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Table of contents
04. Introduction
06. Welcome to James Penstone
08. BSB’s stellar achievements in 2023-2024
10. The BSB Graduation ceremonies
12. The BSB Futures Career Programme
14. Shaping tomorrow’s leaders today
16. Inside BSB’s unforgettable book festival
20. The holistic benefits of BSB’s Trips Programme
22. Exploring Mexico’s rich biodiversity
24. The Duke of Edinburgh’s Award at BSB
28. Spotlight on BSB’s Football Programme
32. The growth and success of Girls’ Football at BSB
36. BSB’s holistic approach to physical education
40. The Performing Arts at BSB
46. The unsung heroes of BSB productions
50. Photo gallery: Art at BSB
53. The Poet Laureate Programme
56. Early learning and Primary Education at BSB
58. Play-based learning at BSB
60. The CAS Programme at BSB
64. FoBSB: Building community and supporting families
67. Photo gallery: Joy in motion
71. Inspiring the eco-conscious generation
75. Photo gallery: The great outdoors
79. Outdoor education: Getting to grips with nature
83. A tribute to our departing Principal
86. Cover art: Submerge - Untitled
IntroductionMelanie Warnes, Principal
It is with great pride and excitement that I welcome you to this latest edition of Tapestry, The British School of Brussels’ magazine. Two years have passed since our last publication; a period that has seen remarkable growth and achievement for our school. The British School of Brussels has not only strengthened its community bonds but has also reinforced its status as one of the world’s leading schools.
During these two years, BSB has garnered a number of prestigious international awards, a testament to our unwavering commitment to providing the highest quality education. Our academic standards remain among the highest globally, and in many cases; we have surpassed our own benchmarks, thanks to the dedication and hard work of our students and staff, and the support of our network of parents and families.
Our progress over these past two years has been fuelled by an ongoing commitment to evolution and innovation. We have embraced change, continuously seeking ways to enhance our educational provision and support our students’ growth. Listening and learning – and making well-informed decisions – have ensured that we stay ahead in an ever-changing educational landscape. Despite these advancements, we have remained true to our identity and core values. Our Guiding Statements, ethos, and values continue to underpin everything we do, ensuring that BSB remains a nurturing and inspiring environment for all.
As you explore this edition of Tapestry, you will find stories and highlights that reflect our community’s resilience, creativity, and dedication. I invite you to celebrate these achievements with us and look forward to many more years of shared success and growth.
A new era dawns at BSB
Welcoming incoming Principal James Penstone
The British School of Brussels is thrilled to announce a new chapter in its illustrious history with the appointment of James Penstone as its new Principal. This transition marks a significant milestone for the school, building upon the legacy of exceptional leadership and academic excellence.
After eight remarkable years, Melanie Warnes concluded her tenure as Principal in December 2024, leaving an enduring impact on BSB. Her visionary leadership fostered a thriving learning environment, characterised by academic success, a confident and resilient student body, and a strong sense of care and community throughout the entire school. We extend our heartfelt gratitude to Melanie for her invaluable contributions to BSB.
James brings with him a wealth of experience in international education, having most recently served as Secondary Principal at the Inter-Community School (ICS) Zurich. His appointment signifies a seamless continuation of BSB’s commitment to providing innovative, outward-looking, world-class education.
The transition process between Melanie and James has been exemplary, characterised by collaboration and a shared focus on maintaining the best environment for all our students and staff. This seamless handover reflects school’s commitment to a smooth and positive experience for everyone who is part of the BSB family and whole school community.
As we embark on this exciting new era, BSB remains steadfast in its mission to provide an outstanding international education that inspires students to become confident, compassionate, and globally minded individuals. With James at the helm, we are confident that BSB will continue to thrive and set new standards in high-quality international education.
We invite you to join us in welcoming Principal James Penstone and embracing the future with optimism and enthusiasm. Together, we will shape a bright future for BSB and our students.
A beacon of high quality education BSB’s
stellar achievements in 2023-2024
In the ever-evolving landscape of education, awards and accolades serve as powerful markers of a school’s commitment to quality. Over the past two years, The British School of Brussels has emerged as a paragon of educational distinction, demonstrating remarkable prowess across a variety of fields. As we explore the impressive array of awards garnered by BSB, it becomes evident that our school is not only a beacon of academic achievement but also a vibrant hub for nurturing talent, fostering innovation, and cultivating a culture of humanitarians.
Towards the end of 2023, BSB was honoured with the prestigious Spear’s School of the Year Award. This accolade celebrated the school’s outstanding excellence and innovation over the previous 12 months, with BSB chosen from a
shortlist of eight of the world’s most exceptional schools. Renowned for acknowledging trailblazers in entrepreneurship, philanthropy, and leadership, the Spear’s Awards bestowed this honour on BSB based on its commitment to excellence in various facets of school life, particularly highlighting academic performance, pastoral care, facilities, and the integration of cutting-edge technology.
In addition to the Spear’s Award, BSB earned a spot among the top 15 private schools in Europe for the fifth consecutive year and was independently ranked in the prestigious Carfax Schools Index’s top 150 private schools globally for 2024. The Schools Index, compiled by Carfax Education in collaboration with Spear’s, is the sole global ranking of the world’s leading private schools.
BSB Futures, the school’s careers programme, was also lauded for its innovative approach when it won the Future Pathways category award at the ISC International School Awards 2023. This programme enriches learning by building connections with the professional world and preparing students with the skills and values needed for their future pathways, whether in further education or their chosen careers.
The panel of judges at ISC Research praised the BSB Futures programme for its comprehensive approach; engaging students, teachers, and external partners alike. The programme supports Secondary students through the IB, A-level, and BTEC programmes, helping them to choose the course and approach that best suits their ambitions.
BSB also celebrated individual accolades with inspirational young scientist Oleksandra receiving the coveted Rising Star award at the 2023 Independent School of the Year Awards. This award honours a student who has achieved exceptional success in various aspects of their academic and personal lives, valuing not only academic excellence but also resilience and contributions that positively impact the school and broader community.
Oleksandra, one of the 50 students who joined BSB after fleeing the war in Ukraine, has inspired her fellow students and teachers. At just 16, she conducts postgraduate-level research in astrophysics, maintaining regular communication with PhD students worldwide and presenting her research at numerous conferences.
Additionally, nine BSB students were honoured with Outstanding Pearson Learner Awards for their remarkable accomplishments in the 2022/2023 examination series. These awards were a testament to their dedication and commitment to academic excellence, showcasing BSB students’ ability to perform at the highest level in international examination categories. The awards included the highest exam result in the world, three awards for the best in Europe, and six awards marking the highest scores in Belgium.
In an extraordinary display of academic excellence, BSB students achieved even more success in the 2023/2024 Pearson examinations, with 15 of them earning the highest marks across Europe and even worldwide in their respective subjects.
The British School of Brussels continues to shine as a beacon of excellence, with a dedication to fostering an environment that nurtures talent, innovation, and holistic development. The accolades and achievements of our students and programmes in 2023 and 2024 stand as a testament to the school’s unwavering commitment to providing an exceptional educational experience. As we look to the future, BSB remains steadfast in its mission to cultivate a community of learners who are prepared to excel and make meaningful contributions to the world.
Honouring merit and spirit
The BSB Graduation ceremonies of 2023 and 2024
In heartfelt tributes to academic achievement and personal growth, BSB annually celebrates the graduation of our Year 13 students. These ceremonies of 2023 and 2024 respectively, were poignant moments where families, teachers, and staff gathered to mark not just the end of a chapter, but the beginning of new adventures.
The 2023 ceremony was a testament to resilience and perseverance.
Amidst the cheers and applause, John Knight, Vice Principal and Head of Secondary at the time, eloquently captured the essence of the graduates’ journey.
“Life is a journey,” he reflected, “and today marks a moment to pause and reflect on the path taken, alongside those who have inspired and supported you.”
With Tennyson’s words resonating in the hall“I am a part of all that I have met”-each graduate was acknowledged for embodying the ethos of BSB, carrying forward our values into the world.
In 2024, John’s successor James Johnson echoed these sentiments, praising the Class of 2024 for their collegiality and commitment. “It has been heart-warming to witness their growth and unity,” James remarked, “and this ceremony celebrates their achievements while heralding their future successes.”
Principal Melanie Warnes, in poignant addresses at both ceremonies, highlighted the transformative power of education. “Education,” she affirmed, “shapes not only careers but character.” Her words underscored the profound impact BSB strives to make on its students, nurturing them into future leaders and changemakers. Melanie’s farewell in 2024 marked the end of an era, concluding her eight-year tenure with a message of hope and pride in the graduates’ potential.
Each ceremony culminated in jubilant applause as graduates received their certificates, marking the culmination of years of hard work and dedication.
The atmosphere was electric with anticipation and pride, a testament to the collective achievements of the students and the unwavering support of the BSB community.
Following the formalities, the celebrations continued into the night with a splendid dinner amidst the picturesque school grounds. Despite a move indoors due to inclement weather in 2024, the spirit of camaraderie prevailed as graduates and staff shared stories, laughter, and dreams for the future. These moments of connection underscored the bonds forged at BSB, bonds that extend beyond graduation day.
As the Class of 2023 and 2024 embark on their respective journeys, they carry with them not only academic achievements but also the values of resilience, compassion, and integrity instilled by BSB. These ceremonies were not just farewells; they were celebrations of the enduring spirit that defines BSB—a spirit that continues to inspire and shape lives.
In commemorating the Classes of 2023 and 2024, The British School of Brussels reaffirmed its commitment to nurturing not only academic excellence but also personal growth and community spirit. As these graduates step into the world, they do so equipped with knowledge, values, and memories that will forever tie them to their alma mater.
BSB Futures Careers Programme
Paving the way to success at BSB and beyond
The British School of Brussels (BSB) proudly presents BSB Futures, an innovative careers programme designed to bridge academic learning and real-world professional paths. This strategic initiative seamlessly integrates with BSB’s diverse academic pathways, including the International Baccalaureate (IB), A-levels, and BTEC programmes, empowering students to make well-informed decisions about their educational and career trajectories.
At the heart of BSB Futures is a dynamic approach that extends beyond classroom learning. Over the past two years, more
than 85 speakers have participated in roundtable discussions, exposing students to a wide spectrum of career opportunities and providing tailored mentorship and collective learning experiences. A distinguishing feature of the programme is its incorporation of alumni who return to campus to share invaluable professional insights.
One compelling example is Nikita Rajkumar from the Class of 2019, now an Investment Banking Legal Analyst at Goldman Sachs. Reflecting on her BSB experience, Nikita highlighted how the school prepared her for both university and professional life. “I strongly believe that studying a breadth of subjects throughout my time at BSB prepared me extremely well for university and the world of work,” she shared. “Learning how to work and empathize with people from diverse backgrounds was a skill I honed at BSB.”
Nikita’s return exemplifies the programme’s mission to demystify career paths and inspire current students, particularly in traditionally male-dominated fields. Her advice emphasizes resilience and authenticity, echoing BSB Futures’ commitment to preparing students through mentorship and real-world insights.
The programme’s reach extends across various fields, including performing arts, engineering, sustainability, and technology. These initiatives not only address immediate academic and career needs but also instil a culture of lifelong learning, adaptability, and environmental consciousness.
BSB Futures has garnered significant recognition, winning the Future Pathways category at the ISC International School Awards 2023. The judges praised the programme’s approach to developing valuable life skills and competencies while keeping student voices at the centre of its programming.
Amanda Nocera, the programme’s Employer Engagement and Alumni Admin Coordinator until the summer of 2024, emphasised the programme’s inclusive nature. “Our lunchtime career talks are open to every one of our 850+ Secondary students, and 1:1 meetings with industry experts are available by request to all students in Years 10-13,” she explained. The initiative introduces students to professionals who speak candidly about career challenges, reassuring them that multiple pathways to success exist.
James Johnson, Vice Principal and Head of Secondary, underscored the programme’s deeper significance. “By asking alumni to speak about their careers and studies, we show current students that their experiences are valued, and we hope to inspire them to share their own stories in future.”
The programme’s design goes beyond simple career guidance. It supports a range of pathways for students in Year 12 and 13, helping them choose approaches that best suit their individual goals. Whether students are interested in sustainability, arts, or work-based
routes like apprenticeships, BSB Futures provides comprehensive support and guidance.
What sets BSB Futures apart is its holistic approach to student development. It’s not just about finding a job, but about empowering students to discover their unique strengths and potential. The programme has been carefully integrated into the school’s core mission, ensuring its sustainability and continued evolution.
As Amanda noted, “Careers and Futures education is becoming embedded at BSB, and ISC’s recognition has offered a welcome moment to pause and reflect on our own path as a programme.”
Ultimately, BSB Futures stands as a testament to The British School of Brussels’ dedication to preparing students for the complexities of the modern world. By bridging academic learning with real-world experiences, the programme ensures that students emerge as empowered, well-rounded individuals ready to make their mark on the world.
The success of BSB Futures demonstrates the power of a forward-thinking educational approach that values student potential, embraces diverse career paths, and provides meaningful support throughout students’ academic journeys.
Student leadership at BSB Shaping tomorrow’s leaders today
At The British School of Brussels, leadership is not just a title - it’s a transformative journey of personal growth, responsibility, and community impact. Our school firmly believes that leadership potential resides in every student, and we are committed to providing diverse opportunities that nurture this potential from Primary through Secondary years.
The landscape of student leadership at BSB is rich and multifaceted, with roles that extend far beyond traditional expectations. At the forefront are our Student Presidents, who embody the spirit of student representation and collaborative governance. These remarkable individuals do much more than simply hold a prestigious position; they are the bridge between the student body and the school administration.
Our Student Presidents play a crucial role in shaping the school’s culture and experience. They facilitate meaningful discussions and initiatives that reflect the student perspective. By working closely with their Primary school counterparts, they ensure that the voice of every student is heard, regardless of age. On ceremonial occasions, these student leaders step forward to represent BSB, demonstrating the eloquence, confidence, and poise that we strive to develop in all our students.
House Captains add another vital dimension to our leadership ecosystem. They are the pulse of our inter-house activities, motivating their peers, organising events, and fostering a sense of community and healthy competition. These students learn to inspire, coordinate, and lead by example, skills that will serve them well beyond their school years.
The Student Council representatives, both in Primary and Secondary sections, provide a
structured platform for student engagement. They bring forward ideas, address concerns, and work collaboratively with staff to continuously improve the school environment. This process teaches students the important principles of democratic participation, negotiation, and constructive problem-solving.
But leadership at BSB extends far beyond these formal roles. Through initiatives like Peer Mentoring, the Politics Club, and Public Speaking programmes, we offer multiple pathways for students to develop leadership skills. These opportunities encourage students to step out of their comfort zones, cultivate curiosity, and build confidence.
Our approach to leadership is fundamentally about empowerment. We don’t just assign titles; we provide the support, guidance, and opportunities for students to truly grow into their leadership potential. By embracing ethical leadership principles, our students learn that true leadership is about service, empathy, and making a positive difference.
As we look to the future, the student leaders of today at The British School of Brussels are not just preparing for leadership - they are leading right now, shaping their school community and developing the skills that will make them exceptional leaders in whatever path they choose.
Igniting imaginations
Inside BSB’s unforgettable book festival
Every two years, BSB plays host to a week that leaves an indelible mark on the minds and hearts of all our students and staff. From the moment the doors of the school swing open to the world of literature, creativity, and imagination, The British School of Brussels Book Festival transports our school into the realm of stories, words, and illustrations.
The 2023 edition – “Old Worlds, New Worlds, Other Worlds” – was no exception.
For an entire week in October, in a celebration of our One School ethos, the whole campus buzzed with excitement, as famous children’s authors and illustrators graced our halls, corridors, classrooms and outdoor spaces. The event brought the pages of beloved stories to life and filled the air with the whispers of creativity and the rustle of turning pages. It was a festival that celebrated the power of storytelling and the magic of imagination. There was also a great opportunity for fancy dress fun on Dress Up Day as students, staff and esteemed guests fully embraced the chance to come to school as their favourite literary character, adding even more colour and creativity to the proceedings.
Some of the most cherished names in children’s literature made their way to our school, and they did not just come to sign books; they came to inspire. The words of these esteemed authors resonated throughout the school.
From Tom Palmer’s tales of courage on the sports field to Tom Percival’s heartwarming stories that teach us about empathy and kindness, our students had the privilege of engaging with authors whose words have touched countless lives.
Emma Carroll, known for her historical fiction that transports readers to different eras, shared her experiences of researching and writing. Olivier Award- winning playwright, Jon Brittain, helped our post-16 students to write their own characters and settings, while Tom Schamp and Rob Biddulph brought their illustrations to life, showing our students how to give flight to their imaginations through art.
“It has been an absolute joy to be a small part of this wonderful festival,” said Emma. “Everyone has been so welcoming, and everything has been so well organised. All the authors I have talked with agree it is like attending one of the big literary festivals in the UK, such as Hay or Cheltenham.”
Author and illustrator Rob Biddulph, who held workshops and readings across the whole week, spoke in glowing terms of his interactions with the BSB students. “I have been blown away by the eloquence, confidence and level of interest I experienced during the festival,” he said. “Even the youngest students have been hugely engaging and have asked very interesting questions which have challenged me. It has been a truly inspirational experience.”
The festival also welcomed Taran Matharu, Sarah McIntyre, and Philip Reeve, who created worlds of fantasy and adventure, introducing our students to the wonders of creativity beyond the boundaries of the everyday.
They spoke of the journeys that led them to become the authors and illustrators they are today, inspiring our young minds to dream big and to chase their passions. “BSB is one of my favourite places and one of the best festivals,” Sarah said. “Where else can you come and be greeted with walls adorned with drawings of yourself, and flattering ones at that!”
Elsewhere, the poetry slam, a standout event at the British School of Brussels Book Festival 2023, was a captivating spectacle, imbued with the infectious energy and enthusiasm of its host, the multi-talented poet, hip-hop artist, and author, Karl Nova. The Glade served as our poetic battleground, where brave and courageous students took the stage to share
their heartfelt verses. Their words resonated through the audience, evoking rapturous applause that reverberated through the open air. The assembled judges faced a Herculean task, for each performance was a testament to the depth of talent within our school.
Ultimately, they had the daunting responsibility of selecting a winner who embodied the very essence of the event: that honour went to Irene – a true poetic champion.
“What bravery, what courage and what talent beyond their ages,” enthused Karl. “I didn’t know what to expect when I was invited to this festival but whatever ideas I had have been eclipsed by what I have seen and experienced.”
In addition to all those mentioned previously, we were also fortunate to have the authors Sarah Crossan, Jean Luc Englebert, Marie Pavlenko, Leo Timmers, Momoko Abe, and Julian Sedgwick with us. Their unique voices and perspectives encouraged our students to explore the diverse realms of literature, opening doors to understanding and appreciation of different cultures and experiences.
Momoko Abe said that she felt extremely honoured be invited to the festival. “I want to say thank you very much for everything,” she said. “I have had a fantastic time. Having talked to my more experienced, fellow guests, I realise how lucky I am to get invited to this
festival as my first international, multiple day festival. Everything has been so well organised, and I have been so welcomed and looked after.”
All our guests, along with students, parents and staff, came together to celebrate the Book Festival at our Author’s Night event towards the end of the festival, when many recited works, spoke about their craft and fielded questions from the audience. We were treated to a preview of the Secondary production ‘A Midsummer Night’s Dream’, and recitals from outgoing BSB Poet Laureate Bhargav and his successor Mihika. For many the highlight of the week was the opportunity to meet and interact with these literary heroes, whether that was over breakfast in the libraries or during breaktimes when the authors and artists generously made themselves available and our students confidently and approched eloquently their favourite, asking questions, seeking advice, and leaving with autographed copies of cherished books.
“I have had so many stimulating conversations and I am genuinely sad to leave,” Julian Sedgewick said. “Your students are so bright, interested, informed and a joy to meet. I visit a lot of schools, as you know, but you have something very special here. It has been a wonderful experience that has really given me a lift and one which I will remember very fondly.”
The British School of Brussels Book Festival 2023 was a testament to the power of stories to shape minds and hearts. It was a celebration of the written word and the images that accompany it, a journey through worlds both real and imagined. Most importantly, it was an inspiration
for our students to read, to write, to draw, to create, and to imagine. After bidding farewell to this unforgettable week, we were left with a treasure trove of memories and inspiration. The stories we heard and the wisdom we gained will continue to fuel our students’ creative pursuits for years to come and provide our staff with the energy and insight to help them to further develop their skills.
We extend our heartfelt thanks to all the authors and illustrators who shared their time and talents with us. Their contributions have filled us with a renewed love for literature and a deeper understanding of the creative process. Their energy and enthusiasm helped the latest edition of the long-running Festival, introduced by our first principal Alan Humphries and continued by the much-missed Barry Sayer, to be yet another resounding success.
Embracing experiences
The holistic benefits of BSB’s trips programme
At BSB, every new school year brings a buzz of excitement as our students look ahead to embarking on extraordinary journeys through our Trips Programme, a cornerstone of our commitment to holistic education. This programme provides students with opportunities to explore premier destinations, engage in thrilling activities, and gain invaluable life experiences, all meticulously designed to extend learning beyond the traditional classroom environment.
Our Trips Programme offers a blend of adventure, safety, and educational value, guided by professionally trained external providers and supported by our dedicated BSB staff. Each trip is carefully planned to ensure students encounter challenges that promote growth, self-discovery, and the development of crucial life skills such as problem-solving, decision-making, and resilience.
BSB prides itself on delivering a rich and holistic education, where every aspect of a provisionis thoughtfully considered. School trips are integral to both the formal curriculum and the broader educational experience, fostering personal growth and enhancing learning beyond the confines of campus. Whether a day excursion or an overnight
adventure, these trips complement and enrich our students’ education, offering diverse experiences that contribute significantly to their development.
Each year our Student Journeys Team works together on promoting our trips philosophy throughout the programme, reaffirming our commitment to providing the highest quality educational opportunities outside the traditional classroom setting. Central to our vision is the belief in exposing students to exceptional destinations and opportunities, supported by external providers who share our commitment to educational excellence. These trips not only facilitate learning but also nurture a positive school culture, encouraging independence and holistic development.
The timing and rationale behind each trip are carefully planned to align with specific developmental stages. For instance, Year 7 students participate in a team-building experience in the Netherlands in October each year, facilitating early bonding and adjustment to secondary school life. Year 8 embarks on a winter adventure in Austria, offering unique opportunities for outdoor snow activities. Year 9 concludes Key Stage 3 with a water-based experience in Austria, marking the end of the
academic year with a memorable journey of personal and educational growth. Year 10 students engage in subject-specific trips, empowering them to organise and participate in tailored educational experiences.
Beyond individual growth, our trips are vital to building a strong community within our school. Each excursion offers students the chance to form new and deeper relationships with their peers and accompanying staff, strengthening bonds and creating a sense of camaraderie and mutual respect that extends back into the classroom and beyond.
Participation in the trips programme is integral to the vibrant, progressive culture we aim to cultivate at BSB. It embodies our belief that learning is most effective when it is a shared journey. By embracing these adventures together, we create an environment where everyone can thrive, learn, and grow.
Our trips programme is inclusive, offering exciting and inspiring excursions for students of all ages. Whether it’s a day visit to a local site of interest or an extended adventure in a far-off location, each trip is designed to be an unforgettable experience. These opportunities not only enrich students’ academic lives but also contribute significantly to their personal and social development.
By providing students with the chance to explore, take risks, and build meaningful relationships, we prepare them for the complexities of the world beyond school. These journeys of discovery are not just about seeing new places; they are about shaping well-rounded individuals ready to face the future with confidence and enthusiasm. In essence, our trips programme stands as a cornerstone of holistic education, nurturing not just academic growth but also fostering essential life skills and a global perspective.
These experiences cultivate resilience, independence, and empathy among our students, preparing them to navigate an increasingly interconnected world as confident global citizens. Beyond academics, these trips create lasting memories and forge friendships that endure far beyond their school years, shaping them into well-rounded individuals equipped to embrace diverse challenges with open minds and adventurous spirits. As we reflect on the impact of these journeys, it becomes clear that they are more than mere excursions—they are transformative milestones in our students’ personal and social development, enriching their lives in ways that resonate long into the future.
Learning through discovery
Exploring Mexico’s rich biodiversity
In July 2024, twenty-one eager students from our school embarked on a transformative journey to Mexico, led by a team of dedicated staff members. Our mission: a Biodiversity Research Expedition with Opwall, delving deep into the heart of Mexico’s natural wonders.
The adventure began in Brussels, where we boarded a flight bound for Cancun on 30 June. Excitement buzzed through the group as we anticipated the two-week odyssey ahead. Arriving in Cancun, we were greeted by the vibrant colours and warm hospitality that define Mexico.
Our first destination was the Calakmul Biosphere Reserve, a haven of biodiversity nestled in the Campeche region. Here, amidst Camp Hormiguero, we were greeted with the very basics of a base - no electricity, tents shared by two or three, and a daily ration of water for showers. The dry toilets were also a stark reminder of the simplicity that connected us to the environment we aimed to study.
From the crack of dawn, our days were filled with rigorous surveys. We rose with the sun to undertake mammal research and bird mist net surveys, embracing the challenge of observing these elusive creatures. Daytime was dedicated to habitat and butterfly surveys,
each offering glimpses into the intricate ecosystems of Calakmul. Evenings brought bat mist net surveys and herpetofauna expeditions, illuminating the nocturnal secrets of the reserve.
Amidst our research, we marvelled at the ancient splendour of Calakmul’s archaeological site, a UNESCO World Heritage site since 2002. Standing amidst towering pyramids and crumbling temples, we connected with Mexico’s rich history and the beauty of its natural landscapes.
As our time in Calakmul drew to a close, we bid farewell to the rugged beauty of Campeche and set our sights on Akumal for the second week of our journey. Here, at Tortuga Escondida in Villas Akumal, Quintana Roo, we transitioned from the untamed wilderness to the serene shores of the Caribbean. Days were spent diving among vibrant coral reefs, encountering turtles, and soaking in the sun-kissed beauty of Akumal’s beaches. Again, while we bathed in the natural beauty of the area, there was work to be done.
After taking a PADI diving course, students with a certification immediately joined the underwater research team, undertaking coral and seagrass studies, and data collection of the marine animals which were always only an arm’s lenght away below us in the crystal-clear ocean.
“I’ll never forget the thrill of diving with new friends during herpetology surveys, especially spotting rare geckos, coral snakes, and one of seven turtles resting its head on coral while sleeping,” said Ben, one of the BSB students who took part in the expedition. “Though the mosquitos were a constant challenge, my time in Mexico taught me the importance of biodiversity and how each organism plays a key role in the ecosystem. From inquisitive sea turtles to the delicate balance of marine life, every discovery deepened my understanding. It was a challenging but incredibly rewarding experience.”
Our expedition was not just about data collection; it was a voyage of personal growth and shared discovery. From navigating the challenges of field research to forging lasting bonds with peers and mentors, each moment in Mexico left an indelible mark on our collective journey.
On 14 July, as we boarded our return flight to Brussels, our hearts were heavy yet full. We carried with us not just memories captured in photographs and videos but a deeper understanding of our planet’s intricate web of life. Mexico had been more than a destination; it had been a classroom without walls, where learning transcended textbooks and connected us intimately with the natural world.
As we touched down in Brussels a day later, our minds raced with stories to tell and lessons to share. The Biodiversity Research Expedition with Opwall had been a voyage of a lifetime - a testament to the power of exploration, education, and the enduring spirit of adventure that unites us all.
Empowered by adventure The
Duke of Edinburgh’s
Award at BSB
At The British School of Brussels (BSB), the Duke of Edinburgh’s Award (DofE) provides a transformative experience for students, helping them build resilience, leadership skills, and a deep sense of community. Each year, participants embark on a personal journey that challenges them physically, mentally, and emotionally, allowing them to discover their potential and make a lasting impact on those around them.
“The Award is an opportunity to work with students outside the classroom, where sometimes completely different strengths emerge,” says Sarah Jones, Duke of Edinburgh’s International Award Coordinator at BSB. “I’ve seen students thrive in aspects of the Award that you might not imagine during a typical school day.”
A journey of growth and achievement
The DofE Award at BSB is structured across three levels-Bronze, Silver, and Gold-each progressively challenging participants to expand their horizons. Whether it’s volunteering within the community, improving physical fitness, learning new skills, or navigating the rugged terrain of the Ardennes during adventurous journeys, students are constantly encouraged to set and exceed personal goals. For many, the expeditions provide an unexpected adventure close to home. “A lot of our students have never visited parts of the Ardennes,” Sarah adds. “They’re amazed that just two hours from Brussels, we can be in rolling farmland, beautiful forests, and wild open fens.”
Inclusive and transformative experiences
A key feature of the DofE Award is its inclusivity - open to students of all abilities, backgrounds, and interests. The programme emphasizes personal growth rather than competition, allowing participants to progress at their own pace. Through this journey, students build lasting friendships, improve their self-esteem, and develop crucial life skills like teamwork, problemsolving, and resilience.
Sarah highlights the profound impact of these experiences: “In today’s world, where technology is omnipresent, it’s interesting to see students embrace independence, making decisions as they navigate unfamiliar territory. I’m often struck by how much laughter there is, even when they’re walking in terrible weather. They’re truly enjoying themselves, and that sense of accomplishment is evident.”
Life skills that go beyond the classroom
Participation in the DofE Award equips students with invaluable skills that extend far beyond school life. Resilience, communication, and leadership are just a few of the qualities nurtured through the programme. The confidence gained from such experiences is a powerful tool for the future - whether for university applications or job interviews.
Sarah explains how the skills learned extend beyond academic success: “In a world that can feel obsessed with exam results, the DofE Award offers something different. It develops essential life skills like teamwork, leadership, and reflection - qualities that make students not just good learners, but good global citizens.”
The impact of the programme is profound, with students undertaking meaningful service projects. “I love hearing about what students do for their physical, service, and skills sections. There’s so much pride and optimism in the work they do,” she says. From volunteering with Serve the City in Brussels to coaching younger students at school, participants embody the spirit of giving back, often inspiring others to follow in their footsteps.
A global standard of excellence
Achieving a DofE Award is a globally recognised accomplishment that carries weight in both higher education and the professional world. The award demonstrates an individual’s ability to rise to challenges and develop crucial transferable skills.
Reflecting on the Gold Award students, Sarah recalls a particularly special encounter: “A few years ago, our students had the chance to meet Belgian explorer Dixie Dansercoer. He wasn’t very familiar with the Award, but hearing the students explain their experiences to him reminded me just how much it means to them. He then shared some of his adventures, and I could see their faces light up with even more inspiration.”
Shaping future leaders
The DofE Award at BSB provides more than a personal milestone - it shapes future leaders and compassionate global citizens. As students grow through the programme, they gain a deeper understanding of their own capabilities, often stepping out of their comfort zones to face challenges they may never have considered. “Seeing students navigate real-world challenges is extremely special,” Sarah notes. “The Award prepares them for life beyond school, helping them build a foundation of independence and resilience.”
In the end, it is this sense of adventure, personal growth, and commitment to others that defines the Duke of Edinburgh’s Award at BSB. “The Award has had an almost lifelong influence on me,” Sarah concludes. “And I hope it continues to inspire our students for years to come.”
Through the DofE programme, students at The British School of Brussels discover much about themselves, while developing the skills they need to thrive in an ever-changing world.
Spotlight on… BSB’s Football Programme
Building champions on and off the field
At BSB, our football programme stands as a shining example of excellence and inclusivity, with both boys’ and girls’ teams flourishing under the guidance of professional and dedicated coaches. These teams benefit immensely from innovative partnerships that extend beyond our campus, providing unique opportunities for growth and development. Success on the field is a testament to their unwavering teamwork and commitment to one another. Football is just one facet of our diverse and comprehensive Enrichment programme, designed to promote physical well-being, build confidence, and foster a sense of togetherness among our students.
Over the past two years, our football teams have experienced an extraordinary journey, achieving unprecedented success and setting new benchmarks in European youth sports. Both the boys’ and girls’ teams have consistently risen to new heights, triumphing in tournaments and competitions with remarkable skill and determination. Their impressive performances have not only secured numerous accolades and silverware but also won the admiration and hearts of spectators across the continent. Here we delve into the inspiring stories behind BSB’s footballing triumphs, celebrating the dedication, teamwork, and spirit that have propelled these young athletes to the pinnacle of their game.
Golden generation: Celebrating an era of success for BSB Football
BSB’s boys’ football teams achieved remarkable success across all age groups in 2024, winning the British School of the Netherlands (BSN) Under 14 invitational tournament, claiming both the A-team Elite title and B-team Elite Champions category at the Mediterranean Cup (U16s) in Verona, securing the ISAA Division I championship for a historic third consecutive year, and winning the ISSC middle school tournament. The Under 17s and Under 15s teams...
The girls’ programme enjoyed their most successful season to date in 2024, highlighted by winning their first-ever ISAA Division I championship in November. They also secured silver at the BSN Under 14 invitational tournament and achieved a strong fourthplace finish at the highly competitive ISSC middle school tournament against established teams like Cobham and Geneva. Their ISAA victory was particularly noteworthy as they only conceded one goal throughout the entire tournament, beating strong opposition on their way to victory.
There were more remarkable successes across multiple age groups in November 2024. The school’s Under-17 and Under-15 boys’ teams, both competing through our strategic partnership with local club Tempo Overijse, secured their respective league championships. Adding to this remarkable achievement, the Varsity Boys’ team clinched the ISSC Competition title on home soil, further cementing the school’s reputation for athletic excellence.
These victories followed on from the success of BSB’s Middle School football teams in the Med Cup in April of 2024, our inaugural championship win at the esteemed tournament.
Additionally, after securing their maiden titles in 2023, the Varsity Boys team maintained their dominance by clinching the International Schools Athletic Association (ISAA) Division One title in Barcelona in 2024, showcasing tremendous resilience and character. They then added the International Sporting Championships Conference (ISCC) title in
Rome to this, making it four titles in two years an incredible achievement.
Additionally, the Junior Varsity Boys, a young group, displayed incredible strength and determination to secure their first senior football title in the Sport Council of International Schools (SCIS) Conference competition. Elsewhere, the middle school boys also impressed with bronze in the inaugural ISCC competition in Rome.
The Varsity Girls team continues to excel and earned bronze medals at the ISSC Division One Tournament in Geneva, a remarkable achievement. They won another bronze medal in Rome in early December. Their possessionbased style of play and impressive record over the past three years is a testament to their own development as well as the success and evolution of the school’s football programme.
In addition to these triumphs, both the u15 and u17 boys teams secured league titles in 2024 as part of our enduring partnership with Tempo Overijse, with outstanding unbeaten performances in the local leagues.
The success of our school’s football teams goes beyond mere victories on the field; it is a testament to the comprehensive player development fostered by the outstanding coaching programme at BSB. Since football transitioned to a year-round sport in 2019, our approach has evolved into a holistic player development strategy that not only hones athletic skills but moulds well-rounded, caring, and confident individuals. Its popularity has led to substantial growth with nearly 600 students participating in various sessions and teams.
In the realm of competitive sports, victories and championships often take the spotlight, but at BSB, the success of our sporting teams transcends the results. Beyond the tangible trophies and accolades, the true measure of achievement lies in the development of our players as individuals: rounded, caring, confident young men and women who carry themselves with respect both on and off the field.
Central to this remarkable transformation is the extraordinary coaching programme at BSB, which serves as the backbone for cultivating not just skilled athletes but also responsible, empathetic individuals. The emphasis on character development goes hand in hand with athletic prowess, creating a unique and nurturing environment that fosters personal growth.
As well as the individually tailored training regimes put in place by the BSB coaching staff, supported by programmes developed by our partners at the West Ham United Foundation, and the increased involvement in competitive matches through the school’s collaboration with Tempo Overijse, our coaches prioritise instilling values such as sportsmanship, teamwork, and resilience. These principles are not only fostered in the athletes during training sessions but are also reflected in their behaviour during competitions. The result is a cohort of players who approach every match with a winning mindset, not only in terms of goals but also in terms of attitudes and conduct.
The sporting programmes at BSB empower individuals to believe in their abilities, both on and off the pitch. This confidence not only contributes to improved athletic performance but also translates into everyday life, equipping students with the self-assurance needed to face challenges head-on.
A distinguishing feature of BSB’s football teams is the genuine camaraderie that permeates the squad. The emphasis on teamwork goes beyond strategy and tactics on the field; it extends to the development of strong interpersonal relationships. Our players are encouraged to support and uplift one another, fostering a sense of unity that transcends the confines of the pitch. This can be seen in the desire between both boys and girls teams to cheer each other on and celebrate their successes as if they were their own.
Moreover, the coaching staff at BSB places significant importance on instilling a sense of responsibility and accountability in the players. Beyond the thrill of victory, athletes are taught to gracefully handle defeats, learning invaluable lessons in resilience and determination. This mindset leads to teams which display modesty and humility but also builds players with the desire to improve.
“Participation in BSB football not only improves players’ technical ability with talented and experienced coaches, but it also provides them with a range of life-skills,” one parent said. “It provides the children with the opportunity to work as a team, to co-operate, the importance of discipline, to listen to instructions and equips them with the tools to cope with defeat and success.”
As a result of the successful coaching programme at BSB, our football teams are not only recognised for their victories but are respected by others for the remarkable individuals they are becoming. Opponents, spectators, and rival coaches acknowledge the
commendable sportsmanship and exemplary behaviour demonstrated by our players, while parents at BSB speak in glowing terms about both the sporting and personal development of their children.
“The football programme at BSB is simply outstanding,” another parent said. “Two of my children joined the teams immediately upon arriving at the school which was great at helping them settle and integrate. The quality of the coaching is way above anything I’ve experienced at clubs or schools in the past and has allowed my children to improve their games immensely. The coaches also foster a wonderful team spirit within the teams, and they push each other to succeed . They are always positive and encouraging towards each other on the pitch which as a parent is great to see.”
As we celebrate these historic achievements and the continued success of our football programme, we extend our heartfelt congratulations to all our players. Their remarkable talent, sportsmanship, and resilience have brought immense pride to our school. They have not only showcased their prowess in football but also embodied the values of integrity, teamwork, and perseverance that define us as a school.
Fueling a football revolution
The growth and success of Girls’ Football at BSB
In recent years, women’s football has experienced a remarkable surge in popularity, transforming from a once peripheral sport into a formidable force, reflecting a broader cultural shift towards inclusivity and gender equality in sports. This rise can be attributed to various factors, including the growing talent pool, the rise of iconic figures on the international scene such as Megan Rapinoe and Marta Vieira da Silva, and the support of governing bodies like FIFA and UEFA.
The emergence of role models within the sport who champion gender equality and social justice has further galvanised support for women’s football, inspiring young girls worldwide to pursue their passions.
Among the many success stories emerging from this trend is the journey of girls’ football
at The British School of Brussels. What began as a modest initiative has blossomed into a thriving programme, culminating in unprecedented success on the pitch. Here we trace the evolution of girls’ football at BSB, from its inception to its recent triumphs, highlighting the transformative impact it has had on the school community and the broader landscape of women’s football.
The decision to launch the girls’ football programme at BSB was driven by a commitment to provide equal opportunities for all students to engage in sports. Recognising the growing interest among female students, the school sought to create a platform that would not only promote physical activity but also foster values of inclusivity, empowerment, and skill development. This vision was not without its challenges but through perseverance and determination, the programme began to take shape.
“The origins of the girls’ football programme at BSB date back to around a decade, spearheaded by (former Head of Design & Technology) Simon Jones, a passionate advocate for girls’ football,” says Andrew Hill, current Head of Football at BSB.
“Simon’s commitment to coaching and training helped the programme gain traction. In 2019, the decision to make football a year-round Tier 1 sport paved the way for significant growth and parity between boys’ and girls’ teams. Today, up to 100 girls participate weekly, and new initiatives, such as Primary ‘girlsonly’ sessions, promote inclusivity and early engagement, ensuring football opportunities for all interested students.”
“Establishing the girls’ football programme at BSB came with several challenges, including balancing high enthusiasm with academic commitments, managing a demanding training schedule, and providing competitive opportunities,” says Andrew. “With many girls new to the sport, varying experience levels also posed a challenge. We embrace a ‘football for all’ philosophy, accommodating different participation levels and striving to maintain interest, even amidst the broader trend of sports dropouts among adolescent girls. Our goal is to nurture a love for the game and ensure each student finds joy in their involvement, whether in football or other activities.”
As interest in girls’ football continued to grow, so too did the programme at BSB. Initiatives aimed at increasing participation were implemented, including outreach efforts to recruit new players and the introduction of development-focused training sessions. Central to this growth was the unwavering support of dedicated staff who
worked tirelessly to nurture talent and create a supportive environment where players could thrive both athletically and personally. “The growth of the girls’ football programme at BSB has been driven by several key factors. Firstly, regular competitive matches have been crucial, offering the girls consistent opportunities to play and improve,” Andrew says. “This increased exposure has been instrumental in enhancing their skills and competitiveness. Transitioning from a termbased programme to a year-round schedule has also played a significant role, ensuring continuous development and engagement throughout the year.”
“Another major factor has been the shift from relying solely on volunteer staff to employing highly qualified, professional coaches,” he added. “The expertise and experience these coaches bring to the programme have elevated the quality of training, aligning more closely with the demands of competitive football.
“BSB’s coaching staff includes three A-licensed coaches, which even outstrips some of the affiliated clubs in terms of coaching qualifications. This professionalisation has significantly raised the standard of coaching, bringing consistency and a higher level of football education to the programme.”
Collaboration between BSB and local club
Tempo Overijse has also been a key to success. This collaboration brings together resources, expertise, and opportunities for player development, enriching the experience for everyone involved. Through joint training sessions, matches, league participation and shared coaching initiatives, the partnership is mutually beneficial, further fuelling the momentum of the programme at BSB.
Additionally, BSB’s coaches offer expertise in working with young athletes, creating a balanced approach that enhances player development. Regular meetings among coaching staff to discuss not just football tactics but also the holistic development of the players have fostered a people-oriented culture. This has encouraged the girls to participate, remain committed, and strive to improve as both players and individuals.
The programme has also focused on flexibility and responsiveness to the needs of the players. By considering the girls’ feedback and adjusting training schedules around academic pressures, the programme has ensured that football remains a positive and manageable part of their lives.
This player/person-centric approach has created a supportive environment where the girls feel heard and valued, which in turn boosts their commitment and participation.
“The inclusive and supportive culture extends to allowing girls to train with the boys’ teams if they choose, fostering a sense of challenge and confidence that wasn’t present a few years ago,” continues Andrew. “This has broken down barriers and made mixed-gender training sessions a normal, welcomed part of the programme, reflecting a broader cultural shift within BSB’s football environment.”
Efforts to provide equal opportunities and resources to female players, including grassroots development programmes and accessible facilities, have laid the groundwork for sustained growth and success at BSB.
The greatest achievements for the girls’ football programme so far came in 2024. In November of that year, the girls’ programme achieved an unprecedented milestone by securing their firstever ISAA Division I title. Before that, in April, the U20 girls team also secured a historic league title win. These remarkable achievements have helped to underscore the significance of girls’ football within the school community
“Winning the league has been a significant milestone for the programme, but it’s been about more than just the results on the pitch,” said Andrew. “The commitment from the players, staff, parents, and the school community has been essential, with everyone going above and beyond to support the team, even when it meant traveling long distances for matches or playing in challenging conditions. This collective effort has created a strong sense of community and achievement. The sense of investment and involvement from the girls
has grown, with many taking a keen interest in league standings and results, which shows their deeper engagement with the sport.”
Furthermore, the success of the programme is providing a platform for the girls to pursue football beyond school, whether at university or in other avenues, by giving them a solid track record of regular training, competitive match experience, and team achievements. This comprehensive football education at BSB is building their confidence and aspirations, showing them that they can compete at high levels and potentially consider careers in sports.
The growth of the girls’ football programme at BSB has been a product of strategic changes, commitment from all stakeholders, and a strong, supportive community. By focusing on both football development and personal growth, the programme has created an environment where girls can thrive, and its success is evident not only in league wins but in the growing confidence and competence of its players.”
The story of girls’ football at BSB is one of transformation, resilience, and triumph against the odds. From its humble beginnings to its recent title success, the programme has not only defied expectations but also challenged societal norms, empowering girls to pursue their passion for the game without reservation. As the journey continues, the programme remains committed to its core values of inclusivity,
excellence, and community engagement, setting a shining example for the future of women’s football.
“To grow and develop the girls’ football programme at BSB, we must strike a balance between consistency in our successful practices and adaptability to new challenges,” Andrew concluded. “This approach will allow us to meet the evolving needs of our students and adapt to the changing landscape of school sports. By being proactive leaders in adapting to shifts, maintaining a strong foundation based on our core values, and tailoring our approach to the unique needs of different teams and cohorts, we can create an inclusive and supportive environment.”
“Additionally, we will focus on emotional and psychological support, ensuring smooth transitions for players, and providing engaging opportunities that keep them motivated. By emphasising holistic development and maintaining strong collaboration with stakeholders, we can build a robust long-term programme that fosters a passion for football, valuable life skills, and a positive school experience.”
Mind, body, and beyond BSB’s holistic approach to physical education
Cultivating well-rounded development and lifelong fitness
Physical Education (PE) at The British School of Brussels (BSB) is more than just a curriculum requirement - it forms an integral part of the educational journey at our school.
Our Whole School PE team skillfully designs programmes that align with the developmental stages of each age group, fostering not only physical literacy but also cognitive, social, and emotional growth. From the earliest years through to senior levels, our aim is to instil a lifelong appreciation for physical activity, equipping students with the skills, values, and habits needed for their well-being and academic success.
Building blocks in early years and lower primary
In the Early Years and Lower Primary stages, we emphasise the development of fundamental motor skills - crucial building blocks for future athletic endeavours. Through a variety of engaging, age-appropriate games and activities, children enhance their gross motor skills, coordination, and spatial awareness. These physical competencies are more than just foundational; they also play a significant role in cognitive development, supporting learning across all subjects.
Recognising the importance of upper body strength in everyday tasks, our curriculum incorporates activities designed to strengthen the muscles essential for writing, drawing, and manipulating objects. As children gain strength and dexterity through structured play, they are better equipped to tackle academic and physical challenges alike, reflecting our holistic approach to education
Expanding horizons in upper primary
As our students progress through Key Stage 2, the emphasis shifts to developing more complex skills and a greater awareness of fitness. This stage provides a platform for students to explore a wide range of sports and activities. The curriculum spans from basketball and gymnastics to bouldering and swimming, allowing students to discover their interests and develop their talents.
Our programme at this stage focuses on nurturing the whole student through six key developmental pillars. The first pillar, Physical Development, involves acquiring and refining fundamental movement skills, which serve as the foundation for more complex activities.
Cognitive Development is another critical area, where students learn to understand rules, concepts, and engage in problem-solving within a sports context. Social Development is equally emphasised, building teamwork, collaboration, and respect for others.
Emotional Development is supported by activities that boost confidence, self-esteem, and resilience through positive physical experiences. Health Awareness is also a key focus, promoting a healthy lifestyle and an understanding of the long-term benefits of physical activity.
Finally, Safety Awareness is instilled by teaching the importance of using proper equipment and being mindful of surroundings. This comprehensive approach ensures that students are equipped with the skills and knowledge to thrive in all aspects of their development.
Swimming, a cornerstone of our PE programme, exemplifies these principles. Beyond water safety and technical skills, it fosters cardiovascular health, muscular endurance, and overall aquatic competence. We also introduce students to water-based activities such as flippa ball and lifesaving, offering new avenues for applying their skills in diverse aquatic environments.
Transition to secondary: A broader perspective
The transition to Key Stage 3 (KS3) brings a more sport-specific focus, with an emphasis on the overall development of each student. Our curriculum is designed to deepen their knowledge and understanding, boost confidence, and foster a genuine enjoyment of physical activity. This approach not only helps students excel in a variety of sports but also equips them with transferable skills that benefit them in multiple aspects of life.
Our objectives for Key Stage 3 focus on comprehensive development in several key areas. We emphasise physical development by refining skills and enhancing fitness levels. This foundation helps students build their physical capabilities and overall well-being.
As in Key Stage 2, cognitive development is a crucial aspect. In KS3, the work the students have done previously is enhanced through activities that help them to understand complex rules and tactics, as well as critically evaluate performance. This deepens their strategic thinking and analytical skills.
Again, Social and Emotional development are also priorities at this stage. The social aspect in KS3 involves encouraging teamwork, fair play, and collaboration, fostering strong interpersonal skills and a sense of community, while emotional development comes from activities designed to build self-confidence, resilience, and a strong sense of self, with a focus on supporting students in their personal growth.
Finally, we promote healthy lifestyle awareness. Our goal is to inspire lifelong participation in physical activities, ensuring that students appreciate the value of maintaining health and well-being throughout their lives.
Key Stage 4: Personalised pathways
By Key Stage 4, students can choose from two distinct pathways, reflecting our commitment to personalised learning. One pathway emphasises competitive sports, focusing on setting and achieving personal bests and thriving in fastpaced, challenging environments. The other offers a more relaxed pace, promoting personal development and encouraging students to find physical activities they enjoy and are likely to continue beyond school. Both pathways are
designed to nurture responsible decisionmaking regarding health and fitness, preparing students for a future of active, healthy living.
Specialised PE studies: GCSE and BTEC sport
For students interested in pursuing sports academically, our GCSE PE and BTEC Sport programmes offer a deep dive into the theoretical and practical aspects of physical education. The GCSE PE course covers a range of topics from anatomy and physiology to sports psychology and ethics, while the BTEC Sport qualification opens doors to numerous career opportunities, including coaching, sports therapy, and sports management.
BTEC Sport also serves as a stepping stone to higher education, providing a solid foundation for degree programmes in sports science, sports management, and exercise physiology. With modules that cover health, well-being, applied sports anatomy, and organising sports events, the course equips
students with both the knowledge and practical skills needed to excel in the sports industry.
A commitment to lifelong fitness and well-being
At BSB, we believe that Physical Education is more than just teaching students how to play sports - it’s about fostering a lifelong passion for fitness and well-being. Our holistic approach ensures that every student, regardless of their athletic ability, leaves our school with the confidence, skills, and motivation to lead an active and healthy life. Through a balanced blend of physical, cognitive, social, and emotional development, we empower our students to become well-rounded individuals who value the importance of staying active and healthy throughout their lives.
Inspiring creativity and confidence
The
Performing Arts at BSB
BSB is a values driven community of learners recognised as living and breathing our Guiding Statements. Our aim is to develop confident, caring, and courageous students who show resilience in every aspect of their lives, as they strive to be the best that they can be. These values are on display every single day at BSB, but few aspects exemplify these inspiring qualities as strongly as our Performing Arts provision.
The performing arts resonate at the heart of the educational experience at BSB. Whilst they form a crucial part of our enrichment opportunities, these disciplines are also integral components of our curriculum, fostering creativity, expression, and a deep appreciation for the arts in our students’ lives. The experience of stepping onto the stage in front of a live audience, whether to act or to perform a piece of music, requires
true courage as well as a highly disciplined approach and we actively encourage all our students to seize every opportunity to do so.
In Early Years and Primary, every child takes part in productions as part of our inclusive curriculum, experiencing the magic of how performing arts combine to create an experience for an audience from page to stage. Our students, from aged 4 to 11, fully commit to being part of our creative community and bring their joy and enthusiasm to every production. We involve our students in each aspect of the process, from discussing lines and themes in class or helping to develop it if it is an original piece, to designing costumes and scenery. This way, everyone has an investment in the production, a sense of ownership, and can take pride in working together to create something wonderful.
The main reason behind these opportunities is our goal to foster confidence and courage.
From an early age, our students sing, dance, and recite in front of peers, teachers and parents – often from the stage of our
purpose-built, on campus, 240-seat Brel Theatre. Without exception, our students rise to such challenges, commanding spaces that would be intimidating to most adults.
Additionally, regular assemblies serve as lively showcases for our students’ burgeoning talents. These assemblies provide opportunities for students to showcase vocal prowess, and instil a sense of collaboration and belonging within our school community.
In addition to these performances, drama techniques are integral to the inquiry-based learning experience of the Primary curriculum, such as imaginatively responding to a teacher in role or improvising scenarios to debate an issue. Students grow in confidence as they apply their knowledge, building not only an understanding of the real-life application of skills, but also an awareness of both local and global community.
Primary music lessons are taught by music specialists, where students engage with a diverse array of musical instruments, including their own voice. This hands-on approach cultivates technical proficiency, and encourages students to develop a personal connection with music, harnessing its power
as a medium for self-expression. Central to our ethos is the cultivation of improvisational and performance skills. Through structured exercises and collaborative activities, students learn to think on their feet, creatively responding to musical prompts and cues. These skills enhance musical fluency, but also foster adaptability and spontaneity, qualities that are invaluable in all facets of life.
Many of our Primary students have their first experience of playing instruments in our specialist lessons, which serve as dynamic platforms where children embark on journeys of discovery, exploring the multifaceted dimensions of music. Guided by experienced instructors, students are introduced to the fundamental elements of music theory, whilst simultaneously immersing themselves in practical application from an early age.
Beyond the structured curriculum, BSB Primary School offers a plethora of Enrichment activities, providing students with ample opportunities to further explore their performance passions. From Primary Drama Club, Upper Primary LAMDA lessons, one to one instrumental music lessons, choirs and instrumental ensembles, our Enrichment programme caters to a wide range of interests and abilities, ensuring that every student has an opportunity to shine. Our main instrumental ensembles are organised after school so that advanced musicians in primary school may join our ‘concert’ level ensembles and even orchestra, playing alongside those of similar ability in Secondary School.
In Secondary, the Performing Arts enrichment programme is vibrantly celebrated, as we offer a wealth of experiences to our secondary students, many of which will make lifelong memories. Our students are also given the opportunity to develop
an understanding of the unique disciplines of Music and Drama as academic subjects within the curriculum. From a weekly lesson at KS3 to options at GCSE, A Level and IB, students build knowledge and skills.
In Music, every student in KS3 has an hour of Music a week, taught by a specialist. The course covers a wide range of musical genres, including Baroque, Classical, Folk, Blues, Pop, and World Music and focusses on the three areas of Performance, Composition and Listening. Performance lessons offer opportunities for all students to play keyboard and classroom percussion instruments as well as using their voices. Students learning orchestral instruments are invited to bring them into class, to develop their ensemble skills in the context of their own instrument.
They follow a course of composition tasks starting with a simple rhythm composition and gradually developing into melody writing, adding harmony then several tracks of music. Students are encouraged to make their own sound choices and ideas whilst keeping within the constraints of the set briefs. Listening skills are linked to our composition and performance tasks, so that best practise is displayed and analysed before the students produce a performance or composition themselves. Key vocabulary is an important part of listening, to enable analysis and discussion.
At Key Stage 4 and 5, students opt to take Music as an examination subject, through GCSE, A level or IB. They embrace the discipline and commitment required to become highly skilled in the areas of performance, composition and listening (analysis). Thorough analysis of musical works requires theoretical, contextual and harmonic understanding, which in turn enhances work in performance and composition. Independent study, collaboration, discussion, critical analysis, enquiry, creativity and discipline are all essential elements.
At Key stage 5 Music Technology A level is available. Students learn about the history of sound and recording techniques, how to use professional software Reason, learning to record, mix and produce their own recordings, as well as composing to set briefs requiring a large technology element. We are very fortunate to have a professional standard recording studio in our school and almost all students who studied music technology here have gone on to pursue careers in this area.
In Drama, every student in KS3 has an hour of Drama a week, taught by a specialist. They explore theatre techniques and styles, creating their own work and investigating play texts, whilst learning to apply production and performance techniques. They also learn how to discuss the creative process, using key vocabulary. These lessons build language fluency, creative thinking, problem solving, empathy, leadership and groupwork skills.
At Key Stage 4 and 5, students opt to take Drama as an examination subject, through GCSE, A level or IB. They embrace the discipline, global awareness and commitment required to become independent theatre makers and analyse professional theatre through visits. They develop the skills of independent research, written analysis and evaluation and collaborative planning, essential not just for theatre, but for a wide range of Higher Education courses and the future workplace.
In Secondary, we have a dynamic Performing Arts Enrichment programme with numerous events. In the Autumn term we hold a biennial Jazz Night, which features solo and ensemble music performances from across the whole school, in the atmosphere of a ‘Jazz Café,’ with CAS students waiting on tables as well as performing on stage. Our Year 10-13 drama production showcases the dedication and skills of our students and enables them to experience the energy and commitment required in a semi-professional environment. We have a biennial Christmas concert in the beautiful church of Sint Janskirk, Tervuren featuring all our instrumental ensembles and choirs, and a biennial Musical Theatre production where cast, crew and orchestra fully embrace the hard work
and triumph of combining dance, drama and music. In alternate years, we have a “straight play” offering the power of performance through depth of characterisation, action and delivery.
In the Spring term we hold a Music Festival over two days, featuring musicians from the whole school, playing solos and ensembles before an external adjudicator. This culminates in a final concert, with acts selected by the adjudicator. All these experiences engender a strong ensemble and individual confidence, resilience and courage. The Summer Term features our younger students in our joyous Year 7-9 production in the Summer Term, then our ‘Summer Concert’ featuring all music ensembles and choirs in an uplifting end of year event. Our students build a lifelong love of the arts through their involvement.
Junior Drama Club gives KS3 students a chance to explore the creative process and social learning in a relaxed environment, which is not driven by outcome.
The London Academy of Music and Dramatic Art (LAMDA) courses enable students to work towards external examinations which can not only build their skills to a high level, but also support their applications to Higher Education.
Our KS3 Girls choir and Barbershop chorus work collaboratively and separately, depending on the project. Our SATB Senior Choir includes students from Year 10 – 13 who sing a range of genres. Our choirs have performed at the British Ambassador’s residence in Brussels, the Senate, Sint Janskirk in a concert for Ukraine, and at Disneyland Paris. We are off on tour in Italy in the summer of 2025, so this year’s project is to work on an hour-long repertoire for this event.
Our Instrumental Ensembles include Intermediate Band and Intermediate Strings for students playing at grade 1 – 3 level,
Concert Strings and Concert Band, for grade 3 level and above, and Orchestra for those playing at grade 5 level and above. These ensembles rehearse on a weekly basis throughout the year, performing in Christmas and Summer Concerts, the Music Festival and other events as required.
We are fortunate to have 25 visiting independent instrumental teachers at BSB, who are all conservatoire-trained and provide a high-quality service to our students. Oneto-one tuition is available on all orchestral instruments as well as vocal, piano, guitar, bass guitar, drums. Students can take examinations in school in ABRSM and Rock school exam boards each year
In essence, the performing arts serve as a catalyst for holistic development. These disciplines empower our students to unlock their creative potential, fostering a lifelong love affair with the arts. Through a combination of structured instruction, immersive experiences, and ample opportunities for self-expression, we aim to cultivate well-rounded individuals who are not only proficient performing artists but also compassionate, empathetic citizens of the world.
Behind the curtain
The unsung heroes of BSB productions
At BSB, the performing arts stand as a testament to creativity, passion, and innovation. Behind every captivating performance lies a team of dedicated individuals who work tirelessly in technical roles to bring the magic to life. The commitment, meticulous planning, and creative brilliance of these unsung heroes – many of whom are student volunteers –come together to transform our shows into extraordinary experiences.
At BSB, we take immense pride in offering students the opportunity to explore and excel in this behind-the-scenes realm. Involvement in our school productions requires a remarkable blend of responsibility, leadership, resilience, and confidence that our students exhibit both on and off the stage. While those in the limelight rightly enjoy the main applause, our student crews manage the intricate details of the backstage world, tirelessly working to
bring the school’s professional-quality plays and musicals to life year after year.
“When an audience appreciates a production without overt awareness of the backstage and technical areas, we know our crews are highly successful and effective,” says Claire Williams, Drama Teacher and Deputy Stage Manager on countless productions at BSB. “Their work underpins every successful show.”
Each production not only exemplifies the creative prowess of the performers but also highlights the collaborative spirit and commitment of the entire production team, fostering a sense of pride and accomplishment within the school community. One of our core values is creating an inclusive and supportive environment for all students. We believe that diverse perspectives enrich the performing arts industry and inspire innovation, which is why we champion equality at BSB and provide all students with the opportunities to be the best they can be.
We understand the significance of building leadership skills and nurturing confidence here at BSB. We provide opportunities for students to assume leadership roles within technical teams, empowering them to take charge and make their mark. We strive to instil
in them the confidence and resilience required to thrive in technical roles while developing strong communication, problem-solving, and teamwork skills.
2023’s production of Emile and the Detectives was brought to life by a backstage and technical crew led by student stage manager Rowan. Reflecting on her experience, Rowan says, “Working as a stage manager, I’ve really improved my organisational skills because that’s an absolutely crucial thing you need to have. It’s especially important when you’re in Year 12 and 13 because you really need to balance your role in the production with your academic life.”
“I think organisation is a massive part of stage management because you are in charge of a team, a crew, and you need to be able to delegate tasks to them,” adds Annabel, Rowan’s predecessor. “You need to trust your team and believe they’re going to do it well because a
production isn’t going to happen through just one person. It’s a community effort.”
This effort was also on show in 2024’s production of Peter Pan. Amber, who worked as assistant director, and Phoebe, the production’s stage manager were among the students that demonstrated remarkable dedication and professionalism to bring every scene to life , from the swashbuckling battles with Captain Hook to the whimsical adventures with the Lost Boys.
“When I shared my interest in theatre production with Claire, she suggested I take on the role of Assistant Director in ‘Peter Pan’, said Amber. “It was nerve-wracking, but witnessing the students’ skills develop over the past four months has made it worthwhile. I’ve learned the immense effort it takes to bring a show together, from the actors and directors to the design and technical teams. This experience has broadened my understanding far beyond just directing.”
“I have been at this school for seven years, eagerly participating in the performances that Jane and Claire create,” added Phoebe.
“This year, stepping into the role of Stage Manager was daunting, given the exceptional work of my predecessor, Rowan.
Usually on stage as a performer, I found the backstage responsibilities a learning curve. Being involved from the casting stage of ‘Peter Pan,’ I’ve seen our cast and crew grow together, truly embodying their characters to create the enchanting atmosphere of Neverland. It has been an amazing experience.”
At BSB, we passionately believe in the holistic development of our students. We offer an array of comprehensive technical education opportunities that cover various aspects of the performing arts industry. From lighting and sound design to set and costume design and stage management, our curriculum is designed to cultivate a deep understanding of the technical aspects that make performances shine. By offering a wide range of technical roles, we ensure that students can explore their interests and discover their true passions in the performing arts, both on stage and backstage.
“It is incredibly important for our students to appreciate that professional opportunities in the arts are not limited to those in the immediate spotlight,” says Jane Whitehouse, Head of Drama and Director of many school productions. “Performance is a small part of the whole.”
To provide our students with an exceptional learning experience, BSB has dedicated technical and performance spaces furnished with state-of-the-art equipment. Our facilities aim to mirror professional production environments, giving our students an authentic taste of what can be expected in the real world. From our fully equipped 240-seat Brel Theatre to the advanced audio-visual systems used to enhance our performances, BSB has the facilities to create an immersive atmosphere. This replicates the real-world creative challenges and opportunities found in the performing arts industry. It is in this environment that our students learn, grow, and excel in a multitude of roles.
At the heart of our educational approach lies our exceptional Performance and the Arts Faculty. Our passionate, experienced teachers and operational staff bring a wealth of knowledge and real-world expertise to our classrooms, rehearsal rooms, and performance spaces. They not only impart technical skills but also mentor and guide students towards achieving their aspirations. Additionally, we have fostered strong connections with industry professionals, inviting guest speakers, organising workshops, and facilitating internships to expose our students to the realworld applications of their technical skills.
By providing a nurturing environment, fostering leadership, and offering cuttingedge technical education, we pave the way for a future where equality, opportunity, and artistic excellence go hand in hand. And while we celebrate the performers who bring the story to life a huge amount of credit must go to those dedicated backstage teams whose hard work and passion make every production at BSB a resounding success.
Art at BSB
BSB’s art students regularly exhibit their exceptional talents around campus, in our designated exhibition spaces, along our corridors and in communal areas. These vibrant collections of work not only highlight their creativity and skill but also demonstrate the remarkable success they achieve in their exam pieces. These young artists continuously impress with their innovation and dedication, making BSB a hub of artistic excellence. This selection showcases some of the inspiring and innovative creations crafted by our gifted students throughout 2024.
The Poet Laureate Programme
A celebration of artistic excellence and community spirit
As we journey through each academic year, it is imperative to recognise and celebrate the artistic endeavours that enrich our school community. One of the most prestigious positions at the heart of this celebration is that of the BSB Poet Laureate.
The role of the Poet Laureate at BSB extends far beyond mere words on paper; it embodies the spirit of creativity, empathy, and expression that we hold dear. At its core, the Poet Laureate serves as a source of inspiration, illuminating the halls and stages of our school with the power of poetry.
The school Poet Laureate carries the leadership responsibility of writing and performing poems for important events in the BSB calendar as well as those of global significance. The role takes inspiration from the great tradition of Poet Laureates across time and across the globe, including notable UK Laureates such as John Dryden, Carol Ann Duffy, and the most recent Laureate, Simon Armitage. This tradition also extends beyond the UK, with figures like Joy Harjo, the first Native American Poet Laureate of the United States, and Amanda Gorman, the Youth National Poet Laureate of America, offering rich founts of inspiration.
The Poet Laureate of the United Kingdom is an honorary position appointed by the monarch, on the advice of the Prime Minister. While the role does not entail specific duties, there is an expectation that the holder will write verse for significant national occasions. The origins of the laureateship date back to 1616 when a pension was provided to Ben Jonson, but the first official holder of the position was John Dryden, appointed in 1668 by Charles II.
But what exactly does it mean to be the Poet Laureate at BSB?
First and foremost, the Poet Laureate is an ambassador for the written word. They represent the very essence of literary excellence, capturing the imagination of their peers and mentors alike. Through their verses, they have the unique ability to articulate emotions, thoughts, and experiences in a manner that resonates with all who encounter their work.
Beyond the confines of our school walls, the Poet Laureate acts as a catalyst for change and reflection. Their poems serve as mirrors, reflecting the diverse tapestry of human experience.
Whether addressing social issues, celebrating cultural heritage, or simply capturing the beauty of everyday life, the Poet Laureate challenges us to see the world through a different lens.
Furthermore, the title of Poet Laureate carries with it a sense of prestige and honour. It is a testament to the recipient’s dedication, talent, and passion for the written word. As such, the Poet Laureate serves as an inspiration to their peers, demonstrating that with perseverance and creativity, one can truly leave an indelible mark on the world.
“It was during the performance of ‘The Hill We Climb’ by Amanda Gorman (America’s first youth Poet Laureate) for Joe Biden’s inauguration that the lightbulb moment hit,” said Richard Long, Key Stage 3 English Coordinator, who established the role at BSB. “I thought to myself, ‘Every school should have youth Poet Laureate - someone who can represent the
voice of their community in such a creative and powerful way.’ Poetry is a wonderful vehicle for expressing thoughts and emotions, free from the constraints and ingrained rules of prose. It’s a wonderfully liberating art form , especially in regard to its oral tradition.”
BSB looked to appoint its first Poet Laureate in 2022. Students were made aware that the Poet Laureate would be a highly prestigious position that would carry the leadership responsibility of writing and performing poems for important events in the school calendar as well as those of global significance that are widely celebrated and commemorated. The position was not to be taken light, but at the same time it was an opportunity for an individual to develop their voice, as well as speaking on behalf of the school community.
Bhargav, a brilliant young poet, took the honour of being BSB’s first Laureate; a role he took on with great respect and success. Just like any official Poet Laureate, Bhargav would receive commissions to write and perform his poetry.
His first one came soon after his appointment from The Commonwealth War graves Commission to perform a poem for Remembrance at the Colonne du Congres in Brussels. He grabbed the opportunity with both hands, reciting a beautifully poignant poem titled, ‘Lone Warrior’, receiving thanks from dignitaries, and veterans from war.
In 2023, Mihika became BSB’s second Poet Laureate. Her first commission was for the return of the school’s biannual Book Festival in which she performed her poem, ‘If the Earth Could Sing’ in front of published writers, poets, and parents. The audience was ‘blown away’ by the intensity of emotions expressed in the poem and the brilliant crafting of language.
“In the realm of poetry, I find a boundless freedom that transcends the confines of structured narratives,” said Mihika. “It’s a liberating experience, weaving together seemingly disparate phrases into a tapestry of emotions and imagery. My process begins with a collection of adjectives and metaphors, carefully curated in a Word document, evolving into a reservoir of inspiration. Yet, even as I shape and refine, no poem feels truly complete, for time imposes its limits. The challenge lies in relinquishing the pursuit of perfection, accepting each creation as a reflection of its own fleeting moment.”
Gifted Hope
Shortly after the 2024-2025 academic year began, Mihika passed the torch to Klara whose moving application poem titled “Gifted Hope” beautifully captured the theme of counting and is dedicated to her father.
“My father helped recover my love for maths and encouraged me to fight my fear of failure,” she said.
Following in the footsteps of Bhargav, Klara’s first commission and public recital as BSB Poet Laureate came at the Colonne du Congres in Brussels where she performed her poem for Remembrance.
The BSB Poet Laureate embodies the very essence of artistic creativity and community engagement. Their words have the power to uplift, inspire, and provoke thought, leaving an enduring legacy for generations to come. As we continue to nurture the talents of our students, let us never underestimate the profound impact of poetry in shaping hearts, minds, and souls.
Innovative teaching for bright futures
Early Learning and Primary Education at BSB
In today’s fast-paced world, a strong educational foundation is essential for young learners. At The British School of Brussels (BSB), our Early Learning and Primary programmes are setting the standard for future-focused education. These programmes blend academic rigor with creativity and holistic development, ensuring that every child embarks on their educational journey with excitement, curiosity, and confidence.
Our Early Learning programme, tailored for children aged 1 to 5, places a strong emphasis on developmental milestones. It is designed to foster natural curiosity while providing a safe, nurturing environment. Led by experienced Early Years practitioners, the programme is filled with enriching activities that spark a
lifelong love of learning. Children are introduced to expert-led sessions, immersive outdoor play, and captivating storytelling that opens up new worlds of exploration.
“At the heart of our Early Years curriculum are the ‘Characteristics of Effective Learning,” says Esther O’Connor, Early Years Team Leader. “We want children to be empowered to make their own choices, embrace challenges, and approach their learning journey with creativity and flexibility.”
This foundation not only ignites a passion for learning but also builds the resilience, adaptability, and critical thinking skills needed to navigate an increasingly complex world.
A key feature of our Early Years curriculum is free-flow exploration. Children are encouraged to follow their natural interests, guided by supportive educators who help them dive deeper into topics they are passionate about. This approach fosters independent thinking and prepares children for the academic challenges ahead by nurturing their creativity, responsibility, and resilience.
Outdoor learning plays a central role in our philosophy. Through our “Learning Without Walls” initiative, students from all year groups engage in outdoor activities that blend seamlessly with their academic studies. This could mean building shelters as part of a history lesson on early human survival, or creating nature-inspired artwork that complements science lessons.
“There is a deep connection between wellbeing and time spent outdoors,” Esther explains. “We’ve seen remarkable growth in both academic achievement and social development when children engage in outdoor learning. It encourages creativity, teamwork, and independence, while also fostering a sense of responsibility towards the environment.”
BSB’s approach to Primary education revolves around inquiry-based learning, where students explore complex ideas across different subjects through our innovative Units of Discovery. Each unit is driven by a ‘big idea,’ which encourages children to think critically and make connections between different areas of study.
For example, Kindergarten children explore beauty through their uniqueness, animals, and colours, while Reception students dive into themes such as movement, minibeasts, and imaginary worlds. As children progress through the Primary years, the themes become increasingly sophisticated, promoting deeper understanding. Year 2 students learn about environmental stewardship, Year 5 focuses on scientific inquiry, and Year 6 delves into power and transitions.
These Units of Discovery align with the English National Curriculum, balancing academic rigor with creativity and exploration. Students engage with inspirational texts, hands-on activities, and community projects that enhance their understanding and spark a love for learning.
Community engagement is very important at this early stage. Initiatives like our ‘Curriculum Experience’ mornings invite parents into the classroom, offering a firsthand look at their child’s learning journey. These events foster stronger connections between parents, teachers, and students, building a collaborative community that supports each child’s success.
BSB’s Early Learning and Primary programmes go beyond academic achievement. They nurture the whole child, cultivating creativity, curiosity, and critical thinking, while fostering resilience and a love for lifelong learning. Our commitment to holistic education ensures that each student is prepared to navigate an ever-changing world, confident in their ability to make a meaningful impact on their communities and beyond.
At BSB, we believe in nurturing bright futures - one child at a time. Through our innovative teaching methods and unwavering commitment to the joy of discovery, we ensure that every child embarks on a journey filled with possibilities and promise.
Play-based learning at BSB Nurturing tomorrow’s engineers
In an age where the challenges facing our society are becoming increasingly complex, equipping the next generation with the skills to tackle these issues is more vital than ever.
At The British School of Brussels (BSB), we recognise that engineering skills are essential for fostering problem solvers, inventors, and innovators. Our dedicated staff are committed to nurturing a passion for engineering among students from an early age through various engaging activities and programmes.
and problem solvers
At BSB, the journey begins with sparking curiosity. The path to an engineering degree is a long and intricate one, but it starts simply: with the desire to explore. This curiosity is central to the play-based learning approach integrated into our Lower and Upper Primary curriculum. Spearheaded by Esther O’Connor, Early Years Team Leader, and supported by teachers like Paul Somers, PSHE Curriculum Leader at BSB, this innovative pedagogy prioritises choice, exploration, and purpose.
“Curiosity is the driving force behind play,” explains Paul, PSHE Curriculum Leader at BSB. “It motivates children to explore and learn new things. As educators, we can cultivate this curiosity by asking open-ended questions, encouraging children to share their ideas, and providing opportunities for investigation and experimentation.”
Paul emphasises that when children have choices in their play - deciding what they want to do and how to do it - they are more likely to engage actively in their learning. “By offering a variety of materials and activities, we empower children to take charge of their learning,” he adds. “Exploration is crucial for understanding. Play-based learning allows children to investigate their world at their own pace. When play has a purpose, they are even more engaged. Providing real-world problems to solve and encouraging imaginative thinking are key to this process.”
Play-based learning is not just fun; it’s a powerful educational approach that nurtures cognitive, social-emotional, and physical skills. By incorporating elements of curiosity, choice, exploration, and purpose into play-based activities, we help children develop holistically.
Esther, has been a vital force behind the playful pedagogy implemented at BSB. “Playful pedagogy is at the heart of our approach across the Early Years,” she explains. “Through play, we witness the development of lifelong 21stcentury skills. This method encourages children to learn through trial and error, without fear of failure or pressure to meet adult expectations.”
“Playful learning creates opportunities for children to practice and master taught skills, learn from one another, and direct their own learning,” she adds. “This sense of agency fosters creativity and curiosity - qualities we recognise as the superpowers of the future.”
In recent years, BSB has expanded this playful pedagogy beyond the Early Years Foundation Stage, re-evaluating our curriculum alongside Primary teachers.
Research, such as that from the Lego Foundation, supports the idea that play-based learning is instrumental in preparing future engineers and problem solvers. For instance, a staggering 94% of businesses now expect employees to acquire new skills on the job, a significant increase from 65% just a few years ago. The skills most sought after include critical thinking, problem-solving, active learning, resilience, creativity, and flexibilityall intricately linked to the five super skills that children naturally develop through play.
“The Education Commission indicates that 40% of employers are struggling to find candidates with these skills,” Esther highlights. “Children won’t cultivate these essential skills by merely memorising facts. Learning through play - both in and out of school - helps them become adaptable and creative learners.”
As we navigate an ever-changing world, BSB remains committed to thinking innovatively about our role in preparing students for the future. The problems our children will face are more complex than ever before. If we continue teaching them only what we already know, we will fall short. This is why BSB is dedicated to nurturing the engineers, innovators, and problem solvers of tomorrow, today.
By fostering a love for learning through play, we are not just preparing students for academic success; we are equipping them with the skills necessary to thrive in an uncertain future.
Building skills and shaping futures
The CAS Programme at BSB
Every new school year brings with it a new set of diverse and exciting possibilities for our students in Year 12 and 13 to enhance their skills, build their confidence and make a difference both here on campus and in the wider world through the CAS Programme.
CAS, which stands for Creativity, Activity, and Service, forms an integral part of the International Baccalaureate (IB) Diploma Programme at BSB, offering students a unique avenue to enrich their educational journey beyond traditional academics. CAS is mandatory for IB students for 18 months, but at BSB, we also welcome A-level students when their academic demands allow. This distinctive programme requires students to engage in a variety of activities that span these three key areas throughout their time in the Diploma Programme.
Creativity in CAS encompasses pursuits that involve innovative thinking and expression, such as arts, design, and other creative endeavours. Students are encouraged to explore new forms of expression and develop their artistic abilities in diverse ways. Creativity offerings at BSB include free expression art classes where students can use their CAS sessions to discover their passion or
continue a chosen project in our art studios, individually or in groups, and cooking lessons where students learn the basics of healthy eating and food preparation, with the option to volunteer at the café in Cavell House, our parent association hub, and obtain a food hygiene qualification.
Activity focuses on physical exertion and maintaining a healthy lifestyle, which complements the rigorous academic demands of the IB Diploma. This strand encourages students to participate in sports, fitness activities, and outdoor adventures, fostering habits that promote physical well-being. Activity options feature a range of sporting opportunities including fitness and sport for fun sessions, and the chance to obtain the STA Level 2 qualification in Swimming Teaching.
Service involves students in voluntary activities that benefit others in their community and beyond. These service projects are designed to be meaningful and impactful, emphasizing the importance of empathy, collaboration, and civic responsibility. Students gain a deeper understanding of social issues and develop a sense of global citizenship through their service efforts. There are two main groups available to students, offering exciting and inspiring opportunities to extend their experiences and provide service beyond the classroom.
Students can sign up to the Model United Nations group where they can hone their research, public speaking and debating skills at BSB before joining thousands of students from around the world in a week-long residential trip to The Hague in The Netherlands. In this international youth event, students are assigned a country to represent and an issue to debate in a real-time simulation of the UN General Assembly. As well as taking part in public speaking and debating session, they learn more about the principles
of the UN and how it functions. Many of today’s leaders in law, government, business and the arts – including at the UN itself – participated in Model UN as students.
The other option in the Service category is the Global Issues Network where students and their teachers decide on topics to cover and campaigns to champion in the realm of charity and outreach work. These have included projects in the past highlighting the plight of the Amazon rainforest and marine ecosystems, volunteer work with the homeless through Serve the City Brussels, and Education for All which supports students in deprived areas of the world.
All these activities are designed to boost confidence, inspire ingenuity and provide our students with opportunities to gain experiences which can help them in their future careers and their lives as global citizens beyond BSB.
“These components allow students to explore and develop their talents outside the traditional classroom setting,” said BSB’s CAS coordinator Gwyneth Igoe. “CAS encourages students to develop practical skills, such as language proficiency, alongside personal growth. CAS is a personal journey of self-discovery. It’s about what the student wants to achieve, not just following what their friends are doing.”
The significance of CAS lies in its ability to foster holistic development in students. By engaging in a diverse array of activities under
the CAS umbrella, students not only enhance their personal skills and self-awareness but also cultivate a sense of empathy and social responsibility. CAS provides a crucial balance to the academic rigor of the IB Diploma Programme, allowing students to explore their passions, discover new interests, and make meaningful contributions to their communities.
“We are fortunate to offer a diverse range of options, and it’s important for students to select activities that genuinely interest them and align with their academic or career aspirations,” added Gwyneth. “One crucial aspect of CAS is reflection. It’s through reflecting on our experiences that we grow. We ask the students to think about their progress: Did today go well? How can I improve? Such self-analysis is at the heart of CAS, helping students to continuously develop throughout the programme.”
“So, as our students embark on this journey, we encourage them to choose experiences that excite them, that can challenge them, and those which can help them become the best version of themselves.”
Although CAS activities are not formally assessed in terms of grades, students are required to reflect on their experiences and demonstrate how they have achieved the seven learning outcomes prescribed by the IB. These outcomes include attributes such as planning and initiative, perseverance, and
developing new skills like problem-solving and decision-making.
One of the cornerstones of CAS is the CAS project, where students undertake a significant initiative that extends over an extended period. This project challenges them to take initiative, persevere through obstacles, and collaborate effectively with others. It serves as a culmination of their CAS experiences and encourages personal growth and development.
In conclusion, CAS at BSB is designed to be both challenging and enjoyable, encouraging students to embark on a journey of selfdiscovery and personal growth. It plays a vital role in shaping well-rounded individuals who are not only academically capable but also socially conscious and culturally aware, preparing them for success in an increasingly interconnected world.
BSB’s parents association Building community and supporting families
The Families of BSB (FoBSB) is the vibrant and supportive parent association of The British School of Brussels, dedicated to fostering a sense of community, family, and togetherness. Run entirely by parent volunteers, FoBSB plays a crucial role in making BSB a special, inclusive, and welcoming place for everyone - especially students and their families. In the vibrant tapestry of an international school community like BSB, FoBSB plays a pivotal role in fostering cohesion and support among families from diverse backgrounds.
“At the heart of FoBSB’s mission is the nurturing of a strong sense of community,” says Charlie O’Brien, Vice Chair of FoBSB. “Recognising the unique challenges faced by families far from their homes, FoBSB serves as an essential anchor, facilitating connections and relationships that span cultural and geographical boundaries. Through a variety of events and activities, from cultural celebrations like St. Patrick’s Day and Eid to educational programmes like language courses, FoBSB enriches the school experience, promoting understanding and appreciation of different cultures among students and families alike.”
“Beyond cultural integration, FoBSB acts as a vital communication channel between the school leadership and parents,” says Charlie. “Ensuring transparency and engagement, this liaison role keeps families informed about school developments and provides a platform for addressing concerns and suggestions from the parent community.”
At the core of FoBSB’s activities is Cavell House, the dedicated parents’ centre on campus. This bright and welcoming space is designed for relaxation, socialising, and participating in a wide array of activities. The drop-in lounge, equipped with WiFi, is open to all parents during the school day and serves as a waiting area for families after school during activities. A volunteer-run café operates several times a week, providing an opportunity to enjoy coffee and cake, and a chat in a friendly environment.
“Volunteering lies at the heart of FoBSB’s activities, offering parents opportunities to get involved in school life through events such as the Christmas Market or Quiz Night,” says Charlie. “These engagements not only raise funds but also strengthen bonds within the community, ensuring that every family feels connected and valued.” “Moreover, FoBSB advocates for the needs of both parents and students, ensuring that the school remains responsive to the community’s perspectives. By promoting the school’s guiding principles through their actions, FoBSB reinforces
a shared commitment to fostering an inclusive and supportive environment where both parents and students can thrive.”
Cavell House hosts numerous activities for parents, including language conversation classes, a book club, first aid courses, cookery demonstrations, a craft club, talks, Pilates, and more. In addition, FoBSB organises trips and off-campus activities throughout the year, enhancing the sense of community and offering diverse experiences for all members.
FoBSB organises a wide range of events and activities to help families integrate and thrive. Notable examples include the annual Charity Summer Ball and the end-of-year Families Picnic, which bring the entire school community together.
These events not only foster a sense of unity but also support charitable causes, with FoBSB donating between €20-30K annually to various organisations. We take particular pride in our 30-year partnership with the Belgian Special Olympics, exemplifying our commitment to making a positive impact beyond the school grounds.
However, FoBSB is much more than just an activity group; it’s a vital support network open to all parents, helping them feel at home even before they arrive in Belgium. FoBSB ensures that every family feels supported from the moment they join BSB.
“Equally important is FoBSB’s role as a support system for new families navigating the intricacies of life in a new country,” Charlie adds. “From practical advice on local customs to organising orientation events like New Families Welcome, FoBSB eases the transition, offering a warm welcome and a network of friendly faces.”
“In essence, as BSB nurtures and educates its students, FoBSB cares for and supports its parents and extended families, enriching the school experience through unity, involvement, and shared purpose.”
Our community is diverse and respectful, comprising over 70 different nationalities. We forge strong relationships with our families, believing that the most fulfilling education is one that broadens horizons in every sense. Whether a family’s stay in Belgium is longterm or temporary, FoBSB’s warm welcome
and ‘arms around families’ approach make settling in and moving to a new school a seamless process.
In summary, the Families of BSB parent association is a cornerstone of The British School of Brussels, providing unparalleled support and fostering a strong sense of community. Through its diverse activities, events, and unwavering support, FoBSB helps create a school environment where every family feels valued, included, and at home.
Whether your child starts at BSB in pre-school or post-16, and whether your stay is for a few months or the entirety of their educational journey, FoBSB is there for the whole family. We look forward to welcoming you into our supportive, dynamic, and inclusive community, ensuring that your time at BSB is enriching and enjoyable.
Joy in motion
At BSB, while we are dedicated to academic excellence, we also believe in the importance of balancing hard work with joy and camaraderie. Our vibrant community knows how to let loose and celebrate, creating lasting memories through a variety of fun and festive events. From lively themed parties and spirited sports days to creative arts showcases and spontaneous laughter-filled moments, BSB students and staff fully embrace the fun.
Green dreams, sustainable futures
Inspiring the eco-conscious generation
As we move further into a future where sustainability and environmental consciousness is paramount, BSB Futures careers talks have aimed at nurturing the passions and aspirations of our environmentally-conscious students by bringing together a remarkable lineup of experts from both industry and academia.
These sessions have been an invaluable source of inspiration, shedding light on the diverse array of job opportunities and career paths within the realm of sustainability and the environment. Over the past month, experts from the sectors have encouraged our students to explore, engage, and envision a future where they can make a profound impact on the world while pursuing careers that align
with their passion for preserving our planet.
Over the past five years, there has been a notable surge in students at BSB pursuing degrees that align with sustainability and environmental studies. This shift is remarkable considering that a decade ago, there were limited options in the field of Sustainable Development.
Our students have demonstrated a commendable commitment to addressing pressing sustainability and environmental challenges by actively seeking higher education opportunities. Notable choices include programs like Sustainable Development at the London School of Economics (LSE), the University of St Andrews, and the University of Edinburgh, in addition to Global Sustainable
Development at the University of Warwick. Additionally, students have diversified their interests with programmes such as Urban Planning at the University of Gloucester, Sustainable Product Design at Falmouth University, Agriculture and Environmental Art and Science at McGill University, Coastal Marine Management at Van Hall Larenstein in Leeuwarden, Animal Behaviour and Wildlife Conservation at the University Centre Bishop Burton, and Wildlife Conservation at the University of Kent.
This increasing awareness and interest in environmental issues begins at an early age at BSB. Our Primary School is deeply committed to fostering a culture of sustainability, incorporating a wide range of activities and initiatives that empower our students to become environmentally conscious global citizens. From recycling and waste reduction programmes to eco-friendly gardening and composting, we actively engage our young learners in hands-on experiences that emphasise the importance of conserving our natural resources and reducing our carbon footprint.
One of our key programmes is “Learning without Walls,” where every primary student has the opportunity to participate in two outdoor learning per term. These experiences serve as the foundation for their connection with the natural world, fostering a deeper appreciation for our environment.
Our thriving BSBees eco-club, boasting 75 dedicated student members, encourages student agency in sustainability. The group actively engages in activities such as tending to our school garden, undertaking wildlife and
biodiversity projects, creating habitats for local wildlife, organizing fundraisers, and raising awareness about ecological issues.
Our Year 10 students contribute to our sustainability efforts through a Biodiversity Database project, furthering our understanding of local ecosystems. Additionally, we come together as a whole school on “Just One Tree Day” every 13 October, emphasising the collective commitment to environmental preservation. These initiatives, among others, provide our students with valuable opportunities to explore the natural world, learn about sustainability, and actively practice eco-conscious behaviours.
Our dedicated teachers also integrate sustainability into the curriculum, ensuring that concepts like renewable energy, biodiversity, and climate change are woven into classroom discussions and projects. Through these initiatives, we strive to instil a powerful sense of environmental stewardship in our students, equipping them with the knowledge and passion needed to contribute to a more sustainable future.
At Secondary level, the Global Issues Network (GIN) group, driven by a powerful mission, is actively nurturing the environmental conscience of our older students, instilling in them the belief that they can be the changemakers of today and tomorrow.
The GIN group’s mission empowers students to create sustainable solutions for global challenges, aligning with our school’s values of fostering confident, caring, and courageous students. Students from diverse age groups identify issues they are passionate about and decide on campaigns for the year. This year, campaigns include raising awareness about homelessness, supporting zoos and red panda conservation, and improving cafeteria nutrition. Participating in these projects exposes students to global issues and teaches essential life skills, fostering connections with the school and local community. The group’s work also connects students with professionals, shaping their sustainability-focused career aspirations. Students appreciate the agency the group provides. It allows them to showcase their talents, lead campaigns, and bridges the gap between students of different ages, fostering unity. The group is a springboard for the next generation of eco-conscious leaders and professionals committed to positive change through passion, dedication, and collaboration.
But this is more than just an extracurricular activity; it is a springboard for the next generation of eco-conscious leaders and professionals. Through their passion, dedication, and collaboration, our students are embodying the change they wish to see in the world.
BSB sets a commendable precedent by instilling environmental awareness and responsibility from an early age and fosters a culture of empowerment and agency, inspiring young minds to take meaningful actions towards a sustainable future.
Many of our graduating students are not just equipped with knowledge but also an unwavering commitment to environmental stewardship. They leave BSB not just as graduates but as passionate advocates for a more sustainable world, many of whom are determined to pursue careers dedicated to preserving our planet after receiving encouragement and inspiration throughout their BSB journey, from Primary to Secondary, and through the guidance of BSB Futures,
Their transformative journey at BSB serves as a testament to the profound impact that early education on sustainability and the cultivation of environmental responsibility can have on shaping future leaders and global citizens.
The great outdoors
Venturing beyond the walls of conventional classrooms, our students regularly step into the dynamic realm of outdoor learning, where our lush and verdant campus serves as an inspiring backdrop. Here, amidst the greenery and tranquillity, they delve into the marvels of nature, forging a deeper bond with their surroundings and enriching their educational journey. Through engaging hands-on activities and interactive lessons, we cultivate curiosity, creativity, and critical thinking, fostering a profound respect for our vibrant natural environment.
Outdoor education
Getting to grips with nature
At the British School of Brussels, we firmly believe that learning should extend beyond the confines of four walls. In line with this ethos, we have developed an innovative programme known as “Learning without Walls.” Our outdoor learning initiative takes education to the great outdoors, offering a plethora of enriching experiences for our students.
Led by committed and dedicated teachers, our Learning without Walls sessions are designed to complement and enhance the curriculum. Additionally, these dedicated sessions provide students with unique opportunities to engage with nature, foster environmental stewardship, and cultivate a diverse set of skills.
Seamless integration into students’ Learning journey
Throughout the academic year, Primary School students participate in Learning without Walls sessions that align with the thematic Units of Discovery. This also allows for a seamless integration of outdoor experiences into their learning. Whether it’s constructing a shelter to explore the resourcefulness of early human adaptation or creating art inspired by nature while delving into scientific concepts, each activity is carefully crafted to intertwine academic knowledge with hands-on experiences in the natural world.
One of the key objectives of our outdoor learning programme is to instil in students a deep appreciation for nature and the environment. By immersing themselves in outdoor settings, students develop a sense of connection to the natural world, fostering empathy and understanding towards ecological systems. Moreover, spending time outdoors has been shown to have numerous cognitive, emotional, and physical benefits for children, including improved concentration, creativity, and overall well-being.
At BSB, outdoor learning is a cornerstone of our educational philosophy, fostering a deep connection with nature and instilling a sense of environmental stewardship from a young age. Dedicated staff such as Outdoor Learing leaders Kate Ringrose and Carola Chambers, alongside Design & Technology Coordinator Charlie Phillips who runs the BSBees ecoclub, guide students through immersive experience in our outdoor areas
In sessions held within The Glade, our dedicated outdoor nature hub, and throughout the surrounding forest, students explore ecosystems firsthand. As well as research and discovery sessions, they participate in sustainable, creative arts projects that merge artistic expression with ecological awareness. Kate, Carola, and Charlie not only teach about the importance of biodiversity and sustainability but also embody these principles, championing an eco-friendly mindset among our students.
Through their guidance, BSB has become a beacon of environmental responsibility, nurturing a generation of young leaders committed to preserving our planet. The impact of their work extends far beyond our campus, influencing our broader community and reinforcing our school’s reputation as a hub for green education and climate action.
“At BSB, our community is committed to being a positive educational force, nurturing confident, compassionate, and courageous individuals who engage with the world actively, ethically, and with purpose,” says Kate. “Our students embody these values by demonstrating a profound respect for the environment and recognising the impact of their actions in protecting the planet—while inspiring others to join them in these efforts.”
Furthermore, outdoor learning provides a dynamic platform for students to develop a wide range of skills. Whether it’s teamwork, problem-solving, or critical thinking, the challenges presented in outdoor environments encourage students to adapt and innovate. By engaging in hands-on activities, such as building shelters or conducting experiments, students hone their practical skills while gaining a deeper understanding of theoretical concepts.
“There is a fundamental need in all of us to be outside,” says Esther O’Connor, Early Years Team Leader Primary. She points out that there is a strong link between wellbeing and spending time outdoors and, besides this, there is huge scope for children’s development outside the four walls of the classroom, both socially and academically.
“The idea about developing outdoor learning opportunities for all age groups was based on the need for a multipurpose area which would promote physical play and the development of gross motor skills,” says Esther O’Connor.
“We have been thinking deeply about how to use the school’s outdoor spaces even more to enhance creativity, risk-taking, teamwork and independent learning.”
At BSB, we recognise the immense value of outdoor learning in nurturing well-rounded individuals equipped with the knowledge, skills, and empathy to navigate an everchanging world. Through our Learning without Walls programme, we aim to inspire curiosity, foster resilience, and cultivate a lifelong love for learning—one outdoor adventure at a time. Join us as we embark on a journey of discovery, where the classroom knows no bounds, and the wonders of nature become our greatest teachers.
A tenure of passion and dedication
A
tribute to our departing principal, Melanie Warnes
It is with a mixture of gratitude and sadness that we bid farewell to our esteemed Principal, Melanie Warnes, after eight transformative years at BSB. Melanie’s tenure has been marked by extraordinary achievements, unwavering commitment, and an indomitable spirit that has profoundly shaped our school community.
From the moment you step foot on our beautiful campus, the BSB difference is palpable. This unique atmosphere is not merely the result of our leafy grounds or world-class facilities, but rather the product of the relationships we build, the culture of kinship we foster, and the relentless pursuit of excellence in everything we do. This is the legacy of Melanie Warnes.
Melanie has long been a champion for a unified, holistic approach to education. Under her leadership, BSB has truly become one cohesive community, where students, staff, and families learn and grow together. She has forged invaluable partnerships with alumni, businesses, universities, and social enterprises, all with the aim of inspiring success and broadening the horizons of our students.
Melanie’s vision has always been to develop the whole person, balancing academic support with pastoral care and classroombased learning with enrichment opportunities. This approach has ensured that every child at BSB is seen as unique and nurtured to become curious, confident, caring, and courageous learners.
Academic achievement has soared during Melanie’s tenure, with BSB’s results consistently outstanding by any measure. However, what truly sets these accomplishments apart is the culture from which they spring - a culture built on care, curiosity, and collaboration. She has been instrumental to cultivating an environment where scholarly endeavour is celebrated, but always within the context of a progressive, inclusive, and international approach. Families, both local and from further afield, have been drawn to BSB for this very reason, recognising and valuing the distinctive, all-encompassing education their children receive.
“My first meeting with Melanie was in 2015 at her first interview for the position of Principal and CEO of BSB and I knew immediately that Melanie was the right candidate for the position,” says Ian Backhouse, Former Chair of the Board of Governors. “Since then, she has been absolutely outstanding during her 8 years tenure and has transformed BSB from a great school to a world class school which has been recognised by several international and independent third parties. This transformation was achieved by close cooperation between staff, students and parents through exemplary educational results, novel staff development, implementation of the sports strategy to delivering outstanding sporting achievements and delivering a 10-year campus development plan. I offer her my sincere thanks for all she has done for BSB.”
Melanie has been one of the driving forces behind the community and family atmosphere that defines BSB. Her genuine care for every member of the school - students, staff, and families alike - has fostered a sense of belonging and mutual respect. She
has worked tirelessly to ensure that BSB is not just a place of learning, but a home where everyone feels valued and supported.
“On behalf of the Families of the British School of Brussels (FoBSB), we extend our deepest gratitude to Melanie for her exceptional leadership and unwavering dedication to our school community,” says Maurits Wesseling, Chair of FoBSB, and Co-Chair Charlie O’Brien in a joint statement. “Under her guidance, BSB has thrived across all fronts - academically, in sports, through enrichment programmes, and in its overall reputation.”
“Melanie’s vision and hard work have elevated BSB to a place of high regard in so many area. She has championed not only academic excellence but also a genuine spirit of community engagement. Today, the collaboration between parents, staff, and students is stronger than ever, and this sense of unity has become an integral part of the school’s identity.”
One of Melanie’s most profound impacts has been her dedication to creating an enabling and deeply caring environment. Every decision she has made, from being involved in the structuring of our unique curriculum to investing in our stateof-the-art facilities, has been guided by the potential benefits to our students. Her innovative and open-minded leadership style has continuously pushed BSB to strive for better, setting new standards in education and student welfare
“Working alongside Melanie over the past eight years has been a privilege and a true pleasure,” says Melanie Chambers, Deputy Head and Whole School Leader for Professional Learning.
“Her leadership has touched every corner of BSB, leaving a profound impact that will endure for years to come. Personally, I’ve learned an immense amount from her
insights and guidance. On a broader scale, Melanie’s commitment to building a culture of trust, her dedication to staff development, and her creative vision for curriculum and learning have transformed our school in remarkable ways. Her influence is woven into the fabric of BSB and will remain as a significant part of her legacy.”
During the unprecedented challenges of the coronavirus pandemic, Melanie’s caring and innovative leadership was invaluable to the school community. Her empathetic approach ensured that the well-being of students, staff, and families remained the top priority, while her forward-thinking strategies facilitated a seamless transition to remote learning. Her dedication not only safeguarded the academic progress of our students but also nurtured a compassionate and adaptive community that continues to thrive
“Leading a school and community through an unprecedented event, such as a global pandemic, is a formidable challenge for anyone,” says Neil Ringrose, Vice Principal and Head of Primary at BSB. “With the support of John (Knight, former Vice Principal and Head of Secondary) and myself, Melanie successfully guided our community with unwavering confidence through this extraordinarily complex period. I am deeply grateful to her for inviting me to be part of the caring, positive, and inclusive BSB community. I extend my best wishes to her for continued success and well-deserved rest in the future.”
The results of Melanie’s leadership are clear to everyone who visits BSB: happy, confident students who achieve excellent outcomes and are equipped to bring about positive change in the world. Under her guidance, our students have not only excelled academically but have also developed into well-rounded individuals who will carry the values of BSB with them throughout their lives.
“Melanie has been an exceptional Principal & CEO, leading with a unique blend of strength and empathy,” says Kristine Vercammen, BSB’s Human Resources Director. “Her vision, guidance, and support have fostered an inspiring and empowering environment for everyone on her team. She genuinely cares about the success and well-being of all, creating a space where each individual feels valued, challenged, and motivated to give their best. Melanie’s leadership is marked by kindness, understanding, and a genuine commitment to her team’s success, making it a true privilege to work alongside someone so inspiring and approachable.”
“A healthy organisation operates optimally under excellent leadership, which Melanie has practiced and delivered on during her remarkable tenure at BSB,” says Andrew Stockman, Chair of the Board of Governors and Trustees at BSB. “Melanie’s wit, ability to manage a spectrum of responsibilities as Principal and CEO, her sharp acumen, and most of all her compassionate heart and care for all who she interacts with has caused me to have the utmost respect for her. Thank you, Melanie, for who you are and all that you have done for the BSB community, which will surely make a positive impact for generations to come.”
As we reflect on Melanie’s incredible contributions, we are reminded of the profound impact she has had on our school. Her leadership, vision, and compassion have left an indelible mark on BSB, and her legacy will continue to inspire us for years to come.
Thank you, Melanie, for everything you have done for BSB. You will be deeply missed, but your influence will endure in the thriving, vibrant community you have helped to build.
‘Submerge’: Untitled
By Rachel Moyes
The cover design for this edition of Tapestry was created by BSB student Rachel Moyes, who revealed to us the inspiration behind her End of Year show and gave us some insights into her influences as an artist.
My body of work revolves around the feeling of being ‘submerged,’ creating an underwater world through mixed media. By combining fabrics, prints, wire, and oil pastels, I evoke an oceanic atmosphere. Inspired by Anni Albers’ modernised ancient weaving and the use of recycled materials, I delve into the concepts of textile art.
Marine life, a major interest of mine, highlights the unsolved and harmful issues affecting our oceans. My work is heavily influenced by Albers’ materials and techniques, leading me to explore similar ideas and methods from other artists. This exploration has shaped my approach, allowing my pieces to connect seamlessly and form an immersive room installation centred on the theme of ‘submerge’.
Magazine n°10 • 2024
Publisher Melanie Warnes
Editor and Production Manager Nick Amies
Contributors
Ben Armstrong, Ian Backhouse, Helen Beck, Katie Bennett, Tristian Cook, Sébastien Delahaye Gamucci, Huw Downing, Monique Fontana, Nicola Gough, Clare Gunns, Andrew Hill, Gwyneth Igoe, Cormac Jacques, James Johnson, Sarah Jones, Phoebe Kearton, Debra Kidd, Charlotte Lemaitre, Richard Long, Rowan McAlpine, Amber May, Rachel Moyes, Rhys Mumford, Christi-Ann Nancarrow, Amanda Nocera, Charlie O’Brien, Esther O’Connor, James Penstone, Charlie Phillips, Kate Ringrose, Neil Ringrose, Mihika Samavedam, Ceri Seymour, Carrie Stacchini, Andrew Stockman, Claire Williams, Lieven Willems, Maurits Wesseling, Jane Whitehouse
The British School of Brussels (BSB) Pater Duiperreuxlaan 1 3080 TERVUREN
STEREA VILLA
On the most idyllic location in Sterea, there are 7 exclusive villas. Living here is a true privilege, as with every step, you are enveloped by a wave of light, space, and greenery. Only the beautifully integrated water features separate you from the golf course. LIGHT | LUXE | BEAUTY | PERFECT ION