the time of interview in June 2016, the project was in design phase, having already completed the site plan and obtained planning permission from the local authorities. They were working with the local community through all of the phases of design to ensure that it best caters for their needs and traditions and ultimately becomes an important part

of the community, by empowering their culture, their economy and their unity. In the next stages, Ar-y-cyd will be raising funds of approximately €40,000 to complete the project. Certainly no easy feat, we agree with Javier that his ambitions for this project will certainly be worth it. To learn more about Ar-y-cyd and get involved, please visit studioarycyd.com and thebestofboth.org

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TAPE STRY MAG AZ I NE I N º6 I 2016

Eye care, do you? THE BEST OF BOTH

DARAGH COMMERFORD talks to Tapestry about The Best of Both’s continuing work.

Over 2 Billion people are estimated to suffer from myopia and recent studies suggest that around 8% of West Africans are affected by the condition.

The Best of Both is now in its 6th year. Formed in 2010 by a group of students determined to contextualise and develop deeper understanding of global development issues. Two years ago, a group of BSB students came back from Ghana full of excitement and were motivated by the challenges faced in the schools outside of Bologatanga, Ghana. The main issue of concern was how students access the education on offer at the schools and how we could widen that access.

charity called Child Vision. This charity has developed self-refracting glasses that can be prescribed by anyone who has had the necessary training. This then means that a student who before may not have prioritised getting glasses may now get immediate access not only to an eye test but to a bespoke set of lenses immediately. Over 2 Billion people are estimated to suffer from myopia and recent studies suggest that around 8% of West Africans are affected by the condition.

Facing difficult conversations, the students sought advice from many NGOs and were extremely motivated by a small innovative

So faced with the challenge the students looked at ways in which to raise money for the glasses need in the attempt to eye

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test 4000 students this summer, all from our partner schools. They came up with sunglasses and a donation-based funding model. They have asked all those who receive the glasses to donate whatever they would like to, which will go directly to the funding of the self-refracting glasses. All BSB students have been given a set of glasses and so far the response has been overwhelmingly positive. If you would like to donate to this project the bank account details are on eBSB. I hope you will support our students attempting this remarkable challenge this summer in the name of The Best of Both.

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MUKAMI NAMU writes for Tapestry.

The secret garden

KINDERGARTEN

On a bright, but chilly, sunny morning in January, the gates to a wonderful new world opened to our Kindergarten students. Sue, former Principal, with the help of an enthusiastic bunch of children, officially opened the new playground after a celebration with cake and hot chocolate. At BSB we believe that play underpins learning and all aspects of children’s development. It is a key ingredient supporting healthy intellectual, emotional and social development in young children. As such, we are constantly striving to provide rich environments for the children to explore and discover their immediate world.

At BSB we believe that play underpins learning and all aspects of children’s development.

The new natural play area features a secret garden complete with a child sized entrance and giant story throne. Here, in good weather, the children enjoy story time on little elves stools with their teachers or in role play with their friends.

The waterworks wall, with different sized gutters and pipes, is a firm favourite for the children and provides a good workout for them as they cart buckets of water to and from the wall and delight in its journey through the system. The climbing area and

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texture kitchen provide opportunities for the children to take risks, deal with challenges, show imagination and creativity and to solve problems amongst themselves. We are delighted with the playground whose design is a creation of Cool Canvas, an award winning UK Company that specialises in hand made, natural play grounds. Scan the QR code to watch a video clip of the children enjoying this beautiful play space.

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Kim Burgess interviews BSB Chef Gérant EVELYNE.

Cuisine secrets INTERVIEW

Spring Chicken Chef Gérant at BSB, Evelyne’s youthful appearance belies her 39 years. She’s worked at BSB for 19 years and her Mum works here too. After a brief period of considering a career in sports - “I thought I wanted to be a gymnastics teacher. I tried it, but it wasn’t for me” - Evelyne set her sights on the catering industry after a stint working in a delicatessen. “I loved working with food and being with people,” she explains. She started out in the BSB kitchens helping in the evenings and was quickly taken on board full time. Originally from Waregem, when she’s not working, Evelyn likes gardening – her mother has a topiary of about 40 shapes including animals. She laughs, “Me? I have just one: a chicken.”

close to the summer.” Of course, the menu is crucial. There must be variety and consideration for different cultures as well as allergies. Chips are only allowed once a week and there has been a massive shift away from using added sugar and salt.

Chef Challenge Evelyne’s biggest challenge is controlling the budget and managing the stock. “I do an inventory every month. You learn quickly what the children like to eat. The challenge is making sure you don’t buy too much; especially

The eight team members all have their own area of responsibility and skill-set. Covering areas such as the “cold kitchen” where cold meats and fruit salads are prepared. “Sandwiches and Panini’s” where bread and fillings are prepared, and “hot food” which is the cooking of the hot meals by

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Healthy habits In recent years Evelyne has been instrumental in this health drive, providing gluten-free stock for the soups, insisting on labelling everything, providing pieces of fruit in containers for younger children, larger salad bars and practically eliminating chocolate. Instead you’ll find healthy sesame snack bars and smoothies instead. “One of our children is gluten intolerant, so every week I’m in email contact to discuss his weekly menu choice”.

Nick the Chef and Evelyne herself, the Chef Gérant. When asked about leftovers, Evelyne was very proud to announce that there are “hardly any”. Having worked at the school for so many years she has sound knowledge about what to buy, when to buy it and how much to cook. There are now three different portion sizes too. And with 800 transactions at the check-out each day, her knowledge and organisational skills are certainly in demand! Every year a group of parents on the Cafeteria Committee are invited to eat in the Cafeteria and offer suggestions for improvements with Evelyne. Body building In 2013 Sodexo on behalf of BSB received the “Ministry of Food” certificate which is a signal of approval for the way the kitchens are organised including the whole process from buying foods (and being traceable), to washing, preparing, cutting, serving and storing. Evelyne says she and her team become healthy working in the kitchen too. “We call it ‘body cuisine’,” she laughs. With up to 800 mouths to feed when making pasta bolognaise, for example, you need 18 kilos of pasta, about 8 kilos of meat and about 2.5 kilos of peppers, carrots, onions and celery. “You can build up your muscles here with all that lifting!” So after all of that exertion in the kitchen, Evelyn enjoys jogging in her free time and is a big movie fan. As for the garden, she loves her topiary chicken (!) and, shockingly, doesn’t grow any vegetables!


TAPE STRY MAG AZ I NE I N º6 I 2016

Costa Cavell! FoBSB

Friends of BSB have been giving the top coffee shop chains a run for their money this year, as the best coffee on campus can now be found in the Cavell Café. The volunteer parent team of fourteen ladies and one gentleman have been serving coffee and cake, four mornings and two afternoons a week, to parents at Cavell House, the Friends of BSB centre, which opened in 2015. The café has been a huge hit, creating a warm welcoming atmosphere for parents joining the BSB community. The volunteer team are very international originating from ten different countries: Estonia, The

Gambia, Germany, India, Lebanon, the Netherlands, Switzerland, Tunisia, the United States – and of course Great Britain! The café’s success has largely been due to the delicious home-baked cakes and cookies created by volunteer bakers, which are donated for sale, and in future all benefits will go to local and international charities. The café is generating a healthy income which will be invested next year in the creation of a garden and terrace for Cavell House, equipped with toys for toddlers, and outdoor seating so everyone can enjoy a cup of coffee alfresco!

The café has been a huge hit, creating a warm welcoming atmosphere for parents joining the BSB community.

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Creative writing and art gallery F E AT U R E

Imaginative Writing from Year 7

A Kite’s First Flight “Why, nice day today. All sorts of other kites flying around, aren’t there? Nervous, are you? First flight? Well, I can tell you about mine... It all started when my owner, having painstakingly made me out of raw materials before viciously attacking me with a bucket of paint. Eventually, they decided to take me out for a fly. He put me on a leash, it wasn’t very comfortable, I can tell you that, then carried me up a hill. It was a glorious autumn day and I could hear the leaves fall and brush the ground, letting out their last puff of air. Fhai Gunavibool, Year 11

The launch itself was terrifying. When I looked up, the rolling expanse of blue sky seemed endless. I’m going to fly up there? I thought. But with a jerk and a short sprint I gently rose into the air. And that’s when I had problems. The wind, though gentle at first, grew tougher and tougher as I flew higher, pushing me this way and that, thrashing into my face. Finally, it managed to take me down. Down and down I fell, landing with a dull thud in a graveyard of golden leaf corpses. My owner took me home to fix all of my injuries. The wind and I have gotten to know each other b etter, I guess. In fact, you could say that we’ve slowly become friends, and--- Mmm? What’s that? Oh, your owner’s reeling you in. It’s probably because it’s getting dark. Oh, well. It was a pleasure to meet you. I hope you enjoyed my story.

Carolina Parekh, Year 11

Not as scared, are you? Good, good.”

Andrei Nok Hui, Year 7

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TAPE STRY MAG AZ I NE I N Âş6 I 2016

Archana Dugar, Year 11

The warm wind moved gently around me as I carried my delicate kite up the hill. On the summit, after untangling the kite's thread, I began preparing it for lift off. I watched as the kite bucked and twisted on the ground like a trapped animal. It was catching the growing breeze blowing through the grass. Fastening the thread around my wrist, I picked up the black, white and brown striped kite, backing up so to use the spine of the hill as a make shift run way. Holding it high to catch the gusts of air, I began to run, feeling it pull energetically before letting it go. For a second, it flew almost straight up, before coming crashing right back down again, like a baby bird just out of the nest. I ran anxiously over to where it had fallen and inspected the damage. It did not seem as if anything had broken, it was just a bit battered. Again, I picked it up and began to run. This time, when I let it go, it flew up steeply, but it did not fall. Instead, it rose elegantly on an updraft, getting higher and higher until I had to crane my neck to see it. As I watched the kite rise, I felt it tugging on the thread more and more. Soon enough it was almost as high as the swallow tailed kites which had inspired its creation. The split tail of my creation was still clearly visible as it dived through the air, excited to be flying properly for the first time. I heard the leaves on the trees rustling more loudly as the wind became ever stronger. The grass seemed to be whispering urgently as the wind whipped between the blades. Suddenly, the thread gave an almighty jerk and I could feel it tightening further. In the blink of an eye, all of the kite's tugging and straining ceased. I looked up, expecting to see the kite falling out of the air, only to see a trailing end of thread floating swiftly away, like a leaf racing off down a bubbling brook. I watched, crestfallen, as the project I had worked so hard on, simply flew away. It would probably never be seen again, at least by my eyes. As I walked despondently down the hill, something on the ground caught my attention. I looked closer. I saw what it was. I picked it up and examined it, holding it carefully between thumb and forefinger. With a final gust of wind, the beautiful black, white and brown striped feather was blown out of my hand. It gracefully disappeared towards the skyline, following my kite. As I watched it leave, I noticed something; a swallow flying just above the trees. With one final, flourishing dive it too vanished.

Ben Morrow, Year 7

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Art gallery F E AT U R E

Willemijn Hoge, Year 11

Jason Feng, Year 11

Lisa Liubitckaia, Year 11

Nieve Greene, Year 11

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Merit Kuus, Year 11

Merit Kuus, Year 11

Violetta Brown, Year 11

Scott Pardailhe-Galabrun, Year 11

Willemijn Hoge, Year 11

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JENNY WAIN (Year 3 Learning Assistant) tells Tapestry about the Year 3 school journey to Lokeren, located in the Belgian province of East Flanders.

Castles, cows and ice-cream! PRIMARY

barely believe their eyes. There was a vast collection of towering play equipment, from enormously long slides, to zip wires, sand pits, swings, gymnastic bars and giant climbing ropes. They were in their element!

It was a gorgeous Wednesday morning in May when we loaded the buses with 76 very excited children and eagerly set off for an adventure in Lokeren. Less than 40 minutes later we arrived at our first destination, The MIAT Museum, ‘a unique reflection on society.’ The children were split into groups of eight and, with two from each class armed with a clipboard and pencil, they scurried off on a scavenger hunt. They had to locate and identify an 18th century loom and plough as well as a 19th century paper press. On the lower floors they were astounded by the artistic 20th century enamel posters and deafened by the cotton spinning processes of the 19th century. Back on the bus, a short trip took us to an amazing park where the children could

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Exhausted, we travelled on to Lokeren, where we were greeted at the Castle with snacks and a warm welcome. We had enough time to unpack our bags and stretch our legs in the beautiful grounds. For supper we were treated to a three course meal and later were entertained by the Marvellous Magician in the Castle’s own theatre. The day had been a roaring success, with so much fun and laughter; what would the next two days bring? The following day we had the most amazing breakfast which included chocolate Pauline’s favourite! We set off on the buses to a creamery to see with our own eyes how ice-cream was produced. Then we met Bavo the Farmer who was so enthusiastic and keen to show off his lady cows. The Friesians were eating, some were about to give birth and some newly born cute calves were keen to lick our hands. The children were fascinated but by far their most favourite part was eating the home-made, healthy (less fat) ice-cream - delicious. After a hot lunch half of the children clambered aboard a horse drawn wagon. The horses were called Oasis and Pauline,

which made everyone laugh as the resemblance was striking. Neigh, only joking Pauline! The other half of the group went to an outstanding nature reserve to enjoy the sunshine and the scenery. The children were taught about the wildlife, including the nesting black-headed gulls, the interbreeding lady bugs and the curious life of the hundreds of rabbits that reigned over the park lands. They tasted nettles and learnt how to relieve a nettle sting with a ‘medicinal’ plant. In the afternoon all the children met up on the lawn to play a fun science-based game. Following the fab supper of meatballs the children prepared for a night around the fire, where they enthusiastically sang campfire songs which reflected their mood perfectly. The bus journey home was quiet; I can’t think why?


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Book Week 2016 EVENT

“That is part of the beauty of all literature. You discover that your longings are universal longings, that you're not lonely and isolated from anyone. You belong.”

Book Week 2016... saw students dressing up as their favourite character, putting pen to paper in writing workshops and hearing about the creative process... So said F Scott Fitzgerald about the pleasures of reading, and indeed this is a pleasure that BSB has a long and proud tradition of promoting amongst students. Since 1982, BSB has celebrated a biennial Book Week, with all students from the tiniest tots to teens welcoming authors and academics, poets and artists from all over the world. And Book Week 2016 was no different: a veritable literary feast which saw students dressing up as their favourite character, putting pen to paper in writing workshops and hearing about the creative process involved in writing a Young Adult novel. Early in the week, celebrated Notes from an Exhibition author Patrick Gale arrived, and inspired a new generation of writers amongst our senior students. Returning Book Week favourites Adam Bushnell and

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Liz Million demonstrated their versatility and energy by working with almost the full range of age groups; Adam entertaining Year 1 with his capers and Liz Million speaking to Year 13 about making a living through art. Illustrator Tom Schamp and authors Tony Bradman and Jane Clarke also kept Primary students busy with drawing and stories, and Kate Bufton helped students create incredible works of art using – you’ve guessed it – books as their main material. Award-winning children’s writer Geraldine McCaughrean spoke to Primary and Secondary students – an eager audience who were already big fans of her latest offering The Middle of Nowhere. Alan Gibbons and Ali Sparkes also gripped Years 7 to 11 with their Young Adult reads. Science writer Brian Clegg showed Secondary students that a love of reading needn’t be limited to fiction and Apollinaire and Frank Andriat brought language and literature to life for our bilingual classes. Renowned academic Sarah Churchwell opened up F Scott’s Fitzgerald magical 1920s world to older readers and the Wednesday night performance evening was a spectacular success. The wider BSB community was treated to a mixture of guest speakers and students’ original poetry and a sneak preview of the forthcoming school production of Hamlet. It’s hard to believe that in a whirlwind five days Book Week 2016 is behind us. Its legacy of a passion for reading and writing, however, lives on in our students.

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It’s hard to believe that in a whirlwind five days Book Week 2016 is behind us. Its legacy of a passion for reading and writing, however, lives on in our students. w w w.b rit is h s ch o o l.b e


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El español está vivo en BSB! L A N G U A G E S AT B S B

Spanish is certainly thriving at BSB. Head of Spanish KERRY VALLELY tells Tapestry more… In 1998 there were only approximately 15 students studying Spanish at BSB. How times have changed! This current academic year there are a staggering 212 and the lessons are fast-paced and challenging. Students move rapidly from the basics like “Hola, ¿qué tal?” to exploring Shakira songs and preparing ambitious oral presentations. Current Post-16 classes are discussing if governments should continue to invest in the arts in times of crisis and how we ought to punish criminals in a civilised society. Spanish gives students access to Messi’s world, allows them to sing along to the lyrics in many modern pop songs but, most importantly, it develops an international mindset in young people and prepares them for communicating effectively with native Spanish speakers.

Spanish develops an international mindset in young people and prepares them for communicating effectively with native Spanish speakers.

The Year 10 trip to El Puerto de Santa María is, without doubt, a highlight of the Spanish department’s year. Many students report that it is the best BSB trip ever. Yet it is not easy, and certainly not a ‘holiday’! Students spend a week with host families and enjoy a cultural and sports programme throughout the day, using the language at all times, learning without realising. In the evening, they return to their families and hope to get fed before they fall asleep!

Spanish is becoming more popular Post-16. A facilitating subject preferred by universities to get onto many degree courses, Spanish is often combined with French and/or Business Studies. Spanish is, of course, a language of business in fast-growing world economies such as Argentina and Mexico and Latino consumers have been declared the fastest growing market segment in the US. For those who see their future in a multinational business, particularly on the other side of the pond, Spanish is a must!

Laidback Latin mealtimes are one of the biggest cultural differences that students need time to get used to. The four BSB Spanish teachers couldn’t be more different - Esther is half Spanish, Sandra is from Navarra, Melanie lived and taught in Tenerife for 3 years, whilst I lived and worked in Spain for almost 3 years. Experience and dedication unite us and the department enjoys excellent public examination results.

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Mathematics go mad in Cambridge COMPETITION

Masters of

Written by Miriam and Driti (Year 9) and Somdutta and Anoushka (Year 8) at time of writing.

After some disappointment in the earlier rounds, we improved our game, worked together and managed to complete the mathematics relay round: a feat achieved by only one other school... Much to our excitement, all of our hard work had paid off, and we came 3rd beating some of the top schools in the country! On 14 March four budding mathematicians embarked upon a journey that was soon to be the most memorable trip in their lives. Those people were us. After two trains and a ridiculously long walk, we finally arrived at our accommodation which was the famous and historic Clare College of Cambridge. Unlike many of our fellow competitors, we had been training for months, since January. Although only four people were in the team, it wouldn’t have been much of a team had it not been for the dedication

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and service of then Year 13 student, Maria Stagno Navarra and Mathematics teachers Joanne and Rory. Since January, Maria committed her Monday and Wednesday lunchtimes to prepare us. She could have spent these lunchtimes revising for her upcoming A Level examinations instead, or sitting at the picnic tables and enjoying her lunch with her friends, but no, she put our team in front of all that. For this we cannot thank her enough. We arrived at the renowned Centre for Mathematical Sciences. However, we

were slightly intimidated by all the students in their elite school uniforms. After some disappointment in the earlier rounds, we improved our game, worked together and managed to complete the mathematics relay round: a feat achieved by only one other school. After the completion of the full four rounds, the judges rather promptly handed back the results to the 30 competing schools. Much to our excitement, all of our hard work had paid off, and we came 3rd beating some of the top schools in the country!


TAPE STRY MAG AZ I NE I N º6 I 2016

The Silicon Valley tech tour

SCHOOL TRIP

In October 2015, a band of BSB students and staff visited Silicon Valley, California, to see what the Golden State had to offer in the way of tech companies, career prospects – and a tiny bit of sightseeing. Secondary Deputy Head JOHN KNIGHT tells all. that despite still being quite small, had been bought for $1.2 billion by Microsoft. It was interesting for the students to see the engineers arriving for work at 11am but then finding out that the late start was due to the fact that most of them had worked through the night. Moving up a couple of floors, the students were then able to contrast to the much larger and already much more corporate Twitter, despite its status as a relatively ‘young’ company (which also, incidentally, hosted the best free lunch of the week).

When people heard we were taking a group of students to Silicon Valley to visit several tech companies in October their reactions ranged from thinking it was an amazing learning opportunity to it being simply a ‘jolly’ for the teachers. Following on from the success of a similar trip two years ago which led to the majority of students on the trip opting to study Computer Science at university, we had set ourselves a high standard. If anything, however, this trip managed to exceed all expectations.

In just five packed days we managed to visit some major tech companies as well as some interesting start-ups. Students saw different working environments firsthand, and could appreciate the huge variety of jobs open to them - jobs that exist now as well those likely to be created in the near future. Our first full day was based around the San Francisco companies and we headed to the same office buildings to be hosted by a small social networking company for businesses called Yammer; a company

The afternoon took us to a small startup called Entefy. We were very fortunate that we had a contact through one of the students on the trip whose grandfather was an investor in this company of just 18 people. Entefy was an exciting and vibrant place, led by its two teenage founders; yet there is also significant experience on the team in the form of Rudd Canaday, co-inventor of UNIX with a long and varied career behind him – and lots ahead! The students ended the first day buzzing and it couldn’t have worked better to see companies ranging in size from tiny startup to multi-billion giant all in the space of eight hours.

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The students ended the first day buzzing and it couldn’t have worked better to see companies ranging in size from tiny startup to multi-billion giant all in the space of eight hours. Friday took us to the History of Computing museum. A fascinating journey through computing which touched on so many areas of the students’ curriculum. We were also privileged to visit eBay, Google and Cisco. A theme that emerged over these two days was the rise in artificial intelligence as the future of programming and the new connectedness companies were expecting through the ‘Internet of Everything’ (IOE). Students were told by several engineers that AI is the future and would be a great area for them to study but if in doubt they should programme, learn languages and make apps to get first-hand experience. Saturday took us to Intel where we learnt about the history of the Microchip and how this led to everyone else. We also had time over the weekend to take in the

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surrounding area with visits to Alcatraz, Pier 39, Haunted Houses for Halloween, Diners, Malls, the beach at Half Moon Bay and the highlight perhaps being able to see the NBA champions the Golden State Warriers carry on their winning run against the Memphis Grizzlies. With just one more full day left we visited Symmantec to learn about e-security and the dangers of hacking. We then headed for Microsoft where AI and IOE was once again a theme as an engineer showed the students the potential of human recognition software and the ways the students themselves could programme this through an Xbox One. Our final visit was to EA where the students spent most time with an engineer who talked them through the reality of his job and the coding that was involved.

As well as visiting ten tech companies in just three business days we also took the students for a guided tour of Stanford University; a truly inspiring place to study. The applications process for US universities was explained to students and, inspired by California and the Computing degrees on offer, I’m sure a few will consider Stanford in the future. We returned straight to school after a packed but very worthwhile few days which will have given a clearer idea to the students as to whether computing holds a career for them, the specific area in which they might want to work and how they can make themselves stand out already by demonstrating their passion for coding and creating apps and websites.


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The Early Years Foundation Stage

CURRICULUM

Tapestry talks with ISHBEL HOW, Early Years Coordinator, on BSB’s new approach to the Early Years. The UK’s Early Years Foundation Stage (EYFS) curriculum sets standards for the learning, development and care of children from birth to 5 years. Historically, Early Years education only focused on children from the age of 3-5 years, essentially Kindergarten and Reception. Recent research, however, has determined the importance of widening the scope to cater for children right from birth. The main reason for this is that a child’s experiences during their early years provide the essential foundations for life. Their development during this period influences their basic learning, educational attainment and health. In light of this, and in keeping with the UK Early Years curriculum recommendations, BSB has further developed its Early Years approach. The Kindercrib (catering for children 1-3 years), will be renamed the Early Childhood Centre (ECC) and has been incorporated into the Early Years, traditionally only Kindergarten and Reception. Our children now progress through the ECC and transition to Kindergarten and Reception with continuity in approach and pedagogy.

Recent research has determined the importance of widening the scope to cater for children right from birth. The main reason for this is that a child’s experiences during their early years provide the essential foundations for life.

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Engaging children through their early years in this way creates the building blocks to prepare them for learning and to access the curriculum in future years.

The ECC, Kindergarten and Reception teachers and learning assistants are now part of an Early Years team, led by Ishbel How, the Learning Improvement Leader for the Early Years. The team has participated in extensive professional development over the last two years, much of this with an external expert. The focus has been to audit resources and advise on best practice. The teachers engage in peer observations and reviews to enhance cohesion and consistency of approach. At BSB staff track each child’s development from their arrival in Early Years through to Year 1 and beyond, to provide a holistic picture of the child’s progress and to identify any areas for further support. This information is shared

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with parents so that they can understand their child’s learning and support this at home, in partnership with school. The learning in class is supported and enhanced by English as an Additional Language (EAL) provision and, where necessary, Speech and Language Therapy. Differentiation is an important feature of planning and provision, too, as a means by which to ensure individual children’s needs are met whatever their capabilities. Engaging children through their early years in this way creates the building blocks to prepare them for learning and to access the curriculum in future years. Latest research indicates that children learn best when they interact with the

natural world. As a result, much attention has been given to expanding and resourcing the children’s outdoor spaces. Opportunities are also created for outdoor play in our woodland reserve bordering the ECC playground. In addition, Reception students have the advantage of choosing outdoor learning experiences during their ‘Plan, Do, Review’ programme. This programme asks children to make choices for their learning and then to reflect on the success of those choices. We look forward to seeing the progression of the new Early Years approach in encouraging collaborative learning with our youngest children.


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Tapestry interviews BSB Trustee MARK EYSKENS.

Education's revolution

INTERVIEW

Mark Eyskens is a renowned Belgian economist and politician. From 1962 to 1998 he worked as a professor of philosophy and economics at the University of Leuven, and was Chairman from 1971 until 1976. Eyskens found his way into politics in the early 60s, and became Prime Minister in 1981. Between 1981 and 1992 he acted as Minister of Economic Affairs (1981-1985), Minister of Finance (1985-1988) and Minister of Foreign Affairs (1989-1992). Between 1977 and his retirement in 2003 he was also a member of the Belgian Chamber of Representatives. How long have you been a Trustee at BSB? For about seven years. BSB’s Board of Trustees is composed of a very pleasant mixture of Belgian and British delegates. The Board also features a couple of benefactors – people who have committed themselves financially to education and scientific research – such as Mme. Solvay, widow of the renowned industrialist, and the former headmaster of the KUL (Catholic University of Leuven). We generally meet once or twice a year and, naturally, we also stay in touch by email and phone. We are always keen to hear about BSB’s increasing reputation as a model international school. Can you expand on what you mean by this reputation? BSB is seen as an international educational model due to the fact that it represents the perfect example of successful multi and inter-culturalism. At present, British natives, Belgian and 70 other nationalities of students attend BSB. Courses are taught in English, French and Dutch. And although enrolment involves a significant investment, a lot of parents are willing to do so because students that graduate

from BSB often go directly to prestigious universities in the UK or the US. In 2016, 100% of graduating BSB students passed their IB Diploma and BTEC exams and 99% passed their A Levels. How did you become part of the Board? The school was looking for somebody who had been actively involved both in politics and in education, and I happened to fit the bill! I’ve been interested in education my entire life and, more particularly, in the way education is evolving. People often don’t realise we are currently in the middle of an educational revolution. A revolution? Absolutely. Education’s primary goal is no longer to provide knowledge, as nowadays knowledge can be acquired without any difficulty through various digital means, forcing traditional education to completely revise its nature. BSB is committed to enhancing learning through leading edge technologies and many years ago provided mobile devices to most of its children. In Dutch I refer to this process with the expression “van onderwijs naar wonderwijs.”

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BSB is seen as an international educational model due to the fact that it represents the perfect example of successful multi and inter-culturalism. In 2016, 100% of graduating BSB students passed their IB Diploma and BTEC exams and 99% passed their A Levels. (Education has to transcend to improve). Knowledge and information have to be used to create wisdom. Students have to learn how to deal with all this knowledge and information, and learn to distinguish the essential from the incidental, the fundamental from the temporary and even the right from the wrong. This educational revolution is part of our ever-changing world, and the question we have to ask ourselves is “how do we convert our desire for change into actual improvement”? A model international school such as BSB has the potential to lead the way in this revolution.

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Can you talk about some initiatives the Board has been involved with? The Board has a particular and keen interest in further developing the material infrastructure of modern education, including that of the school buildings and site. In recent years, the main project has been the development of new sport facilities. Intellectual formation is one thing, but students need to have the opportunity to flourish physically, compete with each other and to interact together as a team. Recently we were also involved in a very interesting exhibition on a prominent figure from the First World War: Edith Cavell.

This particular woman was part of the resistance against the occupying forces. What was so unique about this event was how it reached beyond the borders of ‘standard’ education and truly exemplified BSB’s commitment to social responsibility. Where do you see the school in 2020? BSB will continue its role as an educational leader intent on being at the heart of the ongoing educational revolution. This means further digitalisation of the provision of knowledge, teaching its students how to deal with the current abundance of information and, most importantly, further consolidation of its pioneering reputation.


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SARAH JONES writes for Tapestry.

Duke of Edinburgh Success

AWARDS

“There is more in you than you think.” This is the anniversary tagline for the Duke of Edinburgh’s International Award which has been running globally for 60 years. In this, their diamond anniversary year, they are celebrating the opportunities that the Award brings to so many young people. In 2014 more than 1.1 million young people aged 14-25 took part in the Award across 141 countries and territories. The aim of the Award is for young people to challenge themselves and discover the world around them. The Award provides them with skills and experiences that are consistently recognised by employers and educational institutions worldwide. The Duke of Edinburgh’s International Award, or ‘D of E’ as many BSB students refer to it, has been running officially at school for 10 years. From the early days of small groups of students led by Suzi Williams, this has grown to the large numbers we see today: over 130 BSB students are working towards one of the levels. During this time, students have enjoyed a wide range of opportunities and experiences both in and out of school. Each level of the Award requires students to demonstrate commitment, perseverance, challenge and development. No two Awards achieved are the same, as each participant opts for their own areas of interest and selects their own

challenge or goal. Each Award is made up of a physical, service, skill and adventurous journey section. For their physical, skills and service sections students contribute a huge amount to the school community. They are members of many of the school teams and contribute their skills to music, drama and other arts activities. They have worked back stage, and sold Fairtrade items, worked in the tuck shop, taken on the role of buddying new students, assisted with the Garderie, helped run extra-curricular clubs and been committed, reliable and enthusiastic in managing these responsibilities alongside their school work. Many students have also worked out of school, competing in local teams, helping at retirement homes, pony sanctuaries, soup kitchens, and walking dogs for old or infirm people. All of these activities are unpaid and for the benefit of the community as a whole. The adventurous journeys, or ‘expeditions’, are always a highlight and although the weather has hit us hard this year, with some expeditions cancelled due to snow and storms, the students have always enjoyed the challenge and the freedom of the outdoors and the independence the Award encourages. They are in charge; it is their expedition and they make the

decisions about food, clothing, route and the project they will complete along the way. This year we have travelled to many parts of the Ardennes and Hoge Venen. The Gold Award students travelled to the Brecon Beacons in Wales for their four-day 80km hike in some beautiful but demanding surroundings. All students, at whichever level of the Award they are working, must push themselves out of their comfort zone. Each Award is individual and should be regarded as an accomplishment of hard work, dedication and determination. Hopefully, it will demonstrate to universities and employers that these are students who will make the most of their skills and opportunities and who will show commitment and enthusiasm for whatever they do. To see so many students participating in the Award at BSB is a real pleasure. The Award could not run without a dedicated team of staff and I am hugely grateful to all staff who have assisted in any way with the Award, whether on expeditions in a tent, or running a club, or taking on the role of a supervisor for a section of a student’s Award. It has been great to see staff and students demonstrating to others that there is always ‘more in you than you think.’ References: The Duke of Edinburgh’s International Award website intaward.org

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President’s women!

SCHOOL PRESIDENTS

All the

We are pleased to announce that our School Presidents for the next school year have been elected. Ella Burnside and Vilhelmiina Haavisto were appointed after a rigorous selection process consisting of an interview with Head of Secondary Gary Minnitt and Deputy Head (Access to Learning) John

Left to right: Vilhelmiina Haavisto, Ella Burnside

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Knight, an interview with the Executive Student Council, presentations to Years 11-13, an interview with the Leadership Team and finally a vote. They also faced incredibly tough competition from several other strong candidates. The Student Presidents act as representatives for their fellow students

and liaise with the Secondary School Leadership Team as well as the Head and Deputy Head of Senior Section. Their duties range from running assemblies to sitting on the Student Council and speaking at the annual Awards Ceremony. We wish Ella and Vilhelmiina much success in their new roles.


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Alumni reunion & website launch C E L E B R AT I O N

On Saturday 15 October, we welcomed over 140 BSB alumni to a reunion in celebration of the opening of the Jacques Rogge Sports Centre. Alumni were welcomed in the reception area of the new building where we rolled out the red carpet for our very special guests. After red carpet photographs, the guests were ushered up to the mezzanine floor for a welcome cocktail and discovery tour of the sports centre from the upper level viewing galleries. During the cocktail hour there was live entertainment with a mobile band and an illusionist who spun a little magic for his captive audiences.

to reconnect and foster interaction and engagement with our alumni community. She encouraged alumni to sign up to the site which will become a home for BSB alumni and a space where alumni can interact with each other, share their memories, be inspired by the stories of fellow alumni, give back to the community through mentorship and philanthropy and remain connected to BSB. In conclusion, Melanie presented the alumni with a branded BSB travel mug filled with chocolate, the first in a line of exclusive items that will be available in an online merchandise store to be launched later in the year.

The campus tour became a walk down memory lane for our alumni who were able orientate themselves to the new campus buildings and appreciate the changes and improvements to facilities since their time here. Many alumni stopped to replicate photos they had taken in times past against specific walls or in certain rooms on campus. Alumnus Javier Martin Perez de Vargas (featured here on page 36) presented his architectural design project Ar y cyd to his fellow alumni, which was inspired by his work in Ghana with BSB’s student led charity, The Best of Both. After the cocktail hour the alumni moved to the event marquee for the welcome

The brief address was followed by a walking dinner where alumni continued to reconnect, reminisce and relive their memories of BSB. The photo booth was certainly a hit with the alumni who captured their personal reunions on camera and took away printed mementos. The evening was rounded off with alumni hitting the dancefloor to music from a special playlist they drew up themselves on Facebook in the weeks running up to the event. address and official launch of the Alumni website by our Principal, Melanie Warnes. Melanie shared that the alumni platform www.bsbalumni.com has been created

At midnight the wonderful evening, which we hope to replicate in the coming years in different locations, came to a close.

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B S B E X A M I N AT I O N S

Fabulous examination results with record scores for the IB Diploma at BSB Average IB Diploma point score of 36 (world average of 30 points)

pass rate for IB Diploma students (all passing with 26 points or more)

Over a third of students successfully took on the challenge of the Bilingual Diploma

of our candidates obtained 36 points or more (compared with a world IB average around 22% last year)

– top score for IB Diploma student

– achieved the Diploma with 40 points or more (against an IB world average of 7% last year)

pass rate for the third year running (IB world average pass rate 2015 was 79%)

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TAPE STRY MAG AZ I NE I N º6 I 2016

BSB was once again delighted with the 2016 examination results at Post-16 in A Level, BTEC and IB. These superb results, across the range of ability, have translated into brilliant university places worldwide on a huge variety of competitive courses. These include some top universitiy courses: for example, North America – NYU Stern School of Business, University of British Colombia; the Netherlands – TU Delft, Wageningen; KU Leuven in Belgium; and the UK – Cambridge, UCL, Imperial, Durham, Warwick, Central St Martin’s, King’s College London and Edinburgh, to name a few. Our students will start courses in a dazzling array of subjects including Medicine; Modern Languages; Engineering; a broad range of sciences; Mathematics; Architecture; Accounting and Finance; Computing; an impressive spread of creative arts and social and human sciences; International Politics, Geography and History; Education; Sport; and Law.

pass rate at BTEC

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

pass rate for at Rock School

pass rate at A Level

pass rate for LAMDA pass rate for Associated Board of the Royal Schools of Music (ABRSM)Theory

That our students have done so well in a non-selective school where, for many, English is not the native language, is tremendous. The programmes are led by a highly committed and well-qualified team of teachers and support is organised throughout the two years to help individual students to be the best they can be.

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Tapestry front cover artwork by Tulio Fagim.

Our Front Cover Tulio Fagim designed this image of Dr Jacques Rogge. Tulio was a student at BSB in the 70’s. He lives in São Paulo Brazil. He is a Graphic Artist.

ISSUE N°6 I 2016

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Thank you to all our contributors Publisher: Melanie Warnes Editors: Kim Burgess I Laura McDonagh 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


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Tapestry Magazine (sixth edition - 2016)  

News and reviews from in and around the BSB campus.

Tapestry Magazine (sixth edition - 2016)  

News and reviews from in and around the BSB campus.