23/2 February 2014 www.international-montessori.org

www.international-montessori.org Brussels

A Newsletter for the families of ‘International Montessori’ Author: Annie Hoekstra-de Roos Layout: Inspirit

Personality and Learning Styles

Inside: Personality and Learning Styles Personality styles become apparent during Early Childhood Characteristics of each personality styles at a young age Catering for different learning styles at school Limits are needed to create respect for others Ourselves, the parents It takes a village to raise a child Personality and Learning Styles

All people are different. We are an amazing In this series of species, in that none of us are the same! We newsletters, the move, act and think differently. We have different focus will be first belief systems and values. We also all learn on nature. We will differently. We acquire knowledge in different look at a selection ways; have different strengths and weaknesses of personality types and function predominantly from a different set and related learning styles. Every person has a core, of intelligences. what Montessori called ‘The secret of childhood’. We are who we are. And we also want to stay whom Nature determines partly who we are and nurture we are. To feel true to our heart, we cannot become continues to shape the identity of each individual. different to our origin. To become happy, we need The brain is a very flexible organ, especially in the acknowledgement for whom we are. This basic first six years of life. It can adapt to any culture concept translates into predominant characteristics and any language. This is a great plus but also a through which we are recognisable by others. It also negative. It makes it a fragile process since the translates into preferred learning styles. brain depends on what is on offer in the outside environment. This environment is made up of the This is where education comes into the picture. parents and caretakers, extended family, school, If we all agree that everyone is different, than friends, neighbourhood, country and culture at this needs to be acted upon on a daily level. The large. traditional segmentation of large groups of children

2 23/2 February 2014 2 23/2 February 2014 3 and students by birthdate is unnatural. As if they would all be the same when divided by ‘batches’ of the same age. Yet, due to the adults having gone through the same system, and therefore accepting it as ‘normal’ it is still the way that most students are taught. But how can a teacher accommodate the needs of a large group of three year olds? How can a secondary teacher cater for the different learning styles of a class of 25 teenagers? The TED Talk clip, found on Youtube, of Sir Ken Robinson named “Do schools kill creativity?” explains it very well. You might also like to see the RSA Animate – Changing Education Paradigms. Children require an individualised approach in order to be able to develop their full potential. Due to the fact that they have different strengths and weaknesses, the teacher needs to know each child well and put different ingredients into the environment. This provides students with learning situations in which the individual learns best and simultaneously helps the student out of their comfort zone bit by bit. How to do this? Amongst other professionals, Dr. Montessori provided a lot of information on how to individualise the approach to teaching. She conducted teacher training courses which included a lot of psychology and encouraged teachers to observe students, to be able to know the child’s individual temperament. The observation skill Montessori imparted was a special kind. She trained teachers to ‘look’ without judging; to take oneself out of the equation and to diminish preconceived ideas. Additionally there is a lot of recent research that helps in recognising personality traits and learning styles. Some of the theories have originally been developed for the business world. The Myers- Briggs indicator is one of these and is used as a tool in creating successful teams. It specifically looks at the interpersonal intelligence and related communication style of the employee and uses the terminology: Relater, Socializer, Thinker, Director style, Indirect and Direct.

4 23/2 February 2014 In the fitness and healthcare industry William Sheldon’s analysis of personality traits is sometimes used using the terminology Ectomorph, Mesomorph and Endomorph. This looks at both the physical and psychological priorities of a person, thus dividing people in three categories. Howard Gardner has studied individual’s temperament, work habits, social relationships, fact processing and many other skills and came to the division of initially seven intelligences. In further studies he added additional ones. This is a huge expansion from the division of students into auditory, visual and tactile. With this ‘old’ division of learning styles, one only looks at how the student perceives information at it’s best. Howard Gardner’s work, along with the work of Daniel Goleman on emotional intelligence, it has become very clear that social, emotional, natural, intrapersonal and musical intelligences influence the learning process and academic success as much as mathematical, linguistic and visual-spatial intelligence. This expanded theory helps teachers a lot in observing students and consequently determining strengths and challenges. It not only looks at input of information but also how the child engages and processes information. Upon this, a personalised approach can be formed to assist the child in developing his/her full capacity. To be able to do this one needs individualised education. Deriving from Howard Gardner’s work, Mark Wahl, in his book ‘Math for humans’, came to four learning styles. Each learning style is given a name of an animal, thus giving them easy recognition. Each animal entails a combination of personality characteristics, work habits, attitudes, approaches and social relationships that together give a description that sounds familiar. These learning styles are called Beaver, Owl, Dolphin and Fox. These names trigger the imagination and give an initial idea. Each animal will be described in relation to a specific age range. This newsletter will continue by focusing on children aged 0 to 6. Subsequent newsletters will respectively cover the Primary

4 23/2 February 2014 5 and the Secondary stage. a completely different learning style from their mum or dad. This can The descriptions of the learning create friction and anxiety, however styles will go into the strengths and when well informed it can also assist challenges of each learning style and parents in determining their approach focus on the influence it has on life at home and in knowing what limits in the classroom. This influence is to set and freedoms to give in threefold: order to help the child remain on a 1) Creating activities and the constructive path of growth. classroom environment as such that the child to work through his/her own The information is also interesting for students learning style. By acknowledging the style, themselves. From the Middle Years Programme children feel respected and accepted and can onwards students are mature enough to look at learn efficiently. themselves and evaluate their functioning. Every now and then, the theory is presented to the 2) Determining a framework for boundary setting students for them to get to know their strengths so that a child/student does not get too stuck in and challenges and learn to act upon them without one way of working. it taking away from their self-esteem. 3) Assisting in the development of skills of the We need to be aware that every person can feel other learning styles so that the student has close to one or more styles. Not everyone has the opportunity in becoming a harmonious characteristics of only one learning style. And as individual. life moves on, hopefully we have characteristics This information is very useful both in the school of all styles, thereby having been able to maintain setting and also for the home environment. It is our original self and having developed skills of the interesting for parents to see what the personality other learning styles. Since that makes us flexible, style of their child is and simultaneously analyse adaptable and therefore successful! themselves. Even though children are born from us, they are not the same as us. They might have

6 23/2 February 2014 Personality styles become apparent during Early Childhood Focus on the ages 0 to 6

Nature provides every child with a set of genes. moments in life to develop these deeper and wider. Not one child is the same. The eating patterns In the period of 0 to 6 years old, the child has an and sleeping patterns differ, and so does the absorbent mind. This mind allows him/her to absorb manner of making contact, the smiles, likes and life around him deeply, intensely and unconsciously. dislikes. The time a child starts to crawl, walk The child absorbs language, communication and talk is also patterns, different thus movement, all together mannerisms, giving us a body language, glimpse on and related what kind of values, ideas, child we have judgments and in front of us. preconceived The child has ideas. a natural urge The absorbent of wanting to mind thrives develop. Nature best when life is amazing proceeds in and has built an ordered in common manner. sensitivities This way the during the brain does different not receive stages of too much development. information at Thus assisting once, but can the child in absorb it in developing portions and an array of store it in the characteristics developing and skills. Montessori called these sensitive periods. neuronetwork. Therefore the sense of order is very Madeleine Nash, in the article named ‘Fertile strong in these children. They get ready easily by Minds’ used the term “windows of opportunity”. themselves when coat, hat and mittens are all in So development can be seen as a kind of matrix. the same reliable place. They dress themselves On the horizontal bar we have the windows of when they can choose between two sets of clothes opportunity and on the vertical bar we have the instead of a wardrobe full. They pack away their learning styles. A child will have a predominant set toys when a limited amount is to be chosen from of characteristics and simultaneously nature offers and presented on a shelf.

6 23/2 February 2014 7 Characteristics of each personality style at a young age

since concentration, inner discipline, natural urge Beaver to complete tasks and organised behaviour comes quiet naturally to them when they find themselves in an organised environment. A beaver born in a ‘chaotic’ home environment might cry a lot, sulk or become anxious. In this case the environment is not catering to the inner need of the child. Beavers thrive well with regular naps, routine meals and scheduled activities. Hasty, unorganised or spontaneous outings might put him/her off balance and cause distress. Security also comes from (unspoken) rules, consistent behaviour from the parents and logical limits. Preschool beavers can be quite determined to stay in their routine, also when it is not available, thereby not always considering the needs of others. Young beavers need acknowledgement for their strengths, need to be able to live a routine life to feel secure and on the odd basis have little spontaneous sparks measured into their Order is one of the main characteristics of the existence in order to profile of the Beaver. Toddlers who have Beaver become flexible and characteristics thrive when the house is well develop the skills of the organised and limits are understandable and other learning styles. consistent. They use the external environment to develop internal understanding and classification of the world, thus forming a structured mental base to which new information can be added as they grow older.

Young Beavers like routine, when days are lived along this routine they will join in happily. When the routine is broken, they might react in a stressed manner, more than you would see in non-Beavers. Their sense of order is strongly developed at a young age. This is a great asset to future learning,

8 23/2 February 2014 want to take Owl part in family life. Owls need gentle introduction into the world, so that they see interesting aspects that challenge the mind. Owls can of course become very wise. They absorb language quickly, are often able to speak early but do not talk a lot. They can show an early interest in reading and writing, wanting to explore the written world, since this is a safe way, opening the world at large and being able to stay by oneself at the same time. Owls normally do not need too much sleep. Food is not an important item; they eat when it is available. It might be hard to get an owl to the dinner table when this request does not meet his or her need. However, persistence and logical limits are to the benefit of the child here. Young owls are recognised as babies who are happy in their cot, do not make a lot of noise and Young owls need to have their portion of quiet time do not cry a lot for attention. They are quiet babies, to feel good. They reflect on life and need their sometimes called the ‘good’ babies. Drawback of time to form priorities. Simultaneously, logical social this is that they are sometimes more on their own relationship limits are important, in order for the owl than what is good for them. not to become ‘lost’ in him/herself. Owls like to be by themselves. They like their own company. They like to spend time withdrawing in their own thoughts, making soft noises, play with their toes and be content. Therefore to assist an owl in feeling good as an owl, the house needs to be relatively quiet. Owls do not tolerate a lot of noise, distraction, music and tv sounds in the background. This creates anxiety and owls will respond by falling asleep, thus being called again the ‘good’ baby. However owls need drawing out. They need little challenging limits that do not offer too much anxiety but enough challenge to

8 23/2 February 2014 9 playgroup, they will not hesitate to share their toys Dolphin and think up fun activities. Young dolphin children need a substantial amount of sleep to recuperate from their busy activities. They like their food and love to eat together. A dolphin baby will eat very little when he is fed by himself. It is the social engagement along with the food that is important. Dolphins can be rather stubborn and holding on to mum when mum has instigated separation. They like the attachment and need to be offered interesting activities for them to be enthused to let go. Logical limits are needed here, so that the child does not become too dependent. Their strength is feeling other people’s feelings, so they make Dolphins make friends easily. you smile; it They are intuitive is important and might react to for them to experiences that be liked. They others would not. value being This can be due to together the fact that they and sharing feel the emotions experiences that are going with others. around. Hence, At their best they they are not happy babies by create warmth, at their worst they themselves in a cot. They like can be self-absorbed. being held, smiled and cood at Dolphins need an environment and entertained. which is creative and colourful. Once they can walk, one rarely They thrive in working situations sees Dolphin children alone. that emphasises being together, They play with others, initiate friendship and love. They also need activities, talk, laugh and care boundaries, in order to balance their for others. Their main mode is personality. Since they use their being social. They dislike being right side of the brain (associated alone. Dolphins have a high level with creativity and emotions) of empathy for others from an early stage onwards. abundantly, they also need to be encouraged with From when they become conscious members of a left-brain thinking, which involves logical thought.

10 23/2 February 2014 others and the Fox patience to look at items in full detail. Foxes are usually physically fit and active. They like games with running, climbing and exploring. Offering this in combination with quieter activities gives the chance to develop characteristics that are not ‘fox-like’ but will improve future concentration abilities. Foxes need freedom to thrive. They need to be acknowledged for whom they are, otherwise they Young foxes are so cute. They learn from their will claim this surrounding that there is not only one way to reach by themselves. the chicken coup. What does this entail in human This freedom behaviour? Well, foxes are not so keen on routine. needs Fox babies might object easily to recurring events boundaries and not want to join in. As babies they cry when that are age bored, want to be picked up and need stimulation. appropriate. Since social This become the threat in their lives. They easily relationships see through people’s thought and mannerism. They are his/her need sparks in their life and can otherwise display weaker side, negative behaviour. play dates Patience is not their strength, but speed is. Fox are important moments babies require a new set of toys quicker than other for learning social children. They like outings to the supermarket, skills. It is of paramount excursions to the park and other entertaining and importance for their new experiences. holistic development to experience on a regular Foxes need logical limits that are age appropriate basis that other people in order to develop that other people have needs have needs too and too; that speed is not the only criteria in life. When that these need to be eating, it is good to require to stay at the table honoured. till others are done (within limits of course). When getting dressed we do not leave the house until all necessary items are on. A bit of ‘enforced’ consideration will develop later in empathy for

10 23/2 February 2014 11 Catering for different learning styles at school

With the division of four learning styles, there children’s size. Children receive presentations on must be about 25% of each learning style in how to work with the materials and can then move a classroom. In order for a child to develop to independently in the room. A beaver can enjoy his/her utmost the physical environment and his routine of activities, taking them by himself psychological environment needs to cater to the and packing them away again. An owl can find child’s sensitivities. Simultaneously it needs to individual settings to work quietly on his activity, enthuse the child to develop skills from the other dolphins can choose a song card from the box and learning types. ask the teacher and other children to form a group With the sensitivities at this age range being and sing songs. Foxes do not need to wait for other order, language acquisition, sensorial exploration, children and perform activities at the preferred movement and the development of will, Montessori speed, instead they can browse around and check teachers develop a prepared environment with a out interesting activities other children are doing. variety of opportunities. The environment allows for independence due In order not to obstruct the intense period of self- to all scaled down utensils. Independence offers development during the first three years of life, a kind of freedom, every learning style needs in the environment is completely scaled down to the order to choose and feel good at what he/she is

12 23/2 February 2014 doing. Therefore a large emphasis is also placed on The Montessori teachers use language in a direct learning to dress oneself, put on boots, slippers and manner to guide the thinking of young children. hats. Thereby using ones own hands to become in Thereby knowing which child needs which message. control of one’s own body. The word ‘no’ is used when necessary, but mostly enforceable statements and positive directives In this process a dolphin child loves helping others: are used. This helps the children absorb more put on their boots, take a tissue so they can blow vocabulary and gives the limits where they need their nose. Fox children like to be out first and take it. The organisation the treasures from the shed. Owls like to sit and “Love and Logic” verbalizes this nicely: reflect and need the adult to put a limit on the ‘Thinking words by saying amount of pondering. “Let’s go outside now, the are a way of saying’ “no” weather is beautiful!” provides the message for “yes”. the owl child to start moving. The beaver child will Some examples: know exactly what steps need to be taken to get Instead of saying “Do not run”, we say “Please outside: winter gear first, then hats, then boots and stop”. last mittens. Otherwise you cannot use your hands Instead of “Do not shout” it is “I listen to to put your boots on. you when your voice is quiet”.

12 23/2 February 2014 13 Instead of “You can not go outside because you do their natural behaviour show how development not wear a coat” we say “As soon as you continues and that that is not to be scared of. Owls wear your coat, you play in the need drawing out. This does not necessarily work sunshine!” with children of the same age. Maybe they connect Children aged 0 to 3 act on an unconscious level. well to a younger child by helping him learn the They do not have enough life experiences yet, to letters or read a book. Dolphins feel comfortable base logical reasoning on. This mental facility starts with their own little group of ‘friends’. This is good slowly upon experiences. Therefore it is important of course, however to balance, it is also good to that the adult looks at the intention of the child. come out of one’s comfort zone now and then. So a Should the adult always react to the outcome, then multi age range allows for different groupings and it becomes negative. What counts is what the child opportunities. Foxes are speedy, and understand intended to do. And this is nearly always good. things quickly. Being with older children stimulates The adult can guide the intentions with positive the mind and enthuses others to act with materials language and thereby create a positive experience. that are of the appropriate level. This builds the child’s self-esteem and builds on The choice of materials enthuses social awareness the child’s neuro-network. Based upon that, logical and respect. There is only one of each material. reasoning develops slowly and comes into action This helps beavers in choosing something new and from approximately three years old onwards. owls in needing to communicate with another child The multi age range in the Children’s House ensures to know when the material will become available. that the child is first the youngest, then in the Having only one material encourages dolphins to middle and then one of the older children in the sometimes work by themselves and foxes to find group. This factor is important for catering for the materials that involves less repetition. At the same different learning types. A beaver likes to follow time they can work with materials that meet their the group and act within the perimeters of that learning style. Each day the student is given the group. In order to help them take a little risk, it is message, you are GOOD AS YOU ARE and allowing good to have older children there, who, through for opportunities to DEVELOP SKILLS of the other

14 23/2 February 2014 learning styles. These two ingredients help a child and simultaneously is enthused in a safe manner to feel comfortable and happy within his/her ‘own skin’ go every day a little bit beyond their comfort zone.

14 23/2 February 2014 15 Limits are needed to create respect for others

Why such an emphasis on the word limits? Limits 1) The first level is that a are needed for a person not to become limitless. child can only ‘obey’ someone Limits are actually needed for logical thinking else when it meets his/her to develop. If matters have no reason, why needs. This is a natural phase that belongs think? Logical thinking starts to develop at this to the first three years of life. It is built in by young age. Children need to receive appropriate nature so that the child is not ‘bothered’ yet by directives and restrictions since it is necessary too many restrictions and can spend all their to learn to understand that other people have energy on self-construction. During this period needs to. This is the base of social development. the infant and toddler slowly realise that they Individuals who do not respect limits, will never are a separate entity from mum. At birth they be able to respect others. become physically separated but it still takes By nature children move through three levels of three years for the mind to mature to a separate respect. individual organism.

16 23/2 February 2014 This oneness and separateness process is introduce ‘Grace and Courtesy’ exercises. They beautifully described in the book with the same sit in a circle and play a little scene on e.g. how name written by Dr. Kaplan. As mum is slowly to say “Good morning”, how to say “thank claiming her separateness again during the first you”, how to say “can I help you?” Due to their three years of the child’s life, the infant receives conscious mind the children can now experience the message that both people are unique beings and learn to think about social interactions and with their own likes and dislikes. This is a very courtesies. necessary process for the child in order to be 3) Based upon healthy completion of the first able to form their own identity. Limit setting is two levels of respect, a third level exists in that a necessary part of this process; “ No, please individuals respect the larger do not bite mummy”, “I can not pick you up whole. This is due to the fact that they are right now, I am carrying the groceries”, “Hold respected themselves for whom they are. This my hand when we cross the street” and other is where the theory of the learning styles comes phrases help this process along. in again. When an individual feels respect from Once this process is ‘completed’ the child parents/teachers/caretakers for whom he really actually starts saying “I”. Before that it was the is and can therefore develop to the utmost, child calling himself by his own name, or saying simultaneously becoming consciously aware of “me”. So the language indicates a little where the challenges, he projects that respect on the the child is in the process. surrounding world. 2) Once the child has integrated the identity, he/ This is the base for respect for she becomes ready to integrate in a group. other cultures, international This brings new experiences since other people mindedness, but also respect will point out their likes and dislikes. This for nature, animals and the helps the child to move to the second level of world at large. Ecology can never just be respect. Which is being able to a subject. Nor does sorting out ones rubbish help do what someone else asks a child develop respect for the world at large. Also even when it does not meet the quote “Eat, because in Africa there are starving a personal need. This is a huge step children!” does not have any effect on respect for others. It is a much deeper understanding of child in the social development and the base for development what is needed here. Respect stems successful relationships. By nature, the period of from having been respected oneself for ones true 3 to 6 is set aside for this intense growth in social inner life, and simultaneously having been given the awareness. In school this is very obvious, since limits so that the child did not stick to one learning it is the time where children, instead of working style but formed an integrated whole with an open parallel to each other as they do in the Toddler mind and a great deal of common sense. Community, start to like to sit together and work in small groups. Therefore some of the materials As parents, of course we want our children to have now also ‘matured’ from an individual to become happy. But we must not make the mistake a groups level. Children practice social rules, that happiness comes from getting what one wants. they have little conflicts, start to learn problem When children do not get the age appropriate solving language and techniques and learn to limits, they get their way instead. A feeling of ‘listen’ to others. In groups sessions the teachers entitlement develops in the child. “I am entitled

16 23/2 February 2014 17 to… because Johnny has it!” “I am entitled to intention was wanting the child to become happy. a parent who drives me everywhere….”’, ” I am Happiness comes through achievements. We entitled to a teacher who is not allowed to make help children when we ask them to become my life difficult”. Jim Fay, part of the ‘Love and responsible individuals within the family. They have Logic’ group has written a very enlightening book on this topic named ‘From Innocence to age appropriate roles to fill which help to create Entitlement’, a Love and Logic cure for the Tragedy independence so that they can fulfill their roles of Entitlement. A tragedy it is, since the original successfully.

18 23/2 February 2014 Ourselves, the parents

Knowing our children also involves knowing lesson for the child and not a battle of wills of two ourselves. To ask ourselves the question, who am different learning styles. I predominantly? What is my learning style? Am Knowing who we are, ensures that we can raise I a beaver and I want everything tidy, organised children consciously. It assists in forming a strategy and structured? Am I an owl and I like my house that is good for the child. Parents are the prime quiet? I do not like the show of emotions and educators and are the vehicles through which the endless talk? Am I a dolphin and everything growth and maturity happens. Discussing issues needs to be fun, creative and intuitive or maybe at home helps setting limits and form freedoms a Fox and things need to be efficient, speedy, that are first of all age appropriate and secondly and to the point? learning style appropriate. Thus helping the child in Who is my partner actually? An impatient but continuously developing strengths and challenges. innovative fox? A playful, imaginative dolphin who likes to please others? A restless, anxious owl who knows a lot? Or a predictable beaver who likes routine? Of course we are a mix of different learning types. Life has moved on and parents have had many learning opportunities. Still we have a predominant style, which translates into priorities. It is good to know who we actually are. The parents might not have the same priorities as the child. This might clash in the family. Clashes are important, not to be avoided. A child learns through small conflicts. What is important is that the conflict is a learning

18 23/2 February 2014 19 Frames of the Mind – the theory of multiple Bibliography intelligences, by Howard Gradner Good Googles: Love and Logic for Early Childhood – practical www.danielgoleman.info/topics/emotional- parenting from Birth to Six, by Jim Fay and Charles intelligence/ Fay www.innerexplorations.com/catpsy/t1c4.htm From Innocence to Entitlement – Love and Logic, by Jim Fay Good books available in the Oneness and Separateness – from infant to schools’ Parent Library: individual, by L. Kaplan Math for humans – teaching Math through the 8 The Emotional Life of the Toddler, intelligences, by Mark Wahl by Alicia Lieberman Personality traits, by Gerard Matthews, Ian Deary, Our babies, ourselves – How biology and culture Martha Whiteman shape the way we parent, by Meredith F. Small

20 23/2 February 2014 It takes a village to raise a child Being part of an ‘extended family’ gives opportunities for children to develop. We see our school as providing much more than an academic education. We have on offer many activities for families and the wider community to be involved. During our spring period from March to June, lots of exciting events are being organised for the classrooms, parents, and the entire family. The events range from educational, social, and for pure entertainment!

20 23/2 February 2014 21 Curriculum Information

Information pertaining to the classroom Information Evening: Introducing the curriculum is available during different evening World to the Child sessions and also during some of the morning Time: from 19.30 Parent Café sessions. Progress Report meetings, Tuesday which are specific to your child’s progress, are Location: Children’s houses and held three times a year (in December, March, 11 Primary at ‘Hof Kleinenberg’ and June). The mid-year meetings are coming up March Families of all locations welcome! soon. Details on this meeting as well as the end Introducing the world to the child is an enormous of year report meetings in June are found here. responsibility. The world is limitless, so as educators we need to decide what to offer. The children see Verbal Report Meetings the world as a whole, so as teachers we need to Time: from 12:30 - dissect it and analyse segments. We visualise the Wednesday Wednesday by appointment beauty and present this to the children. They still 26 12 Location: in your child’s have a sense of wonder, and we try to keep this February March classroom alive as long as possible as this guides interest, Verbal report meetings are being held during this urge to learn and creates respect for life as a whole. term on two Wednesday afternoons. Should you We give opportunities to the children so that they want to make use of this, please do not hesitate to remain global thinkers and are simultaneously given make an appointment with your child’s teachers. the tools to collaborate in a creative manner. Come to the Information Evening and the teachers will ‘’open various doors’ to the hidden marvels of earth, seen from different angles and creating different perspectives.

Report Day – No school Friday June 13 Friday Time: All day, starting at 8.00 13 Location: In your child’s classroom June All families please sign up on the lists that will be provided two weeks before the event. Individual time-slots are available of 20 minutes per family. We encourage families of Toddler Community, Children’s House, and Primary to organise play dates, so you can come without your child. As usual, Secondary Students attend the report session with their parents.

22 23/2 February 2014 However, we all know that this does not stem from Information Evening: Freedoms and always getting what one wants. logical limits serve the development of the child Given freedoms need to be appropriate to the age Time: 19:30 in order for the child to receive experiences from Tuesday Location: Children’s Houses which he/she can learn. 1 at International Montessori Given limits need to be logical and understandable. April ‘Wezembeek-Oppem’ It is the child that should feel the consequences. Families of all locations welcome! With this in place children will realise other people Logical thinking stems from logical consequences! have needs too and will live happily in a balance of We all like our children to be happy. giving and receiving.

Parent Café

The Parent café is a cosy space offering Friday Living language information sessions during the daytime. During springtime, 3 very interesting sessions have been 21 Children’s House Coordinator of ‘Hof organised, always being from 9.30 to 11.00. March Kleinenberg’, Charlotte Reilly Speakers this time being Heads of School from Davidson, will shine a light on the language our different International Montessori locations. activities in the Montessori classroom and discuss Karin Gould, a parent at the ‘Rotselaerlaan’ how this idea of ‘living the language’ can be location, and Lisa Thauvette, Head of School transferred to many home activities. in Tervuren, work together to find interesting speakers, topics, and a nice atmosphere Friday Mathematical Mind encouraging discussion and participation. 9 Want to keep abreast of what your For more information you can reach Lisa at May child is learning in math and how he 02-767-6360. or she is learning it? Lidia Klimczak, Head of School of Wezembeek-Oppem, will share some of the math techniques and lingo used in class, as well as, lead a discussion how you can support numeracy and applying math operations at home.

Wednesday Montessori at home and over 11 the summer! June Your child wants to be a contributing member of your household and just needs some adjustments for sizing and accessibility to make it possible. Odette Penneman, Head of School at Sterrebeek, has a myriad of ideas and practical tips on how to set up spaces in your home allowing your child to “do for himself” and consequently build his self-esteem. Come join the discussion!

22 23/2 February 2014 23 Music Events

Young children in Children’s House and Toddler Singalong: Songs from Communities love to sing and perform action Wednesday around the world, songs. Every day time is set-aside for this, 19 ‘Wezembeek-Oppem’ sometimes with their own percussion instruments March Time: 11.00 to 12.00 or with a music teacher or visiting parent Location: Wezembeek-Oppem school accompanying them. Parents in Wezembeek-Oppem, please note that Every child in Primary and Middle Years Programme this date has changed and is different on the plays a musical instrument and learns to read notes calendar. The children will sing songs from different through this instrument. We hear violin, piano countried and in some cases in different languages. and guitar every day! With our team of passionate The songs from around the world will be practiced music staff, they are preparing music concerts for in the classrooms and additionally children will do the parents. For the Primary students these are a variety of activities related to geography. They designated concerts. For the MYP students, this make the Earth out of paper-maché with pins year they will be involved in different events such and flags of the countries the songs come from. as the Theatre, Asian lunch and the Graduation Additionally they create costumes and will do some ceremony. acting. Violin and piano players will join in the Singalong: Le carnival des action! Wednesday animaux, ‘Sterrebeek’ Time: 11.00 to 12.00 19 Singalong: Top 20 Songs, March Location: Sterrebeek school Wednesday Toddler Community - The Children’s House children in Sterrebeek are 2 ‘Savoorke’, Tervuren listening and preparing a dance to the beautiful April Time: 11.00 to 12.00 music of Saint-Saëns. Additionally they will be Parents of the toddler group are invited to the class singing songs about different animals from different to sing some of the favourite songs of the class. continents. Currently they are practicing a penguin See the toddlers light up with the familiarity of the dance since their project is on Antarctica.

24 23/2 February 2014 music and their eagerness to show their parents all Singalong: Singing in of the special moves correlated with the words of Wednesday Sunshine - Children’s House the song. 7 ‘Savoorke’ May Time: 11.00 – 12.00 The warmth of the sunshine on our faces after a Wednesday Singalong - Spring Sing - Children’s House chilly winter can bring anyone to song! So join us 30 ‘Rotselaerlaan’, Tervuren in singing our favourite songs of the season. It is April Time: 11.00 to 12.00 always a very colourful and joyous event with the students and teachers adding accompaniment of Spring is a lovely time of year when flowers, plants, different musical instruments like percussion and insects, and animals awaken to the warmth of the guitar. longer days. The Children’s House students and teachers will welcome spring by sharing with the parents their repertoire of music, poetry, and art.

Tuesday Singalong: My world is your world – Children’s Houses 6 ‘Hof Kleinenberg’ May Time: 14.00 to 15.00 The three Children’s Houses will have their Singalong together. It will be journey of culture and tradition. They will roam through different countries admiring their abilities to entrance us with their music and songs.

24 23/2 February 2014 25 Theatre Events

A very interesting period of theatre is waiting Theatre Production Secondary Section for all of us! It will start with the Middle Years Dark in the Park – A Quest for light Programme theatre production in Tervuren Time: Starting time of the groups is Friday Park. This theatre is made for everyone. Please between 18.30 and 19.30. come with children, parents, coats, comfortable 28 Families of all locations very shoes or boots and torches to this event! Your March welcome! senses will be stimulated. You will be artistically “Light, is it (a) present or a gift? The Middle Ages surprised, your ears will love the music and you have often been called the ‘dark’ ages, a gloomy will be happy with the catering done by the time from which we seem to only remember the Tervuren Primary section! most negative parts. But was it really like that? Our court ladies and knights, craftsmen and peasants, clergy and troubadours, as well as thieves and spirits of the forests will show you the other side of the mirror.” The medieval theme of the play of the Secondary section play relates to the guiding question: Is beauty (a) present or a gift? The audience is invited to walk through Tervuren Park in a quest for light, and MYP students will wait for them at different stations where they will act various scenes

26 23/2 February 2014 of medieval life such as court scenes, building of Primary Theatre churches and cathedrals, and different scenes with productions at medieval characters. The troubadours will guide ‘De Kam’. your way with music. All will eventually end up at a central place for a festive grand finale, in the style There will be two of Breughel! Come and feast with us! theatre productions in the Cultural Logistics: Centre ‘de Kam’, at Wezembeek-Oppem, The starting point of this theatrical walk is from Beekstraat 172, 1970 the main Tervuren entrance by the café. There is Wezembeek-Oppem. ample parking in the first section of the forest or This beautiful location matches very much the on the side of the road. Once parked, you pass the atmosphere that we create in the schools. Primary café and gather on the first open field on the left. ‘Rotselaerlaan’ will perform on May 22 and 23 and Groups of families will depart for their quest in the the Primary of ‘Hof Kleinenberg’ on June 5 and 6. forest with a Diploma Programme student and will eventually, after a wonderful time, return back to Thursday Thursday the starting point. Along the way, the Rotselaerlaan, Friday Tervuren team of teachers and children of Primary 22 Friday 5 Group 2 will distribute some medieval drinks and May 23 June 6 snacks. May June We would suggest for families with young children Theatre Performances for the Children’s to start in the early evening. From 18.30, every House children and parents 10 minutes a group will leave. Then it is not yet completely dark. Families with older children can The theatre productions made by the Primary come later and also become spectators of the groups are unique and original. The entire ‘Grand spectacle’. This will be at the end of all production is created in collaboration with tours, which will be approximately 21.00 hrs. This classroom teachers, students and music teachers. is when all actors and remaining participants will They write the text, practice songs, make music, collect their props and walk to the central crossing create props, costumes and much more! These in the park with the big marbles boulders. A events are so good that we like to perform several medieval show and closure will be waiting for us times. Therefore all Children’s House children with there. Not to be missed! their mum or dad are invited to attend the general dress rehearsals. This is a wonderful opportunity for the children to be the audience in a large theatre and to see what they will be involved with in the future. For the Primary students it is a great practice with an enthusiastic audience! Parents are asked to pick up their child from school 20 minutes before the general rehearsal and go together to ‘De Kam’. Time: 14.00 to 15.00 Thursday Theatre Performance of the Primary 22 ‘Rotselaerlaan’ for the Children’s May House children of ‘Rotselaerlaan’, ‘Savoorke’, ‘Sterrebeek’ and ‘Wezembeek-Oppem’ From 14.00 to 15.00 Thursday General Dress Rehearsal Primary ‘Hof 5 Kleinenberg’ for the Children’s House June children of ‘Hof Kleinenberg’

26 23/2 February 2014 27 Stage practice at ‘De Kam’ for the Theatre Production for the Families of Primary sections. ‘Rotselaerlaan’, Tervuren Time: from 19:00 The initial rehearsals all take place at school—in Friday Show title: Theatre of the Mind the classrooms, garden, or music spaces. The gain experiences in choral singing, tutti rehearsals 23 A theatre production on a near May (musical instruments playing together), designing professional stage is a perfect setting and constructing props and scenary, and sewing for the students and teachers to hone their skills in and assembling of costumes. All of this culminates fooling the senses. The Primary group will construct into a week of dedicated stage work at ‘De Kam’ scenery that looks as if it has dimension and weight. the Cultural Centre in Wezembeek-Oppem. All They will design light and sound effects to suggest families are asked on those days, to drop their weather, time of day, and even to illicit moods and child(ren) directly at ‘De Kam’ and to pick them emotions. up again at ‘De Kam’. Children, who are normally The students and teachers will create one grand transported by school bus, will be directly brought illusion that will demand the audience to suspend and picked up at that ‘De Kam’ by the school bus. their sense of here and now and to agree to be In the event of changes to the stage practice taken to another place, time, and situation. schedule, families will receive further detailed information from the Head of Schools. Primary ‘Hof Kleinenberg’ Primary ‘Rotselaerlaan’ Monday Monday 2 Time: 9.00 to 15.30 19 Time: 9.00 to 15.30 June May Wednesday Wednesday 4 Time: 9.00 to 12.30 21 Time: 9.00 to 12.30 June May Thursday Thursday Time: 9.00 to 15.30. This includes Time: 9.00 to 15.30 This includes 5 Showtime for the Children’s Houses 22 Showtime for the Children’s Houses June May

28 23/2 February 2014 Theatre Production for the Families of Primary ‘Hof Kleinenberg’ Time: from 19:00 Friday Show title: “A less ordinary visit” 6 The production will be a cooperative June production of the two Primary groups. The basic story line is a visit to a museum that will turn out to become an experience of culture and comedy, and dance and mystery. An unfortunate event will lead to new discoveries! You will see on stage live paintings and statues, visitors from all over the world, a glorious entry of Mona Lisa and Leonardo Da Vinci and much more. All of this wrapped in multi-lingual text, music, dance, poetry, acting, miming and even mirror writing.

28 23/2 February 2014 29 Windows into the Class

Our ‘Windows into the class’ events are Each ‘Window into the class’ is different. It is also wonderful opportunities to get a complete a great preparation for parents with children who picture of the amount and the kind of work the will move to the next section, to see how and what children are doing. Often we hear the comment; children in the subsequent age ranges are working “Oh I wish I had learned abstract topics in such a on. concrete, creative manner”! Families are invited to come and see the products of their child’s class, and are also very welcome to visit other age ranges! English Book fairs French children’s books are easy to come by in Belgium, but English ones are a bit more International Montessori difficult to find. We therefore host Treasure ‘Wezembeek-Oppem’ Trove Bookshop at the different school locations. They will stay from 8.30 to 16.00, giving parents time to browse. Primary and ‘Savoorke’, Tervuren Secondary students will come with a book- budget for their classrooms and visit the stalls with their group. The following dates are still ‘Hof Kleinenberg’, Woluwe ahead of us:

30 23/2 February 2014 ‘Harvesting the fruits of the seeds sown’ “Harvesting the fruits of the seeds sown” Tuesday Primary ‘Hof Kleinenberg’ Time: 15.30 to 16:30 Children’s Houses ‘Hof Wednesday Kleinenberg’ 13 The evolution of the child’s May Time: 11.00 to 12.00 development, and consequently their 21 May class work, is seen from one ‘Window into the The fruit of a child’s mind is endless Class’ event to the next. The products of the and this event is a perfect opportunity to see the lessons and ideas given to the child, in other words, beautiful “products” your child has created. When the seeds sown into the mind, become more the child is given space, a prepared environment, evident in the final term class exhibit. Discoveries appropriate activities and the chance for sensorial are made and children solidify the foundation, exploration, they have the opportunity to nourish ready to proceed within their development. the seeds that have been sown. Through exploration and interrogation the child is structuring their vision of their world.

‘Outdoor activities and gardening’ Toddler Community Wednesday ‘Savoorke’ and 14 4 Time: 11.00 to 12.00 May June A favourite event from last year will be repeated this year with the Toddler Community class. Garden activities will be done in the outdoor learning environment with children and parents together. They will plant and beautify the outdoor environment. Come with your gardening gloves and leave with your child’s potted seed to care for at home as a memory of your participation and time together in the garden of ‘Savoorke’. We need nice weather of course, so in case of rain the events will be postponed until the following Wednesday.

30 23/2 February 2014 31 Children’s Houses at Window into the class Tuesday Wednesday ‘Wezembeek-Oppem’, ‘Rotselaerlaan’ 3 ‘Sterrebeek’ and ‘Savoorke’ 4 Time: From 11.00 to 12.00 June Time: 14.00 to 15.00 June Participants: The whole school! Sterrebeek: Natural Illusions “Bringing the world into the classroom” The students in the Children’s House will focus on The Children’s House children in Sterrebeek are the cooperation of humans and nature. They will exploring the different continents. They discuss learn about the reciprocal relationship of people and do activities related to the differences in the and plants and animals and how taking care of continents such as housing, food, terrain, art, and nature allows us to have food in our bellies, goods animals. On display will be the children’s written in our homes, and serene companionship. work, clay animal sculptures, posters on the variety Across the garden in the Primary house the students of houses, and a selection of paintings. Currently will wow and amaze the visitor by presenting their children are studying the artist Paul Klee and are work on the senses and how the mind can be learning about his style of art by imitating it in their fooled—creating illusion. Not only is the topic a own works. For your palate, children will prepare great gateway to all areas of the curriculum, but different snacks from around the world! is a powerful experience for our Primary students who are a main target for consumer marketing… Wezembeek-Oppem: the grandest illusion being the sense of want versus “Greater geography” actual need! As an extension of our Singalong theme, the children will have on display their work surrounding the topic of • different countries of the world. The children receive sensorial and detailed information about different • countries by means of group lessons, cultural boxes, cultural folders, and hands-on experiences • like cooking and arts and craft. ‘Savoorke’ “From icicles to life cycles” The earth has thawed out from the winter season, bringing with it new life from its dormant state! The students will show their work on the awakening of spring in the areas of botany and zoology (life cycles), art (Giuseppe Arcimbol), music (Vivaldi), and the ongoing activities in mathematics and reading and writing.

32 23/2 February 2014 Excursions

Many years ago ‘Qantas’ airlines had the slogan, CHILDREN’S HOUSES – ALL LOCATIONS ‘The world is their classroom’. This could also apply to International Montessori’s philosophy! This spring, the Children’s Houses will visit ‘Ferme Primary and IB MYP students combine their de Bousval’. This pedagogical farm caters for studies with their outings and in many cases the groups of children and gives experiences to the students are responsible for the organisation senses. They can touch, smell, taste and observe. of the excursions. This enhances their broader They will be able to approach and feed different perspective and also helps develop different animals, pick up the eggs, ride a pony and play in skills such as communication, team-work and the straw. There are also opportunities for making planning. For Children’s House children the cheese, yoghourt or sorbet and take it home to emphasis is different. The outings are providing share with the family. a glimpse into the wider world. They get excited For more information please visit about travelling on a big bus, eating outside www.fermedebousval.be and get used to visiting a new place without Logistics: mum and dad. The list of excursions for Primary and Secondary might not be complete as more The buses will leave at the scheduled time, events are being organised according to the therefore all children should be at school before topics studied. Families will receive a letter home 8.45. describing each upcoming outing. The afternoon school pick up time is at the usual time being 15.00 or 15.15 depending on your child’s classroom. School will provide lunch and drinks; therefore the children do not need to bring a backpack.

32 23/2 February 2014 33 The Children’s Houses of RTBF Radio and TV Station, Tuesday ‘Rotselaerlaan’ and ‘Savoorke’ are the Monday Brussels 13 first group to go to ‘Bousval’. 28 Participants: The whole Primary section May The bus will first go to Rotselaerlaan April Transport: Chartered bus first to pick up the children there and then go to ‘Savoorke’. Starting in April the students of Primary will study Children’s House 2 and 3, together the senses with a reverse view of, how to trick the Monday with the older children in Children’s senses! The medium of television is a master at 26 House 1 will go together in a big bus manipulating our visual and auditory senses to give May and a school bus. us the sensation that we have had experiences, when really we haven’t left our chair. Our visit to The Children’s Houses of ‘Sterrebeek’ Tuesday the RTBF station will give us a behind the scenes and ‘Wezembeek-Oppem’ will go look at how television is technically produced and 27 together. Families of the Sterrebeek brought to into our homes. May school, please drop off and pick up your child(ren) at the school in ‘Wezembeek- For more information, please have a look at Oppem. Departure and arrival will be from the www.rtbf.be/entreprise/rtbf-et-vous/visiter Wezembeek-Oppem parking area for all children. Friday They will go in a big coach together with one of the Magritte Museum, Brussels Primary – Rotselaerlaan school buses. 9 May Transport by chartered bus René Magritte was a Belgian surrealist artist who is best known for taking ordinary objects and putting them into unusual contexts, giving new meanings to familiar things. The new museum in Brussels, dedicated to Magritte’s body of work, will be a perfect backdrop for our Primary students to study this influential artist and appreciate his penchant for tricking the viewer’s senses and also their logic. “This is not a newsletter!” http://www.musee-magritte-museum.be/ PRIMARY, ‘ROTSELAERLAAN’, TERVUREN Oostende – Overnight PRIMARY ‘HOF KLEINENBERG’ excursion Louvre, Lens in France 24-26 Auberge ‘De Ploate’ – Oostende Participants: The older children March Participants: Primary 2 – and of Primary Group 2 Rotselaerlaan 13 17 Transport: By train Mode of transport: Train March The older Primary children of Group 2 will visit the The students and teachers of Primary group 2 will new LOUVRE in Lens in two separate groups. They spend three days on the Belgian coast focusing on will spend the day and have a guided tour including the traditional life and occupations of the region. In atelier time. particular they will learn about the fishing industry and its historical impact on the area. They will take Primary 2 is currently studying the history of art. At part in a guided tour of a retired commercial fishing the Louvre they will be presented a time line of the vessel, witness the trade of shrimp fishing, and visit history of art from 3000BC to the 1800’s. This chart a re-creation of a fishing village from the 1400’s. will give chronological and academic information and also aid the students in the theme of their end For more information, please visit: of year show which is a story within a museum. www.schoolklassen.be/schoolreizen/fr/jhboostende/ index.php

34 23/2 February 2014 During the first half of the visit, the students will Cartoon Museum – Brussels take part in the atelier, where the students will Participants: The younger and learn how to represent a painting in 3D named ‘A 29 6 children of Primary group 2 painting in a box’. This work will also link to the April May Transport: School bus understanding of back stage management and Two groups will visit the cartoon museum, which stage design. In the afternoon, the children will is a link within the subject of art. Cartoon comic have a guided tour with the topic ‘ behind the strips are named as the 9th art; we will discover and scenes of a museum’. This will also include art explore this statement. We will study the art history history and how we can link art with the architecture of Bond Dessinée. Our study of cartoon comics and its surroundings. will also be linked to the annual theatre production More information on this very interesting and new taking into consideration the separation of each museum can be found on www.louvrelens.fr/en/ individual scenes as seen in both cartoon and education. theatre. For more information please visit www.comicscenter.net/en/home

Notre Dame à la Rose and years 3,4 and 5 go INTERNATIONAL BACCALAUREATE to the Abbey. At the hospital a guided tour will SECONDARY SECTION tell about medicine and practices in hospitals in Abbaye and Hôpital Notre Dame Friday medieval times. At the abbey, the students will à la Rose de Villers-la-Ville get to know more about the life of monks and Participants: MYP years 1 and 2 go 14 priests in medieval times, as well as the design and March to the Hôpital Notre Dame à la actual building of cathedrals. They will receive an Rose and years 3,4 and 5 go to the Abbey. architecture workshop. Transport: Chartered bus For more information please visit: www.villers.be In the light of the guiding theme and theatre preparation, MYP years 1 and 2 go to the Hôpital

34 23/2 February 2014 35 Michaël Borremans Exhibition - Middle Ages in Eindhoven, Thursday ‘As sweet as it Gets’ Netherlands to 3 Bozar, Ravensteinstraat 23, 1000 2 4 MYP years 1 and 2 April Brussels June Chartered Bus Participants: MYP year 5 and DP 6 The MYP 1 and 2 students will travel to a living By public transport museum where they will experience medieval life The students will visit an overview exhibition of a for three days. They will sleep, cook, eat and do major Belgian painter who made his breakthrough activities that mirror the activities of the time. They in the late 1990s with drawings, paintings and will make rope and coins, chop the wood and cook films that expose the absurdity of existence in a on a firepit. All with specialist guides available. We suggestive, ironic way. The exhibition contains a will wear medieval attire which is hand made by the hundred seductive and subversive works produced students. A unique experience! over the last 14 years. www.eindhovenmuseum.nl For more information please visit www.bozar.be/ activity.php?id=13204&lng=en

Bayeux, Normandy, France Participants: MYP years 3,4 to 26 28 and 5 May By train

The ‘end-of-year’ trip for MYP students in years 3,4,5 will be in May. They will visit the medieval town Bayeux, famous for its cathedral, old city centre and the famous tapestry that tells the story of William the Conqueror in 1044. The students will also discover more recent history at the site of Arromanches which they will explore by bike. At the Memorial of Caen they will take a guided tour on World War History. The group will stay at the Hotel of Reine Mathilde in Bayeux. For more information please visit www.tapisserie- bayeux.fr and www.memorial-caen.fr

School photographer The school photographer will come early May, Location: ‘Sterrebeek’ and so we all hope for great weather and colourful ‘Wezembeek-Oppem’ outdoor photos! The photographers will make Time: 9.00 to 12.00 groups photos per classroom, the staff and the whole school population. Additionally they Location: ‘Rotselaerlaan’ and make individual and sibling photos. ‘Savoorke’ Time: 9.00 to 12.00

Location: ‘Hof Kleinenberg’, Woluwe Time: 9.00 to 15.00

36 23/2 February 2014 Holiday Camps

Second week: Monday June 30 to Friday 4 July at ‘Rotselaerlaan’, Tervuren to to to 7 11 23 27 30 4 The second week will take the children on a trip April June June July along the mountain range of the Andes. They will learn about its people and their culture, animals, Easter Camp climate, nature and music. Children will make rain Location: ‘Hof Kleinenberg’, Sint-Stevens- sticks and play the pan flute! They will cook the Woluwe food and listen to the music. Participants: Children from all Montessori locations between the ages of 2 1/2 to 11 can Logistics: sign up. Children between the ages of 2 ½ to 11 can sign Five days from 9.00 to 16.00 hrs. Extended hours up. The normal camp hours are up to 16.00 hrs. till 17.00 are available upon request. however, additional After Camp Hours up to 17.00 Topic of the Easter Camp: Space – ‘Facts and hrs. can be booked. mysteries’ The holiday camp coordinator is Laurence Rambour, The students will do a large variety of activities and who normally teaches in the Primary 2 Group at explore the solar system, its planets, black holes, ‘Hof Kleinenberg’. She runs the camp with other rockets and comets. They will dive into the history Montessori teachers from our schools, sometimes and mystery of space! with help from adolescents who in most cases are our graduates of our school or older MYP/DP Summer Camps: students. This creative team provides the different International Montessori also offers two exciting ideas and activities. weeks of holiday camps in the summer of 2014! The The cost is €240 per child per week and is payable dates and topics being: upon registration. With extended hours the cost is First week: Monday June 23 to Friday June 27 at €265. ‘Hof Kleinenberg’: Please note that we organise the number of We hope for great summer weather and want to camp guides according to the number of children explore the topic ‘Underwater’. enrolled and therefore the fee is not refundable. Registrations are accepted in order of enrolment. Exploring the large variety of life in the sea, such as The fee includes all materials, snacks and (cold or plants, fish and shells found on the beach. Mysteries hot) lunch. and ship wrecks will also be found on maps and in books and related artwork will surprise the parents! Sign-up sheets are available on our website and will be distributed to all families.

36 23/2 February 2014 37 Secondary Section – MYP & DP Additional Events

In addition to what has been Théâtre ‘Made in China’ by Thierry described under the header Theatre Debroux Events and Excursions, MYP and DP have a few Location: Theatre Royale du Parc Tuesday more happenings. One of them is the City Run to Time: 19.00 at the theatre which parents are invited as well! 29 Participants: MYP Years 3,4,5 and April Diploma Programme French A and Special Week for MYP and theatre class 24to28 DP Transport: Private means March The MYP and DP have several This comedy is an introduction to international ‘Special Weeks’ a year, during business! It explores the business world in a which special projects are done and the normal global view; the Chinese buy a company and its lesson schedule is not applicable. international employees have to adapt to a new Diploma Programme Study week: Math and working style. biology, arts and theory of knowledge (TOK) More information can be found on Middle Years Programme study week: Theatre, www.theatreduparc.be/spectacle/ spectacle_2013_2014_005 music and languages

This Special Week is the preparation week of the play at both school and in the Tervuren Park. City RUN in Woluwe St. Lambert – For MYP this is all theatre. For the DP this is a Stade Fallon Community, Action and Services (CAS) event. For Time: from 9.00 Sunday students taking theatre as a graduating subject, Participants: All Secondary students they join in with the theatre activities. 11 Families, supporters and more May runners are welcome! The students will rehearse the various scenes and Transport: Private means dances and will soon take on their characters from the Middle Ages in their Quest for Light. This is one of the sporting events and simultaneously fund raising activity for the MYP. As the theatre production is primarily an MYP event, Students will ask families to sponsor them! The City the Diploma Programme students will receive Run starts and finishes at Stade Communal Fallon, extra sessions in biology, mathematics, TOK and of Chemin de Struykbeken 1, 1200 Sint-Lambrechts- course theatre. Woluwe. Participants can chose to run 1, 6 or 15 km. The gathering point is at the far (quiet) end of the athletics track. For more information please read www.netevents. be/nl/agenda/14565/Stade-Communal-Fallon-de- Woluwe-Saint-Lambert/ or contact sports teachers Brian or Nicole at 02-721-2111.

38 23/2 February 2014 Mock Exams to Whilst MYP year 1, 2 and 3 are on their trip to Holidays 26 6 Monday March 3 to 7 May June Bayeux, Normandy, France the DP students will have three days of mock exams. Diploma Monday to Friday Programme students are doing mock exams throughout the two year to Programme, so that they can assess at what level they are within a 3 7 certain subject. In this three-day period, the full exam setting will March be practiced, so that they can gain confidence and assess their Spring holiday strengths and opportunities. Monday 10 Vernissage Art Exhibition Secondary section March Time: from 16.00 to 17.00 School Re-opens Thursday Participants: MYP 5 and DP Visual Arts 12 All families are welcome! Friday June The IB Visual Arts course stresses practice in the use 4 of various media, the acquisition of techniques, the mature April development of creative ideas and the ability to relate to all form of Staff In-service day – N0 school art in their many social, cultural and historical contexts. Monday This first year, the course is teacher-directed. Students follow to assignments and instructions designed to encourage them to work 7 21 21 in their books and develop ideas for their studio work. During the April April second and last year, the course will evolve into more student- Easter Holiday Easter Monday, initiated and student-guided study. The DP 6 Visual art students public holiday will exhibit their artwork of their first year. They have made their Tuesday own selection and took care of its presentation. Additionally they will present an exercise that is ready for their final exhibition in 22 2015. This is very exciting! Students will be present to give a brief April presentation of their work. Simultaneously the artwork of MYP Year 5 School Re-opens will be presented as well. Thursday The art exhibition will also be available for viewing during Report Day on Friday June 13 and the end-of-year Farm Day event, which is 1 May on Saturday June 14! Public Holiday - ‘Labour Day’

Thursday to Friday 29to30 May Ascension Long Weekend

Monday 9 June Whit Monday – Public holiday

38 23/2 February 2014 39 International Montessori Schools International Baccalaureate MYP and DP section Children aged 0 to 19 years old Experiencing unique learning environments!

Attractive buildings High ratio teacher-student Multilingual and Vast and interesting multicultural Performing Arts – Unique curriculum Individualised learning productions Logical and critical styles and approach Musical instruments for thinkers all students

Open Day Friday April 25: Scheduled Tours Saturday April 26: From 10.00 to 17.00 hrs.

Tervuren – Sterrebeek – Wezembeek – Woluwe www.international-montessori.org 02-767 63 60 / 02-721 21 11

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