Practical guide for the year 2019/2020
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A word of welcome at the start of term
Dear pupil, You start a new school year in a new school. From this start of term, you are part of the "big ones". This implies new responsibilities and above all a greater personal responsibility, but at the same time, of course, many more opportunities, with new friends, to discover the world and life, to find your place in society – at school as well as beyond. All members of our school community will accompany you, together with your parents, to support you and advise you during your journey here at school. Nevertheless it belongs to you alone to learn and make your decisions; no one can take away this responsibility from you. On the other hand, the whole school community is committed to giving you all the possibilities and setting the framework that will allow you to grow in order that one day not that far away, when you have arrived at the age of maturity and acquired the knowledge, the skills and abilities needed, you will leave school full of self-confidence and succeed in life, professionally, socially and as a human being.
Dear parents, You entrust your child in the care of our school. That is the place where it will spend five days a week and a good thirty hours at least. This is why it is obvious that we have the obligation not only to supervise and provide a quality education but also to do everything in our possibilities to see that it can learn with confidence, bring its ideas and personality to fruition, feel appreciated as member a big family and that it can discover its talents and wishes which will lead it to the choice of its school subjects and options and finally to the activity of which it may likely its profession afterwards. As a public school, we are also engaged on a human and social level. Your child is unique to us and we will respect it in its personality. On the social level, we will show it the functioning and values of our society. It will be able to participate actively in the development of our school community at class level as well as in the school parliament. To us, learning and being allowed to live democratic values is one major commitment of our school in order to guide your child towards an emancipated, courageous and confident life as a citizen. Table of Contents The School ...... 7 School Coordinates ...... 7 Our principles ...... 7 Addresses ...... 9 Teachers in Primary ...... 9 Teachers in Secondary ...... 9 MESA educational service ...... 9 Secretariat ...... 9 Direction...... 10 Staff’s phone numbers ...... 10 Email addresses of the various services and representative organs ...... 11 Consultations ...... 11 Meetings with parents ...... 11 Consultations between teachers and parents ...... 11 Consultations between teachers and students...... 12 Consultations between MEAS carers and learners ...... 12 Internal rules ...... 13 Secretariat ...... 13 Opening hours of the secretariat to the public ...... 13 Official information by email ...... 13 Rules in case of absence ...... 13 The day itself ...... 13 Absence less than or equal to 3 days ...... 14 Absence longer than 3 days ...... 14 After 5 days (for Secondary) ...... 14 Authorization of exceptional absence ...... 14 Students dropped off at school by parents...... 14 Pharmaceuticals ...... 15 Technical service ...... 16 IAM - Identity and Access Management (Secondaire) ...... 16 Office365 (Secondary) ...... 16 Eduroam (Secondaire) ...... 17 myCard ...... 18 The pedagogy of the EIMLB ...... 19 The Dalton Plan ...... 19 A bit of history ...... 19 Principles and aims of DALTON pedagogy ...... 19 Functioning of the Dalton hours ...... 20 The Dalton agenda ...... 21 Learning at School ...... 23 Official curricula ...... 23 Declination of programs ...... 23 Learning plans (in Secondary) ...... 23 Assignments (Secondary) ...... 24 Principles and terms of the assignments ...... 24 Structure of an assignment ...... 25 Support measures ...... 26 Integrated remediation ...... 26 Support lessons (cours d’appui) ...... 26 Methodological support ...... 27 School trips ...... 27 School library ...... 27 Assessment of learning ...... 29 Principles of evaluation ...... 29 Marking scale in Primary ...... 29 General criteria for validation of objectives by subject ...... 29 Criteria – cross-curricular learning areas ...... 30 Marking scale in Secondary) ...... 32 Official school reports ...... 33 Diagnostic evaluation ...... 34 Purposes of the diagnostic evaluation ...... 34 Consequences of the diagnostic evaluation ...... 34 Formative evaluation and formative supervision ...... 35 The personal tutor ...... 35 Objectives of tutoring ...... 35 Tutor – parents relationship ...... 36 The disciplinary portfolio ...... 36 The transversal portfolio ...... 36 School time booklet ...... 37 Summative evaluation ...... 38 Certification of performances...... 38 Long tests ...... 38 Evaluation by Confidence Contract - Évaluation par contrat de confiance (EPCC) ...... 38 First step: the announcement of the interrogation program ...... 39 Second step: the session of questions and answers...... 39 Third step: the choice and composition of the exercises in the long test ...... 39 Promotion ...... 40 Extracurricular activities ...... 42 Primary school activities ...... 42 Secondary school activities ...... 42 Terms of registration ...... 44 Learn and live democracy ...... 45 The wall journal ...... 45 The weekly class council ...... 45 The class delegates ...... 45 School parliament ...... 45 Service d’Éducation et d’Accueil - SEA-EIMLB asbl (Primaire) ...... 47 Program of the SEA ...... 47 Opening hours and operation of the SEA-EIMLB ...... 47 SEA closing periods ...... 47 Inscriptions to the SEA ...... 48 Contact persons for the SEA-EIMLB asbl ...... 48 The MESA (Secondary) ...... 49 Mentoring of learners by the MESA ...... 49 Procedure in relation with learners qualified as "difficult" in class ...... 49 Everyday life at School ...... 51 School buses ...... 51 Class hours ...... 54 Class hours in Primary ...... 54 Class hours in Secondary ...... 54 Weekly hours ...... 54 Daily hours ...... 54 Lunch break modalities ...... 55 Restopolis ...... 55 Extracurricular activities ...... 58 LASEP/LASEL ...... 58 Partnerships with local associations ...... 58 Music school ...... 58 Tennis club Mondorf...... 58 After class study ...... 59 School holidays 2019-2020...... 59 Practical advice ...... 60 Wash your hands ...... 60 Tap water ...... 61 How to clean your gourd ...... 61 Stop microbes ...... 63
The School
School Coordinates
Name of the School ECOLE INTERNATIONALE MONDORF-LES-BAINS
Address 2, route de Burmerange
Postal code and locality L-5659 Mondorf-les-Bains
Telephone +352 281 288-1
Email Address [email protected]
Website URL www.eimlb.lu
Facebook EIMLB
Our principles
Each one of us remembers an excellent teacher they had during their school time – someone who made learning exciting and stimulating, someone who really cared. One the other hand, few people remember an excellent school. Sir Ken Robinson, one of the world’s foremost arts an education expert and researcher, who taught in class, advised governments and compared educational theories from all around the world, finds this troubling. In his book Creative School! The Grassroots Revolution That’s Transforming Education, Robinson describes eight basic skills that all great schools foster in their students:
CURIOSITY The ability to ask questions and explore how the world works For us, curiosity is the motor of the project culture and the spirit of initiative that we promote in our students. CREATIVITY The ability to generate new ideas and to apply them in practice. For us, creativity means respecting each individual’s personality and focussing on the multitude of possibilities of self-expression, especially in the arts. CRITICISM The ability to analyse information and ideas to form reasoned arguments and judgments. For us, the critical spirit develops through the capacity to argue choices and positions, to understand those of others and to adopt and defend a reasoned point of view. COMMUNICATION The ability to express thoughts and feelings clearly and confidently in a range of media and forms. For us, the freedom to think and verbalize one’s thoughts and projects is the driving force behind all learning. The choice of languages and a focus on oral expression create the preliminary conditions. COLLABORATION The ability to work constructively with others. For us, the community is at the centre of every learning. In a truly socio-constructivist spirit, mutual support and the reliance on the faculties of each one allow the group to progress better than the single individual. COMPASSION The ability to empathize with others and act accordingly. For us, personal success and development involve interaction with others. Human values are at the root of trust and lasting relationships on which the individual can build his personality and his life project. COMPOSURE The ability to connect with the inner life of feeling and develop a sense of personal harmony and balance. For us, school should not be a place of stress and anxiety. While tackling personal challenges will never pass without some nervousness, our School will form a framework allowing everyone to find his calm and balance. CITIZENSHIP The ability to engage constructively with society and to participate in the processes that sustain it. For us, the democratic spirit is learned from an early age on. That’s why we put a specific emphasis on everyone’s participation in the processes and decisions that affect the School community. Values and the democratic approach are not taught but lived in everyday life at School.
Addresses
Teachers in Primary
Name Section @ address JOSE Jean-Marc English/ French [email protected] MELLINGER Mathieu English /French [email protected] DURBIZE Anne-Sophie French KRUTTI Virginie French SKINNER Paula English KIELTY Moira English [email protected] PLICHTA Claire English / French
Teachers in Secondary
Name Topic or service @ address AMBROSINI Carine French / Latin [email protected] AZEVEDO Gisela Portuguese [email protected] BOSSELER Valérie Arts [email protected] BUBEL Sylvester German Sylvester.bubel@uni-saarland.de DECKER Tom Human Sciences [email protected] FÉVRIER Sophie English [email protected] FIORUCCI Andrea French [email protected] HARRIS Robert Mathematics [email protected] KIEFER Claude Integrated Sciences / [email protected] Mathematics KREMER Sally Human Sciences [email protected] MEDERNACH Elodie French [email protected] MENEGUZ Patrick Sports [email protected] POLLASTRO David Integrated Sciences [email protected] SCHANTZEN Chris Integrated Sciences / [email protected] Mathematics SCHMIT-ROCK Désirée Human Sciences / English [email protected] SCHÜR Maria German [email protected] SIGARAY Nicole Music [email protected] TREMONT Nathalie German [email protected] ANTONY Maurice Life and Society [email protected]
MESA educational service
Name Topic or service @ address BICHLER Marc MESA / KiVa responsible [email protected] BRAUN Yves MESA [email protected] FRIDEN Désirée MESA [email protected]
Secretariat
Name Topic or service @ address SCHMIT Li SEA secretariat [email protected] SCHÜR Anja Accounting secretariat [email protected] WAGNER Anne Direction’s secretariat [email protected] WILTZ Annick Learners’ secretariat [email protected]
Direction
Name Topic or service @ address DUMANGE Stephan Directeur adjoint [email protected] WEYRICH Camille Directeur [email protected]
Staff’s phone numbers
The official phone numbers of the direction, the secretariat and other services are available on the internet site of the school (www.eimlb.lu).
The mobile numbers of the staff are available on request at the secretariat.
Email addresses of the various services and representative organs
Service or organ @ address The direction [email protected] The secretariat [email protected] The school development cell [email protected] The school inclusion cell [email protected] The MESAeducational service [email protected] The parents’ committee in Primary [email protected] The parents’ committee in Secondary [email protected] The education council [email protected] The day care service (service d’encadrement et d’accueil – SEA) [email protected]
Consultations
Meetings with parents
Teachers are free to request an interview with the parents of one of their students. Conversely, parents can request an interview with the form tutor, tutor or one of their child's teachers.
For each class, two joint meetings of all teachers with parents are scheduled. The meetings are supposed to provide general information and are followed by separate interviews with the teachers. Separate interviews are by appointment. Attendance at these meetings is mandatory for teachers.
For the year 2019/20, meetings are scheduled on the following dates:
For P1 October 3rd at 6:00 pm with the Direction and at 7:00 pm in the classrooms with the respective teachers; April 23rd at 6:00 pm with the Direction and at 7:00 pm in the classrooms with the respective teachers; For P2 November 7th at 6:00 pm with the Direction and at 7:00 pm in the classrooms with the respective teachers; April 23rd at 6:00 pm with the Direction and at 7:00 pm in the classrooms with the respective teachers; For S1 October 2nd at 6:00 pm with the Direction and at 7:00 pm in the classrooms with the respective teachers; April 22nd at 6:00 pm with the Direction and at 7:00 pm in the classrooms with the respective teachers; For S2 October 2nd at 6:00 pm with the Direction and at 7:00 pm in the classrooms with the respective teachers; April 22nd at 6:00 pm with the Direction and at 7:00 pm in the classrooms with the respective teachers.
Consultations between teachers and parents
Each teacher has scheduled a period per week for interviews with parents. These periods are either during the lunch break or after the end of classes. The exact hours and email addresses of teachers are posted on the School’s website under "Consultations".
If parents would like to talk to a teacher, they should, if possible, contact the teacher one week in advance. In the impossibility of meeting at the provided time, they address the teacher to find an alternative time for the appointment.
Consultations between teachers and students
In principle, all teachers are at the disposal of the learners to answer their questions or to consult them on school matters. For more general questions, learners can always trustfully ask their form teacher.
If learners want to know when which teachers are present at School, they can always consult the free application UNTIS MOBILE on their tablet or smartphone.
After downloading the application, please configure the following coordinates:
School EIMLB – Mondorf-les-Bains User Your IAM user name Keay Your IAM password
Consultations between MEAS carers and learners
For personal questions or concerns, we suggest talking to one of the educators. Our educators offer two consultation periods per week. The details can be found on the School’s website under "Consultations". Ideally, learners would announce their visit, either by email or by leaving a note in the MESA’s letterbox indicating when they would like to come by and - if desired - what they would like to talk about. Please note that educators are not teachers. They cannot change grades, but they can help to better understand the different contexts of school situations and, if so wished, help teachers to better understand their learners.
Internal rules
The functioning of our School is based on the school legislation regarding internal order and discipline in force in Luxembourg.
Beyond this regulation, it is important to state some principles essential to the smooth running of everyday school life.
The secretariat is open to pupils during the two morning breaks. Each pupil must have his Dalton agenda with him. If a learner got the permission to go to another room during a Dalton period, he makes sure that the teacher present in this room signs his agenda to confirm his presence. During a Dalton period, learners can change rooms once. In case of late arrival, learners go straight to their class. If the door is closed, they knock and wait until someone opens, then they go to their place in silence. Every early departure, no matter if it was previously announced or not, is to be reported to the secretariat. Every injury or discomfort that requires consultation by a physician is reported to 112. The learner concerned has the right to go to hospital or to a physician only by ambulance or if he is taken by one of his parents / legal representatives. Neither the janitor nor the secretariat has the right to give even the most inoffensive medicine. When learners arrive at School in the morning, their iPad is fully charged. When arriving at School, learners put away their phone in their schoolbag at the risk of it being confiscated otherwise. Phones and other electronic devices other than the school iPad are only allowed outside the school building, that is during official breaks. Any confiscated phone or device can only be recovered by one of the parents or legal representatives. If learners need a photocopy, they ask the janitor or one of the secretaries. Please note that scans can easily be made with an iPad or laptop. In case of any doubt, learners ask. The School’s staff are all there to help, not to scold the learners.
Secretariat
Opening hours of the secretariat to the public
In the morning : from 7h45 to 12h00. In the afternoon : from 13h30 to 16h30.
Official information by email
Any information from the EIMLB will be sent by email. That is why we kindly invite parents and legal representatives to check their email inbox at least twice a week.
Rules in case of absence
The day itself
Contact the school as soon as possible by phone 281 288-1 or by email:
For Secondary: [email protected] For Primary: [email protected]
The secretariat is open from 7.45 am.
Absence less than or equal to 3 days
In case of absence due to illness or force majeure, the parents or the legal representatives of the student or, if applicable, the adult student must inform the form teacher in writing (handwritten excuse or by email), within three calendar days, of the reasons of the absence and the duration.
If there is no valid excuse within three days, the absence is considered not excused.
Absence longer than 3 days
A medical certificate must be handed in to the EIMLB secretariat.
After 5 days (for Secondary)
After an unexcused absence of five consecutive school days, the parents or the legal representative will be informed, by registered letter, that a student of a full-time class having been absent for fifteen consecutive school days without excuse or valid reason is considered to have left the school definitively, with effect from the first day of his absence.
Authorization of exceptional absence
The director may grant to a student, on written request and in exceptional cases, a duly motivated leave of absence, not exceeding a full day. The same conditions are valid before the beginning of the holidays or the day of the return of the courses. Requests should be addressed to the email address [email protected]. In case of illness for one of these two days a medical certificate must be given.
Students dropped off at school by parents
Our school has a "Kiss & go" where parents can drop off (not accompany) their child. Parents are kindly invited not to drive up with their car on the right side of the bus stops, nor to stop right in front of the school entrance.
No parent will be allowed to come up with their child to the front or even inside the school; there are security issues to observe and there are not enough parking spaces for cars. Thank you for your understanding.
An exception is made for the first day of the school year for the learners in P1. It's a great day for them and for their parents!
Pharmaceuticals
School is not authorized to administer medication to students without a formal medical prescription; this also applies to simple headaches. The only medicine we have the right to give to all children is an iodine tablet in case of a nuclear accident. In accordance with the guidelines for Luxembourg public schools, we have a stock of Iodine tablets at the EIMLB Secretariat. In the case of a specific medical indication however, an individualised support project (Projet d’Accueil individualisé – PAI) may be established. The PAI consists in a written protocol detailing the modalities and responsibilities of managing the medication for a child or adolescent in school and in extracurricular contexts. There are two situations to distinguish: The administration of medication to a child with a chronic condition who needs it on a specific schedule or through regular monitoring of metabolic parameters (diabetes) during the time of their stay in Primary school or in the maison relais. With rare exceptions, the pupils in Secondary school are able to handle such a situation on their own. Medication administration in emergency situations, such as anaphylactic shock (shock of allergic origin): We have permanently, and in case of extreme urgency, an Adrenaline Pen in the secretariat, and this, in the situation where an allergic student would have forgotten his Anapen at home. In both cases, the preliminary condition for a PAI is, on the one hand, the formal request signed by the parents, the persons entrusted with the parental authority or, where appropriate, the major pupil, and on the other hand, a medical prescription, dated and signed, specifying the medicine to be administered, the dosage, frequency of administration and the actions to be applied repeatedly or in case of emergency. These documents are an integral part of the PAI, which also specifies whether it is necessary to comply with specific conditions relating to certain activities or the diet. PAI procedure in connection with a child or adolescent relating to the regular administration of medicine or the administration of medicine in emergency situations. Completion of the PAI document signed by the child’s physician and the parents: The physician prescribes the PAI and has the parents (legal representative, adult pupil) sign the delegation of assistance; he sends the PAI to the head of the Division of School Medicine. The head of the Division of School Medicine sends the PAI to the medical school team and to the inspector or director of the school concerned. He keeps a copy of the document and coordinates the accompaniment of children and adolescents with specific health needs. The inspector or director, or their delegate, organize a meeting with the parents, the medical school team and the concerned personnel. The PAI is completed and a copy is given to the parents. The PAI expires on the following 1st September but is renewed in case of chronic illness.
Technical service
IAM - Identity and Access Management (Secondaire)
The management of IT identities and access rights (abbreviated as IAM - Identity and Access Management) enables users, pupils, teachers, and other education-related actors to connect to IT resources and applications with a single user name and password. The IAM provides access to school computer networks, the Education web portal, the Restopolis app, Office 365, the email mailbox and to the eduroam mobile internet access system. Each IAM account must be activated once. How to activate an IAM account? To activate their IAM account, learners enter their social security number, their IAM user name (login) and the activation code at the address http://iam.education.lu (rubric Activation du compte IAM). The login and activation code have been sent by post to the address of their home or registered at the local IAM office of the School.
If the learner received a letter with an access code for IAM. If not, please go to the secretariat.
What if there is no activation code? What if learners forgot their IAM username? If learners have forgotten or misplaced their activation code, they have to ask for a new activation code to (re)activate their IAM account at http://iam.education.lu (rubric Perte/oubli du mot de passe - demande nouveau code d'activation IAM). In this case, they tick the box "local counter", then go to the person responsible of the IT department.
If learners have forgotten their password, they follow this link, provide the data, tick the box "local counter" and go to the responsible of the IT department.
What if the IAM system does not recognise a learner? If the IAM system does not know the social security number of a learner, he needs to address the secretariat.
Office365 (Secondary)
Each pupil in a Luxembourgish secondary school has access to Office 365 and benefits for free from the latest generation of production, communication and collaboration tools hosted in the cloud. Office 365 offers tools such as Word, Excel, Powerpoint and many others, as well in an online version as in a version to download and install on 5 computers, tablets or smartphones. In addition, each learner has 1TB of personal online storage.
Connection to Office 365 is made via the portal http://portal.office.com/.
Authentication must be done with the IAM ID in the following format: User name : [email protected] Password: IAM password
This username is identical to the email address used in and by Office 365. Office 365 not only sends you portal notifications but you can use it for any other communication, internal or external.
For further information go to https://portal.education.lu/dcl/Office-365-for-Education/Connect
To install the Office365 applications on a tablet or smartphone, learners need to install them separately from the App Store. Once the installation is complete, they launch the application, enter their IAM coordinates and that is it.
Eduroam (Secondaire) eduroam is a wireless network (WiFi) service that provides the members of the education and research communities with access to the Internet in scientific institutions around the world, without having to worry about their location, and without administrative hassle. With eduroam, learners will be able to connect their device in all other schools and institutions related to education and research in Luxembourg and in most of such institutions in Europe and around the world. How to configure my eduroam wireless access? In order to access the eduroam wifi network, learners first have to download (directly on the iPad) a profile from www.education.lu/services/eduroam. They can then connect their iPad to eduroam. During the first connection to the eduroam network, they will have to enter their IAM login and their password in the the following way : [email protected] (e.g. [email protected]) followed by the password. They will have to repeat this seizure 3 times in all.
Read the online eduroam guide
Automatic access configuration
myCard
All learners get their official school card called myCard that is their official identification piece proving that they are enrolled in a Luxembourgish school. Apart from its identification function, the card can host various electronic authentication and payment functions. The card is the "go-anywhere" at school. You need it especially for borrowing books from the School library, access and payment to the School’s photocopy service, electronic payment at the School restaurant, access to school transportation, etc.
The pedagogy of the EIMLB
The Dalton Plan
A bit of history
The Dalton pedagogy was developed by Helen Parkhurst (1887-1974). As a young teacher in an American rural school, she faced the challenge of teaching a heterogeneous group of students aged 4 to 14 in one class. She quickly realized that under such conditions she could not respond to the different demands of each individual if she remained in a mode of traditional teaching. That is why she developed a course principle that allowed children to learn as independently and individually as possible by working as much as possible in pairs, groups and individually. The principles of the Dalton pedagogy resemble that of Montessori, but the latter mainly refers to primary education, while Parkhurst developed a methodology particularly suited to individual learning in the age groups of secondary school. In New York, Parkhurst opened her own school, The Dalton School, which still exists today and is one of the most prestigious schools in the United States. Many researchers, artists and other celebrities have emanated from it. Parkhurst described her experiences in her main publication Education on the Dalton Plan. A simple observation is that every one of us is most likely to remember what we have done by ourselves. "Doing it yourself" nevertheless takes time. To do so it is thus necessary, within the limits of the school setting, to freely dispose of that time and to spend it according to one’s needs. In fact, following one's interests and motivation has a huge influence on the personal disposition and therefore the individual learning success of each person. The educational concept presented here is currently being implemented in schools around the world, in Europe especially in the Netherlands, the Scandinavian countries and in Germany. As we embrace the principles of Dalton pedagogy, our school will nevertheless follow its own path and develop its own pedagogical design. Our learners are systematically introduced to independent learning and cooperation with their classmates. At other times, learning at our school also happens in traditional courses. From the beginning, our goal was to make classes and learning again more engaging and rewarding for both students and teachers. We pursue this aim by taking the following steps: reducing traditional classes or ex-cathedra instruction moments focusing on the teacher alone and promoting individual work; increasing the interest of each student in their own learning process; increasing transparency in academic expectations and learning outcomes for students, parents and the whole of the school community; promoting the development of the teacher role, which be less one of disciplining rather than of consulting students in their learning; opening school to society and to the world; creating a stimulating learning and work environment for all actors in the school community. At the International School of Mondorf-les-Bains, we decided to pursue these goals by placing the principles that Helen Parkhurst describes in Education on the Dalton Plan – freedom within the framing school setting, responsibility, cooperation, autonomy – at the heart of our concept, our teaching and education.
Principles and aims of DALTON pedagogy
The Dalton pedagogy - also called the Dalton Plan - is based on four principles: liberty within a given frame - responsibility - independence - cooperation.
The goals of Dalton pedagogy can be summarized as follows: - favor learning over tuition - promote student work - let those work, who progress well on their own - assist those who need helping hand - differentiate learning - give the teacher time to observe the students - enable students, who are doing well, to go beyond - enable students in difficulty to develop essential knowledge and skills - integrate remediation measures directly into the lessons - align courses and course materials with the differentiated needs of students - bring together teams of students who support each other in their learning - allow flexible student learning according to their facilities or difficulties in the respective subjects In summary, students work independently during a significant portion of their weekly lessons, i.e. 3-4 periods per day. During these Dalton periods, they choose which topics they work on and with whom; they can also decide which teacher they will consult if necessary to help them in their work.
Functioning of the Dalton hours
Alternating class courses and Dalton hours
Courses at the School are systematically organized in blocks of two periods. During the first period at most, teachers can give a traditional course, while at least the second period is entirely dedicated to the free work of the learners. The first period is used for the introduction of new subjects and lasts at most the time of this period. First of all, this allows learners to actively work on the contents and skills they have seen just before; while actively revising and training, they realise which aspects they can assimilate quickly, which ones are perhaps more problematic and for which they will need a hand or additional exercises. They become able to plan their time accordingly. Three times in the morning and once in the afternoon, during the Dalton hours, learners also have the opportunity to leave their classroom to go to the teacher of another subject and work with him on specific aspects in his subject. Thus, each learner who experiences difficulties in a specific subject can spend more time working on it, time that he can draw from the topics where he progresses well. Dalton hours allow to adapt the courses in a very flexible way to the individual needs of each learner, or on the other hand offer him individual challenges beyond the program. During the Dalton hours, specific coaching measures can be put in place. Another possibility consists in the setup of additionally challenging projects. Learners can freely organize their time, invest more time in topics they like and go to the teachers they need to consult to solve a problem or to progress in their learning. By the same means, the Dalton hours allow the implementation of practical or experimental, even interdisciplinary and interclass projects, such as the School Parliament. Indeed, many forms of cooperative learning can be organized as part of the Dalton hours and across all grade levels. Practically speaking, learners plan their work and learning processes independently as part of the learning plan requirements. This freedom within a set frame encourages independence and responsibility on the lerners’ part. Since they can freely decide at more than one level, they determine their own pace of learning and progression. Cadence of the Dalton hours Every 2nd, 4th and 6th period of the school day as well as the 8th period on Mondays, Tuesdays and Wednesdays are organized as Dalton hours. A Dalton hour, like any other period, lasts 45 minutes. Thus, for seventeen periods per week learners have the opportunity to freely organize their learning, the subjects they want to work on, the form in which they want to work (individually, with a partner or in a group) and the teacher that they want to consult. What do the teachers do during the Dalton hours? The role of the teacher has changed in a positive way. During the Dalton periods, teachers no longer actively and uniformously lead the entire class group. Unlike in traditional teaching methods commonly used in the classroom, each pupil can ask, during the Dalton periods, as soon as he encounters a problem or has a question, the one he thinks can best provide him with the appropriate help or answer: his classmates, the teachers or the teacher of another class. Often, students will go to see teachers they like or because they know them from previous years. This is an advantage because a conflict-free atmosphere makes learning easier and more sustainable. Finally, there is an interesting observation: If a student asks a teacher for help in a subject where the latter is not an expert, they often go looking to find a solution together.
The Dalton agenda
Each learner in Secondary gets a special agenda from the School that serves as a planning and exchange tool with his teachers, his parents and his tutor. The learner is primarily responsible for the proper management of his Dalton agenda. The agenda helps him plan his individual learning process, formulate his development goals and reflect on his learning at the end of each six-week period. In this process, each learner is accompanied by a personal tutor whom he meets once each week. In order to help in their reflexive steps, the agenda provides the learner and his tutor with tools for diagnosing and planning the learning processes. The Dalton agenda is designed to involve all actors contributing to the learner's learning process. The learner consults with his teachers and especially his tutor; together they agree on their learning objectives and projects. The Dalton agenda creates responsibilities and obligations. Communication between teachers and educators on the one hand, the tutor on the other and finally the parents passes continuously through the Dalton agenda. It is an important document during parent interviews, discussions with the tutor, with teachers and with other members of the School community. The learner is responsible for keeping his Dalton agenda up-to-date. This applies in particular to evidence of attendance during Dalton hours, which is provided through the signature of the present teacher.
How to use the Dalton agenda
Manage presence and absence times
All learners are supposed to keep record of the periods when they were absent, and even when they arrived late for class. For each delay, they make sure to present a formal excuse to their form teacher. Absence for an entire period or more can only be excused by the parents or the legal representative.
Plan a project or a special commitment and implement it
If learners participate in a specific project or course during the Dalton period, such as a remedial measure for example, they keep track of these activities in their Dalton agenda so that they always know where and when these activities take place.
Look back and forth regularly At the end of the week, learners review it; they reflect on what they managed well and what they are maybe not completely satisfied with. This is the time to consider concrete steps to catch up or to work more efficiently. At the end of each learning phase, each learner and his tutor reflect together on the learning progress and note down any findings or resolutions. The parents complete these observations with their remarks, suggestions or congratulations.
Exchanging with parents
The Dalton agenda is also a document of regular exchange between the learner, his tutor, the form teacher and the parents or the legal representative. The learner submits his diary to his parents or his legal representative at least every weekend and ensures that it is countersigned by them. The Dalton agenda thus complements formal exchange opportunities such as parents' evenings or teacher interviews.
Make sure to get presence times certified Whenever a learner leaves his class during a Dalton hour to go to work in another room, to a remedial measure, to the School Parliament or to another teacher, they have to get their presence confirmed by the teacher or the educator in charge. They will sign the Dalton agenda at the end of the period.
Always have your Dalton agenda with you
Your Dalton agenda is an official school document provided by the School. Teachers, educators and school management always have the right to ask you to show it to them.
Do not lose your Dalton agenda At the beginning of the school year, the School provides each learner with his personal Dalton agenda. If the learner loses it during the year, he will have to get a new one, which he can get at the secretariat at the price of € 30,-; this amount is destined to cover the expenses incurred.
Learning at School
Official curricula
The International School of Mondorf-les-Bains – while being a Luxembourgish public school open to everyone and governed by the national school legislation – is operated according to the curricula and modalities of the European Schools.
The detailed curricula can be consulted online at the address https://www.eursc.eu/en/European- Schools/studies/syllabuses
Declination of programs
For the beginning of the school year, each teacher establishes an annual schedule for all the classes and topics they are to work on.
For each learning phase between two holidays, teachers establish medium-term plans for their classes, for certain groups of students or – if needed - even for individual students.
These medium-term plans provide information to students, parents and other teachers about which contents and skills are to be taught in class and which are to be learned independently through the assignments during the Dalton periods.
Learning plans (in Secondary)
What is a learning plan? What is a learning phase? At the beginning of each learning phase, i.e. for every six weeks between two holidays, learners receive from their teachers a learning plan for each subject. To define these learning plans, the teachers will have analysed and structured the program specified in the official curricula. They will also have taken into account their learners individual potential, any predilection for one topic or difficulty in another one. For each learning phase and subject, they define what content and skills will be part of the learning plan and what the deadlines will be. They also identify on what aspects learners will be able to work freely during the Dalton hours. Learning plans can be identical for an entire class or group of learners; if necessary, however, a learning plan can also be adapted to the individual needs of a single learner. Organized in tabular form, a learning plan displays for each week which subject will be covered in the class group and, in a separate column, which subjects are to be worked on freely during the Dalton periods. Each learning plan also specifies when and in which form the learners’ work results are to be submitted and how they will be taken up in class. Thus, learning plans offer great opportunities for internal differentiation. While pupils progressing well will be able to benefit from additional challenges, those who need more time or experience learning difficulties will be able to practice more and concentrate on the basics. If due to illness, a learner or a teacher cannot attend class, the learning plans provide precise instructions on the subjects to be dealt with and ensure that learners do not waste time unnecessarily. In addition, the Dalton periods are not replaced because you and your classmates can spread to other classes and teachers. At the end of the school year, in your Dalton agenda, you hold in your hands your learning journal with all of the year’s study program.
Au début de chaque phase d’apprentissage, donc pour chaque période de six semaines entre deux vacances, les apprenants reçoivent de la part de leurs enseignants un plan d'apprentissage dans toutes les matières. Pour définir ces plans d’apprentissage, les enseignants auront analysé et structuré le contenu du programme d'études spécifié dans les programmes officiels. Ils auront également pris en compte le potentiel individuel de chacun, une aisance, voire une difficulté dans l’une ou l’autre matière. Pour chaque phase d'apprentissage et chaque matière, ils définissent ainsi quels contenus et compétences passeront au programme et quelles seront les échéances. Ils identifient également quels seront les contenus auxquels les apprenants travailleront librement pendant les heures Dalton. Les plans d'apprentissage peuvent être identiques pour toute une classe ou un groupe d’apprenants ; le cas échéant néanmoins, un plan d’apprentissage peut également être adapté aux besoins individuels d’un apprenant. Organisé sous forme de tableau, un plan d'apprentissage affiche pour chaque semaine quelle matière sera traitée pendant le cours en classe et quelles sont les matières à s’approprier librement. Chaque plan d'apprentissage spécifie également à quel moment et sous quelle forme les résultats du travail autonome des élèves sont à soumettre et de quelle façon ils seront repris en classe. Ainsi, les plans d'apprentissage offrent des possibilités formidables de différenciation interne. Alors que les apprenants forts pourront bénéficier de défis supplémentaires, ceux qui ont besoin de plus de temps ou qui rencontrent d’autres difficultés d’apprentissage, pourront s’exercer davantage et se concentrer sur les notions de base. Si, pour cause de maladie, un apprenant ou son enseignant ne peuvent venir à l’école, les plans d’apprentissage donnent aux apprenants les consignes nécessaires quant aux matières à traiter et font en sorte que l’apprenant ne perde pas de temps inutilement.
Assignments (Secondary)
An assignment is the implementation of a learning plan. In general, the implementation of a learning plan involves a single major task, called "assignment"; in pedagogically motivated cases, a learning plan can also be covered by two assignments.
Principles and terms of the assignments
Each teacher translates the objectives of his planning into assignments. In general, an assignment covers the time of a learning phase, i. e. the six-week interval between two holidays. Although the assigment may be shorter in specific cases, its purpose is to promote structured work on larger tasks.
The assignments include possibilities of differentiation according to the educational needs. Differentiation mainly considers the aspects of
- performance; • learning rhythm; • individual preferences; • diverse approaches and multiple intelligences.
The information is thus conveyed in various forms, and the pupils have the opportunity to choose their personalized path through the study topics. The assignments are structured according to the same model (see below) and indicate clear deadlines.
The file containing all the information that learners will need to complete the assignment is made available to learners in TEAMS.
A priori, in the interest of transparency and cooperation, parents are allowed to consult the missions as well as the learning plans; this creates transparency on what happens in the classroom for all parties concerned. Students and their parents always know what is going on in school and what is on the study plan, even if their children are absent or sick. For the same purpose, the absence of a teacher for reasons of illness no longer prevents students from progressing. The learning approach through assignments thus meets the requirements of modern education and is part of a pedagogy that respects each student in their individuality.
The assignment is essentially a learning contract between the student and the teacher, defining work that the student is required to finish within an agreed timeframe. The assignment is uniquely structured and designed to:
• explain to students the big picture and the purpose of the work; • be interdisciplinary whenever possible to allow children to see knowledge as linked instead of independent school subjects; • provide sufficient support in terms of guiding questions, research suggestions, and well-defined milestones and deadlines; • allow tailoring to individual interests, strengths and needs; • promote time-management and organisational skills.
In general, an assignment at the EIMLB covers the time of a so-called “learning phase”, i. e. the six-week time span between two holiday periods. Although an assignment might be shorter in specific cases, its aim is to promote structured work on bigger tasks.
Assignments are presented both orally and in written form in a clear and unequivocal way. At the beginning of an assignment, an interest pocket seeks to capture the attention and curiosity of the learners and the teacher clearly states the objectives, expectations and evaluation criteria of the assignment. He also points out potential difficulties that might arise.
Each assignment includes 3 basic approaches to inner differentiation,
• as to the degree of difficulty; • as to varying interests; • as to the work load and the lapse of time to spent on it. (See above)
Structure of an assignment
In general, each assignment consists of 9 steps:
1. The PREFACE part
a) captures attention by starting with an interest pocket; b) situates the assignment in the field of the learners’ everyday experiences and interests; c) structures the task; d) supports work planning; e) motivates the learners.
2. The TOPIC part
f) precisely states the subject; g) guides the learners.
3. The PROBLEMS part
h) states the tasks the learners are to work on; i) separates compulsory and optional tasks; j) aims at learning content or skills, or even a written or oral production.
4. The MEMORY AND/OR WRITTEN WORK part
k) states the expected work outcomes; l) distinguishes between i) knowledge and skills; ii) oral and written productions.
5. The CONFERENCES part
m) informs on common class sessions related to specific aspects or tasks of the assignment; n) states when specific input or classroom discussions are going to take place; o) structures the work process.
6. The REFERENCES part
p) provides information on specific material to be used by the learners: i) Paper documents (textbooks, magazines etc.); ii) Internet sites; iii) Audio and Video elements.
7. The EQUIVALENTS part
q) provides ways and means for the learners to auto-evaluate at specific moments i) if they are on target; ii) if they have understood the concepts and information they work on; iii) if they are still on track to Finish the assignment in time.
8. The BULLETIN STUDIUM part
r) refers to the “bulletin board”, a specific board or online repository where information is published that comes up during the work and might be helpful for the completion of the assignment; s) provides information and answers to specific issues witnessed in the course of action; t) delivers specific material (information as further means of differentiation, self-evaluation items, tips and tricks, etc.) made available to learners.
9. The DEPARTMENTAL CUTS part
u) informs what productions or work outcomes might be taken into account for the evaluation in another subject.
Support measures
A priori, teachers are supposed to supervise students, regardless of their level of knowledge or skill, and help them to progress, so as to fill any gaps identified along the way. For any aspect regarding subjects to be learned, the teacher is always the first resource.
Integrated remediation
Following the initial diagnostic assessment, each teacher adjusts and differentiates the framework of their courses to ensure that each student can progress in their learning. In the event of specific needs of one or the other student, they define individualized learning plans with clear aims and deadlines on which the student concerned will be working during the Dalton periods.
Such an individualized learning plan is limited to 2 weeks and a total of 6 hours. This equates 3 extra hours a week during the Dalton periods. During this time, the student in question will have to perform some homework, initially scheduled for the Dalton periods, outside of class time at another time of the day.
Support lessons (cours d’appui)
Support lessons are only to be considered if integrated remediation measures are insufficient to make up a student's deficiencies and if they prevent them from following the course.
In any such case, the teacher of the discipline concerned draws up an individualized learning plan for at most 1 learning phase. This learning plan focuses on the lessons of the discipline plus 2 extra support lessons. If the support lessons are supervised by another teacher, the teacher of the discipline concerned communicates to him the individualized learning plan; he also informs the tutor of the student.
All support classes will be held on Thursday afternoons from 2 pm.
At the end of the learning phase, the teacher of the discipline sums up the results. If necessary, he renews the measure for the next learning phase and draws up a new individualized learning plan.
Methodological support
A methodological support is a measure aimed at developing skills other than those directly targeted by the disciplines. Indeed, beyond the specific knowledge and skills in the different subjects, it is also possible that some pupils have difficulties or delays relating to certain cross-curricular competences or specific working methods. In such cases, teachers involved consult with MESA educators to determine appropriate support measures. Especially if several students are involved, educators can intervene during Dalton periods - either in a class or in a group outside class - by offering specific support focused on work methods, learning strategies, motivation and personal organization.
A methodological support is a priori limited to 2 weeks and a total of 6 hours; it is organized during the Dalton periods.
School trips
Schooling at the Mondorf-les-Bains International School includes for a series of school trips as an integral part of the courses and the teaching concept. The following trips are planned: At least one class trip per school year, as part of a disciplinary or interdisciplinary project; In this context, the visit of important places of European history or European capitals of great cultural, historical and / or geopolitical importance; The visit of at least one Holocaust memorial as part of a disciplinary or interdisciplinary project; The visit of important places of the Luxembourgish memory of the Second World War and the Nazi occupation; The visit of the Auschwitz and Birkenau memorials. Participation in these trips is mandatory. If the participation in a school trip was considered problematic for reasons of a financial nature, the persons concerned should apply to the SePAS of the School to introduce a reasoned request for a grant. The requests in question will of course be treated confidentially.
School library
Opening hours
While waiting to be assigned a librarian, the school library will be managed according to the availability of teachers. It is open as often as possible, especially during mid-day break, from 13.00 to 14.30 hours and after class in the afternoon when study time will take place in the library.
Since the library is also used for the supervision of learners in Primary in the context of the maison-relais (SEA), and for one or other extracurricular activity, the library will also be accessible beyond these times. .
How to borrow a book or other media?
For any loan, the learner must bring his myCard.
What if the library does not have a specific book? Each learner can make book recommendations for the school library by providing contact information to the present teacher. Each month, the school will buy at least the ten most requested books.
Assessment of learning
Principles of evaluation
In contrast to the Luxembourgish system, the European curriculum does not specify a specific number of assessment moments or the exact nature of these assessments. This leaves a certain educational freedom to each teacher.
The EIMLB considers • that there is a distinction to be made between diagnostic, formative and summative evaluations; • that there must be a summative evaluation at the end, as set by school law; • that a diagnostic evaluation should be done at the beginning of each semester, preferably at the beginning of each new topic; • that the main purpose of any evaluation is formative; - that the summative evaluation must be based on individual and collaborative work, reviewed and corrected according to the return of one or more moments of formative evaluation and the resulting feedback, allowing each pupil to develop a deeper and more sustainable understanding of the subjects and skills to acquire; - that while traditional class papers are still part of the summative evaluation, they should not be its quintessence.
Marking scale in Primary
General criteria for validation of objectives by subject
Achievement level as General criteria for validation of objectives by subject compared to learning Comprehension Quality, precision Autonomy Application objectives
+ Poor understanding Incorrect results, Dependent on the Inability to of concepts many errors due to teacher. implement the lack of understanding Permanent need competency Serious deficiencies for help. whether in a in skill competence general context or Not progressing in in a simplified learning unable to situation. follow the course
++ Partial Many mistakes often Usually works with Ability to apply comprehension due to lack of the teacher or competence limited understanding another student to simple and Deficiencies in skill common situations competence Needs to continue and train to master the skill
+++ Good understanding Rare errors due to Works almost Demonstrates inattention or independently, confidence in the There is room for misunderstanding sometimes needs implementation of progress in acquiring encouragement the competence competence Uses learned strategies ++++ Mastery of Accurate results Works Implements the understanding independently and skill in different Exceptional mistakes demonstrates self- situations High level of skill confidence acquisition Able to create personal strategies Able to explain to others
Criteria – cross-curricular learning areas
The child as a learner
Is involved in his learning The child is actively involved (asks and answers questions, is curious, explores, inquires ...) in his learning and activities. He focuses on the tasks. Is attentive The child understands and responds to instructions. Develops good work habits The child plans and organizes his work according to the instructions and expectations of the teachers. He starts and finishes the work on time. He keeps his workplace clean and tidy, develops and follows the habits of the class and relies on strategies that support his own learning. Is autonomous in his work The child is not dependent on the teacher. He takes initiatives and can work for a while on a specific task without the help of anyone. Perseveres when the task is difficult In the case of a difficult task, the child does not give up at the first hurdle and may persist. He seeks new information and solutions to accomplish the task. Uses ICT The child can manipulate ICT tools. He uses ICTs to accomplish tasks, find information and communicate with others. Pays attention to an attractive design and logical The child checks his work and presents it in a logical way. His presentation of his work written work is structured and orderly. Performs quality work Tasks are accomplished conscientiously and on time. The work reflects the child's understanding.
The child as an individual
Seems happy at school The child enjoys the life of the school. He feels comfortable in the classroom / school. He participates willingly in activities. Is self-confident The child is enterprising (initiates activities in a given setting) and has resources (it comes with ideas). He knows what he wants and dares to get involved in the action. Masters and expresses his feelings and emotions The child expresses his own feelings while maintaining self- control. He treats happiness, rejection, success, anger, disappointment, etc. in a manner that is appropriate and respectful of itself, others, and / or the school environment. Is able to self-evaluate The child gathers documents and explains his achievements. He presents his work to the class and shares feelings about his own experiences with others. He can observe the progress made, recognize his strengths and weaknesses and adapt accordingly.
The child and others
Respects the rules of the class The child follows the rules to apply in the classroom. He shows self-discipline and controls his own behavior. Respects the rules of the school The child follows the rules to be applied in the school (e.g. in the corridors, canteen, playground, school trips ...). He shows self-discipline and controls his own behavior. Cooperates with others The child works and plays with others. He takes part in interactions, shares ideas, recognizes different points of view, negotiates and comes up with a solution / compromise. He assumes different roles in different situations. By working together, the child can come up with new approaches and ways of thinking. Respects others The child is polite and is aware of how his words and actions affect others. He accepts that others may have opinions different from his own. Shows empathy The child is sensitive to the feelings and needs of others. It shows empathy for others.
++++ Most of the time +++ Often ++ Sometimes + Rarely * Individual Learning Plan
Marking scale in Secondary)
Article 59
Assessment
1.- For assessment purposes, the following marking scale will be used. Teachers shall use grades in years 1-3 and numerical marks (half marks), 0 to 10, in years 4, 5 and 6. In secondary 7, decimal numerical marks will be used. Equivalences between the various marks on the scale and the pupil’s performance are set out in the table below.
S3)
-
S6)
-
decimal decimal
(S4
Indicator
Definition
decimals decimals
S7 final mark S7 final
Grade (S1 Grade
Performance Performance
Numerical Mark Numerical
Numerical mark 1 Numerical
S7 preliminary mark S7 preliminary
Numerical mark 2 Numerical 9.0 9.0 9.00 Excellent though not flawless performance entirely A - - - Excellent corresponding to the competences required by the subject 10 10 10 8.0 8.0 8.00 Very good performance almost entirely corresponding to the B - - - Very good competences required by the subject 8.5 8.9 8.99 7.0 7.0 7.00 Good performance corresponding overall to the competences C - - - Good required by the subject 7.5 7.9 7.99 6.0 6.0 6.00 Satisfactory performance corresponding to the competences D - - - Satisfactory required by the subject 6.5 6.9 6.99 5.0 5.0 5.00 Performance corresponding to the minimum of the E - - - Sufficient competences required by the subject 5.5 5.9 5.99 Weak performance almost entirely failing to meet the 3.0 3.0 3.00 Failed competences required by the subject F - - - (Weak) 4.5 4.9 4.99 0 0 0.00 Very weak performance entirely failing to meet the Failed FX - - - competences required by the subject (Very weak) 2.5 2.9 2.99 Each syllabus contains specific attainment descriptors for each sub-cycle (S1-S3; S4-S5 and S6-S7) based on this scale that describe the level of performance of a pupil in a given subject.
(…)
3.- Mid-semester and semester reports always contain a comment for every subject.
4.- In years 1-3, the term or semester grades and the final grades shall reflect all the observations and results available to the teacher of the subject concerned.
Official school reports
The edition of mid-semester and semester reports is made in accordance with the provisions of the General Regulation of the European Schools (Ref: 2017-01-D-13-en-7), as defined in article 60.
Article 60 1. School reports 1.1. Years 1-6 a) The schools shall issue school reports based on a two-semester calendar, except in years 1-3 where they can opt for a three-term calendar. b) In a two-semester calendar, the schools must issue 2 mid-semester reports (November and March/April) and 2 semester reports (January and July).
November: The mid-semester report contains comments and grades (in years 1-3) whole and half numerical marks (years 4-6) for every subject. It may also contain an overall comment by the class teacher. January: First semester report. It contains grades (years 1-3) or numerical marks (years 4-6) and comments on every subject. It can also contain an overall comment by the Class Council or the Class teacher. This report may be accompanied of a warning letter indicating the possible risk of failing the year. March/April: The mid-semester report contains comments and grades (years 1-3) or numerical marks (years 4-6) for every subject. This report may be accompanied of a warning letter indicating the possible risk of failing the year. The fact that a warning letter is not received is not in itself a guarantee of promotion to the year above, nor a procedural irregularity within the framework of the deliberations concerning promotion to a higher class. When the pupils’ legal representatives receive a warning letter about the risk of failing, they are required to provide spontaneously any information in their possession liable to have an influence on the forthcoming Class Council’s deliberations. July: End-of-year report. It contains the grades (years 1-3) or the numerical marks (years 4-6) of the second semester and the final mark accompanied of a comment for every subject. It also contains the Class Council’s decision on promotion. […] 2. Detailed arrangements a) For years 1-3 the report (referred to in Article 60) shall deal separately with each subject in the curriculum. The teacher responsible for teaching each subject shall give a grade (see Article 59). These grades shall be supplemented by teachers’ written comments and, if necessary, by a general assessment of all the results, made by the Class Council.
Diagnostic evaluation
Purposes of the diagnostic evaluation
At the beginning of each learning phase, a first evaluation will be diagnostic in order
- to probe the students' initial knowledge and skills in the subject areas; - to organize learning; - to discern possible specific needs of this or that pupil, or even of the entire class.
This initial diagnostic evaluation allows the teacher
- to adjust his educational project; - to set up individualized learning plans according to o on the one hand, the needs and shortcomings of some, o on the other side, the strengths and interests of others.
The diagnostic evaluation serves as a basis for providing each student with the support, or even the appropriate challenge, to enable them to evolve in their learning.
Consequences of the diagnostic evaluation
The results of the diagnostic evaluations give rise to consequences at both the didactic and administrative levels.
At the didactic level, the teacher relies on the results to specify, to arrange and to differentiate the materials and the assignments by which the pupils will work to learn. In the event of serious shortcomings of some students, he sets up individualized learning plans for them and decides whether these students may benefit from two extra hours working on this discipline. (See supporting measure) This decision applies for the duration of a learning phase and its outcome is put down in a report.
Administratively, the teaching team will discuss the results of the diagnostic evaluations during COHEB the second week after each vacation period. The outcomes of the discussions are put down in the COHEB report. The COHEB also decides on the usefulness of summoning the parents to discuss the situation. In the affirmative, the form teacher arranges for a joint meeting with the management.
Formative evaluation and formative supervision
Formative evaluation is at the heart of all learning. A priori, no production of a pupil is to be taken into consideration before there has been a formative return and the student has been able to rework his production. At first glance, the long tests seem to be exempt from this rule, but since they follow the principles of the EPCC, the logic of the primacy of the formative evaluation also applies to them.
The tools for documenting all the student's learning and the feedback that help him progress in his learning are the personal tutor as well as the disciplinary and transversal portfolios.
The personal tutor
During the first three years of secondary school, in classes S1 to S3, the school designates a tutor as personal advisor for each student. A priori, the tutor supervises the same students for the total duration of these three years.
Each tutor supervises a maximum of 6 students per year. The tutor meets with the student for a weekly 15- minute individual interview every Friday morning between 11:30 and 13:00.
Objectives of tutoring
The supervision of the learner by his tutor has a short and a medium term aim. In the short term, it targets
- to generate an awareness of the learning objectives and the role of the learner in achieving these objectives; - to plan specific short-term actions in order to achieve the learning objectives; - to identify the transversal and digital skills available to the learner and that he might use in order to advance in his learning; - to identify the learner’s strengths and difficulties; - to identify ways or methods to facilitate or optimize learning; more precisely – at the end of every week –
- to look back, discuss and reflect the decisions agreed on the previous week and the achievement of the set objectives; - to determine goals for the next week; - to document the progress of the learner in his Dalton agenda, or even in his electronic portfolio and, thus, to ensure transparency for his legal representatives.
In the medium and long term, the tutoring targets
- to reflect on the degree of achievement of objectives, on the terms that are favourable to learning and on those that tend to hinder the student in his learning; - to set up a reflex of regulation aiming to capitalize on the strengths of the learner and to remedy his difficulties; - to generate the learner's awareness of his talents and of the possibilities for his personal and professional future; - to generate awareness and responsibility of the student for his learning, for the school community and for society in general; - to allow a well reflected personal orientation through school that is meaningful for the learner; - to thereby prevent school dropout.
Tutor – parents relationship
The tutor is a person of trust for the pupil and a priority contact person for his parents. As far as possible, the student is assigned to a person from the school community who does not intervene in his certificative evaluation.
The tutor consults the student's Dalton agenda during each interview with the student. This commits the student to inscribe in his Dalton agenda
- all relevant information (deadlines, long tests, activities, ...); - thoughts and reflections in relation to learning achievements (evaluation of the past week) and intentions (planning of the new week); - the number of his absences.
The tutor makes sure to write a weekly return to the learner’s parents into his Dalton agenda. He sees that the Dalton agenda is countersigned by parents every week. If not, he or she contacts the parents by phone.
In the case of an absence of the student for the tutoring interview, the tutor registers the absence in WebUntis.
The disciplinary portfolio
The disciplinary portfolio is a set of folders that contain all the productions of a student grouped by disciplines, or by projects. For each task, the student will enter the first version of each work, any feedback relative to it, any intermediate versions, the final version and a note of reflection looking back on the learning he has done and documented.
As of start of term 2019/20, the disciplinary portfolio is established online via the OneNote application. For each discipline, the teacher in charge will set up a notebook according to a predefined model, which he will distribute to all his pupils. He will make sure that the form teacher and the tutors of his pupils have a right of insight into these notebooks.
Each notebook will contain the worksheets that the student will need to do his portfolio work (long-term planning, short-term plannings, reflection sheets, etc.). On the other hand, the didactic material itself is uploaded by the teacher into the respective channel of his discipline in TEAMS.
The transversal portfolio
The transversal portfolio is a long-term evaluation folder that covers the whole secondary school time of a student at the EIMLB. The transversal portfolio aims to consolidate and document learning that is not necessarily taken into account in the curriculum but is essential to the success and fulfilment of the whole person, i.e. at the personal, social, academic and professional levels.
The transversal portfolio is divided into four main competence areas:
- Me, the world and my values - Me and my learning - Me and the others - Me, the media and the digital The transversal portfolio is established online through the OneNote application. A school administrator creates the student notebook for each new student at the EIMLB and distributes the rights.
Each semester, the students present – before of a jury made up of three EIMLB teachers - a series of skills taken from these four areas and argue them based on productions from their disciplinary portfolio, or even extracurricular experiences. The competences are graded with a mark from A (excellent) to Fx (largely insufficient) and commented by the jury; they are then documented in the transversal portfolio of the student, which thus gets completed over time.
The transversal portfolio is a positivist instrument. It only documents and comments on skills that the student deems to have acquired. A competence that has been judged to have been only insufficiently acquired, even if it is taken into account for the evaluation of the portfolio presentation, is not documented at the portfolio level.
The transversal portfolio evaluation is formative during the S1-S3 years, i.e. that the skills judged to have been acquired are validated but that the result will not be taken into account for the semester note. As of S4, the evaluation of the transversal portfolio becomes certificative; the score then ranges between 1 and 10 points and intervenes for 50% at the level of the A note.
The exact dates of the presentation of the transversal portfolio are indicated in the calendar of the school year. The modalities in relation to the presentation and evaluation of the transversal portfolio will be specified in a separate handout that will also be included in the notebook of the transversal portfolio.
School time booklet
Throughout his school time, the learner and the School feed a personal school time booklet that documents the learner's commitment and initiatives throughout his schooling and beyond mere academic achievements. The booklet collects the certificates and distinctions that the School has awarded him over the years for outstanding performances and initiatives and particularly deserving commitments, for example in the setting up of a project or during the participation in a study trip. In the booklet, the learner can also collect all the documents that are significant and important to him, attesting to his personal and academic development, which have marked him during his schooling and which he is proud of.
Certificates and awards are formally presented at public plenary sessions of the School parliament. They document a model commitment in the context of the School's values, such as the implementation of the RESPONSIBILITY and CHALLENGE projects, participation in the School Parliament or any other particularly rewarding school project.
When awarding a distinction, the learner receives his personal booklet with the new distinction. In addition to the distinction itself, the person responsible for the project or activity in question will have written a personal comment on the certificate. After the ceremony, the learner can take his booklet home and complete it with a comment of his own. He can discuss it with his parents if they may not have been able to attend the ceremony, and they too can add a personal word of thought and encouragement.
Afterwards, the learner brings back his booklet to the school where it is kept, in a specific cupboard, until a next plenary session of the School Parliament.
At the end of his schooling, at graduation, the learner receives his booklet and it is his to keep. On this occasion, the direction of the School will have written a personal appreciation in conclusion of the learner’s years in School. The learner then holds, through his booklet, not only a memory of all his school progress, but also and above all, a testimony of his personal progress throughout his schooling.
Summative evaluation
Certification of performances
The performance certification is done in accordance with the provisions of the General Regulation of the European Schools (Ref: 2017-01-D-13-en-7), as defined in Article 59.
4. -In years 1-3, the term or semester grades and the final grades shall reflect all the observations and results available to the teacher of the subject concerned.
5. -In years 4-6, the semester mark shall comprise two numerical components: A mark and B mark.
The A mark is a reflection of all the observations and of the pupil’s overall performance, both written and oral, not taken into account in the B mark for the subject in question.
The B mark is based on the marks obtained in examination(s) or through other forms of assessment. It covers the pupils’ competences acquired during an extensive period of time in certain subjects.
The B mark corresponds:
- in year 4, for each of the semester reports, to the average mark of the two B tests taken each semester. These two tests can be taken in one lesson period each or one in one period and the other one in two periods.
- in year 5, for the first semester report, to the mark obtained in the first semester examination (harmonised or not) and for the second semester report, to the mark obtained in the harmonised second semester examination;
- in year 6, for the first semester report, to the mark obtained in the first semester examination and for the second semester report, to the mark obtained in the second semester examination;
The final mark in a given subject shall reflect all the observations and results available to the teacher. It provides the basis to judge the progress and level of attainment of the pupil. It is not necessarily an arithmetical average of the semester marks (two A marks and two B marks) but it may not be lower than the lowest, or higher than the highest.
6. -The marks in year 7 (European Baccalaureate) follow the specific rules established in the Arrangements for Implementing the Regulations of the European Baccalaureate.
The evaluation of the transversal portfolio will be included in the A grade. As this evaluation is formative during the S1- S3 years, it will only be taken into account at the certification level starting from S4.
Long tests
When it comes to the evaluation of learning, all the performances of the pupils are to be taken into consideration. Therefore, the EIMLB recommends to do at most one long test per semester for years S1-S3. Such a long test will focus mainly on knowledge and less on competences, the latter being difficult to prove within a short and limited time. All the long tests will have to follow the principles of the Evaluation by Confidence Contract (EPCC).
Evaluation by Confidence Contract - Évaluation par contrat de confiance (EPCC)
Certificative evaluation at the EIMLB involves various methods and formats, including long tests and portfolio work.
The educational concept of the EIMLB foresees 1 long test per semester, which intervenes for half of the semester grade - the second half being based on the pupil's disciplinary and / or transversal portfolios.
The long test focuses on knowledge that must be learned, understood and memorized (levels KNOWLEDGE and UNDERSTANDING of the taxonomy of Bloom) and generally takes place within a limited period of time. Each long test measures the student`s performance according to the principles of the Evaluation by Confidence Contract (EPCC), developed by Professor André Antibi and aimed primarily at encouraging students to learn and revise subjects and to reduce the artificial failure rate of too many students who are not performing well, even though they are capable and competent in the subjects being assessed.
Students are informed at the beginning of the school year of the nature and modalities of the EPCC.
The practical implementation of the EPCC implies 3 stages:
• The announcement of the interrogation program; • The session of questions and answers; • The choice and composition of the interrogation.
First step: the announcement of the interrogation program
The following principles are to be considered:
- The teacher announces the program of the interrogation 1 week in advance. - The program consists of a list of exercises distributed to students, which have been worked out and corrected in class (problems, written assignments, exercises, etc.) and for which students have a model answer. - The teacher specifies that 8 points out of the 10 of the interrogation will be attributed to questions and exercises taken from that list, i. e. made and corrected in class; the remaining 2 points will be reserved to an exercise or a question that is not on the list but that nevertheless deals with an element of the program. - The list of exercises covers all the subjects and elements of the program and, most of all, the essential basic notions. - The list is neither too short nor too long and makes it impossible to learn by heart.
Second step: the session of questions and answers
The question-and-answer session takes place in the interval between the announcement of the interrogation program and the interrogation itself. This session allows learners to ask further questions and ask for additional explanations about the interrogation program.
If the number of questions should exceed the time available, the teacher can ask the students to send the questions in writing, ahead of the session. Alternatively, the students can work together in pairs or groups to see what questions they can solve between themselves and which they will submit to the teacher and the class during the session of questions and answers.
Third step: the choice and composition of the exercises in the long test
The teacher knows his class and his students. He composes the long test in order that the best students can finish well before the end of the announced time and that “weaker” students have the time to write what they know.
At the beginning of the school year, each teacher exposes to the students the principles they are expected to follow when writing their assignments. They have their students do regular and in-depth work on the operators commonly employed in their discipline, which they will have harmonized other the teaching staff in the class and the colleagues of the same discipline.
Even though the list of questions and exercises is known in advance, the assignment should not be corrected more severely than usual. The unknown question or exercise must be feasible and accessible to all students. In the case of really difficult and complex problems - a challenge for good students who have completed well before time - the teacher may ask them out of competition, i.e. that they will not count for the final mark of the interrogation.
Promotion
Promotion to the next higher class takes place in accordance with the provisions of the General Regulation of the European Schools (Ref: 2017-01-D-13-en-7), as defined in Article 61.
Article 61 Promotion to the year above A- Competence 1. Decisions on promotion to the year above shall be taken at the end of the school year by the relevant Class Council in accordance with Article 18 of these Rules. 2. The Class Council shall not reach a decision on the basis solely of the results achieved by the pupil in each subject but on the basis of the overall picture of the pupil as it emerges from all the information available to it. 3. Parents shall ensure that they communicate during the school year any relevant element which is likely to influence this general image of the pupil. 4. The outcome of the Class Council’s assessment cannot be challenged on the basis of opinions given by psychologists, therapists, experts or any other third party external to the European Schools.
B- Criteria taken into account 1. Decisions on promotion to the year above shall be taken by the relevant Class Council, following the examination of the pupils' results presented in the form of summary tables expressed in grades in years 1-3, in whole marks and half-marks in years 4-6 and in whole marks accurate to 2 decimal places in year 7. 2. The final assessment shall not be an arithmetical average. It must be a reflection of all the observations and results available to the teacher of the subject concerned enabling him/her to judge in particular whether the pupil will be capable of keeping up successfully with the work in this subject in the year above. 3. During their deliberations, Class Councils shall take account of the following considerations: i To be promoted a pupil needs to have the basic competences, the motivation and the maturity required to keep up successfully with the work in the year above. ii A pupil's promotion should not impede the academic progress of the class in the year above. iii The marks for all subjects which a pupil may drop at the end of years 5 and 6 shall also be taken into account, irrespective of the pupil's choice of subjects for the following year. 4. The Class Council may disregard unsatisfactory results in Languages II, III or IV or in subjects taught through LII (EN, FR or DE) in the case of a new pupil at the end of his/her first year in the school. However, this derogation shall not apply to Language 3 in year 1 or to Language 4 in year 4 if the pupil has been attending the course in this subject since the beginning of the school year. 5. In fully justified special cases, notably prolonged absence because of illness, and where the pupil’s interest so demands, the Class Council may waive the above rules in order to promote a pupil. Such a derogation shall be authorised only where, in view of the precise circumstances characterising it and differentiating it from other cases, a given situation requires promotion to be granted notwithstanding unsatisfactory results, in so far as it is accepted that the pupil will be able to continue his/her schooling successfully in the year above. The decision, and the reasons justifying promotion, must then be recorded in detail in the minutes of the Class Council's meeting. 6. A pupil shall not be allowed to repeat the same year in the secondary cycle twice. In special cases, the Class Council may grant an exception to this rule. Before taking a decision the Class Council will hear the opinion of the pupil's legal representatives. 7. As laid down in the provision of Educational Support in the European Schools, the cases of pupils with special educational needs with an adapted curriculum shall be considered with reference to the criteria set out in the agreement; the Support Advisory Group1 shall propose arrangements for progress and for the continuation of schooling to the Class Council. The pupil’s legal representatives will receive an achievement certificate giving details of the progress made.
C - Guidelines for the promotion of pupils in secondary years 1, 2 and 3 1. Pupils who have achieved a grade of E or above in each of the promotion subjects shall be promoted to the year above, without the need for deliberation. 2. The situation of pupils who have not achieved the standard (a grade E or above in each of the promotion subjects) shall be subject to special scrutiny. On the basis of all the information available to it, the Class Council shall decide whether or not to promote the pupil to the year above, applying Article 61.B-5 if need be. The Class Council alone shall be competent to judge whether it is advisable to make use of that provision. 3. Without prejudice to Article 61.B-5, pupils in the following situation shall not be promoted to the year above. Pupils shall not be promoted to the year above if they fulfill both of the following criteria: A. Pupils who have not achieved the standard (at least a grade E) either in three or more basic subjects, or in two basic subjects and in two or more other subjects and B. cannot compensate for their failures in the following way: i each F has to be compensated for by one D (or higher grade); ii each Fx has to be compensated for: A. by one grade B (or A) or B. by one grade C and one grade D or higher or C. by three grades D or higher.
Promotion subjects: Basic subjects 1. Language 1 2. Mathematics 3. Language 2 4. Human sciences 5. Integrated science 6. Language 3 Other subjects 1. Art 2. Music 3. Physical education 4. Latin 5. ICT 6. ONL (Other National Languages) Religion/Ethics and Complementary subjects are not promotion subjects.
Extracurricular activities
Primary school activities
In addition to the activities offered by the SEA, primary school pupils can participate in the following activities, specific to primary classes.
ACTIVITY TIME ROOM RESPONSABLE(S) COMMENT MONDAY Chess 13:00-13:45(P) R025 M. SORRAS Recorder Group 13:30-14:15 R026 Mme KIELTY 10 students (P) SEA activities 12:15-14:00 16:00-19:00 TUESDAY SEA activities 12:15-19:00 WEDNESDAY Story time (P) 13.00-13:45 R012 Mme KRUTTI Choir (P1) 13:00-13:45 R012 M. JOSÉ SEA activities 12:15-14:00 16:00-19:00 THURSDAY Choir (P2) 13:00-13:45 Salle de M. JOSÉ musique SEA activities 12:15-19:00 FRIDAY Chess 13.00-13:45(P) R025 M. SORRAS Orchestra 13:00-13:45 1002 (salle M. JOSÉ (P1&P2) de musique) SEA activities 12:15-14:00 16:00-19:00
Secondary school activities
As part of the full-time school, both free and supervised activities are offered daily. These activities can be adapted according to the wishes of the learners within the framework of the availability of the staff and the resources of the school.
ACTIVITY TIME ROOM RESPONSABLE(S) COMMENT MONDAY Chess 13:45-14:30(S) R025 M. SORRAS School 13:30-14:15 1018 Mme FRIDEN 12 students Parliament (class delegates) Badminton 13:30-14:15 Hall Roll M. MENEGUZ 20 students Delles Tayloring 13:30-14:15 1005 Mme KREMER e. a. Painting 13:30-14:15 R014 (arts Mme BOSSELER room) Music group 13:30-14:15 1002 (music Mme SIGARAY room) TUESDAY Board games 13:30-14:15 1004 Ms BRAUN & SCHANTZEN School Band (S) 13:30-14:15 1002 (music M. JOSÉ room) School magazine 13:30-14:15 1018 Mme MEDERNACH Walks 13:30-14:15 / M. HARRIS Speaking in 13:30-14:15 1021 Mme SIGARAY 10 students public WEDNESDAY Theatre 13:30-14:15 1004 Mmes BOSSELER 12 students & FRIDEN Yoga 13:30-14:15 1021 Mme KREMER 10 students e.a. Basketball 13:30-14:15 Hall Roll Ms MENEGUZ & 20 students Delles BRAUN Coding & 13:30-14:15 1022 M. POLLASTRO robotique Music spectacle 13:30-14:15 1002 (music Mme SIGARAY 10 students room) History in 13:30-14:15 1009 Ms DECKER & everyday life SCHANTZEN THURSDAY LEGO EV3 13:30-15:00 R025 M. KIEFER 10 students Morphology of 13:45-14:30 1012 M. SCHANTZEN vertebrates and (science invertebrates room) Graffiti 13:30-14:15 M. SADER Running 13:30-14:15 outside Mme MEDERNACH Archery 13:30-15:00 outside Mme DANNFELT 2x10 students First aid 13:30-15:00 1004 CGDIS CGDIS FRIDAY Échecs 13:45-14:30(S) R025 M. SORRAS Mask workshop 13:30-14:15 1021 M. SCHANTZEN (semestre 1) Theatre decoration (semester 2) Football 13:30-14:15 Hall Roll M. MENEGUZ Delles ou dehors Film club : 13:30-14:15 1004 M. DECKER cinematographic langue Arduino and 3D 13:30-14:15 1022 M. POLLASTRO printing Relaxation and 13:30-14:15 1005 M. SCHÜR Mandala (semester 2)
Terms of registration
Registration in the various activities will be made on Wednesday, September 17th from 1.45 pm. During this afternoon, there will be no classes; instead there will be an activities’ fair in the course of which the persons in charge will be present in various rooms, present their activity and make the registration. Registrations will be completed by the signing of the person in charge in the students' DALTON agenda.
The activities’ fair is scheduled to take 90 minutes; the last 45 minutes of the afternoon will be dedicated to the first session of the Wednesday activities.
At the end of the afternoon, the person in charge of each activity will have made up the list of registrations and hand it in to the students’ secretariat (Anouk). The secretariat finalizes the lists by activity and by class and then sends the list to the form teachers.
At the end of the first week, the tutor checks with his students whether they have chosen an activity for each long day.
Learn and live democracy
The wall journal
Each classroom is equipped with a wall journal where learners may write down their name, if they want to speak in class on a subject that matters to them. The wall paper is divided into four parts, depending on the nature of what learners want to say. More precisely they can - congratulate or thank someone; - criticise someone (constructively) or report a problem; - express wishes or ask questions; - inform the class group. In case a learner wants to say something, he writes his name in the part that corresponds to his concern. At the weekly class council, he will then get the floor to state it.
The weekly class council
The weekly class council meets each Friday morning, S1 classes at 11h30 and S2 classes at 12h15. The class council is the organ that manages the class community. It offers the opportunity to discuss open questions, problems of one or the other community member, or needs that have arisen. The class council refers to the entries in the wall journal. At the beginning of the school year, the class council defines the rules according to which the class community intends to function and fixes them in written form. At the class council, the whole class meets in a circle or around a table. Each week, another learner is moderating and another one is writing the report with all the questions and decisions that have been taken. When it comes to decisions, each learner has one voice, as does the teacher.
The class delegates
At the beginning of the school year, the class assembly elects two delegates, preferably one male and the other female, to represent the class and its interests in School administration and in School parliament in particular. Delegates are elected - in principle - for a renewable term of two years, in order to allow sufficient continuity within the School parliament. Nevertheless, in case a delegate withdraws from his mandate, the class assembly can elect a replacement. If by chance a class is overwhelmingly composed of boys or girls, the class assembly may decide - by a two-thirds majority - to appoint two delegates of the same sex. If, on the other hand, no candidate of the one or the other sex postulates, the position will remain vacant. During class council meetings, the delegates inform their co-learners of the debates and decisions in the School parliament; they provide explanations and collect questions and comments that concern the entire School community to take them to the next session of the School parliament. Class delegates enjoy a special status in fulfilling their mandate. They can request information from all representatives of the school community and must be heard. At their request and according to their mission, they may be accompanied by a member of the school’s educational service and / or the management. The commitment as a class delegate is honored by a mention in their school report and by an official certificate awarded by the School.
School parliament
Who sits in the school parliament and when do the parliament sessions take place? Class delegates meet weekly in School parliament which is planned as an extracurricular activity. The School parliament thus fulfills the function of student committee. How does the school parliament work? Since the School parliament will be very small during the first years, it can easily decide on its own rules of operation and make them evolve over the years. The School parliament benefits from the guidance and advice of two members of the educational service who collaborate in setting up its internal structures. What rights does the School parliament have? The School parliament is systematically informed of all the issues, questions, changes and proposals related to the functioning and future development of the School and the School community. Parliamentarians discuss current trends and developments in the field of education in general and the School in particular. They also discuss proposals and ideas from the School community itself and submit their decisions and recommendations to the entire School community, to School management and even to the Ministry. The School parliament has a separate financial asset in the School’s annual budget; each year, School parliament debates in order to adopt its internal budget as well as the budgets of the School development projects that it supports. This budget report is submitted to the School’s secretariat to be integrated into the School’s separate financial household. How to find out what is being discussed in the School parliament? The sessions of the school parliament are open to all learners. The report of a parliament session is published not later than the first day of the following week; the agenda of the upcoming session is posted publicly not later than the first day of the week when the meeting is held. Are there any sessions open to the general public? At regular intervals, especially when important decisions are to be taken concerning the entire School community, and at least at the end of each semester, the School parliament meets in public session open to the entire School community. During these end-of-term sessions, extraordinary achievements or the special commitment of members of the School community are valued and the management awards the learners concerned an official certificate. Members of the School parliament are also honoured for their work. At the same time, all members of the School community (parliamentarians, learners, teachers, parents, management) are given the opportunity to thank those who in their eyes have deserved a special mention.
Service d’Éducation et d’Accueil - SEA-EIMLB asbl (Primaire)
The SE-EIMLB offers the possibility of accommodating school children of the EIMLB Primary classes according to the quality criteria of the « Démarche Qualité pour l’Accueil des Enfants » fixed by the Ministry of Education, Childhood and Youth on 6th December 2016.
All the children of the Primary cycle (6 years-12 years) of the EIMLB may benefit from the SEA, from Monday to Friday. As the SEA-EIMLB asbl is located within the School, children do not have the inconvenience of having to change buildings before and after class.
Program of the SEA
. In the morning: a gentle welcome to the pupils before classes begin. . At noon: Children eat a hot and balanced meal together, served at the table, accompanied by socio- educational staff (the meals served meet the very high quality criteria of the distribution of school meals, inspected by the service of school catering Restopolis). After the meal, children can indulge in free play and various activities offered by the SEA team. . In the afternoon: extracurricular activities, free play and supervision and / or accompaniment of children for homework, outings in nature, painting, tinkering, etc. . During the school holidays, the SEA organizes specific projects: excursions, guided tours, sports days, and others.
The rooms at the disposition of the SEA have different functions offering the following services:
. arts and creativity, games in various forms, building games Lego °, Kappla °, etc.; . catering: afternoon snack, picnic package on outings; . supervision and help with homework if needed.
The practicality is undeniable as the SEA can enjoy the specific rooms (arts, music, library, audiovisual equipment, etc.) of the EIMLB.
Opening hours and operation of the SEA-EIMLB
During the school weeks, the opening hours are as follows:
. in the morning from 07:00 to 08:00 . at noon from 12:00 to 14:00 . and in the afternoon from 16:00 to 19:00 During the school holidays the SEA is open from 07:00 to 19:00. Activities are organized all along, for example: excursions, walks, collaboration and cooperation with clubs and associations of Mondorf and the region.
SEA closing periods
The SEA is closed all statutory holidays; from December 24th to January 1st included each year.
Inscriptions to the SEA
For children in P1:
All the necessary documents to reserve the children's time slots were distributed during the registration interview; these documents also contain an explanation of the services of the SEA-EIMLB.
It is imperative to complete the SEA documents and submit them. Without these documents, children will not be able to be registered at the SEA.
For children in P2:
For P2 children already registered in the SEA-EIMLB asbl, these registrations are automatically renewed unless counter- order by the parents.
For organizational reasons, parents are kindly asked to register their children for as long as possible in advance: 4 weeks in the case of a monthly schedule, 3 months if parents have a fixed work schedule.
As the SEA is 100% state-approved, accredited by the Ministry of National Education, Childhod and Youth and provider of the Chèque Service Accueil (CSA), parents have the possibility of programming automatic payment (SEPA) of the SEA bills.
Contact persons for the SEA-EIMLB asbl
Secretariat of the SEA : Mrs. Li SCHMIT Executive Officer of the SEA : Mr. Eric HERBER Assistant Director of the SEA : Mrs. Laura FRANTZEN
For organizational questions please send an email to the secretariat of the SEA [email protected] or phone to 281 288-1 (EIMLB)
The MESA (Secondary)
Mentoring of learners by the MESA
The MESA may - on justified request discussed during the weekly staff meeting (COHEB) - suggest specific mentoring measures to single students during class and DALTON periods. These measures include the support of students or groups with organizational, methodological or behavioural needs.
To this end, the following procedure has been developed.
École Internationale Mondorf-les-Bains 2, route de Burmerange L-5659 Mondorf-les-Bains
: +352 281 288-1 : [email protected] www.eimlb.lu
Procedure in relation with learners qualified as "difficult" in class
The following diagram illustrates the gradual management of problematic school situations due to the behaviour of one or more learners described as "difficult" in the classroom. This includes cases when a coordinated course of teaching and learning may be compromised, or even impossible due to more or less systematic disturbances on the part of the said learners.
The approach is positive and rewarding; it does not focus on punishments but on dialogue and the empowerment of the learners in question to deal with the situation. It is only as of step 4 that the measures potentially decided may take a repressive aspect. EIMLB officials are, however, confident that most cases can be addressed and resolved for the benefit of the entire school community well before they reach that stage.
The MESA educational service is at the centre of the personal support measures proposed or even imposed by the EIMLB in order to help the learners in question to adopt a positive and responsible attitude towards their colleagues as well as towards their own learning.
In the event that the concerns at the source of the problematic behavior are not of a purely socio-educational nature, the Psychosocial and School Support Service (SePAS) takes over and addresses the personal or family situation of the learners in question.
In cases, when school is no longer able to provide support measures for learners concerned, i. e. as of step 5, repressive measures may be decided, especially to allow other learners to continue to evolve in a serene climate. These measures will go hand in hand with the search for a different structure allowing the establishment of an appropriate supervision of the said learners either at EIMLB or in another school, taking into account the age of compulsory schooling.
Everyday life at School
School buses
How to come to school by bus? For learners in Primary (P1 + P2) and in Secondary (S1 + S2) school buses reserved for the EIMLB run at the bus stops mentioned below. For the year 2019/20, there will be a total of 4 bus lanes.
Tour 1 : Luxembourg – Dalheim - Mondorf Valid schedule Mo - Fr Valid schedule Tu & Th Th & Fr Mo, Tu, We & Fr Luxembourg, Fonderie (=Gare) 7.05 Mondorf, International School 12.25 13.10 16.10 Hespérange, Urbengsschlass 7.14 Mondorf, Casino 2000 12.27 13.12 16.12 Alzingen, Trapeneck 7.15 Mondorf, Christophorus 12.29 13.14 16.14 Weiler-la-Tour, Schlammestee 7.19 Mondorf, Bei der Douane 12.30 13.15 16.15 Weiler- la-Tour, Huehlgaass 7.21 Mondorf, Kleng Gare 12.31 13.16 16.16 Weiler- la-Tour, Gëltz 7.22 Altwies, An der Kaz 12.32 13.17 16.17 Weiler- la-Tour, Pekebierg 7.23 Altwies, Beckeschmillen 12.33 13.18 16.18 Dalheim, Gemeng 7.28 Aspelt, Grëndchen 12.35 13.20 16.20 Gondelange, Gondelengermillen 7.30 Aspelt, Gare 12.36 13.21 16.21 Aspelt, Gare 7.38 Gondelange, Gondelengermillen 12.44 13.29 16.29 Aspelt, Am Grëndchen 7.39 Dalheim, Gemeng 12.46 13.31 16.31 Altwies, Beckeschmillen 7.41 Weiler-la-Tour, Huehlgaass 12.51 13.36 16.36 Altwies, An der Kaz 7.42 Weiler-la-Tour, Pekebierg 12.52 13.37 16.37 Mondorf, Kleng Gare 7.43 Weiler-la-Tour, Gëltz 12.53 13.38 16.38 Mondorf, Bei der Douane 7.44 Weiler-la-Tour, Schlammestee 12.55 13.40 16.40 Mondorf, Christophorus 7.45 Alzingen, Trapeneck 12.59 13.44 16.44 Mondorf, Casino 2000 7.47 Hespérange, Urbengsschlass 13.00 13.45 16.45 Mondorf, International School 7.49 Luxembourg, Fonderie 13.09 13.54 16.54
Tour 2 : Fentange – Bettembourg – Mondorf Valid schedule Mo - Fr Valid schedule Tu & Th Th & Fr Mo, Tu, We & Fr Fentange, Duelemerbaach 7.00 Mondorf, International School 12.25 13.10 16.10 Fentange, Hiehl 7.01 Mondorf, Casino 2000 12.27 13.12 16.12 Fentange, Fuertwee 7.02 Mondorf, Christophorus 12.29 13.14 16.14 Roeser, Kiirfecht 7.05 Mondorf, Bei der Douane 12.30 13.15 16.15 Roeser, Oradour 7.06 Mondorf, Kleng Gare 12.31 13.16 16.16 Roeser, Gemeng 7.07 Altwies, An der Kaz 12.32 13.17 16.17 Crauthem, Am Gruef 7.08 Altwies, Beckeschmillen 12.33 13.18 16.18 Crauthem, Beim Schlass 7.09 Aspelt, Grëndchen 12.35 13.20 16.20 Peppange, Kirchwois 7.11 Aspelt, Gare 12.36 13.21 16.21 Peppange, Musée 7.12 Frisange, Ennescht Duerf 12.38 13.23 16.23 Bettembourg, Peppingerschleid 7.14 Frisange, Op der Kräizong 12.39 13.24 16.24 Bettembourg, Am Dräieck 7.15 Hellange, Kiirch 12.42 13.27 16.27 Bettembourg, Gare 7.17 Bettembourg, Gare 12.48 13.33 16.33 Hellange, Kiirch 7.23 Bettembourg, Am Dräieck 12.50 13.35 16.35 Frisange, Op der Kräizong 7.26 Bettembourg, Peppingerschleid 12.51 13.36 16.36 Frisange, Ennescht Duerf 7.27 Peppange, Musée 12.53 13.38 16.38 Aspelt, Gare 7.28 Peppange, Kirchwois 12.54 13.39 16.39 Aspelt, Am Grëndchen 7.29 Crauthem, Beim Schlass 12.56 13.41 16.41 Altwies, Beckeschmillen 7.31 Crauthem, Am Gruef 12.57 13.42 16.42 Altwies, An der Kaz 7.32 Roeser, Gemeng 12.58 13.43 16.43 Mondorf, Kleng Gare 7.33 Roeser, Oradour 12.59 13.44 16.44 Mondorf, Bei der Douane 7.34 Roeser, Op der Hoehl 13.00 13.45 16.45 Mondorf, Christophorus 7.35 Fentange, Fuertwee 13.03 13.48 16.48 Mondorf, Casino 2000 7.36 Fentange, Hiehl 13.04 13.49 16.49 Mondorf, International School 7.46 Fentange, Duelemerbaach 13.05 13.50 16.50
Tour 3 : Itzig - Erpeldange - Mondorf Valid schedule Mo - Fr Valid schedule Tu & Th Th & Fr Mo, Tu, We & Fr Itzig, Kapell 7.05 Mondorf, International School 12.25 13.10 16.10 Itzig, Kierch 7.06 Mondorf, Vor Howent 12.28 13.13 16.13 Sandweiler, Apdikt 7.12 Mondorf, Av. Gr.D. Charlotte 12.29 13.14 16.14 Sandweiler, Koschterjanshaff 7.13 Mondorf, rue J.Dolibois 12.31 13.16 16.16 Oetrange, Prisong 7.14 Ellange, Martialis 12.33 13.18 16.18 Oetrange, Trengen Knapp 7.19 Erpeldange, Emeringerhaff 12.36 13.21 16.21 Oetrange, Kurzebierg 7.20 Erpeldange, Scheierbierg 12.37 13.22 16.22 Moutfort, Kapell 7.21 Erpeldange, Kräizgaass 12.38 13.23 16.23 Moutfort, Kiem 7.23 Erpeldange, Rollengerstrooss 12.39 13.24 16.24 Ersange, Ierséng 7.25 Rolling 12.40 13.25 16.25 Trintange, Trënténg 7.27 Assel 12.41 13.26 16.26 Roedt, Réidt 7.29 Roedt, Réidt 12.44 13.29 16.29 Assel 7.32 Trintange, Trënténg 12.46 13.31 16.31 Rolling 7.33 Ersange, Ierséng 12.48 13.33 16.33 Erpeldange, Rollengerstrooss 7.34 Moutfort, Kiem 12.50 13.35 16.35 Erpeldange, Kräizgaass 7.35 Moutfort, Kapell 12.52 13.37 16.37 Erpeldange, Scheierbierg 7.36 Oetrange, Kurzebierg 12.53 13.38 16.38 Erpeldange, Emeringerhaff 7.37 Oetrange, Trengen Knapp 12.54 13.39 16.39 Ellange, Martialis 7.40 Oetrange, Prisong 12.59 13.44 16.44 Mondorf, rue J. Dolibois 7.42 Sandweiler, Koschterjanshaff 13.00 13.45 16.45 Mondorf, Av. Gr.D. Charlotte 7.44 Sandweiler, Apdikt 13.01 13.46 16.46 Mondorf, Vor Howent 7.45 Itzig, Kierch 13.07 13.52 16.52 Mondorf, International School 7.48 Itzig, Kapell 13.08 13.53 16.53
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Tour 4 : Lenningen – Remich - Schengen - Mondorf Valid schedule Mo - Fr Valid schedule Tu & Th Th & Fr Mo, Tu, We & Fr Lenningen, Am Aker 7.00 Mondorf, International School 12.25 13.10 16.10 Greiveldange, Gemengebréck 7.02 Mondorf, Stade John Grün 12.27 13.12 16.12 Stadtbredimus, Schleis 7.03 Ellange, Ellenger Gare 12.29 13.14 16.14 Stadtbredimus, Vinsmoselle 7.04 Elvange, Villette 12.31 13.16 16.16 Stadtbredimus, Wandmillen 7.05 Elvange, Bei Tubes 12.32 13.17 16.17 Remich, Caves St.Martin 7.06 Elvange, Kallekskaul 12.33 13.18 16.18 Remich, Maatebierg 7.07 Burmerange, Um Schotz 12.36 13.21 16.21 Remich, Gare routière 7.09 Burmerange, Bei der Kiirch 12.37 13.22 16.22 Remich, Piscine 7.10 Schengen, Séckerbaach 12.44 13.29 16.29 Bech-Kleinmacher, Centre 7.12 Schengen, Ënnen am Doref 12.45 13.30 16.30 Wellenstein, Centre 7.14 Remerschen, Ënnen am Doref 12.48 13.33 16.33 Wellenstein, Caves Coopératives 7.15 Remerschen, Kiosk 12.49 13.34 16.34 Bech-Kleinmacher,Furwee 7.16 Remerschen, Al Schoul 12.50 13.35 16.35 Schwebsange, Centre 7.18 Wintrange, Dorefplaz 12.51 13.36 16.36 Schwebsange, Op der Hoh 7.19 Schwebsange, Op der Hoh 12.52 13.37 16.37 Wintrange, Dorefplaz 7.20 Schwebsange, Centre 12.53 13.38 16.38 Remerschen, Al Schoul 7.21 Bech-Kleinmacher, Furwee 12.55 13.40 16.40 Remerschen, Kiosk 7.22 Wellenstein, Caves Coopératives 12.56 13.41 16.41 Remerschen, Ënnen am Doref 7.23 Wellenstein, Centre 12.57 13.42 16.42 Schengen, Séckerbaach 7.26 Bech-Kleinmacher, Centre 12.59 13.44 16.44 Schengen, Ënnen Am Doref 7.27 Remich, Piscine 13.01 13.46 16.46 Burmerange, Bei der Kirch 7.34 Remich, Gare routière 13.02 13.47 16.47 Burmerange, Um Schotz 7.35 Remich, Maatebierg 13.04 13.49 16.49 Elvange, Kallekskaul 7.38 Remich, Caves St.Martin 13.05 13.50 16.50 Elvange, Bei Tubes 7.39 Stadtbredimus, Wandmillen 13.06 13.51 16.51 Elvange, Villette 7.40 Stadtbredimus, Vinsmoselle 13.07 13.52 16.52 Ellange, Ellenger Gare 7.42 Stadtbredimus, Schleis 13.08 13.53 16.53 Mondorf, Réimecherstrooss 7.44 Greiveldange, Gemengebréck 13.09 13.54 16.54 Mondorf, International School 7.46 Lenningen, Am Aker 13.11 13.56 16.56
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Class hours
Class hours in Primary
Monday 08h00-12h15 14h00-16h00
Tuesday 08h00-12h15
Wednesday 08h00-12h15 14h00-16h00
Thursday 08h00-12h15
Friday 08h00-12h15 14h00-16h00
. Each morning, learners have a flexible break of up to 15 minutes when they can eat their snack at the table dedicated for this purpose. . A fixed break of 15 minutes is scheduled every morning at 10.00 o'clock. . The lunch break starts at 12.15 hours and ends at 14.00 hours. Lunch is served daily at the school restaurant from 12.15 hours. Lunch is compulsory on Mondays, Wednesdays and Fridays; it takes place under the supervision of the SEA and is followed by activities until classes resume. . Every Monday, the school starts with half an hour of supervision.
Class hours in Secondary
Weekly hours Monday 08h00-13h00 14h30-16h00
Thursday 08h00-13h00 14h30-16h00
Wednesday 08h10-13h00 14h30-16h00
Thursday 08h10-13h00
Friday 08h10-13h00
. Two breaks are scheduled each morning at 09:30 and 11:15 respectively. . The lunch break starts at 13:00 and ends at 14:30. Lunch is mandatory on Mondays, Tuesdays and Wednesdays; it is served every day from 13:00 in 2 services. As part of the full-time school, from 13:05 to 13:50 and from 13:30 to 14:15, supervised activities are offered to the learners. Other activities are offered on Thursday afternoon and on Friday until 14:30.
Daily hours 08h00 – 09h30 Class time 1
09h30 – 09h45 Break 1
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09h45 – 11h15 Class time 2
11h15 – 11h30 Break 2
11h30 – 13h00 Class time 3
13h00 – 14h30 Lunch break
14h30 – 16h00 Class time 4
Lunch break modalities
In Primary In Primary, lunch break is from 12.15 to 14.00 hours. Primary classes go to the school restaurant at 12.15 hours, where they eat together with the SEA carers who supervise them. The meal is served at the table. All modalities are organised by the SEA. In Secondary For learners in Secondary, lunch break is from 13.00 to 14.30 hours. Lunch is from 13.00 hours. At the school restaurant, learners get their meals at the buffet and pay at the cash desk with their "myCard".
Restopolis
The school restaurant is managed by Restopolis, the school and university catering service of the Ministry of National Education, Childhood and Youth.
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The Restopolis site may be found at http://portal.education.lu/restopolis
What will there be for lunch? By clicking on "Nos menus", menus proposed at the school restaurant may be consulted for one month in advance. There will always be a dish of the day, a vegetarian dish, appetizers, desserts and a salad bar. Click on "Nos formules" displays the official prices.
What about the little hunger in the afternoon? Between 16.00 and 16.45 hours, the school restaurant serves a snack for those want to stay longer at school for one or the other activity or if they are simply hungry before returning home.
How to make a booking ? So far, it is not compulsory to make a booking at the school restaurant. However, bookings for lunch, breakfast or an afternoon snack can already be made via the website http://www.restopolis.lu. The booking must be made at least two hours before the beginning of the service and for a maximum of 15 days in advance. A booking can be cancelled only in case of an unforeseen event such as an illness or the absence of teacher. The cancellation can be done directly on the website at the same place as the booking. A cancellation credits the learner’s account with the amount of the cancellation. To make a booking, … 1. Go to the site http://www.restopolis.lu; 2. At the top right of your screen, click on connexion ; 3. Enter the identification (There will be a redirection to the home page.) 4. Check for the correct identification (The name must appear next to the "déconnexion" sign.)
5. Under "Nos Menus" select the restaurant where the reservation is to be made, i. e. "EIMLB"; 6. Make the choice and confirm by clicking on "sauvegarder" (save).
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Here is the link to the full guide to make or cancel a reservation: https://portal.education.lu/DesktopModules/EasyDNNNews/DocumentDownload.ashx?portalid=1 &moduleid=606&articleid=558588?documentid=2709
Pay attention, it is mandatory to select a dish, otherwise the reservation will not be possible. The balance of the account is shown at once and allows to see in real time, if the available amount is sufficient to pay. At checkout signal to the cashier that there was a reservation and show the myCard.
How to pay at the school restaurant? In Primary Lunch and afternoon snacks are coverd by the cheque-service accueil (CSA), of which the SEA is a full service provider. Lunch is mandatory on Mondays, Wednesdays and Fridays. In Secondary myCard is the personal identification card that allows to access the school restaurant and pay for meals and drinks. The myCard is associated to a Restopolis account. Learners pay by passing their card in front of the reader at the cashier’s desk. The amount due is automatically debited from their account. Learners of S1 will be credited with a voucher for one free meal valid until last September.
How to charge the myCard via the internet? Parents and other people can credit the Restopolis account of a learner by credit card via the website www.restopolis.lu. It’s simple, fast and safe.
How to check spendings? For each learner who has not yet reached the age of 16, the spending history with restopolis is stored for one month. This history allows to check at any time the credit and debit transactions made on the virtual account and the balance of the latter. The day a learner reaches the age of 16, the storage of the history is stopped. However, learners have the option to reactivate the storage of the history of their spending. The option of the personal spending history once activated, it cannot be deactivated anymore.
To see what's on the menu and to make a reservation, download the Restopolis app from the App Store.
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Extracurricular activities
As part of the whole-day school, supervised activities take place every day. These activities are offered according to the wishes of the learners, the availability of staff and the resources of the School. As the lunch break lasts 90 minutes, from 13.00 to 14.30 hours, students from S1 and S2 can eat at 13.00 and follow an extracurricular activity just afterwards (13.30 or 13.45 hours). Learners in Primary go to their activity as early as 13.00; those who stay at the SEA continue the SEA program after lunch. The activities usually last 45 minutes. Activities during lunch break are limited to this duration given the resumption of classes at 14.00, respectively 14.30 hours. The after-school activities organized on Thursdays can last up to 90 minutes. Registration takes place the first week of each semester; each registration is valid for the entire semester and a specific note will be added to the semester reports. Once an activity has been selected, attendance is mandatory and there will be an attendance list. At the plenary sessions of the school parliament, at the end of each semester, the specific commitments in the various activities are publicly recognised. Learners who stand out for their commitment receive a certificate attesting their merit in the activity followed and a personal appreciation by the supervisor. The certificates are inserted in the school booklet of the learners that they can take home to add a personal commentary and show to parents who can also give feedback. The detailed list of the proposed activities can be found in the chapter "Extracurricular activities" in this document; it is also available on the School's website. Also included are the exact hours and the name of the supervisor. Any changes or adaptations will be registered online so the online list is always up to date.
LASEP/LASEL
The School participates in sports events of LASEP (primary education) and LASEL (secondary education) through its physical education teachers. Participation in these events is planned in close collaboration with the Primary school of Mondorf-les-Bains. Organization and travel for these events are taken care of by the EIMLB.
Partnerships with local associations
Music school
In Primary school, in P1 and P2, the music lessons will be supervised by Mrs. Carole Raus of the Mondorf-les- Bains Music School and are meant to be introductory music courses. As a result, students who wish to learn to play a musical instrument will be automatically prepared as of P2. Instrument classes are held at the Mondorf-les-Bains Music School in Altwies.
More advanced music lessons are offered at the Mondorf-les-Bains Music School. Please refer to the Music School official website.
Please note that the EIMLB organises transportation of interested students to the Music School and, if wished, also back to the EIMLB after classes.
Tennis club Mondorf
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Students interested in playing tennis can do so at the TC Mondorf-les-Bains. In principle, P1 students can also start practicing this sport. The training units are preferably organized in groups of 4 people of the same level. If you are interested, please refer directly to the TC Mondorf-les-Bains. If the cost of the subscription is borne by the families, the School organises transportation of the students to the TC and - if wished – also back to the EIMLB after the training.
After class study
In Primary, after class study time is organised by the SEA according to the needs and demands of the learners on that particular day.
In Secondary, every day, except Friday, learners have the opportunity to assist a 45-minute library study. The study time takes place under the supervision of a teacher. The schedule for these periods is as follows:
DAY PERIOD Monday 16:15-17:00 Tuesday 16:15-17:00 Wednesday 16:15-17:00 Thursday 13:45-14:30 Friday /
After the study period, learners in Secondary leave the school unless they attend an extracurricular activity. No learners will remain unattended inside the school grounds.
School holidays 2019-2020
Start of term: 1. Monday, 16th September 2019 for P1 and P2 2. Tuesday, 17th September 2019 for S1 3. Wednesday, 18th September 2019 for S2
All Saints’ Holidays: 26th October to 3rd November 2019 Christmas Holidays: 21st December 2019 to 5th January 2020 Carnival Holidays: 15th to 23rd February 2020 Easter Holidays: 4th to 19th April 2020 Bank Holiday: Friday, 1st May 2020 Europe Day: Saturday, 9th May 2020 Ascension: Thursday, 21st May 2020 Whitsun Holidays: 30th May to 7th June 2020 National Holiday: Tuesday, 23rd June 2020 Summer Holidays: 16th July to 14th September 2020
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Practical advice
Wash your hands
Washing your hands regularly is an essential step in reducing the transmission of diseases. Invisible, microbes, viruses and other chemicals contaminate our hands. 30 seconds are enough: washing your hands helps protect yourself and others. Washing your hands helps fighting against winter infections and is an effective prevention.
(https://www.debgroup.com/cafr/technique-de-lavage-des-mains; 3.5.2018)
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Tap water
Apart from the drinks sold by Restopolis at the school restaurant, the School has decided not to offer sweetened beverages or juices, for the most part also artificially sweetened. In the interests of healthy nutrition, we advocate tap water. It may seem trivial or even worrying, but did you know? In Luxembourg, water quality is regularly monitored in all localities, at least twice a year. The tap water in Mondorf-les-Bains is exceptionally clean. Tap water is a local resource. The so-called "mineral" water that you buy at the supermarket o is thirty to a hundred times more expensive than tap water. o is only spring water from a distant place exploited by a society, often to the detriment of the local population. o is less rigorously controlled than tap water. o must meet much less stringent quality criteria than tap water. o is bottled in petroleum-based plastic bottles that must be produced, transported and recycled to prevent the plastic from continuing to encumber nature and especially the oceans. o is transported to the supermarket by road which contributes to air pollution and global warming. These many reasons led us to limit our offer of drinks outside restaurant hours to the only water. For bubble addicts, special fountains will be put in place to dispense carbonated water. All you have to do is equip yourself with a gourd that you can reuse as many times as you want. If you do not have one yet and want to buy one, make sure you can clean it in the dishwasher. This is indicated by a special sign below the gourd. And if you think you cannot make a difference by yourself alone, think of the drop of water that together with so many others managed to fill your bottle.
How to clean your gourd
The advantage of gourds is that they are reusable to infinity. That’s the big difference to the plastic bottles bought at the supermarket. You can fill a gourd with whatever you want, as many times as you want. The only concern might be that over time bacteria grow because they love wet and dark environments. It is therefore essential to clean your gourd regularly. The best is to do it after each use if you want it to be flawless. But a single wash a week is more than enough for the bottle to maintain good hygiene. Here are 5 effective and easy ways to get rid of germs and dirt in your gourd: 1. Put it in the dishwasher Most aluminium gourds are dishwasher safe. Just check on the bottom of your gourd or the brand website to make sure. Stainless steel bottles and glass bottles can also be cleaned in the dishwasher without any problem. For plastic ones, check on the bottom if it’s dishwasher safe. 2. Uses hot soapy water Empty all the liquid remaining in the bottle. Add a few drops of dishwashing liquid and fill up with hot water. Screw the cap and shake for 1 minute or 2. You can also use a bottle brush to rub well in every corner of the bottle. Also clean the cap and straw thoroughly and let it dry in the air overnight. 3. Use white vinegar This 100% natural cleanser is very effective at killing germs and bacteria that lodge in your gourd. Wash first with soapy water and rinse well. Then fill your bottle with 1/5 white vinegar and fill it up with water. Let it act during the night, and in the morning rinse well with clear water. 4. A (very) little Javel bleach and baking soda If you have not washed your bottle for months, it’s not a reason to throw it away! Although it smells musty and has mold inside, there is a slightly more powerful solution for deep cleansing. Nothing can withstand a little bleach. But be
Page 61 careful, we said a little bit! Do not worry, there is no health risk of drinking in a gourd that has been cleaned with a solution containing very little bleach. For this, dilute 1 teaspoon of bleach and 1 spoon of baking soda in 1 liter of cold water. Fill your flask with this mixture, screw the stopper, and let act several hours. Shake well and throw the solution. Rinse several times with clear water and allow to dry completely. 5. Effervescent cleaning tablets Many gourd manufacturers also offer cleaning tablets. But you can also use effervescent tablets that are meant to clean dental prostheses. Just fill the bottle with water, put the tablet in and let it dissolve for 15 to 30 minutes (depending on the product instructions). Then rinse and enjoy your clean flask.
Discover the trick here: https://www.comment-economiser.fr/comment-nettoyer-desinfecter-gourde-facilement-naturel.html
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Stop microbes
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