Ad Parentes - Luxembourg

Transcription

Ad Parentes
Journal of the APEEE, the Parents’ Association of the European Schools in Luxembourg
Journal de l’APEEE, l’Association des Parents d’Elèves de l’Ecole Européenne à Luxembourg
No. 3/2009-10
2
Ad Parentes No. 3/2009-10
Editorial
Liebe Eltern,
Dies ist Ihre Zeitschrift. Die nächste Ausgabe erscheint im
Sommer. Wenn Sie etwas veröffentlichen möchten, bitte schicken
Sie es uns.
Dear members, dear parents,
The APEEE is pleased to bring you this next issue of Ad Parentes
for the school year 2009-2010. Your management committee
members each put in all the effort that they are able – and some
make herculean efforts to balance APEEE role(s) with work, home
and other commitments – but it is a fact that our resources are
extremely limited. This sometimes restricts our ability to keep you
informed as quickly as we would like about some of the important
and interesting developments going on at local level and in
Brussels which impact on our school community.
E-mail: [email protected] .
Contents
ADVISORY COMMITTEE OF THE SCHOOL - DRAFT
INTERNAL RULES ...................................................... 3
COMITE CONSULTATIF D’ECOLE - PROJET DE REGLEMENT
INTERIEUR ............................................................... 4
BARDONECCHIA 2008 Lux I ................................................ 6
Happy reading, your editorial team
School year 2007-2008 ........................................................ 6
BARDONECCHIA 2008 LUX II .............................................. 9
ZINAL 2008 LUX I .............................................................. 12
Chers membres, chers parents,
Cela nous rend heureux de vous presenter ce numéro de Ad
Parentes de l‟année scolaire 2009-2010. Vos représentants au
Comité de Gestion font leur maximum – et quelques-uns
entreprennent des coups d'effort herculéens pour jongler ces
obligations avec la vie professionnelle et la vie privée – mais il faut
constater que nos ressources restes limités. Ceci implique parfois
des délais dans la communication des plus derniers informations
sur les plusierus évènements et développements tant au niveau
local qu'à Bruxelles avec import pour notre communauté scolaire.
Bonne lecture, votre équipe de rédaction.
ZINAL 2008 LUX II ............................................................. 15
Study in Hungary ............................................................... 27
"The role of the school psychologist"................................. 28
FAPEL 30
MERITE JEUNESSE ............................................................. 39
By David Cadwallader ........................................................ 41
U.G.D.A. –Remise de Diplômes .......................................... 43
Battle of the Bands 2010 ................................................... 44
Photos courtesy of Mr Manacourt ...................................... 46
Cycling Proficiency Road Test – call for parent volunteers 47
Coupe Scolaire vélo – appel aux bénévoles ....................... 47
APEEE Luxembourg Secretariat
Bâtiment Jean Monnet – Bureau C1/004 –
L-2920 LUXEMBOURG
Tel. 4301 33105, Fax 4301 34869
E-mail : [email protected]
Web: http://www.apeee.lu
Ad Parentes contributions
Dear parents,
This is your journal. The next issue is scheduled before the end of
term. If you would like to publish something, please send it to us.
Chers parents,
Voici votre journal. La prochaine édition est prévue avant la fin du
trimestre. Si vous voulez publier quelque chose, veuillez nous
l‟envoyer.
APEEE contact information 2009-2010 .............................. 48
Délégués de Classe 2009-2010 Class representatives ....... 48
Fête de l’École .................................................................... 52
ACTION TIERS MONDE - THIRD WORLD GROUP – ............ 53
DRITTE WELT GRUPPE ....................................................... 53
SPONSORED
SPORTS
DAYJOURNÉE
SPORTIVE
PARRAINÉE ............................................................. 53
Petites Annonces ............................................................... 55
(a) Professeurs pour Leçons Particulières / Private tutors 55
APEEE Groupes de Travail 2009-2010 / APEEE Task Groups
2009-2010 ......................................................................... 58
Other contacts / Autres contacts ....................................... 59
APEEE – Association des Parents d’Elèves de l’Ecole
Européenne ........................................................................ 62
Luxembourg I
3
Kirchberg
ADVISORY COMMITTEE OF THE SCHOOL - DRAFT INTERNAL RULES
Article 1
The School Advisory Council (SAC) is the privileged forum for internal dialogue. The SAC is chaired by the Director and is composed
from representatives of all the actors in the school community.
Composition of the SAC
-The Director
-The two Deputy Directors of the secondary cycle
-The Deputy Director of the nursery and primary cycle
-The Bursar
-One principal educational advisor
-The staff representative for the nursery and primary cycle
-The staff representative for the secondary cycle
-The staff representative for the professional and administrative personnel
-Two representatives from the Pupil’s Committee
-Three representatives from the Parent’s Association
To these 14 internal members can be added, by invitation of the Director, external persons whose decisions can have an influence on
the operation of the school. This could be, for example, the local authorities responsible for transport, the environment, safety, the
provision of sporting or cultural infrastructure, etc
Article 2
Role of the School Advisory Council
Within the general framework of the school system, the SAC makes proposals and delivers opinions for the definition of the priorities
and objectives of the school in all the areas of school life. These priorities and objectives are used as a basis for the establishment of a
multiannual plan and of the annual school plan on the basis of which will be drawn up the budget necessary for its implementation.
The SAC also treats internal affairs of the school which are submitted to it by the Director.
Article 3
Convocation
4
1. The SAC meets at least twice per year at the request of the Director, who chairs it. The Director can convene extraordinary meetings
whenever he/she considers it necessary or at the request of at least three internal members representing at least two different
groups, within a deadline of two weeks.
2. The organization of meetings of the SAC shall follow rules established by the SAC itself.
Article 4
Decision making
The SAC being a consultative body, it’s decisions are made by consensus, the responsibility for the final decision remaining with the
Director or with the Administrative Board, according to the subject.
Luxembourg I
Kirchberg
COMITE CONSULTATIF D‟ECOLE - PROJET DE REGLEMENT INTERIEUR
Article 1
Le conseil consultatif d’école (CCE) est le lieu privilégié de la concertation interne. Le CCE est présidé par le Directeur et composé de
représentants de tous les acteurs de la communauté scolaire.
Composition du CCE
-Le Directeur
-Les deux Directeurs adjoints du cycle secondaire
-Le Directeur adjoint des cyclers maternel et primaire
-L’Administrateur
-Un Conseiller principal d’éducation
-Le représentant du CDP du maternel/Primaire
-Le représentant du CDP du secondaire
-Le représentant du personnel PAS
-Le représentant des chargés de cours
-Deux représentants du Comité des élèves
-Trois représentants de l’Association des parents d’élèves
A ces 14 membres internes, peuvent s’ajouter, sur invitation du Directeur, des personnes externes dont les décisions peuvent avoir une
influence sur le fonctionnement de l’école, comme, par exemple, les autorités locales responsables de la mobilité, de l’environnement,
de la sécurité, de la mise à disposition d’équipements sportifs ou culturels, etc.
5
Article 2
Rôle du Conseil consultatif d’école
Dans le cadre des objectifs généraux du systèmes, le CCE fait des propositions et donne des avis en vue de la définition des priorités et
des objectifs de l’école dans tous les domaines de la vie scolaire. Ces priorités et objectifs servent de base à l’établissement
du plan pluriannuel ainsi que du plan scolaire annuel sur la base duquel sera établi ensuite le budget nécessaire à sa réalisation.
Le CCE traite également des affaires internes de l’école qui lui sont soumises par le Directeur.
Article 3
Convocation
1.
Le CCE se réunit au moins deux fois par an sur convocation du Directeur qui le préside. Ce dernier peut convoquer des réunions
extraordinaires en cas de nécessité ou à la demande de trois membres de deux représentations différentes dans un délai de deux
semaines.
2.
L’organisation des réunions du CCE est arrêtée par un règlement établi par celui-ci.
Article 4
Modalités de prise de décisions
Le CC étant un organe consultatif, les décisions se prennent par consensus, la responsabilité de la décision finale restant au Directeur
ou au Conseil d’administration, selon le sujet.
6
BARDONECCHIA 2008 Lux I
School year 2007-2008
SONDAGE aux élèves participants aux classes de neige
1. Mon experience à Bardonecchia a été
Très positif / Excellent
98
Positif/ Good
30
Moyen/ Fair
6
Négatif / Poor
1
2. Je souhaiterais refaire cette expérience
Oui/ Yes
Non/ No
Autre/ Other
Oui/ Yes
116
5
14
116
3. Le séjour à Bardonecchia était
Trop long/ Too long
15
Trop court/ Too short
D'une durée correcte/
About right
51
69
7
4. Les cours de l'après-midi étaient
Très satisfaisants/
Excellent
51
Satisfaisants/ Good
67
Moyens/ Fair
12
Insuffisants/ Poor
5
5. Les leçons de ski étaient
Très satisfaisantes/
Excellent
109
Satisfaisantes/ Good
26
Moyennes/ Fair
0
Insuffisants/ Poor
6. Le matériel de ski était
Satisfaisant/ Good
Moyen/ Fair
Insuffisant/ Poor
103
30
2
7. L'assistance des moniteurs était
Très satisfaisante/
Excellent
100
Satisfaisante/ Good
28
Moyennee/Fair
3
Insuffisante/ Poor
1
8
8. L'assistance des infirmières était
Excellent
100
Satisfaisante/ Good
20
Moyenne/ Fair
3
Insuffisante/ Poor
2
NR
10
Très satisfaisant/ Excellent
41
Satisfaisant/ Good
52
Moyen/ Fair
35
9. Le voyage en train était
Insuffisant/ Poor
7
Très confortable/
Excellent
75
Confortable/ Good
55
10. Le logement à l'hôtel était
Moyen/ Fair
3
Insuffisant/ Poor
2
11. La nourriture était
Excellente/ Excellent
85
Bonne/ Good
39
Moyenne/ Fair
9
Insuffisant/ Poor
9
9
12. Les activités étaient
95
Bonne/ Good
39
Moyenne/ Fair
1
Insuffisante/ Poor
0
BARDONECCHIA 2008 LUX II
School Year 2007-08
1. Mon experience à Bardonecchia a été
62
Positif/ Good
48
Moyen/ Fair
3
Négatif / Poor
0
Oui/ Yes
Non/ No
Autre/ Other
95
1
17
10
3. Le séjour à Bardonecchia était
Trop long/ Too long
About right
7
30
75
4. Les cours de l'après-midi étaient
Excellent
28
Satisfaisants/ Good
49
Moyens/ Fair
22
Insuffisants/ Poor
1
Excellent
87
24
Moyennes/ Fair
2
Insuffisantes/ Poor
0
Satisfaisant/ Good
73
Moyen/ Fair
31
Insuffisant/ Poor
7
11
7. L'assistance des monitrices était
Excellent
63
Satisfaisante/ Good
25
Moyennee/ Fair
14
Insuffisante/ Poor
10
Excellent
52
Satisfaisante/ Good
27
Moyenne/ Fair
11
8. L'assistance des infirmières était
NR
1
20
Satisfaisant/ Good
63
Moyen/ Fair
19
Insuffisant/ Poor
6
Très confortable/ Excellent
40
Confortable/ Good
48
Moyen/ Fair
23
Insuffisant/ Poor
2
12
64
Bonne/ Good
30
Moyenne/ Fair
10
Insuffisante/ Poor
6
12. Les Activités
51
Bonne/ Good
53
Moyenne/ Fair
9
Insuffisante/ Poor
0
Trop long
7
Trop court
39
D'une durée correcte
75
ZINAL 2008 LUX I
School year 2008-09
1. Le séjour à Zinal a été
13
Oui/ Yes
101
Non/ No
6
Autre/ Other
14
50
Satisfaisant/ Good
50
Moyen/ Fair
21
Insuffisant/ Poor
0
4. L'assistence des animateurs était
Excellent
74
Satisfaisants/ Good
28
Moyens/ Fair
12
Insuffisants/ Poor
7
5. L'assistence des moniteurs de ski était
Excellent
70
39
Moyennes/ Fair
11
Insuffisantes/ Poor
1
14
46
Bonne/ Good
65
Moyenne/ Fair
10
Insuffisante/ Poor
0
7. Les activités étaient
59
Bonne/ Good
50
Moyenne/ Fair
11
Insuffisante/ Poor
1
43
Confortable/ Good
62
Moyen/ Fair
11
Insuffisant/ Poor
4
Ne reponds pas
1
15
ZINAL 2008 LUX II
School year 2008-2009
SONDAGE des élèves ayant participé aux classes de neige
1. Mon séjour à Zinal a été
88
Positif/ Good
27
Moyen/ Fair
4
Négatif / Poor
0
Oui/ Yes
Non/ No
Autre/ Other
97
6
16
3. Le séjour à Zinal était
Trop long/ Too long
About right
9
47
63
16
4. Les cours en classe étaient
Excellent
50
Satisfaisants/ Good
51
Moyens/ Fair
11
Insuffisants/ Poor
7
Excellent
66
43
Moyennes/ Fair
9
Insuffisantes/ Poor
1
Satisfaisant/ Good
86
Moyen/ Fair
27
Insuffisant/ Poor
6
7. L'assistance des moniteurs était
Excellent
81
Satisfaisante/ Good
31
Moyennee/ Fair
3
Insuffisante/ Poor
4
17
8. L'assistance des infirmiers était
Excellent
55
Satisfaisante/ Good
18
Moyenne/ Fair
5
NR
2
59
Satisfaisant/ Good
35
Moyen/ Fair
24
Insuffisant/ Poor
1
25
Confortable/ Good
46
Moyen/ Fair
34
Insuffisant/ Poor
14
34
Bonne/ Good
46
Moyenne/ Fair
24
Insuffisante/ Poor
15
18
12. Les activités
72
Bonne/ Good
34
Moyenne/ Fair
11
Insuffisante/ Poor
ZINAL 2009
2
19
20
21
22
23
24
25
26
27
Study in Hungary
Hungary offers high-standard programs in the fields of Medical, Dentistry and Veterinary sciences at centuries-old universities
in Budapest, Szeged and Pécs.
All three universities offer you identical medical programs in English.

Faculty of Medicine
Degree: Doctor of Medicine (M.D.)
Length of studies: 12 semesters

Faculty of Dentistry
Degree: Doctor of Dentistry (D.M.D.)

Faculty of Veterinary Sciences
Degree: Doctor of Veterinary Medicine (D.V.M.)
During the past two decades more than 10.000 international students got enrolled, e.g. from Germany, Norway, Sweden,
Cyprus, Greece, Turkey and Spain. International programs in English and German exist already since 1983.
„What can Hungarian Universities offer to me?” – you may ask. „Why do I choose Hungary?
The programs there are run by highly qualified academic staff and seminars are held in small groups, giving possibilities to
close contact with other students and the professors.
Education is in the credit system, all degrees are automatically recognized in all member states of the European Union.
All universities are located either in the capital or in traditional university towns with lively international student communities
and rich cultural life.
You may apply in Febuary, or even later to Hungarian universities. The condition of admission is not based on your secondary
school grades, rather on the success at the entrance examination which includes multiple choice test in biology, chemistry and
English, and an interview with a professor.
Should you now study in a non-scientific class, thus do not learn biology and chemistry, you have the possibility to enroll to a
pre-medical course that helps you to catch up. You may apply to this pre-medical course even if you wish to continue your
studies at a university in another country.
LIVE, STUDY, GET EXPERIENCE IN HUNGARY
For further information on the programs, visit http://www.studyhungary.hu, and for help and assistance please refer to the
representative of the Hungarian universities in Luxembourg, Ms. Katalin HALÁSZ: [email protected].
The European School Science Symposium is an annual science competition between
groups of students from the 13 European Schools.
A four-day symposium designed to strengthen interest in science, encourage cooperation and promote cross-national teamwork.
st
This year it will take place in Luxembourg on Sunday 21 - Monday 22
Tuesday 23
rd
th
- Wednesday 24
For more information: http://www.euroschool.lu/esss/
nd
-
28
"The role of the school
psychologist"
This was a well attended meeting, with some 80 parents
and also some teachers present. The meeting was chaired
by Ian Dennis. He introduced the three guest speakers:
Mme. Zoe COTSIS, Mme. Virgine BATAILLE, Mme. Sabine
FASS. He thanked the School Directors for their support
and the SEN/LS Working Group of the APEEE(1) for
organising and setting up the meeting.
The arrival of the school psychologists reflects a long battle
in the School Administration Board for the appropriate
budget allocation, and represents an important opportunity
for the school community as a whole. This meeting aimed
to describe their role, and illustrate what kinds of problems
were appropriate for them to deal with, and clarify how
such problems might be handled. Initial presentations were
followed by a lengthy question and answer session which
provided further useful information. Interpretation was
arranged between English, French and German.
The
school
psychologists
are
NOT
there
to
assess/diagnose/treat children with problems, or to
mediate in family conflict. However there is no problem
which would not be appropriate for them to be approached
with. They would then use their role as advisors to all
members of the school community, and would provide links
to appropriate external organizations when necessary.
Contact details were communicated as below. The school
will be urged to include this information on the website and
in the memorandum which is issued to all parents at the
start of the school year.
Virginie BATAILLE
Matin
Lundi
08h30-12h30
Mardi
08h30-12h30
Mercredi
08h30-12h30
Jeudi
08h30-12h30
Vendredi
n/a
[email protected]
Primaire 4320.82441 B.905
Secondaire 4320.82279 B.007
Apres-midi
13h30-16h30
n/a
13h30-16h30
n/a
n/a
Zoe COTSIS
Morning
Monday
n/a
Tuesday
08h30-12h30
Wednesday
08h30-12h30
Thursday
08h30-12h30
Friday
08h30-12h30
[email protected]
Primary 4320.82441 B.905
Secondary 4320.82279 B.007
Sabine FASS
Afternoon
n/a
n/a
13h30-16h30
n/a
13h30-16h30
APEEE Conference - 11th January 2010, 19h0021h30 - JMO building, room M4
SUMMARY OF DISCUSSION
Morgen
Montag
08h20-12h00
Dienstag
n/a
Mittwoch
n/a
Donnerstag
08h20-12h00
Freitag
08h20-12h00
[email protected]
Primary 26.68.99.43 A.027
Nachmittag
13h00-16h30
n/a
12h00-16h30
n/a
n/a
Importantly, the three school psychologists act together,
although they are appointed to the separate school
administrations (Lux.1: Mme.Bataille and Mme.Cotsis,
Lux.2: Mme.Fass). Consequently they cover Anglophone,
Francophone and Germanophone communities directly
(and are each multilingual) and can cover other
nationalities with interpretation, if necessary(2). As there is
no Lux.2 secondary cycle, Mme.Fass expects to deal more
with nursery and primary pupils, but all three experts can
provide advice concerning pupils of all ages. One or other
of the psychologists is available throughout the school
week.
They are experienced professionals, and discussions are
subject to standard ethical guidelines. In Luxembourg,
confidential discussions with persons over the age of 18
would only be disclosed to others in three situations: (a)
intent to self-harm, (b) intent to harm others, (c) intent to
commit a criminal act. Of course, most consultations in
school context will concern minors under the age of 18,
where slightly different confidentiality rules apply. Where
there is any disclosure (e.g. to school administration or to
an external body), parents will always be informed in full in
advance, but this does not amount to seeking their prior
agreement.
- It is therefore conceivable that in certain circumstances, a
referral to an external psychologist would be recommended
against the wishes of the parents, but this would never
happen without their knowledge.
- In response to a specific example, where a child
voluntarily disclosed his/her harassment of another child,
but expressed remorse and claimed to have ceased the
action, the psychologists would probably not disclose, but
each case would have to be taken on its merits.
If a pupil wishes to consult a psychologist, they can simply
drop in to the appropriate room at the school (Lux.1: B007
or B905, Lux.2: A027). Pupils or parents can make
appointments in advance.
Teachers can refer pupils to a psychologist if they identify a
need. In this case, they would interview the teacher and
the child both separately and together, and may attend
classes to observe pupil behaviour – after which they
would speak to the parents and if necessary, make a
referral to an external expert.
- The psychologists have no formal consultative role with
regard to disciplinary procedures, but, like the APEEE
management committee members, are available to advise
families in such circumstances.
- The psychologists expect to be involved in the drafting of
the child protection policy of the school, for which the
deputy director of Lux.1 school, Mr.Lufi, is responsible. The
APEEE is also involved in that process.
- The psychologists will also be invited to follow the work
of the „ETHOS‟ committee, where the APEEE is also
represented.
The psychologists can help to increase awareness in the
school community by talking to the teachers and
administration about the reasons why a child may be
having social or academic problems, This is another aspect
of inclusion.
The psychologists will have a specific role regarding SEN
pupils(3). They would attend SEN Advisory Group
meetings, meet class teachers and SEN teachers
throughout the year, see children, arrange external
referrals to local psychologists or visit national experts.
They can also meet with parents to explain the various
learning disorders and the diagnoses from external experts.
There was an extensive discussion of cyberbullying (eg.
abusive images and information on facebook, twitter and
similar social networking sites, or via emails, SMS and
instant messaging systems). Pupils are typically more
aware of modern technology than their parents, and
parents need to be aware of the immediate and long-term
dangers. Typically, cyberbullying is repeated ad infinitum
as the victims seek to gain revenge on the initial
perpetrators4 – and the whole thing remains in the public
domain. Children feel powerful with the possibilities that
cyberbullying offers, especially as it is more secret than
direct communication. Children need to be educated about
the power of expression through the written word and the
appropriate use of technology. Concrete recommendations
include: Beware of false identities in hat rooms; monitor
internet use; advise children what to do in the event of an
incident. Four profiles were suggested: isolated individuals
adopting false identities; power seekers; „evil girls‟; clicking
by mistake on inappropriate material.
Software is available to block/limit/monitor internet access,
and parents are advised to buy and install it. Another
useful software is „restrictive disclosure‟ programmes which
automatically prevent personal information such as names,
addresses, telephone numbers being published. Signs
which parents should look out for include: apparent
memory loss, under-eating, changes in behaviour,
illness/headaches. There should be zero tolerance for such
incidents: freedom of speech does not include a license to
harm others.
Information was also provided about telephone addiction.
Teenagers typically send an average of 80 SMS per day,
and typically have around 300 names on their contact list.
This sort of use could indicate addiction. Of course, not all
communication is negative, but although teenagers need
this sort of connection to their peers, the nearly constant
texting implies a loss of privacy. The consequences of
heavy use include: sleeplessness, stress, distraction from
work
which
can
negatively
influence
academic
performance, poor use of language, and increased
exposure to cyberbullying (especially to „sexting‟: the
sending of sexually explicit images). Only concerted action
is likely to have any impact on this phenomenon. Of
29
course, active parents can turn off the tap (eg. restrict use
to certain times of day such as refusing access between
10pm and 7am; limiting the budget) – but, as always, the
key answer is probably to maintain a close communication
with your child.
A question was asked about the linkup with the Guidance
Group, a network of confidential counsellors at the
Secondary School, made up of volunteer members of the
teaching staff who have followed some training. The
psychologists had provided some training to this group,
and a note was circulated at the start of term indicating its
existence. However, most parents present in the meeting
were unaware of it. The services of the group are not
clearly understood and it was recommended that greater
publicity could be given to the network, and their role,
including specific information about their availability and
their approach to disclosure of information obtained. The
Guidance Group teachers can be found on the School website, clicking first on Secondary, then on Documents. The
list appears in a doc dated 27 Nov 2009.
The psychologists were recommended to take contact with
colleagues in other European Schools, notably in Brussels
(which are of similar size and could have similar problems).
The psychologists were asked to define hyperactivity, but
given the complex and varied nature of this problem
preferred to see the family concerned individually.
The psychologists will be visiting classrooms to explain
their role, and how they can be contacted, starting in
January(5).
A question was asked about peer pressure to buy GSM,
and about the school policy on GSM usage at school. This
is not really the domain of the school psychologists, but the
choice of whether or not to buy a GSM, as with how to
handle requests to buy the latest fashion clothing or the
latest computer game or any other item, clearly rests with
parents. Of course, the opportunity can be taken to explain
the reasons behind decisions in a way which is appropriate
for the age of the child.
- APEEE representatives understand the reasons why some
parents wish their children to have a GSM already from an
early age. They explained that, for obvious reasons, there
is a policy on children not using GSM in classrooms: the
way this is implemented by individual teachers has to be
taken up with them. Systems are available to block GSM
signals in certain areas (eg. meeting rooms of modern
offices) but these do not exist at the school.
There was a short discussion about inclusivity. The
European Schools cannot cater for all circumstances, but
policies have been adopted in recent years to try and
integrate children from many different backgrounds, and
the APEEE considers this to be an advantage for the whole
community.
The situation for SEN children in Luxembourg is believed to
have improved over time. Clearly, the concept of inclusivity
goes much further than this, and improvements remain to
be made in many areas: the APEEE is actively involved in
that process both at local and at inter-school level.
A question was asked concerning bullying of pupils by
teachers citing a concrete example of surprising behaviour.
30
Clearly the school policy on bullying cannot just refer to
pupil-pupil, teacherpupil or pupil-teacher aggressions. In
principle, the approach of the psychologists if asked to
advise on a teacher-pupil incident, would be similar to their
approach in other cases. Interviews would take
place with the pupil(s) concerned and the teacher, both
separately and together if necessary; parents and the
administration
would
be
contacted;
appropriate
recommendations would be made.
The psychologists confirmed that they would be prepared
to provide advice about bulimia, anorexia and other eating
disorders. They welcomed the opportunity to contribute to
the school/APEEE work on a new canteen call-for-tender.
(1) Mme. Rhonda Wilkinson, Mme. Birgitte Holst, Mme. Isabel Leite, Mme.
Marika Papasideri.
(2) In serious cases, the school is required to find locally a psychologist
speaking the required language , or to pay for someone from the home
country. This is considered more likely in nursery cycle than in higher levels
at the school, particularly given the nature of the school psychologists‟ role
(ie. „urgentiste‟, rather than long-term care).
(3) The annual reports for the Luxembourg schools (Lux.1 and Lux.2
combined) show 49 pupils altogether at 1.9.2008 for
whom a SEN convention has been signed: 8+1=9 in the nursery cycle,
15+5=20 in the primary cycle, 0+20=20 in the secondary cycle.
(4) The technology easily allows arguments to continue after school hours
that in the past would both begin and end on the playground.
(5) It will take time to complete this task: as at 1.9.2010 there are some
237 classes altogether in the Luxembourg schools (Lux.1+Lux.2 combined) :
26 in the nursery cycle (13+13), 89 in the primary cycle (52+37), 122 in the
secondary cycle (122+0).
FAPEL
Fapel is a Federation of Luxembourg based Parents Associations. APEEE is a member and is pleased to have facilitated
their recent AGM on Friday 26th February 2010. For more detailsabout FAPEL see: http://www.fapel.lu/CMS/
Version française ci-après
DCSF Parental engagement in their child's learning & development Programme:
Consultative Group: Newsletter February 2010
The purpose of this bulletin is to update the Parental Engagement Consultative group on key programme activities.
Update on various projects since October 2009 (no particular order)
Children, Schools and Families Bill
The Children, Schools and Families Bill was presented to Parliament on 19 November 2009. This is known as First Reading and there was
no debate on the Bill at this stage. This Bill had a Second Reading debate on 11 January 2010 and was referred to a Public Bill
Committee on 19 and 21 January 2010. The Bill aims includes the provision
of guarantees for parents and pupils, setting out what they are entitled to expect from the scools system ; and a means of redress if
expectations are not met.
Pupil and Parent Guarantee - consultation
Public consultation on the draft Pupil and Parent Guarantee (PPG) document was published 11/1/2010. The full text of the PPG and the
consultation questions can be found at www.dcsf.gov.uk/consultations
The PPG brings together in one place an account of the key components of a good education with the focus on pupils and parents. This
will ensure that parents and children understand what they are entitled to expect from schools. It will also make clear the responsibilities
of parents and pupils in supporting schools to do their best for children.
In summary the Guarantees will:
 Introduce important new entitlements to ensure all children and young people get the best possible education and outline
existing provisions ;
 Relate to one or more of the pupil and parent ambitions set out in the Children, Schools and Families Bill ;
 Build on Every Child Matters, the Children's Plan, the White Paper (Yourchild, your schools, our future: building a 21st century
schools system ;
 Outline targeted interventions and support that will need to be provided for some children because of their particular needs and
circumstances ;
 Provide a clear way to put things right if they go wrong.
The PPG comes into effect September 2011. (Please note that therefore the draft of the PPG is describing things that will have, by that
point, already come into effect and so is written in the past tense).
New home-school agreements - consultation on the content of the statutory guidance
This is scheduled to commence early February and will last until mid-April2010.
Parental Engagement - Call for practice evidence
The Parental Engagement Programme includes a strand of work commissioning additional research on what practitioners and settings
can do to support and encourage stronger parental engagement.
We are formally contracting with organisations to undertake research and assist in the production of guidance and materials to increase
31
the quality and level of parental engagement.
The Institute of Education will produce academic research the conclusions of which will make clear to practitioners what they can do to
support and encourage stronger parental engagement by highlighting those initiatives which have proved to be most successful.
In addition we have chosen Edcoms to assist in producing guidance and materials to help schools, local authorities and other
stakeholders to improve their support to help the parents of school aged children engage with their child's learning and development.
Please note that we plan to share the information submitted to [email protected]
with researchers and delivery partners.
How primary and secondary schools help parents and carers to improve their child's learning
DCSF's School Standards Group has published guidance designed to highlight ways in which parental engagement can be rolled out
in primary and secondary schools.
The work highlights initiatives trialed in 15 schools and will act as a useful way to get the issue of parental engagement in the forefront
of stakeholders minds prior to the publication of the more comprehensive work already mentioned.
How primary and secondary schools help parents and carers to improve their child's learning" is now available for order at the link below.
Please forward details of the publication through your delivery chains. Hard copies are available free of charge and includes a DVD of
further information.
http://publications.teachernet.gov.uk/default.aspx?PageFunction=productdetails&PageMode=publications&Productld=DCSF-01115-2009
Consultation on school and pupil information regulations
Please click on the following link to access the DCSF public consultation on the Pupil and School Information Regulations:
http://www.dcsf.gov.uk/consultations/index.cfm?action=consultationDetails&consultationId=1692&external=no&menu=1
The Children's Plan Progress Report commits the Government to reviewing the secondary legislation which governs the information that
schools record and provide on pupils (in educational and curricular records and school reports); and on themselves (in prospectuses).
This consultation sets out proposed amendments to this legislation, which are intended to help parents to have better access to
information about their children's learning and development. When implemented, the revised regulations will be accompanied by
guidance for schools and local authorities - views on the content of the guidance are also welcomed.
Disability Discrimination Act 2005 and Disabled children: guidance for schools:
In November 2009 the DCSF and National Strategies issued a leaflet to help schools comply with their duties under the
DisabilityDiscrimination Act 2005 to eliminate harassment of disabled children and actively promote their well-being within schools.
The leaflet provides schools with a step-by-step,
easy to understand guide about the actions they must take to comply with their duties. To see the leaflet go to :
http://nationalstrategies.standards.dcsf.gov.uk/node/245305
Early Years: Provider Influence on the Home Learning Environment.
The Department has commissioned qualitative research to find out which early years provider qualities and behaviours are effective in
supporting parents to enrich their home learning environment.
It will also look at what kinds of interactions are deliverable by different kinds of providers delivering the Early Years Foundation Stage.
The research is scheduled to report at the end of the year, 2010.
The I-Sign – BSL Pilot Project
The I-Sign project to raise awareness of British Sign Language in families of deaf and hearing impaired children and to increase the
number of higher level BSL signers in the children's workforce is being taken forward by a consortium lead by the Royal National Institute
for the Blind. Other consortium members are the British Deaf Association, Signature, National Deaf Children's Society, University of
Central Lancashire, Merseyside Society for Deaf People and Exeter Royal Academy for Deaf Education. The project was launched in June
2009 and will run until March 2011 in two pilot areas in the North West and South West.
The I-Sign website is now up and running. For further information go to http://www.i-sign.org.uk/home
Achievement for All
The Achievement for All project aims to:
 improve the achievement outcomes of pupils with SEN ;
 improve these pupil's parents engagement with their schools; and
 improve these pupils wider outcomes.
The project launched in 450 schools across the country in September 2009. Early evidence has shown that it is having a positive impact
and head teachers in particular have welcomed the collaborative nature of the project and the capacity to refocus and examine their
strategies. In the first term National Strategies and the University of East London delivered training to teachers on holding a structured
conversation with parents. The aim of the conversation is for teachers to listen to parents, ensure that parents are getting information in
a way that suits them and also work together to ensure that targets for the pupil are stretching enough to
help the pupil fulfil their potential. This training has been delivered to 400 teachers and cascaded to the other teachers in the pilot.
Services for Disabled Children - Parental Survey:
The second national indicator and sub-indicators of parental experience of services for disabled children were published on 15th
December, together with local level equivalents for almost all local authorities (LAs) and primary care trusts (PCTs).The national score
has increased by two indicator points, from 59 in the first year to 61.
Families Green Paper
Support for All:the Families and Relationships Green Paper was published on Wednesday 20 January. It sets out a wide range of
measures to support all families as they bring up their children and to help families cope with times of stress and difficulty. The proposals
recognise that while all families need some help, there are families in our society with complex needs and others who require additional-
32
and sometimes non-negotiable- support.
The proposals aim to influence factors that can strengthen or weaken family life, such as the choices available about balancing
employment with bringing up children; and how welcoming and accessible public services are to families of all kinds.
The Paper focuses mostly on supporting family relationships by enabling families to help themselves. It also considers the position of
children and other family members when family relationships have broken down.
Some of the policy proposals can be implemented straight away; others are for consultation or will take longer to put into place. Visit the
DCSF Consultation site to respond to the consultation which ends 21/4/10:
http://www.dcsf.gov.uk/consultations/index.cfm?action=consultationDetails&consultationId=1685&external=no&menu=1
Sure Start Children's Centre's
A major national communications campaign is underway to promote children's centres. It aims to raise awareness among parents of the
services on offer and encourage them to go to their nearest centre. The campaign includes radio adverts, bus shelter posters, adverts in
consumer magazines and on video screens in over 1300 GP surgeries from now until the middle of December. Further activity will take
place between January and the end of
March 2010.
The Lamb inquiry
The Lamb Inquiry published its final report on the 16 December 2009. This report builds on interim reports into how to improve parental
confidence in the education system. The interim reports have already led to the parent's right of appeal and raising SEN as a priority for
Ofsted being set as
clauses in the 5th session children, schools and
families Bill.The Inquiry made 51 recommendations; all but three were immediately
accepted in a SoS response made on the day.
Recommendations focused on ensuring a focus on children's outcomes, strengthening parental voice in the system, more strategic local
level approaches, strengthening accountability in the system and different models for providing services. A full government
implementation plan will be published shortly.
Behavior and Attendance
A new booklet for parents, Working Together for Good Behaviour in Schools, published in September 2009, sets out the powers that
schools have in relation to children's behaviour; every parent's responsibility for ensuring the good behaviour of their children; and what
parents can expect from the school and what they can do if they have
concerns that these are not being used fairly or effectively. It is vital that head teachers and teachers are able to gain the support of
parents and pupils when addressing poor behaviour. Copies of the leaflet can be found at:
www.teachernet.gov.uk/publications
Disabled Parents: CfBTResearch/ University of Strathclyde
Schools could do more to support disabled parents says researcher Richard Brunner of the Department of Educational & Professional
Studies. The call comes at the end of a 12-month study into how parents with mobility impairments, sensory impairments, learning
disabilities and mental distress are involved in their children's education.
Researchers Mr Brunner, Professor Kirsten Stalker, Dr June Mitchell and Ms Roseann Maguire, asked parents in the North of England and
Scotland to share examples of-good practices by schools. Mr Brunner said: "Previous research has shown that children do better when
their parents are involved in their education. Under the Disability Discrimination Act 2005, disabled parents have the right to be just as
involved in their children's education as any other parent."
The main findings show that schools can best help disabled parents be equally involved by:
 Making anticipatory adjustments that help disabled parents in general, such as making school buildings accessible or using large
print for all letters home.
 Discussing a disabled parent's needs with them and tailoring adjustments for each individual. This can include, for example,
speaking - rather than writing - to a parent with a learning disability about their child's homework or minimising stress when
meetings are held involving parents with mental distress.
 Continuing to offer generic support for all parents. For example, disabled parents said parent support officers, family support
groups and homework clubs often served their needs well.
Mr Brunner said every class in the UKwas likely to have some students with parents who are disabled people. "Accordingto the best data
we could find, one in nine parents in the UKis a disabled person.
These parents have been far too invisible for far too long. More account needs to be taken of their support needs so that their children
have an equal opportunity to thrive in school."
In partnership with the CfBT Education Trust, the research findings have been used to write a guidance document for schools and
information for parents. The documents can be accessed on line at the CfBT Education Trust website:
 http://www.cfbt.com/evidenceforeducation/pd/2500_Guidance 5.pdf
 http://www.cfbt.com/evidenceforeducation/pdf/2.%202500_EasyRead%20Summary_3.pdf
 http://www.cfbt.com/evidenceforeducation/pdf/2.%202500_Parents-Leaflet_3.pdf
 http://www.cfbt.com/evidenceforeducation/pdf/4.%202500_DPReport_5.pdf
English version above
L’engagement parental dans le programme de développement et d’apprentissage de leur enfant
D‟après la Newsletter du Groupe Consultatif du Département britannique pour les Enfants, les Ecoles et les Familles
(Department for Children, Schools and Families, DCSF)
L‟objectif de ce bulletin est la mise à jour des principales activités du programme du Groupe Consultatif d‟Engagement Parental
(Parental Engagement Consultative Group, PECG).
Mise à jour de différents projets depuis octobre 2009 (pas d’ordre particulier)
Le projet de loi sur les Enfants, les Ecoles et les Familles a été présenté au Parlement le 19 novembre 2009 en première lecture et il
n‟y a pas eu de débat à ce stade. Le débat a eu lieu en seconde lecture le 11 janvier 2010 et le projet a été présenté au Comité des
projets de loi du domaine public les 19 et 21 janvier 2010. Les objectifs du projet incluent la provision de garanties pour les parents
et les élèves, en précisant ce à quoi ils peuvent s‟attendre de la part du système scolaire ainsi que les moyens d‟y remédier si on ne
répond pas à leurs attentes.
Consultation sur la Garantie pour les Elèves et les Parents (Pupil and Parent Guarantee, PPG)
La consultation publique sur le document du projet de loi concernant la Garantie pour les Elèves et les Parents (PPG) a été publiée le
11/1/2010. Le texte complet de la PPG ainsi que les questions de la consultation peuvent être consultés sur le site
www.dcsf.gov.uk/consultations.
La PPG rassemble en un endroit unique l‟explication des principales composantes d‟une bonne éducation en mettant l‟accent sur les
élèves et les parents, dans le but que les parents et les enfants comprennent ce qu‟ils sont en droit d‟attendre des écoles. Cela
rendra également les responsabilités des parents et des élèves dans leur soutien aux écoles plus claires afin qu‟ils fassent de leur
mieux pour les enfants.
En résumé, la Garantie permettra :
 D‟introduire des droits nouveaux et importants assurant la meilleure éducation possible à tous les enfants et tous les
jeunes et de souligner les dispositions existantes ;
 De faire le lien avec une ou plusieurs des ambitions des élèves et des parents exposées dans le projet de loi sur les
Enfants, les Ecoles et les Familles ;
 De construire sur le Plan des Enfants, le Livre blanc (« Votre Enfant, vos écoles, notre future : construire le système
scolaire du 21ème s. »);
 De souligner des interventions ciblées et de soutenir ce qu‟il sera nécessaire de fournir à certains enfants en raison de leurs
besoins particuliers ou des circonstances ;
 De fournir un moyen clair de redresser les choses si elles vont de travers.
La PPG entrera en vigueur en septembre 2011 (merci de noter que par conséquent, l‟avant-projet de PPG décrit les choses qui seront
déjà entrées en application à cette période et est donc écrit au passé).
Nouveaux accords maison-école : consultation sur le contenu de l’orientation statutaire :
Le début de la consultation est prévue début février et durera jusqu‟à la mi-avril 2010.
Engagement parental – Appel à témoignage sur la pratique
Le Programme sur l‟Engagement Parental inclue un vaste travail supposant des recherches additionnelles sur ce que les praticiens et
les répartitions par groupes de niveau peuvent faire pour soutenir et encourager un engagement parental plus important.
Nous sommes en train de contractualiser avec des organisations pour entreprendre des recherches et aider à la production
d‟orientations ainsi que de matériel destinés à améliorer la qualité et le niveau de l‟engagement parental.
L‟Institut pour l‟Education fournira les conclusions des recherches académiques qui permettront aux praticiens de se rendre compte
de ce qu‟ils peuvent faire pour soutenir et encourager un engagement parental plus important par la mise en relief des initiatives qui
se sont avérées les plus réussies.
De plus, nous avons choisi Edcoms pour nous fournir une assistance dans la production de nouvelles orientations ainsi que de
matériel destinés à aider les écoles, les autorités locales et les autres acteurs à améliorer leur aide aux parents d‟enfants en âge de
fréquenter l‟école pour l‟apprentissage et le développement de leur enfant.
Les informations transmises seront partagées avec les chercheurs et les différents partenaires à l‟adresse :
[email protected]
Comment les écoles primaires et secondaires aident les parents et les tuteurs à améliorer l’apprentissage de leur
enfant
Le Groupe sur les Standards à l’Ecole du Département britannique pour les Enfants, les Ecoles et les Familles a publié
des orientations destinées à mettre en lumière les moyens avec lesquels l‟engagement parental peut être étendu dans les écoles
primaires et secondaires.
Les travaux soulignent les initiatives mises en place dans 15 écoles et contribueront efficacement à mettre en avant la problématique
de l‟engagement parental auprès des acteurs avant la publication des travaux préalablement mentionnés.
« Comment les écoles primaires et secondaires aident les parents et les tuteurs à améliorer l‟apprentissage de leur enfant » peut à
présent être commandé à partir du lien ci-dessous. Des copies sont disponibles gratuitement et contiennent un DVD d‟informations
complémentaires.
http://publications.teachernet.gov.uk/default.aspx?PageFunction=productdetails&PageMode=publications&Productld=DCSF-011152009
Consultation sur les règlements relatifs à l’information de l’école et des élèves
Merci de cliquer sur le lien suivant pour accéder à la consultation publique sur les règlements relatifs à l‟information de l‟école et des
élèves :
http://www.dcsf.gov.uk/consultations/index.cfm?action=consultationDetails&consultationld=1692&external=no&menu=1
Le Rapport sur les Progrès du Plan pour les Enfants contraint le gouvernement à revoir la législation secondaire concernant
l‟information que les écoles enregistrent et fournissent sur les élèves (dans les données sur l‟éducation et le curriculum ainsi que dans
les rapports scolaires), et sur elles-mêmes (prospectus).
33
34
Cette consultation expose les amendements proposés pour cette législation, qui sont destinés à aider les parents à obtenir un
meilleur accès à l‟information concernant l‟apprentissage et le développement de leur enfant. Lorsqu‟ils entreront en vigueur, les
règlements révisés seront accompagnés par des orientations pour les écoles et les autorités locales.
Loi de 2005 sur la Discrimination en matière de Handicap et d’Enfants Handicapés : orientations pour les écoles
En novembre 2009, le Département britannique pour les Enfants, les Ecoles et les Familles et Stratégies Nationales ont publié une
brochure pour aider les écoles à remplir leurs obligations résultant de la loi de 2005 sur la Discrimination en matière de Handicap
dans l‟élimination du harcèlement des enfants handicapés et la promotion active de leur bien-être au sein des écoles. Cette brochure
fournit aux écoles un guide facile à comprendre, détaillant étape par étape les actions à entreprendre pour répondre à leurs
obligations. La brochure peut être consultée à l‟adresse : http://nationalstrategies.standards.dcsf.gov.uk/node/245305
Premières années : influence sur l’environnement de l’apprentissage à la maison
Le Département a demandé une étude qualitative afin de déterminer quel fournisseur de qualités et de comportements durant les
premières années est efficace pour inciter les parents à enrichir leur environnement d‟apprentissage à la maison. L‟étude déterminera
également quel type d‟interactions est fourni par les différents types de fournisseurs produisant l‟étape de fondation des premières
années. Le rapport de l‟étude est prévu pour la fin de l‟année 2010.
Le projet-pilote I-Sign – BSL
Le projet I-Sign, destiné à éveiller l‟intérêt pour le langage des signes britannique (British Sign
Language, BSL) dans les familles d‟enfants sourds ou malentendants et à accroître le niveau d‟enfants ayant une grande maîtrise de
ce langage, est dirigé par un consortium mené par l‟Institut Royal National pour les Aveugles. Les autres membres du consortium
sont l‟Association Britannique pour les Sourds, la Société Nationale pour les enfants sourds, l‟Université du Lancashire Central, la
Société Merseyside pour les Sourds, et l‟Académie Royale Exeter pour l‟Education des Sourds. Le projet a été lancé en juin 2009 et
durera jusqu‟en mars 2011 dans deux régions-pilote du Nord-Ouest et du Sud-Ouest.
De plus amples informations peuvent être trouvées sur le site Web I-Sign qui fonctionne à présent à l‟adresse :
http://www.isign.org.uk/home
La réussite pour tous
Le projet



« La réussite pour tous » vise à :
Améliorer les résultats du niveau des enfants SEN ;
Améliorer l‟engagement des parents de ces élèves dans leurs écoles ; et
Améliorer les résultats de ces enfants.
Le projet a été lancé dans 450 écoles dans le pays en septembre 2009. Les premières expériences ont démontré son impact positif.
Les professeurs principaux en particulier ont salué la nature collaborative du projet et sa capacité à se recentrer et à examiner les
stratégies. Durant le premier trimestre, Stratégies Nationales et l‟Université de Londres-Est ont formé les professeurs à tenir une
conversation structurée avec les parents. Le but est d‟inciter les professeurs à écouter les parents, de telle sorte que les parents
reçoivent l‟information d‟une façon qui leur convient et de collaborer afin de s‟assurer que les objectifs soient suffisamment étendus
pour aider l‟élève à réaliser son potentiel. La formation a été assurée auprès de 400 enseignants et a eu un effet bénéfique sur les
autres enseignants du projet-pilote.
Services pour les enfants handicapés – Enquête parentale :
Le second indicateur national et les sous-indicateurs de l‟expérience parentale relative aux services pour les enfants handicapés ont
été publiés le 15 décembre, de concert avec leurs équivalents au niveau local pour presque toutes les autorités locales (LAs) et les
Caisses régionales de santé (primary care trusts, PCTs). Le niveau national a augmenté de deux points d‟indicateurs, de 59 la
première année à 61.
Le Livre vert sur les Familles
« Soutien pour tous : le Livre Vert sur les Familles et les Relations » a été publié mercredi 20 janvier. Il expose une grande variété
de mesures pour soutenir toutes les familles dans l‟éducation de leur enfant, particulièrement dans des moments stressants et
difficiles. Les propositions reconnaissent que si toutes les familles ont besoin d‟aide, il existe des familles dans notre société avec des
besoins complexes et d‟autres qui nécessitent un soutien supplémentaire, et parfois non négociable.
Les propositions visent à influencer les facteurs qui peuvent renforcer ou affaiblir la vie familiale, comme les choix disponibles entre
l‟emploi et l‟éducation des enfants, ou le caractère accueillant et accessible des services publics pour toute sorte de familles.
Le Livre met surtout l‟accent sur le soutien aux relations familiales en permettant aux familles de s‟entraider. Il étudie également la
position des enfants et d‟autres membres de la famille lorsque les relations familiales sont brisées.
Certaines des propositions peuvent être appliquées immédiatement ; d‟autres sont pour consultation ou prendront plus de temps à
être mises en place.
Les Centres pour les Enfants ayant un bon départ
Une importante campagne de communication nationale est en cours afin de promouvoir les centres pour enfants. Elle vise à éveiller
l‟attention des parents sur les services offerts et à les encourager à se rendre dans les centres les plus proches. La campagne
englobe des annonces à la radio, des posters sur les abris-bus, des annonces dans les magazines de consommateurs et sur les
écrans dans plus de 1 300 cabinets de médecins généralistes jusqu‟à la mi-décembre.
L’enquête Lamb
L‟enquête Lamb a publié son rapport final le 16 décembre 2009. Ce rapport est basé sur des rapports intermédiaires destinés à
améliorer la confiance parentale dans le système éducatif. Les rapports intermédiaires ont déjà conduit au droit d‟appel des parents
et à élever les SEN au rang de priorité pour Ofsted en tant que clauses dans la cinquième session du projet de loi sur les enfants, les
écoles et les familles. L‟enquête a fait 51 recommandations ; l‟ensemble des recommandations, sauf trois d‟entre elles, ont été
acceptées dans une réponse SOS faite le jour-même.
Les recommandations se concentrent sur les résultats des enfants, une prise en compte plus importante de la voix des parents dans
le système, plus d‟approches stratégiques au niveau local, le renforcement de la comptabilité dans le système et différents modèles
pour fournir des services. Un plan gouvernemental global de mise en application sera publié prochainement.
Comportement et fréquentation
Un nouveau livret pour les parents, « Collaborer pour une bonne attitude à l‟école », publié en septembre 2009, expose les pouvoirs
des écoles dans le comportement des enfants, la responsabilité de chaque parent dans le bon comportement de leur enfant, et ce
que les parents sont en droit d‟attendre de l‟école et comment ils peuvent agir s‟ils ont des craintes sur leur utilisation partiale ou
effective. Il est très important que les professeurs principaux et les professeurs soient capables de gagner le soutien des parents et
des élèves pour répondre à la mauvaise conduite. Des copies du livret peuvent être consultées sur :
www.teachernet.gov.uk/publications
Parents handicapés : Recherche CfBT/ Université de Strathclyde
Les écoles pourraient faire davantage pour soutenir les parents handicapés, affirme le chercheur Richard Brunner du Département
sur les Etudes Educatives et Professionnelles. L‟appel intervient à l‟issue d‟une étude de 12 mois sur la façon dont les parents à
mobilité réduite, à déficience sensorielle, en difficulté d‟apprentissage et à déficience mentale sont impliqués dans l‟éducation de leur
enfant. Les chercheurs M. Brunner, le Professeur Kirsten Stalker, le Dr June Mitchell et Roseann Maguire ont demandé aux parents
dans le Nord de l‟Angleterre et en Ecosse de partager des exemples de bonnes pratiques par les écoles. M. Brunner a affirmé :
« Des recherches antérieures ont montré que les enfants réussissaient mieux lorsque leurs parents étaient impliqués dans leur
éducation. La loi de 2005 sur la Discrimination en matière de Handicap accorde le droit aux parents handicapés d‟être tout autant
impliqués dans l‟éducation de leurs enfants que n‟importe quel autre parent. »
Les principales découvertes montrent que les écoles peuvent aider le mieux les parents handicapés à être impliqués de façon
égalitaire par les moyens suivants :

Effectuer des ajustements de façon anticipée, comme rendre les bâtiments scolaires accessibles ou utiliser de grands
caractères pour tous les courriers à la maison.

Discuter avec les parents handicapés de leurs besoins et en effectuant les ajustements nécessaires pour chaque individuel.
Ceci implique, par exemple, de parler plutôt que d‟écrire à un parent en difficulté d‟apprentissage pour les devoirs de son
enfant, ou de diminuer le stress lors de l‟organisation de réunions dans lesquelles des parents à déficience mentale sont
impliqués.

Continuer à offrir un soutien générique à tous les parents. Par exemple, les parents handicapés relèvent que les officiers de
soutien aux parents, les groupes de soutien aux familles et les clubs pour les devoirs répondent souvent bien à leurs
besoins.
M. Brunner a affirmé que chaque classe au Royaume-Uni a une chance de comporter des étudiants dont les parents sont handicapés.
« Selon les meilleures données trouvées, 1 parent sur 9 au Royaume-Uni est handicapé. Ces parents ont été trop invisibles trop
longtemps. Leurs besoins en soutien devront être pris en compte de façon à ce que leurs enfants puissent bénéficier d‟une chance
égale de réussite à l‟école. »
En partenariat avec le Fonds pour l‟Education du CfBT, les résultats de la recherche ont été utilisés pour écrire un document
d‟orientations pour les écoles et d‟information pour les parents. Le document est accessible en ligne sur le site du Fonds pour
l‟Education du CfBT :

http://www.cfbt.com/evidenceforeducation/pdf/2500 Guidance_5.pdf

http://www.cfbt.com/evidenceforeducation/pdf/2.%202500 EasvRead%20Summary_ 3.pdf

http://www.cfbt.com/evidenceforeducation/pdf/2.%202500 Parents-Leaflet 3.pdf

http://www.cfbt.com/evidenceforeducation/pdf/4.%202500 DPReport _5.pdf
35
36
37
38
39
MERITE JEUNESSE
The Award Ceremony
On Tuesday the 23 February 2010, at the Athénée de Luxembourg, a long line of smartly attired young adults
eargerly awaited their well-earned award from H.R.H Grand Duc Jean and H.R.H Prince Guillaume as well as the
Minister of Family and Integration, Mrs Marie-Josée Jacobs at the annual Mérite Jeunesse‟ Awards ceremony. The
plush hall was brimming with youthful talent exemplified by the flawless renditions of the Athénée orchestra who
entertained the audience throughout the ceremony.
After the presentation of the winner of the « Prix du Mérite Jeunesse 2009 », awarded for the project
« Rouloto‟graphe » some of the Gold holders shared with the audience their outstanding and quite diverse
experiences they gained with the Mérite and the impact this had on their young lifes.
Congratulations to all participants for the unwavering efforts they have done in the course of the last months !
Besides David and Linda Cadwallader also received well earned praise and were honored for their extaordinary
services with a certificate of recognition. Having run the Mérite for many years at the European school they got
leaders and students alike enthusiastic for the programme and also made it possible to offer a National expedition
for all the Mérite units here in Luxembourg. Now as they have settled down in Southern France a new team of well
trained tutors, as Stephen Symons, Feona Crompton, Annette Weaver and Trevor King, took on the idea and continue
doing a fantastic job at the European School as we could see by the impressive number of participants at the
ceremony.
From the intial the Mérite Jeunesse has been founded in 1993 in Luxembourg and is chaired by H.R .H the Prince
Guillaume as the President of the Administrative Council and supported by a board of 12 members. Since then the
foundation has grown constantly and is considered now of being a full member of the International Award Association
and a part of the « European-Mediterranean and Arab States Region ». Over 6 million young people have taken up
the Award challenge worldwide in more than 120 countries.
Article offered by Adeline Krausch
40
*****
MERITE JEUNESSE Exploring the world…
and yourself.
Spring is nearly here and for the
past fifteen years for Linda
Cadwallader and myself that has
meant attending the Presentation of
Awards for the Merite Jeunesse.
The awards are presented each year
by SAR Grand Duke Jean and SAR
Prince Guillaume, in the presence of
government ministers, parents and
of course the participants, many of
whom come from the European
School. Once again this year there
were several dozen awards for
students at the school, at Bronze,
Silver and Gold levels.
What is it?
Despite the fact that we have been going for so long, there are still parents who have no idea of who we are
or what we do. The Merite Jeunesse (also known as the Duke of Edinburgh Award in UK) exists world-wide
to promote the development of personal skills, initiative, self confidence and achievement among young
people. Started in 1956, the award has over 6 million award holders and many thousands of active adults who
support them. Each participant takes part in a range of activities each year from four areas (Sport, Skill,
Service and Adventurous activity). Participants choose what they will undertake, and the pace at which they
will proceed. The activities are non competitive but represent a challenge to be completed. Participants may
start at age 14 and continue to the age of 24. There are around 80 to 100 students from the school active at
any one time, and several hundred have gained awards. The web site is linked to the school home page
(merite.letzebuerg.org)
What do they do?
41
Taking the past couple of years as an example, students take part in a huge range of sports, from scuba to
rock climbing, sailing to skiing. Their skills may be cultural (music, drama, photography); linguistic (Japanese,
Danish, Swedish) or creative (art, knitting, model making, web site design.) For service they work regularly
either in Luxembourg for Tiers Monde, for the International Bazaar, Amnesty, the Protection Civil, or Red
Cross) or further afield, working in hospitals, nature reserves, orphanages and schools in Europe, Africa and
Asia.
The adventurous activity usually involves backpacking for several days, but we have also had
expeditions by bicycle and canoe. We run training weekends and expeditions in Luxembourg (often in the
Petite Suisse) but also in the Alps and the Pyrennees. Our main 2009 expedition was in the Vosges, but some
participants also took part in explorations and expeditions organized by other groups in Finland and China. At
Gold level there is also an additional activity, a residential week away from your friends. Again this can be
local to Luxembourg, or meeting with other participants, (an environmental week in Portugal, working in an
orphanage in Tanzania, or on a lion reserve in South Africa!)
Why do they do it?
You need to ask them! At the award presentation they get a certificate, but also a huge sense of
achievement. Many speak of exceeding the limits they thought they had, both physically and mentally,
developing a resilience and mental toughness that they were not aware of, and forming friendships born out
of completing a difficult task together as a team. The award is highly valued by universities and employers,
who recognize the transferable skills the participants have demonstrated.
Who helps them?
In the European School there are a team of teachers supporting the programme, among others Mrs Weaver,
Ms Crompton, Mr Symons and Mr King. Until recently there was also Mr Penn (now at the ISL, which also
participates in the award) and the two of us, David & Linda Cadwallader. For us the presentation was a
chance to meet old friends from the award, and for the last time to congratulate “our” award participants,
some of whom had worked closely with us for several years. Well, maybe not the last. There is already talk
of expeditions in the Pyrennees where we are now located, renovating a mountain refuge for walkers
(parents interested can follow our progress on www.refugemadeloc.com) and we are pretty sure that we will
continue some connection with the award, and the parents and students who have worked with us over the
years.
By David Cadwallader
42
My name is Grace Courlander. I am currently a first year student at the University of Exeter,
studying English and French. This time last year, I was a student at the European School of
Luxembourg, standing on a platform in front of Grand Duc Jean, giving a presentation on my
time with the Merite Jeunesse.
The first thing I said when I was told about the Merite Jeunesse was
“absolutely no way will I be doing that!”. The idea of waking up in a
frozen tent to face another day of continuous walking, surrounded by
creepy-crawlies somehow just didn't appeal to me. I ended up staying for
the three years and loved it! I'm going to tell you a little bit about my
experience with the Merite Jeunesse de Luxembourg.
To receive an award, you must show commitment in three areas: service, skill and sport. These
are left up to you to decide. For my service, I concentrated mostly on childcare, helping in the
crèche at the international bazaar and doing free babysitting. I also worked in the school Tiers
Monde discos, which was fun as well as work! For my gold award, I decided to try something
new and, as I would be studying literature at university, I chose to help out in the school library.
For my school, I learnt to play the piano. I had already been doing this activity, but decided to
use it as my skill in order to advance it even more. I like to play a bit of everything, be it pop
songs, jazz music or classical pieces. I completed all of my exams up to grade 6. Finally, for my
sport, I did ballet. Again, I had already been going to classes but doing it for Merite Jeunesse
meant that I would get credit for the hard work I put in. I passed my final exam in July last year
with merit. Every other year, the school puts on a show in which the students can participate
and also help to choreograph.
That was the easy part of the award. The slightly more challenging part, but no less fun, is the
expeditions. On my bronze expedition, we had the first frost of the year and it got so cold that
we had to wear all our clothes. Five of us spent the night in a three man tent! My silver
expedition took place in the Vosges, where it
rained so much that my waterproofs came back to
Luxembourg no longer waterproof! We had some
excellent survival practice in watching out for
hypothermia in our group. Now, of course, having
had all kinds of awful weather on all our previous
expeditions, the gold exploration to Banyuls turned out to be extremely hot! Instead of
having to look out for hypothermia, we were warned against heatstroke. It was on this hike
that we realised that the hills in Luxembourg were really not that big! We walked along the
border between France and Spain for three days and, when we reached the beach, took
part in activities such as sea kayak and snorkelling. We also helped the locals by painting a
refuge which was covered in graffiti. The most amazing thing about these expeditions is
just how much you bond with your group: I have made friends for life on these trips.
To complete your gold award, you must have done a residential. I joined an environmental project on a
natural park outside Lisbon, Portugal for one week. This was an international event which meant I made
lots of friends from many different countries. In total, we were 70 participants from 13 countries around
the world. We worked in the natural park during the day, helping to clear the beaches of invasive plants,
making bird boxes and clearing riverbeds. We also took part in environmental conferences. This was
certainly challenging work but lots of fun! I really enjoyed myself and felt proud of what I had achieved.
Finally, here are just a few impressions about my time with the Merite that will stay with me forever:
a. “Don't worry guys, I know exactly where we are!”
“Where?”
“We're lost!”
 “Left or right?”
“Left, definitely left”
“How are you so sure?”
“It's down and I'm not walking up anymore hills!”
Grace Courlander
43
U.G.D.A. –Remise de Diplômes
Des musiciens honorés
OBERANVEN La cérémonie de remise des diplômes de l‟UGDA a rassemblé plus d‟un millier de personnes.
L‟école de musique de l‟union Grand-Duc Adolphe a remis à 616 élèves les diplômes de l‟année scolaire 2008/2009 dans la
grande salle du centre culturel et sportif Am Sand. Une cérémonie durant laquelle étaient offerts plusieurs moments
musicaux.
« L’an passé, le nombre d’élèves de l’école de musique UGDA a fortement augmenté. Nous avions l’an passé
4 400 élèves et cette année nous avons enregistré une progression de 300 élèves. Nous avons aujourd’hui
plus de 4 700 élèves et 180 enseignants que nous détachons dans les différentes sections », annonce
d‟emblée le directeur de l‟école de musique de l‟UGDA, heureux de voir que la musique continue à rassembler de plus en
plus d‟amateurs.
Main dans la main avec les communes
Un succès qu‟il explique par le fait que l‟école de musique est au plus près de la population étant donné que les cours
sont dispensés dans un grand nombre des communes du pays, en collaboration avec quatre syndicats intercommunaux.
Rappelons que les communes sont conventionnées avec l‟UGDA qui assure des cours de solfège et apprend à jouer sur
différents instruments. Une proximité à laquelle s‟ajoutent les projets de coopération avec les villes et localités permettant
d‟encadrer les jeunes pendant des journées entières : « Dans les maisons relais, par exemple, nous avons
introduit des cours d’initiation de la musique. Un autre projet-pilote concerne le chant choral. Une centaine
d’adultes y participent. Un troisième point important c’est que des ensembles instrumentaux sont en train
de se créer afin de permettre aux musiciens d’intégrer par la suite une fanfare ou une chorale. » L‟offre de
formation musicale de l‟UGDA est de plus en plus importante. Cette année ont été introduits des cours de guitare
électrique qui s‟ajoutent aux autres cours d‟instruments à cordes.
De nouveaux cours sont créés au fil des ans à l‟initiative des communes travaillant main dans la main avec l‟UGDA.
La cérémonie d‟hier était consacrée à la remise des diplômes de la 1 ère mention en solfège, de la 3ème, 2ème et 1ère
mention ainsi que des certificats et diplômes de la division moyenne dans les différentes branches instrumentales et
vocales.
Les bourgmestres ou les échevins des communes ont remis aux 616 lauréats les diplômes et un petit cadeau offert par le
groupe d‟assurance La Luxembourgeoise. L‟événement était également rehaussé par la présence de Jacques Santer,
président honoraire de l‟UGDA depuis de nombreuses années.
D‟après un article du 8 février 2010 dans « Le Quotidien ».
44
Battle of the Bands 2010
The 5th European School Battle of the Bands competition ran in fine style on Friday
evening, 5th March. Between 19h00 and 22h00, eleven finalists played a set of two songs each
from their repertoire to a keen audience of more than 200 students (and some teachers and
parents). Styles varied from Death Metal to Hip-Hop, via Salsa/Jazz and passing through
Alternative Rock. It was simply unfortunate that a prior selection had to be made: all the
performers put in highly creditable efforts and their enjoyment was plain for all to see. An
invited jury included guests from Stage Music and Rockhal, who also provided some super
prizes. They chose 1st, 2nd and 3rd place winners, and there was also an audience award. The
event was organised by Mr.Pods with help from Mr.Cafferky. Technical support was
provided by Mr.Feltes and the Backstage group under Mr.Lowe. While the audience vote
was being counted, musical entertainment was provided by The Blue Terraplanes. The whole
event was filmed for posterity and DVDs will be made available (see 2009 example below).
The participants (in alphabetic order, not in order of appearance) were:
3rd
1st
Ana & The Randefelts
The Callbacks
Hit Snooze
Project Yoko
S4L
Those Guys
2nd & Audience Award
Braindirt
Chateau Condominium
Jalsazz
The Riffs
The Signies
The winners, “Project Yoko”, will play at the Screaming Fields Festival organised by the
Rockhal in June, and a full evening gig at a venue in Luxembourg City. Second place
“Jalsazz” will play at the opening evening of the European School Science Symposium on 21 st
March, and a half-hour gig has been arranged for them at Sang & Klang. The traditional
food prize to 3rd place winners, drinks prize to 2nd place winners and clothing prize to 1st
place winners were supplemented by a rich haul of CDs, DVDs and music accessories.
WELL DONE TO ALL INVOLVED !
45
46
Photos courtesy of Mr Manacourt
47
Cycling Proficiency Road Test – call for parent volunteers
Coupe Scolaire vélo – appel aux bénévoles
The APEEE and the school administration would again like to organise a road test for
children in Year 5 primary of all language sections, to take place on Kirchberg, during the
summer term.
The road test is organised in accordance with guidelines issued by the Luxembourg
Authorities. To be successful it will require parent volunteers to help monitor the children
at key stages along the route – and of course, it will be a nice occasion to support your
child!
If you think you can spare some time (particularly in the morning) please contact the APEEE secretariat by
telephone (tel. 4301-33105 ) or by email ([email protected]) as quickly as possible.
L'administration de l'école et l'APEEE aimeraient à nouveau organiser une épreuve pratique sur vélo pour les élèves de la
5ème année primaire de l'ensemble des sections linguistiques, au Kirchberg, pendant le dernier trimestre.
L'épreuve aura lieu conformément aux lignes directrices édictées par les autorités luxembourgeoises. Pour assurer la
réussite de cette initiative, nous aurons besoin de parents bénévoles pour nous aider à surveiller les enfants pendant
certaines étapes clés de la route choisie – et ceci représentera évidemment une belle occassion de soutenir vos enfants !
Toute personne qui pense pouvoir se libérer quelques heures (surtout le matin) est invitée à prendre
contact avec le secrétariat de l'APEEE par téléphone (4301-33105 ) ou par courriel ([email protected]) le
plus vite possible.
Guys and Dolls
The APEEE is pleased to again support the European School musical which will take place in the Salle
des Fêtes of the School at 19h30 on
Wednesday 17th March
Friday 19th March
Thursday 18th March
Saturday 20th March
Tickets 10 euros per person.
There is also a Matinée performance on Saturday 20th March at 14.30 with concessionary rates
for families with primary-school aged children.
Family tickets 20 euros for 2 adults and up to 2 primary aged children also individual tickets at 10
euros
Please reserve your tickets by contacting [email protected]
Miriam Bligh
48
APEEE contact information 2009-2010
Délégués de Classe 2009-2010 Class representatives
Secondaire / Secondary
Class
Teacher
Admin
Room
Parent delegate(s)
email
1. Vehicular language sections
S1deA
M. Bramkamp
Lux.1
T107
LEMKE Boris-Christoph
[email protected]
S1deB
Mme Brandenburg
Lux.2
A104
BAUMERT Susanne
SPILLMANN Christine
[email protected]
[email protected]
S2deA
Mme Lange
Lux.1
A208
ERHARD-JACQUE Rita
-
[email protected]
[email protected]
S2deB
Mme Moosmann-Erdel
Lux.1
P102
MOLL Petra
OBERHAUSEN Josefine
[email protected]
[email protected]
S3deA
Mme Wagner -Nölle
Lux.1
B318
WOLLER-MÜLLER Gabi
HEIDORN Christian
S3deB
Mme Lambrecht
Lux.1
B206
BEILER Christina
-
[email protected]
[email protected]
S4deA
M. Fester
Lux.1
E102
FÖRSTER Jürgen
JANIETZ Jenny
[email protected]
[email protected]
S4deB
M. Münchow
Lux.1
A205
SCHMIDT Felix
DÖNSELMANN Katharina
[email protected]
[email protected]
S5deA
Mme Chyla
Lux.1
B107
-
-
S5deB
Mme Matscheko
Lux.1
B104
WOLLER-MÜLLER Gabi
[email protected]
S6deA
M. Krane
Lux.1
E103
E110
STEINMETZ Petra
[email protected]
S6deB
Mme Villarmé
Lux.1
E103
E110
SCHÜTZ Astrid
HOLZ Eva-Maria
[email protected]
[email protected]
S7deA
M. Nied
Lux.1
C304
HERKNER Ursula
[email protected]
S7deB
M. Buchwald
Lux 1
C312
MÜLLER Ulrich
STUHRMANN Dietmar
[email protected]
[email protected]
S1enA
Mme Crompton
Lux.1
F104
PATEL Amita
[email protected]
S1enB
M. Whale
Lux.2
A201
DENNIS Ian
VAN LINDERT Helen
[email protected]
[email protected]
S1enC
M. Keene
Lux.1
A203
SCOPEL Zuzana
STASKUNIENE Egle
[email protected]
[email protected]
S2enA
M. Smith
Lux.1
A103
JACOB Lynda
REGNIER Andrée
[email protected]
[email protected]
S2enB
M. Lowe
Lux.1
F003
RUXTON Fiona
[email protected]
S2enC
M. Fox
Lux.1
A105
SINNOTT Dominique
[email protected]
S2enD
M. Symons
Lux.1
-
KLUVANEC Daniel
-
[email protected]
[email protected]
S3enA
Mme Duncombe
Lux.1
T007
MAGEE Pamela
[email protected]
S3enB
M. Manancourt
Lux.1
B204
DENNIS Ian
VAN LINDERT Helen
S3enC
M. R. Morgan
Lux.1
F001
PECHIYKRZIC Simona
ILLY Luca
[email protected]
[email protected]
[email protected]
[email protected]
S4enA
M. Beckett
Lux.1
E003
FREWER Isabelle
WARD Georgina
[email protected]
[email protected]
S4enB
M. Cafferky
Lux.1
B110
HEBEL Sonja
SMITH Joanne
[email protected]
[email protected]
[email protected]
[email protected]
49
Class
Teacher
Admin
Room
S4enC
M. Bush
Lux.1
T111
S4enD
M. Bridges
Lux.1
S5enA
M. Archer
S5enB
Parent delegate(s)
email
WALL Mary Jo
[email protected]
-
LOIDE-REISNER Pirot
[email protected]
Lux.1
-
ANDREEVSKA Suzana
[email protected]
M. Mallon
Lux. 1
B314
ROSE-AGASSI Karen
[email protected]
S5enC
Mme Sutherland
Lux.1
A101
FETTES-COOPER Annette
[email protected] - [email protected]
S5enD
M. Pearce
Lux.1
-
PTACKOVA Brigita
[email protected]
S6enA
M. Watson
Lux.1
A014
FRANKEL Jane-Anne
MEYERS Mihoko
[email protected]
[email protected]
S6enB
M. Clarke
Lux.1
A108
-
-
S6enC
M. Sexton
Lux.1
E001
KLUVANEC Daniel
-
[email protected]
[email protected]
S7enA
M. Atkinson
Lux.1
E004
-
-
S7enB
Mme Conway
Lux.1
F011
SPRINGHAM Ruth
-
[email protected]
[email protected]
S7enC
Mme Norris
S1frA
Mme Duchesne
Lux.1
T008
GAMAN Alice
GILLARD-SANDRON Emmanuelle
[email protected]
[email protected]
S1frB
Mme Sprinski
Lux.1
A202
GRBIC Sandrine
[email protected]
S1frC
M. Béliard
Lux.1
A211
SCHNEIDER Philippe
ESSER-DIAZ Maria Leonides
[email protected]
[email protected]
S1frD
M. Rossetto
-
-
GOOSSENS Oriana
[email protected]
S2frA
M. Ducher
Lux.1
-
BRAS Angèle
CAMBRIA Gabrielle
[email protected]
-
S2frB
Mme Hussong-Gantner
Lux.1
E203
COURTEL Thierry
[email protected]
S2frC
Mme Bouzette
Lux.1
C102
ESSER Maria Leonides
[email protected]
S2frD
M. Cerf
-
-
PAUMIER-BIANCO François
COLLARD-KOLP Françoise
[email protected]
[email protected]
S3frA
Mme De La Fuente
Lux.1
C203
GERVASONI Véronique
NICHOLS David
[email protected]
[email protected]
S3frB
Mme De Rijck
Lux.1
F201
DECARNIÈRE Isabelle
[email protected]
S3frC
M. Schneider
Lux.1
C103
TORQUATI-VOULGARI Maria
[email protected]
S4frA
M. Mousel
Lux.1
-
PAUMIER-BIANCO François
KLETHI Emmanuelle
[email protected]
[email protected]
S4frB
Mme Allet
Lux.1
F202
DE TOURNEMIRE Anne
COURTEL Thierry
[email protected]
[email protected]
S4frC
Mme Garcia- Martinez
Lux.1
B202
DILLENBOURG Françoise
[email protected]
S5frA
M. Mossong
Lux.1
B112
-
-
S5frB
M. Baudoin
Lux.1
B118
-
-
S5frC
M. Eneau
Lux.1
B111
PESCATORE Marilena
VIALLON Stéphane
[email protected]
[email protected]
S5frD
Mme Tonelli
-
-
BOJAN Claudiu
LABROUSSI Catherine
[email protected]
[email protected]
S6frA
Mme Lemarié
Lux.1
E201
LOOS Monique
NICOLAS André
[email protected]
[email protected]
S6frB
Mme Jourdan
Lux.1
E204
THILL Valérie
DOUNY Eveline
[email protected]
[email protected]
S6frC
M. Baudoin
Lux.1
C202
MONTEBRUSCO Roberto
SADJI Bineta
[email protected]
[email protected]
50
Class
Teacher
Admin
Room
Parent delegate(s)
email
S7frA
Mme Brillouet
Lux.1
C201
-
-
S7frB
M. De Tournemire
Lux.1
T202
COLLIN Catherine
MARNAT Sophie
[email protected]
[email protected]
S7frC
Mme Perrin
Lux.1
F203
DIMMOCK Michel
[email protected]
2. Non-vehicular language sections
S1dk
M. Overgaard
Lux.1
T203
SØRENSEN Bjarne
BROLUND Nils
[email protected]
[email protected]
S2dk
M. Batzlaff
Lux.1
P104
RASMUSSEN Jørgen
[email protected]
S3dk
Mme Schiødt
Lux.1
T204
MADSEN Johannes
[email protected]
S4dk
M. Faxholt
Lux.1
B213
HOLST Birgitte
SØNDERSKOV Michael
[email protected]
[email protected]
S5dk
M. Pedersen
Lux.1
T106
STENERSEN Ole
HIERL Dorte
[email protected]
S6dk
Mme Andreasen
Lux.1
C109
BRØGGER Jette
[email protected]
S7dk
M. Schiødt
Lux.1
B213
RIXEN Lisbeth
HOLST Birgitte
[email protected]
[email protected]
S1el
Mme Kyriakou
Lux.1
P110
KOUTSOYANNOPOULOS Christos
[email protected]
u
S2el
Mme Bardi
Lux.1
B304
KAVOURAS-ASTRINIDOU Stavroula
[email protected]
S3el
M. Nestoras
Lux.1
B304
SARIDAKI Alexandra
PAPAZOGLOU Elpida
[email protected]
[email protected]
S4el
Mme Ioannidou
Lux.1
B315
PERAKIS Aristotelis
[email protected]
S5el
Mme Mintsi
Lux.1
B212
MARGONI Vassiliki
FRANGIADAKI Elefthéria
[email protected]
[email protected]
S6el
M. Ioannou
Lux.1
T101
MARINAKOS Georgios
SARIDAKI Alexandra
[email protected]
[email protected]
S7el
M. Ioannou
Lux.1
T102
MARINAKOS Georgios
[email protected]
S1es
M. Romero
Lux.1
C110
JARA LORENZO Eva
S2es
Mme Sendon
Lux.1
B219
NIETO Jesus
[email protected]
S3es
M. Grajal De Blas
Lux.1
C111
ACEDO CASTRO Jose Luis
CANALETA Eva
[email protected]
[email protected]
S4es
M. Montilla
Lux.1
C212
LAQUINTANA Angelo
[email protected]
S5es
Mme Gutierrez
Lux.1
-
PINILLOS BARTOLOME Elena
LAHOZ Maria Rosario
[email protected]
[email protected]
S6es
M. Garcia Agullo
Lux.1
C211
SECHI Teresa
-
S7es
Mme Guerrero
Lux.1
-
PEREZ ANAYA Consuelo
[email protected]
S1fi
Mme Hämynen
Lux.1
C307
YLIKNUUSSI Niina
[email protected]
S2fi
Mme Kervinen-Noponen
Lux.1
T205
NYHOLM Per
[email protected]
S3fi
M. Valkama
Lux.1
C307
MÄKELÄ Samuli
[email protected]
S4fi
Mme Siren
Lux.1
T004
TOUDAL Inger
[email protected]
S5fi
M. Valkama
Lux.1
B311
PIRON-MÄKI-KORVELA Helena
[email protected]
S6fi
Mme Kukkonen
Lux.1
T003
KARTTUNEN Paula
[email protected]
S7fi
Mme Hämynen
Lux.1
T205
JÄRVENPÄÄ Anne
[email protected]
51
Class
Teacher
Admin
Room
Parent delegate(s)
email
S1it
M. Sgobbo
Lux.1
T006
NIBBI Francesca
PISANA Claudio
[email protected]
[email protected]
S2it
M. Porreca
Lux.1
B301
MARTEGANI-ODDONE Béatrice
BUS-TAVARELLI Iolanda
Lux.1
B114
[email protected]
-
BUS Iolanda
MICHELINO Antonella
[email protected]
[email protected]
S3it
Mme Messina
S4it
M. Ayoub
Lux.1
-
MAZZONI Giuseppe
CASSARELLA Magda
[email protected]
[email protected]
S5it
M. Mazzeo
Lux.1
-
BUS Iolanda
PAESANI STAFFINI Lucilla
[email protected]
[email protected]
S6it
Mme Corrieri
Lux.1
T005
-
-
S7it
Mme Gori
Lux.1
C309
CASSARELLA Magda
STOCCO Giancarlo
[email protected]
[email protected]
S1nl
M. Vincent
Lux.1
C101
MONTAGNA-DE WINTER Maaike
[email protected]
S2nl
S3nl
M. Coussens
M. Welzen
Lux.1
Lux.1
E010
E111
MONTAGNA -DE WINTER Maaike
BALLY-LOCOGE Frédérique
[email protected]
[email protected]
S4nl
M. Weinberg
Lux.1
B320
-
-
S5nl
M. Sjollema
Lux.1
-
VANDEVOIR Els
[email protected]
S6nl
Mme Lammens
Lux.1
C305
VANDEVOIR Els
[email protected]
S7nl
M. Forrez
Lux.1
T211
S1pl
Mme Skalecka
Lux.1
WOJCIECHOWSKA Joanna
[email protected]
S2pl
Mme Madecka
Lux.1
RUSTANOWICZ Anna
[email protected]
S3pl
Mme Kos
Lux.1
DRZAZGA Ryszard
[email protected]
S4pl
Mme Skalecka
Lux.1
MAZURKIEWICZ-ZALESKA Barbara
[email protected]
S1pt
S2pt
Mme De Sousa
Mme Viana
Lux.1
Lux.1
C113
C118
Alda BATISTA
MARTINS Domingos
[email protected]
[email protected]
S3pt
M. Pedro
Lux.1
B303
LEITE Isabel
SILVA Herculana
[email protected]
[email protected]
S4pt
Mme Alves
Lux.1
-
LEMOS RODRIGUES Maria do Rosário
[email protected]
S5pt
Mme Nunes Marques
Lux.1
-
BEZERRA Eugenia Maria
[email protected]
S6pt
M. Da Silva Seixas
Lux.1
C001
MARTINS DE ARAUJO Emidio
[email protected]
S7pt
M. Pereira
Lux.1
C010
PEREIRA Margarida
[email protected]
S1sw
Mme Larsson
Lux.1
T002
ROBERTSSON John
MONTELEONE Cinzia
[email protected]
[email protected]
S2sw
Mme Kjellgren
Lux.1
B216
RIDELL Liselott
ROBERTSSON Ana
[email protected]
S3swA
Mme Vindels
Lux.1
B216
ANDERSSON Annika
[email protected]
S4swA
M. Sims
Lux.1
B305
KARVELLAS Katerina
S5sw
M. Sims
Lux.1
C105
TOLSTOY Leo
[email protected]
S6sw
M. Kjellgren
Lux.1
T002
OTTOSSON Helena
[email protected]
S7sw
M. Kjellgren
Lux.1
T103
Roland RANDEFELT
Lucia COERMAN
[email protected]
[email protected]
52
Fête de l‟École
Schulfest
am Samstag, den 8. Mai 2010
zwischen 10 und 17 Uhr
School Fair
Saturday 8th May 2010
from 10 to 5 o’clock
fête de l’ecole
Samedi 8 mai 2010 de 10 – 17 h
53
ACTION TIERS MONDE - THIRD WORLD GROUP –
DRITTE WELT GRUPPE
SPONSORED SPORTS DAY- JOURNÉE SPORTIVE PARRAINÉE
Dear Parents,
On Saturday 24 April 2010 from 10:30 to 15:30 the Third World Committee of the European Schools will organise a
sponsored swim and an obstacle course for the children of the Primary and “Maternelle”, in the school’s
swimming pool complex (access from the Maternelle car park). The pupils take part in one activity or both by asking
people to sponsor them. On April 24, the children hand in the money they collected to the organisers and they either
swim for 15 mn in groups of 10 to 12 at a time or go into the gym for the parcours. The funds collected support projects
of development concerning children in need, family healthcare and agricultural development in Ethiopia, R.D. of
Congo,Togo and Brazil. For information see site www.euroschool.lu/3monde
We assure you that all necessary measures will be taken to insure the safety of the children. We hope many of you will
support this fund-raising activity and we look forward to seeing you and your children on Saturday 24 April.
…………………………………………………………………………………………..
Chers Parents,
Le samedi 24 avril 2010, de 10h30 à 15h30, le Comité Tiers Monde organisera une Journée sportive parrainée :
natation et un parcours en salle, pour les enfants des cycles primaire et maternel, dans le complexe sportif de
l’École (accès par le parking de l'École maternelle).
Pour participer à une ou deux des activités, les enfants demandent aux personnes de leur entourage de les soutenir en
faisant un don. Le 24 avril, les enfants remettront aux organisateurs l‟argent qu‟ils auront collecté. Ils se rendront dans la
piscine pour nager pendant 15 mn, par groupes de 10 à 12 ou dans le gymnase pour effectuer le parcours. Les fonds
rassemblés seront destinés aux projets de développement que le Comité Tiers Monde soutient actuellement en Éthiopie,
en R.D. du Congo, au Togo et au Brésil. Pour plus d‟information, veuillez consulter le site www.euroschool.lu/3monde.
Nous nous engageons à prendre toutes les mesures nécessaires à la sécurité des enfants. Nous espérons que vous serez
nombreux à soutenir cette activité et serons heureux de vous accueillir avec vos enfants le samedi 24 avril.
…………………………………………………………………………………………..
Liebe Eltern,
Am Samstag, dem 24. April 2010, organisiert die Dritte Welt Gruppe von 10.30 Uhr – 15.30 Uhr für die Kinder der
Primärschulen und der Kindergartenklassen gesponserte Sportveranstaltungen im Schwimmbad / in der
Sporthalle der Europaschule (Zugang vom Parkplatz des Kindergartens).
Kinder, die an einer oder zwei Veranstaltungen teilnehmen möchten, bitten eine oder mehrere Personen ihrer Umgebung
als Sponsoren um eine Geldspende. Am 24. April übergibt jedes Kind seine erhaltene(n) Geldspende(n) den
Organisatoren. Die Kinder, die schwimmen möchten, begeben sich ins Schwimmbad und werden jeweils in Gruppen von
10-12 Personen 15 Minuten lang schwimmen. Wer am Hindernislauf teilnehmen will, begibt sich in die Sporthalle. Die
Dritte Welt Gruppe unterstützt zur Zeit mit den Geldspenden Entwicklungshilfeprojekte in Äthiopien, in der
Demokratischen Republik Kongo, in Togo und in Brasilien. Weitere Informationen finden Sie im Internet unter
www.euroschool.lu/3monde.
Selbstverständlich werden alle erforderlichen Maßnahmen ergriffen, um die Sicherheit Ihrer Kinder zu gewährleisten. Wir
hoffen auf Ihre Unterstützung und würden uns freuen, wenn wir am Samstag, dem 24. April, möglichst viele Eltern und
Kinder begrüßen könnten.
54
SPONSORED SPORTS DAY – JOURNÉE SPORTIVE PARRAINÉE - GESPONSERTE
SPORTVERANSTALTUNGEN
Samedi/Saturday/Samstag, 24 Avril/April 2010
NOM/ NAME:
PRÉNOM / VORNAME:
CLASSE / KLASSE:
NOM DU SPONSOR / NAME
DON / MONEY COLLECTED / SPENDE
TOTAL: _______________________
MATHS CLUB
Gostingen, 5.02.2010
Dear parents and teachers,
I would like to offer help with mathematics in and after school time for children in the primary school and the first 3 years
of secondary school.
I am a Dutch lady who lived with my husband and children in several countries. We have 5 children. I was always
involved in their schools. In the Netherlands I studied Social Pedagogy. Our youngest son is now in first secondary school.
I noticed that a lot of children had problems with their basic knowledge of Math.
In October 2000 I opened a Kumon-Math center in Darmstadt, Germany
For the last 3 years , I had my center in the International School „Schuldorf Bergstrasse‟ in Seeheim-Jugenheim,
Germany. Because we moved to Luxembourg, the center was taking over by somebody else.
It is very important for the children to have a solid base in mathematics. Addition, subtraction, multiplication, division,
fractions, negative and positive numbers (without calculator!!!)
On that you can build the mathematics in the secondary school.
If they don‟t have a solid basic knowledge of math , a lot of children will often have a very low self-esteem .They think
they can‟t do it ,but I am sure with a little bit of help they can !
In class it often goes to fast . Some need more time to learn their number skills before they move on to the next level. In
class there is not always time for that. Still it is necessary to practice more . Their self-esteem and confidence will grow
and they will do much better overall.
I have lots of ideas how we could do that. The most important thing is that the children benefit from this!
Kind regards,
Anne-Marie Beckers-Oudendijk
Tel: 26747987
Email: [email protected]
55
Petites Annonces
Note : the “small ads” service is reserved for the advertisement of goods and services deemed to be of interest to
readers. The Ad Parentes editorial team reserve absolute discretion whether or not to publish. No responsibility is
accepted for the content of the advertisement.
(a) Professeurs pour Leçons Particulières / Private tutors
-------------------------------------------THIS IS THE LATEST COMPLETE LIST
OF PRIVATE TUTORS MAINTAINED
BY THE A.P.E.E.E. SECRETARIAT.
-------------------------------------------Difficultés d’apprentissage…
…Learning difficulties
ANDREINI Giuliana
 26360338 /621366923
Psychologue free-lance – Prise en
charge des enfants en difficulté à l‟école
primaire et secondaire. Donne cours de
français
tous
niveaux
et
de
philosophie.
BOYLAN Christopher
 691 148 629
 [email protected]
I am an American Psychologist new to
Luxembourg. I have several years
experience
in
the
practice
of
Psychotherapy with children/teens,
adults, families and couples. I look
forward to working with you.
GREEN Bonnie
 26 31 00 29
Reading/Dyslexic Tutor : If your
child is struggling with reading he/she
may benefit from one-to-one tuition. I
tutor dyslexic children after school in
my home using the Hickey Programme
– a structured, multi-sensory method of
teaching children to read. Your child
does not have to be dyslexic to benefit
from this programme. Some children
fall behind in school due to illness,
vision problems, hearing difficulties,
frequent moves, etc.
HENRICI Diana
 691826841
Msc. Psych., Master en Neurosciences.
Soutien psychologique aux enfants et
adolescents
avec
problèmes
et
difficultés d'apprentissage. Bilan et
rapport psychologique. Consultations
sur rendez-vous. Tél : 691 826 841
Psychologist
offers
psychological
support and assistance for children and
adolescents with low self-esteem and
learning difficulties. Consultations in
English, German, French and Spanish
KERSTEN Valérie
 26383087
Psychologue
pour
enfants
et
adolescents. Langues : FR, LUX, DE,
EN.
PEREIRA Manuela
 26780631
Psychothérapeute Accompagnement
d'adolescents: difficultés relationnelles
et familiales, manque de confiance et
estime de soi, troubles
alimentaires. Langues - Portugais et
Français
SANDER-EMRAM
 49 25 21 / 621 722 724
Soutien scolaire. Une aide
personnalisée pour votre
enfant: approche méthodologique
performante (coaching), bilan des
connaissances et stratégie de
remédiation efficace, aide à
l'apprentissage de la lecture et de
l'écriture, cours de soutien en
français, aide à la rédaction et à la
correction des devoirs.
Cours de langue…
…Language courses
AGUIAR Mabel
 26684719
Spanish language courses: teacher of
spanish, graduate in Spanish language
and literature, available for private
tuition in Spanish.
- Professeur diplômé en langue et
lettres hispaniques disponible pour
cours complémentaires ou de
rattrapage en langue espagnole.
AVEZ NANA Nicole
 621-718748
French lessons.
BARRETO PEREZ Raquel
 26440278, 691-734617
Professeur espagnole, licenciée, donne
cours d‟espagnol tout niveau et âge.
Parle anglais.
Qualified Spanish teacher gives private
lessons of Spanish. All levels and ages.
English spoken.
BERMAN Michèle
 348893
Donne course de français
niveaux, et de philosophie.
tous
BREMAUD Evelyne
 319145  [email protected]
Donne leçons de français langue
maternelle ou langue étrangère.
BROGLIA Julianne
 495425
Professeur expérimentée, donne cours
d‟allemand
tout
niveau.
Parle
FR,IT,EN.
CALUWAERTS-LULEUX Agnès
 26720982, 621-785601
Institutrice expérimentée, ancienne
chargée de cours en français langue
étrangère - Donne cours particuliers de
français et se déplace.
CHAMBERS Victoria
 308571, 621-327406
Qualified teacher gives German and
English lessons and conversation
«rattrapage».
DE JONGHE Eléonore
 621721674
Licenciée SC. Eco, exp. Donne cours en
FR, ts niv. Economie (macro, micro,
compta), socio et langue française +
meth. Trav.
DELOS-LOPEZ Rosana
 378979, 621-503754
Native
Spanish
speaker;
give
Spanish lessons. All levels. Speaks
German,
French,
English
and
Luxembourgish
DURY
 621-543 113
Propose cours de français pour élèves
germanophoneset cours d'allemand
(2ième langue) pour élèves
francophones.
Biete Nachhilfe in Französich für
deutsche Schülersowie in Deutsch
56
(zweite Sprache) für französiche
Schüler an.
MILLS John
 348550
ENSCH Arlette
 437551
Longue expérience des cours de
rattrapage en anglais - Parle
couramment FR et DE.
Donne cours de luxembourgeois
débutants, faux débutants, avancés et
cours de soutien en allemand.
MULLER-TILLEY
 443749
FREED Mort
 222977
evenings after 19h00
"Homework tutoring and coaching help
offered evenings at your home by
recently retired International School of
Luxembourg teacher."
GEIB Ana Maria
 357872
Experienced native speaker teacher
gives Spanish tuition to adults and
children. All levels, including rattrapage
on European School programmes.
Fluent in English, German and French.
HULL Danièle
 473932
Professeur pour leçons particulières
français – Conversation et cours de
rattrapage. Man spricht Deutsch.
English spoken.
Italian Teacher
 352 319601
Insegnante italiana con approfondita
conoscenza dei programmi della Scuola
Europea impartisce lezioni private di :

lingua italiana per tutte le
classi,

filosofia per le classi 6a e 7a

preparazione al BAC scritto e
orale
Italian teacher gives extra lessons in
Italian language for foreigner pupils
Institutrice italienne donne cours
particuliers aux élèves E.E. en langue
italienne.
JENNINGS Gaile
 26683871
English Lessons – Native English
speaker available for private tuition.
Exeprience of working with European
School students.
JAAS Evelyne
 003263228079
Experienced
levels.
M. THOMAS
English
Mme. TONELLI Christiane
teachers,
all
MÜNCH Horst
 621 312 987
[email protected]
OKPARANTA Chinenye
 621 708889
OLIVER Françoise
 691-423058
Professeur de français propose soutien
niveau secondaire FR Langue I et II
Littérature + Grammaire.
PETTER François
 348589
de
PIETERS Chantal
 0033382530725 - 0033668862015
Personne
expérimentée
d'origine
grecque souhaite donner des cours
particuliers de grec à domicile tant aux
enfants qu'aux adultes.
PRESTON John
 691281433
Language lessons – All levels. English
language teacher, Luxembourg based,
native English speaker, offers English
conversation lessons
SANDERS Vinciane
 388027, 621-396703
Donne cours de français tous niveaux.
STEFINI Emmanuel
 0033387700775, 621-520073
Professeur de français – Exerce
tant que freelance depuis 6 ans
Luxembourg. Donne des cours de
tous niveaux, y compris préparation
bac.
en
au
FR
au
Professeur de Français.
TANTINONACO
 691-662531
MERLAND Marianne
 469288
Insegnante Mardre lingua Italiana
Impartisce – Lezioni private ad alunni
della scuola primaria.
Donne leçons d‟allemand, français et
anglais.
 319601
Institutrice pendant 8 ans en Italie,
donne leçons d‟italien tous niveaux
Secondaire et de philosophie. Parle
également FR. Tel : 319601
WERY Anne
 458754
English Language lessons – All levels.
Donne leçons d‟allemand et
français, primaire et secondaire.
 26119129 / 691110158
Enseignante école européenne, donne
cours de français tous niveaux.
Mme. TORRE
Donne leçons d‟allemand tous niveaux
et de français premier cycle.

 621493746
Donne cours de Mathématiques,
français, anglais, tous niveaux en
langue FR et EN.
Editions & Ressourcés sàrl, Docteur de
Paris IV, Sorbonne, Langue Française
et Philosophie – Cours privés et
préparation au Bac par approche
originale, personnalisée et rigoureuse –
Valorisation de toutes les ressources –
Structuration de la pensée, comme de
l‟expression
(écrite,
verbale)
–
Développement de la créativité. Pour
des résultats : enrichissement du
vocabulaire, argumentation logique,
aisance et confiance dans l‟affirmation
de soi, correction et éloquence.
Mathématiques et sciences…
…Maths and sciences
ANGELINI
 452214, 4301-37207
Leçons mathématiques et physique
en IT pour classes 4-7 secondaire.
BECKERS-OUDENDIJK Anne-Marie
 26 74 79 87
Need help with MATH in English, Dutch
or German? I offer help in math for
children aged 4 -14. I find it very
important that children can build on a
solid base of math, so their confidence
will grow and they will do well in Math
in secondary school.
BERNARD Marie-Paule
 621 465 200
Engineer provides tuition for
secondary school education (from 1 to
7) in mathematics, physics, chemistry
and french (speaks French, German and
English).
Offers special preparation for
the baccalaureate (3p, 5p, 8P).
57
DARA Maxime & DARA Corine
 621-194983 - 621-514491 - Dara
THOMAS
 621 493746
Corine CPE3 ou 4301 38462
Donne cours particuliers de math tous
niveaux. Expérience auprès des élèves
de l‟ecole europeenne.
Donne cours de mathématiques,
français, anglais, tous niveaux en
langue FR et EN.
DIB Maya
 26296545
Donne cours de Mathématiques en
FR – Ecole Secondaire.
GOMES Ana
 621697903
Professora Licenciada em Matemática
Via Ensino dá explicações ao ensino
Primario, Liceu e Superior .em
Português e em Françês.
Professeur Licenciée en Mathématiques
donne cours à tous les niveaux en PO
et FR
LELEUX Yves
 691 37 15 42
Jeune Ingénieur issu de l'Ecole Centrale
Paris donne cours particuliers TOUT
NIVEAU
de
mathématiques,
physiques, chimie.
MALAFONTE Anna
 26 383 922; 621 696616
 malafronte.anna @libero.it
Professeur avec plusieurs années
d'expérience donne cours particuliers en
mathématiques, physique et
chimie ainsi que des cours pour la
préparation du bac. Langues: italien,
français, anglais.
PRIM Michael
 26332129, 691-347131
Prof . de Math – Physique – Chimie.
Cours particuliers et préparation au Bac.
TANANKOU GUY Aimé
 621 663527
Donne cours de Mathématiques (5-67 secondaire) et de Physique (5-6
Secondaire).
Autres matières…
…Other subjects
(playing since a very early age) with
experience in playing in a band and
composing music. Lessons in English,
French and Swedish.
MAURO PARTRIDGE Luisa
 691 86 52 44
Chanteuse lyrique attitrée, diplômée au
Conservatoire „G. Verdi‟ de Milan, donne
cours de Chant tout niveau
BRANGBOURG Emmanuel
 00 33 38 25 63 175
PARTRIDGE Philippe
 691 86 52 44
BROWN Isabel
 621 595 475
SPECCHI Alessandro
 691 24 23 90
Cours de Guitare. Tous niveaux. Se
déplace. Tel : (merci d‟appeler le
dimanche 18h00-20h30)
Piano lessons in Strassen. English,
Français, español, Deutsch.
Experienced, qualified teacher. ABRSM
exams available. 250 euros for 10
lessons (30 minutes each).
DURANDEAU Marc
 661 801 142
 www.marcdurandeau.com
Guitar & voice private lessons from
professional (languages: English,
French, Spanish)
INFORMATICIAN
 691 898203
Italian informatician gives extra lessons
in Computer Science both in English
and in Italian and extra lessons in Math
in Italian.
JARGEAC Marie-Agnès
 346278
Diplômée en Musicologie, donne cours
de piano et de solfège.
MALKAVIAN
 691 659 861
Piano lessons available for beginner to
intermediate students. Young pianist
Pianiste
compositeur,
professeur
expérimenté donne cours de Piano
et/ou Solfège tout niveau
Private piano lessons. He has been
piano teacher at the Cherubini
Conservatory in Florence, Director at
the
Mascagni
Conservatory
in
Leghornm, Artistic Director of the
Tuscany's Orchester. languages: FRDE- EN- IT.
SZALAY Tünde
 299646
Diplomierte Musiklehrerin – Abschl.
Diplom : Musikakademie Budapest –
Erteilt
Solgfège
und
Klavier
unterricht.
WERY Anne
 458 754
Editions & Ressources sàrl, Docteur de
Paris IV, Sorbonne, Langue Française
et Philosophie – Cours privés et
préparation au Bac par approche
originale, personnalisée et rigoureuse –
Valorisation de toutes les ressources –
Structuration de la pensée, comme de
l‟expression
(écrite,
verbale)
–
Développement de la créativité. Pour
des résultats : enrichissement du
vocabulaire, argumentation logique,
aisance et confiance dans l‟affirmation
de soi, correction et éloquence
58
APEEE Groupes de Travail / APEEE Task Groups 2009-2010
1. Pédagogie maternelle et primaire
Chef de groupe: Johannes Madsen
Fabienne Berthelot-Ertl, Rosa Brignone, Johannes Madsen, Luca Martinelli, Marika Papasideri, Raoul Precht,
Jérôme Vacca, Rhonda Wilkinson
Conseil d’Education Maternelle et Primaire :
- Lux I: Johannes Madsen, Fabienne Berthelot-Ertl, Rosa Brignone,
- Lux II: Johannes Madsen, Luca Martinelli, Marika Papasideri, Raoul Precht, Jérôme Vacca, Rhonda
Wilkinson
Délégués de classes: Jérôme Vacca
Voyages scolaires (organisation et suivi): Jérôme Vacca,
Santé et sports: Birgitte Holst, Luca Martinelli, Jérôme Vacca,
Child Protection/Well Being: Fabienne Berthelot-Ertl, Birgitte Holst, Luca Martinelli, Jérôme Vacca,
Enfants à besoins spéciaux: Birgitte Holst, Isabel Leite, Marika Papasideri, Jérôme Vacca, Rhonda
Wilkinson
2. Pédagogie secondaire
Chef de groupe: Isabel Leite
Fabienne Berthelot-Ertl, Ian Dennis, Gerard Hanney, Birgitte Holst, Jenny Janietz, Isabel Leite, Monique
Loos, Johannes Madsen, Luca Martinelli, Rodolfos Maslias, Marika Papasideri, Raoul Precht, Reza Razavi,
Michèle Retter, Lars Schmidt, Siemon Smid, Stéphane Viallon, Rhonda Wilkinson
Conseil d’Education Secondaire : Ian Dennis, Isabel Leite, Monique Loos,
Délégués de classes: Isabel Leite, Rodolfos Maslias
Bibliothèque: Luca Martinelli, Lars Schmidt,
Santé et sports: Birgitte Holst, Luca Martinelli, Rodolfos Maslias,
Child Protection/ Well Being: Isabel Leite, Birgitte Holst, Luca Martinelli,
Enfants à besoins spéciaux: Birgitte Holst, Isabel Leite, Rodolfos Maslias, Rhonda Wilkinson
3. Information et communication
Chef de groupe: Michele Retter
Publications: Jérôme Vacca
-Ad Parentes: Birgitte Holst, Jérôme Vacca
-Site web: Siemon Smid, Jérôme Vacca, Gerard Hanney
-Newsletter: Jérôme Vacca
Contacts avec d’autres associations: Michèle Retter (FAPEL), Stéphane Viallon (CTM), Ian Dennis
(ATSEE), Marika Papasideri (CPE)
Accueil nouveaux pays membres: Jérôme Vacca
4. Questions administratives communes
Chef de groupe: Ian Dennis
Activités périscolaires: Ian Dennis, Michele Retter
Cantine: Birgitte Holst, Luca Martinelli, Raoul Precht, Jenny Janietz, Marika Papasideri
Echanges linguistiques: Jérôme Vacca
Enfants Catégorie III: Rhonda Wilkinson
Fêtes et manifestations: Jérôme Vacca
Accueil nouveaux pays membres: Jérôme Vacca
5. Questions administratives Lux.I
Chef de groupe: Monique Loos
Conseil d’Administration Lux.1: Ian Dennis, Monique Loos, Isabel Leite
Comité Discipline: Isabel Leite
Bâtiments / Sécurité: Luca Martinelli, Lars Schmidt
6. Luxembourg II
Chef de groupe: Luca Martinelli
Conseil d’Administration Lux.2: Ian Dennis, Luca Martinelli, Johannes Madsen, Marika Papasideri
Bâtiments / Sécurité: Luca Martinelli, Lars Schmidt
7. Interparents
Chef de groupe: Raoul Precht, Birgitte Holst, Gerard Hanney, Ian Dennis, Monique Loos, Luca Martinelli, Johannes
Madsen, Isabel Leite, Michèle Retter,
59
Other contacts / Autres contacts
1. The European Schools in Luxembourg
Lux 1 ............................................................................... (tel) 432082-1 (secrétariat)
......................................................................................... www.euroschool.lu/luxschool/index.php
Lux 2 ............................................................................... (tel) 26685900 (secrétariat)
......................................................................................... www.eursc-mamer.lu/index.html
2. Web links to other European Schools
Board of Governors ......................................................... www.eursc.org/
Alicante ............................................................................ (email) [email protected]
Bergen.............................................................................. www.europeanschool.nl/
Bxl 1 (Uccle) .................................................................... www.eeb1.org
Bxl 2 (Woluwé) .............................................................. www.eeb2.be/
Bxl 3 (Ixelles).................................................................. www.ee3.org
Culham ............................................................................. www.esculham.com
Frankfurt .......................................................................... www.esffm.org/european_school_web/english/home_en.htm
Karlsruhe ......................................................................... www.eskar.org
Mol.................................................................................... www.esmol.net
München .......................................................................... Varese .............................................................................. www.scuolaeuropeadivarese.it
3. Web links to other European School Parents‟ Associations
Alicante, Spain ................................................................ membres.lycos.fr/apeeea/
Bergen, Netherlands ....................................................... www.europeanschool-parents.nl/
Bxl 1 (Uccle) .................................................................... www.apeee-bxl1.be/
Bxl 2 (Woluwé) .............................................................. www.eeb2.be/indexparents.html
Bxl 3 (Ixelles).................................................................. www.ee3.org
Culham, UK ...................................................................... www.cespa.org.uk
Frankfurt, Germany ........................................................ www.esfparents.org/index.cfm
Karlsruhe, Germany ........................................................ www.eskar.org/en/people/parents/index.html
Mol, Belgium ................................................................... www.pa-esmol.be/index.htm
München, Germany ......................................................... www.ev-esm.org
Varese, Italy .................................................................... digilander.libero.it/agsev
[Heraklion, Crete] ........................................................... [Parma, Italy].................................................................. -
4. Other
ATPEE (Association des Transports) ............................. (tel) 4300-23945, (email) [email protected]
Mots-de-zaza (Library Association) .............................. (tel) 312474 (Mme. T. Dennis-Soto)
Comité Tiers Monde (Third World Committee) ........... (tel) 436537 (Mme. Ana Roberts)
.......................................................................................... (website) www.restena.lu/ecole_europ/tiers_monde/home.html
APCPE (Association des Parents du Centre
Polyvalent des Enfants) .............................................. (tel) 4300-22041, (web) http://homepages.internet.lu/Assoc._Parents_CPE
Euresco (Alumni Association) ........................................ http://www.euresco.org/app/pub/
Comité des Elèves (Local Pupils Association)............... COSUP (Interschool Pupils Association) ....................... www.cosup.org
Action Committee for Fair School Fees ......................... [email protected] (Mme. Marleen Watte)
European School Parents Action Committee ................ http://homepages.internet.lu/ESPAC_luxembourg/
Comité de Liaison et d'Action des Etrangers ................ http://www.clae.lu/
Association de Soutien aux Travailleurs Immigrés
- Pôle pour une école démocratique............................ http://www.asti.lu/
Kannertelefon (Luxembourg child helpline) ................. 12345
Association de parents d’enfants toxicomanes ............ 545444
60
A.P.E.E.E. MEMBERSHIP
STANDING ORDER / BANK TRANSFER FORM*
(Please complete form using capital letters)
I, the undersigned:
First name : __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
Last name : __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
(Home address)
Street, No.: __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
Post Code : __ __ __ __ __ __ __ __ Town : __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
Phone No. __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
E-mail
: __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
(Work address)
Institution/Company : __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
Street, No.: __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
Post Code : __ __ __ __ __ __ __ __ Town : __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
Phone No:
__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
E-mail: __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
Language section(s) of children attending the school (e.g. DE,EN,FR): __ __ __
Number of children in Nursery (M), Primary (P) or Secondary (S) cycle: M __ P __ S __
Authorise my bank ___ ___ ___ ___ ___ ___ ___ to transfer from my account number
IBAN __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
the sum of 24 Euro the first time on __ __ /__ __ /20__ __ and thereafter on 1st October of each year, this sum being my
annual subscription to the Parents‟ Association of the European Schools in Luxembourg, to the following account:
BANQUE ET CAISSE D‟EPARGE DE L‟ETAT BIC: BCEELULL Account IBAN LU64 0019 2555 5628 0000
Luxembourg, (date) __ /__ / 20__ __
Signature ______________________________________________
Please note: * This standing order cancels and replaces any existing standing order in favour of the Parents’
Association of the European Schools in Luxembourg.
PLEASE RETURN TO:
APEEE Secretariat - Room C1/004, JMO Building - European Commission - Kirchberg L-2920
61
FORMULAIRE D'INSCRIPTION A.P.E.E.E.
ORDRE PERMANENT / VIREMENT BANCAIRE *
(Veuillez compléter en lettres majuscules)
Je soussigné :
Prénom : __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
Nom : __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
(Adresse personnelle)
Rue, Numéro : __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
Code postal : __ __ __ __ __ __ __ __
Ville : __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
Téléphone : __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __GSM : __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
E-mail : __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ _
(Adresse professionnelle)
Institution/Société : __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
Rue, Numéro : __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
Code postal : __ __ __ __ __ __ __ __
Ville : __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
Téléphone : __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ GSM : __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
E-mail : __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
Sections linguistiques des enfants fréquentant les écoles (par ex. DE,EN,FR): ___ ___
Nombre d'enfants en maternelle (M), au primaire (P) ou au secondaire (S): M __ P __ S __
autorise ma banque __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ à transférer à partir de mon compte
IBAN: __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
le montant de Euro 24 la première fois le __ __ /__ __ /20__ __ et ensuite le 1er octobre de chaque année, cette somme
représentant mon cotisation annuel à l'Association des Parents d'Elèves des Ecoles Européennes au Luxembourg, au compte
bancaire suivant:
BANQUE ET CAISSE D‟EPARGE DE L‟ETAT BIC: BCEELULL compte IBAN LU64 0019 2555 5628 0000
Luxembourg, (date) __ __ /__ __ /20__ __
Signature _____________________________________________
Veuillez noter : * Cet ordre permanent annule et remplace tout ordre permanent existant en faveur de
l'Association des Parents d'Elèves des Ecoles Européennes au Luxembourg.
RETOUR À:
Secrétariat APEEE - Salle C1/004, Bâtiment JMO – Commission Européenne - Kirchberg L-2920
62
APEEE – Association des Parents d‟Elèves de l‟Ecole Européenne
web site: http://www.apeee.lu
e-mail: [email protected]
Ad Parentes e-mail: [email protected]
Bulletin d’information / Newsletter: inscription par voie du site web / subscription via web site
COMITE DE GESTION 2009-2010 MANAGEMENT COMMITTEE
(version 17.10.09)
Membres du bureau / Members of executive board
Président:
Ian DENNIS
Ian.Dennis<at>ec.europa.eu
4301-35129 / 691.530632
Vice-Président LAdministratif et Financier:
Monique LOOS
Monique.Loos<at>curia.europa.eu
4303-2316
Vice-Président Luxembourg II:
Luca MARTINELLI
4301-38101
Luca.Martinelli<at>ec.europa.eu
Vice-Président Pédagogie Secondaire:
Isabel LEITE
isabel.leite<at>europarl.europa.eu
317868 / 4300-23250
Vice-Président Pédagogie Primaire:
Johannes MADSEN
jstenbaekmadsen<at>hotmail.com
458152
Secrétaire:
Michèle RETTER
michele.retter<at>dcf.etat.lu
24785579
Trésorier:
Michèle RETTER
michele.retter<at>dcf.etat.lu
24785579
Autres Membres / Other Members
Fabianne BERTHELOT-ERTL
Rosa BRIGNONE
fabertl<at>hotmail.com
rosa.brignone<at>europarl.europa.eu
26332659
4300-23822
Gerard HANNEY
Birgitte HOLST
Jenny JANIETZ
Gerard.Hanney<at>ec.europa.eu
birgitte.holst<at>europarl.europa.eu
bholst<at>pt.lu
jenny.janietz<at>gmail.com
4301-34929
4300-23177
357834
435721 / 691 525620
Johannes MADSEN
Rodolfos MASLIAS
jstenbaekmadsen<at>hotmail.com
rodolfos.maslias<at>europarl.europa.eu
4398-45773 / 691 196749
430024758
Marika PAPASIDERI
maria-elza.papasideri<at>ec.europa.eu
4301-35817
Raoul PRECHT
Reza RAZAVI
Raoul.Precht<at>europarl.europa.eu
[email protected]
4300-23351, Fax: 4300-24802
621504653
Lars SCHMIDT
Siemon SMID
lars<at>bue-schmidt.net
siemon.smid<at>gmail.com
621.175454
433944
Jérôme VACCA
Jerome.vacca<at>gmail.com
661 660124
Stéphane VIALLON
Rhonda WILKINSON
VIALLON<at>eib.org
rhonda<at>pt.lu
4379-89898 / 26202895
458152
SECRETAIRE PERMANENTE 2009-2010 PERMANENT SECRETARIAT
(version 25.02.10)
Bureau / Office address : Bâtiment Jean Monnet, Bureau C1/004, L-2920 LUXEMBOURG
Tel: 4301-33105, Fax: 4301-34869
Ouverture du bureau / Office opening hours :
Lundi / Monday : 8.30 - 16.00
Mardi à Vendredi / Tuesday to Friday : 8.30 - 12.30
Présence à l’école / Presence at school :
Lux.1 – Nouveau Bâtiment Primaire / Lux.1 – New Primary Building : n/a
Lux.2 – Village Pédagogique / Lux.2 – Pedagogical Village : n

Ad Parentes - Luxembourg

Transcription

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