Tapestry magazine, 5th edition

NEWS AND REVIEWS FROM IN & AROUND THE BSB CAMPUS

I S S U E N ° 5 I 2 0 1 5

An educated approach to financial planning

Fulcra is Brussels’ leading independent financial planning firm, providing services to individuals and businesses for over 16 years. We recently became part of The Fry Group, further enhancing the depth of our expertise.

Our team of experienced advisers provides straightforward, sensible and honest advice on investments, retirement planning, pensions and tax planning.

We can help you manage your wealth and reduce the amount of tax you pay.

We can also help you with higher education funding and estate planning.

If you would like to discuss our refreshingly individual approach, please call us on +32-(0)2-639 4560, email [email protected] or visit our website.

www.fulcra-international.com

Fulcra is regulated in Belgium by the Financial Services and Markets Authority (FSMA 23345 A-B).

Fulcra is part of

www.thefrygroup.be

The Fry Group (Belgium) is regulated in Belgium by the Financial Services and Markets Authority (FSMA 23345 A-B)

The Fry Group’s Brussels office is the leading provider of financial planning advice to the international English-speaking community in the Benelux region. We offer tailor-made financial and retirement planning solutions to private individuals and companies.





T A P E S T R Y M A G A Z I N E I N º 5 I 2 0 1 5

www.brit ishschool.be

Principal's forewordA very special journey

ReportageA year in photos...

DramaA tender heart – the challenge and the privilege

Sociology and PsychologyHow can you improve society if you do not understand it?

Parent perspectiveFrom a city of light to a suburban green dream... and wegomleggings!

Special Olympics BelgiumEveryone's a winner!

Year 6Student voices

Music departmentThe halls are alive... with the sound of music

LanguageMandarin at BSB

Primary Drama‘Uptown Funk’ and ‘Choco-latte’

PrimaryBilingual classes goes from Reception to Year 9!

One worldThe changing landscape of charity at BSB

1815 to 2015The Battle of Waterloo still has the power to enthral

Year 5Cheese, canals and clogs. Year 5 go abroad!

InterviewBSB alumni

Art projectRoaring success!

Year 1 productionToys, Glorious Toys

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AlumniFrom classroom to TV screen

CampusKindercrib moved

Primary DramaPeace and Conflict

InterviewMeet the ex-Presidents

InterviewFrom Mars to the Titanic – never a dull moment with the BSB Sciences department

FoBSBCavell House and a new home for FoBSB

Inclusion at BSBAll together now

MusicOur students constantly inspire us by the way they embrace challenge!

SportsA dream come true!

Update: Project 3-2-1Visionary plans for a new sports complex

Update: Project 3-2-1A head for heights!

Update: Project 3-2-1From Poet's Society to Architect

FeatureCreative writing and art gallery

ExhibitionDT & Textiles

Technology for learningWorkshop for parents

UpdateThe Best of Both

BSB examinationsResults' summary

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In this issue...An educated approach to financial planning

Fulcra is Brussels’ leading independent financial planning firm, providing services to individuals and businesses for over 16 years. We recently became part of The Fry Group, further enhancing the depth of our expertise.





www.fulcra-international.com

Fulcra is regulated in Belgium by the Financial Services and Markets Authority (FSMA 23345 A-B).

Fulcra is part of

www.thefrygroup.be

The Fry Group (Belgium) is regulated in Belgium by the Financial Services and Markets Authority (FSMA 23345 A-B)

The Fry Group’s Brussels office is the leading provider of financial planning advice to the international English-speaking community in the Benelux region. We offer tailor-made financial and retirement planning solutions to private individuals and companies.





28


It is particularly poignant for me to be writing my last Tapestry introduction after 11 years at BSB. Indeed, when I first joined the school, Tapestry did not exist…but then so many of the things we now take for granted did not! As such, I would like to reflect on the changes I have seen at BSB. This has always been a very special place, full of committed, enthusiastic and engaging people (students, staff, governors and parents) and without their dedication, none of the achievements I have seen, or the ones before, would have been possible.

Soon after my arrival in 2004, the IB Diploma was launched and the numbers of international students grew. From 72% then to 38% British now, we have seen an international shift that has absolutely enriched us. In 2004 there was no accreditation by CIS, no P&O and no Learning Together, Inspiring Success tagline.

As Principal, Roland Chant introduced all of that, one of our A Level Art students then developed ‘the Swoosh’ and a new image for BSB was born!

Roland challenged us to think big about mother tongue languages and was also the first Principal to invite architects into school to discuss possibilities to extend upwards to create a second floor in Brel, so expanding the newly merged Primary School.

Those architect ideas did not come to pass but…

… two years later our new Principal, Brenda Despontin, invited them back to discuss even more exciting and ambitious plans - to build a new sports centre and swimming pool. And now I have been the Principal tasked with overseeing Project 3-2-1 – what a privilege!

P R I N C I PA L ' S F O R E W O R D

A very special journey...

This has always been a very special place, full of committed, enthusiastic and engaging people (students, staff, governors and parents) and without their dedication, none of the achievements I have seen, or the ones before, would have been possible


PAGE 04➜05

Under Brenda’s leadership, we developed our 2020 Vision around the notion of world class, we further developed the concept of challenge and inspire and introduced the bilingual French/English programme alongside the improved Dutch curriculum, which Carole Denny and the Modern Languages staff led so expertly across the school. Brenda was also the first member of staff outside the IT department to buy her own iPad as a working tool, and so inspire everyone else - and now we have a 1:1 digital programme throughout the school!

Of course BSB has always had compassion and conscience, with students (and staff) dedicating themselves to projects far beyond the reach of the campus. There is a history of enormous amounts raised for charity, visits to partnership projects overseas, a strong Amnesty International group and a commitment to human rights throughout the school’s history. More recently, we were the first school to establish a charter with the Belgian Special Olympics and FoBSB continues this work annually. Further afield, the front cover of the latest edition of World

Student magazine features a photograph of one our students, taken by another, sitting on the wall outside one of our Best of Both partner schools in Bolgatanga. BSB continues to reach far and wide!

But alas my word limit is up and I want to end with a heartfelt thank you. This has been a wonderful school to lead, and I believe that I could not have been more blessed than to hold the positions that I have been entrusted with at BSB. What a joy, what a journey; thank you all - for everything.

This has been a wonderful school to lead, and I believe that I could not have been more blessed than to hold the positions that I have been entrusted with at BSB. What a joy, what a journey; thank you all - for everything.

Sue Woodroofe, Principal

R E P O R TA G E

A year in photos...

Captions from top left: September 2014 WW1 commemorations. Guest speaker author Diana Souhami. October Maria wins Arkwright

Award I Year 1 Drama Production I Contracts for Project 3-2-1 signed I John wins Chemistry Award I EAL Circus School I Primary School

children taking Book Week seriously I Adisa is back for Book Week I Jazz evening I Visit to Tom Franzen. November Junior Singers I

September ’14 October


December

Year 7 and BSB’s roll out of 1:1 devices I Programming Club. December Christmas Market. January 2015 Reception and Super Hero’s!

February Time capsule is created for Project 3-2-1 I Project 3-2-1 and celebrations for “Laying of the first stone”.


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November

January ’15 February


Captions from top left: March BSB Dolphins and Brussels Junior Championships I Amnesty International Concert I 2015 ISST Rugby,

Paris I Little Talks (Primary School’s version of TEDx) I Reception Bike Day I Music Concert I Music Concert I Music Concert I Science

Department sets us up to see the Solar Eclipse safely! I Year 2 Production I Year 4 Production I Year 6 visit Bastoigne. April Lower

March

June

April


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Primary celebrates Easter I Upper Primary House Quiz. May Year 1 Production I FoBSB have their International lunch. June ISST Tennis

– BSB came 1st with some great play I Reception Sports Day I STEM Challenge I Whole School Summer Music Concert. July Primary

School Awards I Senior Citizens coffee morning in Primary School. August Results.

July August

May


A tender heart – D R A M A

the challenge and the privilege

JANE WHITEHOUSE writes for Tapestry.

With remembrance of WW1, the aim to create a production which reflected our unique position, here at BSB, led to the real life story of Edith Cavell. This Norfolk girl found her calling establishing nursing training in Brussels and was drawn in to underground activities, through a respect for life, whatever the political side. Edith’s tale was one of fortitude and ultimate sacrifice, as she worked to save some 200 men in occupied Brussels, only to be executed in

1915. I wanted to find the authentic voices of all those involved, be they English, Belgian, French or German. I was fortunate to have the assistance of my Co-director Dannielle White, as well as Anika Bronkhorst, Marie-Sophie Verhelst and students Alex Kramer and Sophie de Ville de Goyet to assist with translation for this multi-lingual performance. Alex and Sophie also played, respectively, the German soldier and Edith’s German maid, Marie, with aplomb.


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Edith’s tale was one of fortitude and ultimate sacrifice, as she worked to save some 200 men in occupied Brussels, only to be executed in 1915.


From early rehearsals, it was clear everyone shared the determination to honour those whose stories we were telling. I was continually impressed by the ensemble including, amongst others, Tara Noble, Hannah Whitehead and Emilie Feasey, who skilfully multi-roled the people of occupied Brussels, as well as speaking from Edith’s letters home, revealing the growing impact of the war. Juliette Lemaitre, who played 7 year old Edith, not only enchanted the audience in performance, but focused with rapt attention during long rehearsals.

From early rehearsals, it was clear everyone shared the determination to honour

those whose stories we were telling.


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Jack Chamberlain cut a striking figure as the patriarchal Reverend Cavell whilst Carla Hespe and Henry Jones energised French lines as two of the Francois children, for whom Edith worked as a governess. Mariana Monteiro Nunes and Stijn van de Grampel, as their parents, epitomised the sang-froid of the wealthy middle class in Brussels during La Belle Epoque. This world was soon to be shattered and the following scenes with nurses Sofie van de Grampel, Kerewin Parfitt, Cathy Boland, Maria Ledezma-Viso, accompanied by Megan Nelson as Sister White and Lilly Menear as the

indomitable Sister Wilkins, reflected not only the bravery but the humour of women, finding ways to cope with the increasing pressures of the occupation.

Karan Alexander, Tom Thorpe, Cyrus Nabili, Henry Jones, Harry Woodfin and Jack Chamberlain showed skilful versatility playing both wounded soldiers and members of the resistance network. Oliver Wauters captured the mercurial, menacing nature of the spy Quien and, along with Stijn’s Sergeant Pinkhoff, created chilling moments during the investigations. Mariana, Georgia Crowe, Marite Kuus and Emilie Feasey held the stage with dignity, as the women interrogated at the same time as Edith. Special praise must go to Tori Macdonald whose sensitive performance as Edith, from vibrant teenager to the composed woman awaiting execution, was highly moving.

Final thanks must be for the accurate costumes created by Ishbel Babbs and the technical prowess of Dan Mitran, who along with Claire Williams and the crew, breathed theatrical life into the stage play world.


S O C I O L O G Y A N D P S Y C H O L O G Y:

Nature or nurture? Both sociology and psychology are often reduced to these diametrically opposed positions. It is as if humans either cannot tolerate complexity, substituting intellectual finesse for conviction. My goal as a teacher of both subjects, is to show how both nature and nurture combine to affect our behaviour, both as individuals and members of social groups. However, I struggle to fully endorse the experimental method in Psychology believing that our human consciousness and (limited) free will means that the variables and factors that mould our behaviour are too difficult to identify and isolate, never mind control, in order to measure their impact upon our behaviour.

Maybe the above viewpoint just reflects my own need to believe that humans are too

complex to have their lives captured, even in words, never mind the comforting certainty provided by statistics. As the previous sentence demonstrates, my values do creep into my teaching (as a student asked this year, “why are so many sociology teachers left-wing?”): I believe because they can see what humans can be, their potential, and systematically study and measure how far we have to travel to reduce the injustice and inequality that can kill.

I marginally prefer teaching Sociology (I have already explained to my Psychology class that it is nothing personal!) because the subject challenges so many of society’s assumptions, whether it be the effects of children being raised by same-sex couples to the net economic contribution of immigrants to the UK - or even how middle class immigrants are more positively labelled as ‘ex-pats’. Sometimes Psychology appears to be too modest in its ambitions, suggesting piecemeal changes to make us more effective - or should that be efficient - students, workers and partners, whereas many pieces of sociological research call for radical change, giving a voice to the disadvantaged and supporting the underdog and minority groups, including women. Minorities are not just defined by numbers.

To challenge the values and stereotypes of the reader, I will claim that I have no vested interest in creating clones, persuading Sociology and Psychology

students to think like me. I deliberately provide my viewpoint on various aspects of human behaviour to provoke students into explaining why they may disagree, prompting them to provide examples from the research evidence that force us to question the common-sense assumptions that chime with what we want to believe.

To try and restore the harmony between Sociology and Psychology, I will say this: they are both ideal in supporting BSB’s ethos of internationalism, covering topics such as the family and education in Sociology and human relationships and abnormal behaviour in Psychology, drawing upon the personal experiences of students from over 70 nationalities. How can recalling such a variety of perspectives not promote tolerance or, at the very least, seriously challenge society’s dominant discourses? It has been a privilege to witness how we can encourage the toleration of uncertainty and the comprehension of alternative perspectives. The freedom from having to regurgitate a set answer is truly liberating, allowing students to challenge the knowledge they encounter, irrespective of the source: the media, parents or even teachers. Sociology and Psychology provide diagnostic tools and potential prescriptions to channel the desire to make a difference that infuses so many students at BSB, using our position of privilege to contribute, not diminish.

How can you improve society if you do not understand it?

Secondary School teacher PAUL SULLIVAN gives us an insight into his thriving Senior Section department.


PA R E N T P E R S P E C T I V E

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From a city of light to a

suburban green dream... and wegomleggings!KATYA ADLER gives us a new BSB parent’s perspective on moving and settling in.

Madrid is a city of light - people dress in brightly coloured clothes, carrying eye-catching fans (yes, men too) to ease themselves through long days of scorching sunshine and brilliant blue skies.

Put it this way – we worried about moving to Belgium.

But when we first came on a family ‘recce’, we were bowled over by the light of Brussels.

Yes. There were grey skies. But, for the first time since my children were born, we were going to live in a house rather than a flat. And the houses here have huge windows. There’s light aplenty.

Originally we planned to live and find a small, local school in central Brussels but a friend and colleague who has his children at BSB, encouraged us to ‘just take a look’.

Well, that was it.

Plans changed pretty quickly and our vision of bustling Brussels city living speedily morphed in to a suburban, green dream.

How could we not send our girls to a school in a forest?

With art studios, bilingual teaching, space and opportunities aplenty for students keen to grab them..?

Moving as a family is stressful.

We worried about the children adapting, finding new friends.

Finding ‘Their Place’.

But six months on, I’m in awe at said children (objectively-speaking, of course!). At their ability to learn a brand new language and make close new friends.

We’ve so appreciated the BSB parents we’ve met who’ve helped and encouraged us along the way. We’ve made our own close new friends. And they’re brilliant.

We adore our girls’ teachers and are grateful for the warmth and support we’ve had from the school.

We’ve not looked back. Much.

We love it.

Well, except for the perpetual, omnipresent and hideously frustrating wegomleggings around every corner!


S P E C I A L O LY M P I C S B E L G I U M

Everyone’s a winner!

KIM BURGESS, External Relations Director talks to EDDY BECKERS, CEO of Special Olympics Belgium.

Talking to Eddy Beckers you are immediately struck by his passion, inspiration and ambition for his athletes, their families and some 3,500 volunteers. “Special Olympics Belgium (SOB) exists because of our volunteers” he recounts; “they really bring SOB to life.”

The first ever World Games were held in 1968 in Chicago. The Special Olympics was founded in 1979 by Eunice Kennedy Shriver (having been inspired by her sister who was disadvantaged) and today, her son is the President. Eddy joined SOB in 1986, with qualifications in physical education in many sports’ disciplines, including track and field and skiing, and much of his earlier work was to readapt the rules of sport for the disadvantaged. Today he has just 20 staff and even his two daughters volunteer on a regular basis. BSB has supported SOB since 1991 where it gave funding for athletes to attend the World Games in Minneapolis and since then has supported a variety of events. Volunteer support has come from all corners of the BSB family, including parents, staff and students.

Today, SOB organises 30 events nationally and internationally, including the annual National Games; the European and World Games are held every four years. That takes a lot of organisation and a lot of volunteers. “Looking back” he says “the quality has really improved, the coaches are better, the athletes get better training; there has been evolution on every level.”

24 years of collaborationOver the 24 years of collaboration it has become clear that both organisations have quite similar values – social integration, awareness and respect. “BSB students are involved in SOB and gain awareness of people in society. Everyone has a strength and it’s important for young people to learn this; our athletes are not so different despite their disability. I think this is an important message; treating people equally.” Eddy says.

In his 29 years at SOB, Eddy has seen many changes and many challenges. But his eyes light up and there is a constant grin on his face when he talks about his work. This is a man who lives and breathes his role and responsibilities with joy (a word he uses a lot). Not surprising that his mission is to ensure that all volunteers find joy in their supporting roles. “We are all different but we all have different strengths and abilities” he says. “The mix of our volunteers is diverse, including sport coaches, VIP’s, CEO’s of large companies, the families of the athletes, students and their parents from international schools. But when they all get together to support an event, something very special happens. They are unified, they integrate, they believe in the same values as we do; that of fair play and respect. I’m very touched by that.” Eddy believes that this is why senior partners or sponsors are so motivated: “they know they are doing the right thing.”

Piet Steel (President) and Eddy Beckers (CEO) Special Olympics Belgium (SOB).

“ Everyone has a strength and it’s important for young people to learn this; our athletes are not so different despite their disability. I think this is an important message; treating people equally.”


PAGE 16➜17

Still smiling, Eddy tells me that his athletes are very natural. “They are who they are. If they meet the Belgian King or a Prime Minister, they act in just the same way as with you or I. They are very spontaneous.”

Everyone engagedBSB signed a Charter with the SOB to promote these shared values. “A highlight for me was watching the BSB and SOB gymnasts perform together and participating in the BSB Parents’ Charity Ball. To see the engagement of the whole school was very precious.”

In 2014, BSB sponsored 21 athletes in the European Games, spearheaded by Janice Wiggins, a BSB parent who also helped to rally the volunteers. The Belgian delegation won 90 Gold medals, 88 Silver and 102 bronze. But, Eddy is quick to add, “everyone is a winner as

our rules differ to other sports where athletes don’t have a disadvantage.” In the Special Olympics’ rules there are different levels to participating (and winning) based on age, gender, and the level of skill acquired, so that it’s equal and fair. “It’s not about winning, it’s about bringing people together, disadvantaged or not, and friendship.”

Regional games: vision of the futureEddy’s vision is to ‘create clusters of people’ who want to share their values. He refers to SOB as a lighthouse, shining its principles and vision over a vast sea of potential athletes and their supporters. His mantra is “to go further, to reach more people” and wants to grow the organisation and its supporters, enabling them to bring joy and fun at a local level in different regions around Belgium, highlighting the capabilities of the athletes, culminating in ‘Regional Games’. “We have to bring the Special

Olympics to the people, not the other way around. It’s very ambitious and lots of work but the decision has been taken to move in this direction and we need more partnerships.” Spurred on by a recent trip to the Special Olympics in Ireland where this model is in practice, Eddy is determined. SOB has a total of 24 sports (19 summer and 5 winter ranging from swimming to skiing); with 350 clubs already involved in some way with SOB, Eddy wants to create closer relationships, enabling them to be more active locally whilst carrying the SOB label. With 6,000 athletes (and a further 6,000 in training) you can see just how ambitious their plans are.

If his vision for the future is not challenging enough, Eddy was responsible for 70 SOB athletes participating in the World Games in Los Angeles in July 2015 covering 14 different sports, and you’ve guessed it, everyone was a winner!

At the BSB 2015 Awards Ceremony THOMAS SANDLER won the Award for Film Studies

Thomas is a young master of all aspects of film production. Technically, he is way ahead of the game. Thomas does not like things easy. Nor does he like them wrong. Watch out for his name in the opening credits soon.

Mark Andrews, Head of Film

Citatio

n

PAGE 18➜19 www.brit ishschool.be

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Have you just moved, or are you about to move, to Belgium ?In that case expert advice and support can be useful.

That is precisely what ING can offer you for all your

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Y E A R 6

Student voicesBeing a Year 6 role model means we have to be aware of our special responsibilities. We are aware through circle time discussions about how we should behave and how we can help younger students. This will help us lead more effectively in Year 7, especially for the peer mentors who help supervise younger students. Crystal and George

Simon led us into the world of Design and Technology. He explained how a vehicle, in this case a moon buggy, could move using a motor. He taught us about gears, axes, bearings and other mechanisms. This will give us a little boost for D&T in Year 7. Evan and Ted

We often go to the Secondary School Science department. One visit was to test how bacteria grows and the lab technicians came over to show us the results. Adam

Being a role model is a very important task. It is especially important in Year 6 as all of the Upper Primary look up to you. You must always be polite to everyone around you. You also need to be able to sort out problems that younger children cannot resolve themselves. The most important and hardest task is being fair to all. As a role model, you set an example to all of those who look up to you. Aloysius and Dylan

By going to a Science lab we learned much more about bacteria and microorganisms and that can help us with our work for Science in future. Sonya

As peer mentors we have a lot of responsibilities to ensure problems in the playground are sorted to make the circumstances fair. We have to be open-minded and listen to different points of view. It has shown me how to be more resilient, open-minded and most importantly, how to get on with people of all ages. I’m sure I will be more confident when I stand up and speak. William

During Year 6 we have increasing amounts of Home Study, and it has become a lot harder. This has happened because we need to learn to take more responsibility for our work and to manage our time. Fortunately our teacher has also made it seem more like Secondary School by being a bit more strict with Home Study expectations. Lewis and Guido

We've visited the Secondary School to learn more about the building. We've been practising our writing and teachers from Year 7 have come over to talk to us about the Secondary School. Garth

We get Home Study for many different subjects; Maths, English, ILT, French and more. In our extended Home Study we are becoming more organised and neater. We have an app (Student Planner) to help us remember what we need to do, and this will be very similar in Year 7. We also have visitors from Secondary School who tell us about Year 7. Enric, Vania and Max

When we went over to the Science labs in the Secondary School building we met Maria the Head of Science. Maria taught us some things that we would need to know when we join Secondary School. Sawyer

Throughout the year we have been changing our seating arrangement to experience working with lots of different people, not necessarily our friends. Eve

Year 6 students give their perspectives on joining Secondary School.

ING Belgium SA/nv – Bank/Lender – avenue Marnix 24, B-1000 Brussels – Brussels RPM/RPR – VAT BE 0403.200.393 – BIC: BBRUBEBB – IBAN: BE45 3109 1560 2789. Publisher: Inge Ampe –Cours Saint-Michel 60, B-1040 Brussels – 708054E – 05/15

Have you just moved, or are you about to move, to Belgium ?In that case expert advice and support can be useful.

That is precisely what ING can offer you for all your

banking and insurance needs, even before you arrive.

With ING you can benefit from a contact who speaks

your language and a dedicated Call Centre. What

better welcome could you wish for? Have a try by

calling one of our staff on + 32 (0)2 464 66 64 or by

surfing to ing.be/expat

708054E_ING_EXPAT_BritishSchoolBrussels_260x210.indd 1 08/05/15 16:01


M U S I C D E PA R T M E N T

The halls are alive… with the sound of music!

EMILY CUTTING writes for Tapestry.

It is a joy to teach Music in Lower Primary. The children are wonderfully receptive and enthusiastic towards any new musical techniques, songs and games that are flung their way.

The lessons are based around the principles of Dalcroze Eurythmics. This is a music education method (developed by the composer Emile Jacques-Dalcroze) in which we learn about music through movement and the body’s instinctive reaction to musical stimulus. Children in the class listen to the music that is played and respond accordingly using the body’s natural movement.

So as we spend time galloping around the room pretending to be ponies, flying our rockets up into space, or taking shelter from thunder storms we are unconsciously learning about dotted rhythms (as ponies), half notes (as we slowly walk on the moon) and quarter and eighth notes (as we walk quickly and then jog away from the impending storm!). Every element of music can be taught as a physical experience and when it is understood physically then we can attach the standard musical terminology to each movement. The quarter notes, known firstly as ‘walks’, are later labelled as ‘ta’; the eighth notes, ‘jogging’, then become ‘ti-ti’, and so on.

Singing is also a vital part of every child’s musical education. In our music lessons we tend to sing simple songs, using Kodaly (do, re, mi, etc.) to develop a good sense of pitch. Our weekly Music Assembly, however, gives us a chance to learn some fun action songs, and to enjoy singing together as a big ensemble.

Children in Year 2 also get the opportunity to join the Tintin Singers – a weekly lunchtime club where we sing more complicated repertoire and really concentrate on the performance aspects of singing. This year we are a merry band of around 40 and we have learned a wide variety of songs, from Ghanian shoe-passing songs to two-part rounds. Our highlight of the year so far was the Primary Spring Concert where we remembered all the words, mastered the dynamics and – most importantly – sang our hearts out with smiles on our faces!

And of course, let’s not forget the all singing, all dancing productions which the children and their class teachers work so hard at. Lower Primary really is alive with the sound of music!


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L A N G U A G E

Mandarin at BSBBSB is a home for languages and now it’s setting its sights on the most widely spoken language in the world – Mandarin Chinese.

BSB’s RHYS MUMFORD writes for Tapestry.

Hitting the right toneThis year BSB began to offer Mandarin lessons as a lunchtime club. Students have been coming along since November and getting to grips with this peculiar language, where the verbs don’t conjugate, the alphabet doesn’t exist, and the pitch of your voice can be all that stands between lucidity and gobbledegook (or, worse, something lucid that you really did not want to say). Yet, despite the pitfalls and perils, Mandarin Club regulars have been rising to the challenge and building up an impressive start. Next year the school will offer Mandarin as an after-school club, which will be another great chance to begin studying this fascinating language.

Future opportunitiesAs speechwriters are fond of pointing out, the word for ‘crisis’ in Chinese contains the characters for both peril and opportunity and, if learning those hundreds of characters sometimes feels like a crisis, there are opportunities for Mandarin speakers too. In May this year, BSB welcomed former student Eve Baker to give a talk to members of the Mandarin Club and other Year 10 students. After leaving BSB, Eve read Chinese studies at university before setting up her own travel company using British-born Chinese-speaking tour guides. In an engaging talk Eve gave the audience her top tips for learning Chinese, before everybody had a go for themselves by writing out the most complicated Chinese character in modern use… all 58 strokes of it!

Mandarin Club regulars have been rising to the challenge and building up an impressive start.


P R I M A R Y D R A M A

‘Uptown Funk’and ‘Choco-latte’

ALI MULLENS writes for Tapestry about Year 4’s interpretation of Charlie and the Chocolate Factory.

The children in Year 4 took to the stage in March to perform their very own version of the well-known story, ‘Charlie and the Chocolate Factory’. A very fitting and perfect story for the children to perform as they spent Term 2 learning all about chocolate as part of their Integrated Learning Theme (ILT).

The play centred on Charlie Bucket and a few other children – Violet, Verruca, Mike and Augustus, winning a Golden Ticket to visit Willy Wonka’s remarkable chocolate factory.

Auditions took place for speaking roles and the standard was so high, the children made it very difficult for staff to make decisions when casting.

The children needed to learn lines, sing songs in English and French, dance, play instruments, and know which side of the stage to exit and enter. Not an easy feat, especially when some children performed as multiple characters throughout the play! However, the children were dedicated from the start, and worked incredibly hard. They all gave 100 per cent to each rehearsal, and stepped up to the challenge of putting on an amazing production with energy and vigour.

Scenery, dances and costumes appeared effortlessly, thanks to an amazing team of parents and staff who worked hard behind the scenes to ensure everything came together perfectly.

The energy and excitement on the Wednesday night was electric and the children were ready to perform in front of their families. What a great job they did too! The Year 4 staff could not have been more proud and the children performed like professionals. Watching children light up onstage and deliver lines with confidence and self-belief was a particular highlight. The ‘Uptown Funk’ and ‘Choco-latte’ songs were particular favorites and could still be heard around the Year 4 corridor weeks after the performance. Bravo, Year 4!

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P R I M A R Y

Bilingual Programme goes from Reception to Year 9!From the smallest seed of a concept four years ago, this year saw the completion of the Bilingual Programme in every year group from Reception to Year 9. (Ages four to 14 years!) As a thriving addition to what is offered at BSB, the staff and students are also very proud of the successful implementation of the programme.

In Lower Primary some extra-curricular clubs in French have also been organised for the bilingual classes – from Hip Hop to Music Appreciation to Drama. It’s quite hard work to be committed to another hour after school when you are six years old and already tired!

As always there have been lots of opportunities for students within the programme to get together and share

their learning. Book Week started the year positively when two French authors/illustrators visited school and carried out workshops and talks on writing and creating text, across both Primary and Secondary.

Charities Week, shared reading by older students to younger ones, visits to different year groups associated with ILTs and the many and varied year-group productions as well as the Upper Primary residential school journeys in Luxembourg, Malmedy and Tournai have all led to a vibrant, stimulating and enthusiastic year.

Our French/English Bilingual Programme is here to stay and as part of our 'Whole School Development Plan' will include a complete review of our Dutch offering.

ISAAC AVERY, John Garland Award for Modern Languages

Isaac has completed A2 French and AS Spanish, but as a natural communicator and linguistic risk-taker, he always seeks to go further, mastering new vocabulary and complex grammatical concepts. A truly worthy Languages Award winner!

Tony Walk, Head of Modern Languages

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O N E W O R L D

The changing landscape

of charity at BSB

Charity work at BSB has a far-reaching legacy reaching out to all regions of the world. Fundraising activities can provide many opportunities to have fun while fundraising for good causes. In previous years staff and students threw themselves whole-heartedly into such activities raising some impressive amounts; in some years, in excess of €50,000 but there was always the challenge of integrating education with fundraising. It would be fair criticism to suggest that our students haven’t always understood the contextual issues that surround our charitable causes.

PrimaryThe introduction of Integrated Learning Themes (ILT) provided an excellent opportunity to embed learning into the Primary curriculum. Every year group has an adopted charity that links with at least one of their ILTs. For example, students in Year 5 study the “Stand Up for Your Rights” ILT during which they learn about the work of World Child Cancer and the

right of every child to receive medical care. Where appropriate, year groups organise fundraising activities but the focus is very much on learning. The goal is for our young students to develop into ‘informed givers’ who are aware of the issues that their adopted charities tackle. Fundraising activities focus on the impact that the fundraising have on the individuals helped by each charity rather than a total of euros raised.

Owing to their young age, finding practical service learning opportunities can present a challenge. Nevertheless, students are encouraged to communicate what they have learned about each cause to their peers and their families. Older students may also take action by writing letters and emails to express their own opinion about the cause they have studied. Wherever possible year groups try to organise visits from representatives of the charities as well as parents and friends of BSB who are involved in the issues studied by the children.

SecondaryIn Secondary School, year groups currently focus their charity efforts based on key themes, for example in Year 10 students focus on understanding ability and disability. Student fundraising has always been organised through the fundraising committee, with each tutor group represented and in the run-up to Charities Week, PSHE lessons are dedicated to charity planning.

The challenges relate to the capacity for tutor groups to dedicate meaningful time to researching their issues and making contact with organisations. Effective fundraising needs to be targeted and this requires stronger relationships with the organisations we support. Inevitably, the outcome in terms of student learning and experience, despite enormous goodwill, often seems disparate, both within tutor groups and across year groups.

In addition, to Charities Week planning, Secondary School also has curriculum time dedicated to service learning opportunities. Through the CAS Programme in Senior Section students can choose local community placements where deep learning opportunities arise. In Year 8, the Service Learning Project provides students with a more substantial block of time to explore opportunities to tackle global concerns through local action. This led to some enriching outcomes this year, with student-led projects, focusing on issues such as breast cancer, local environment and the role of animals in therapeutic care.

The organisation of charity work and fundraising at BSB has been under review this year with the aim of developing a structure of support for student-led groups. With a working title of One World Projects the hope is that education becomes embedded and that our students leave BSB as critically aware and active global citizens.


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VAB-Driving School

You can reach us in Tervuren Paardenmarktstraat 48

3080 TervurenPhone: 02/767 18 25

Mobile: 0494/50 61 [email protected]

driving school

www.vabrijschool.be

We are pleased to help you. Driving lessons in English.

At the BSB 2015 Awards Ceremony EUAN CAMPBELL won the PE Award

Without any doubt, Euan has been the most successful male athlete we've ever had at BSB. That is saying something, when you consider we have alumni who have gone on to represent their country, won Olympic medals or become full-time professional sportsmen!

Caron Davies, Head of Sport/PE Department

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1 8 1 5 t o 2 0 1 5 :

The Battle of Waterloo still has the power to enthralSince my first visit to the battlefield aged 7, I have been fascinated by Waterloo. It has the perfect balance of horrors and heroics to capture the imagination. So when it came to doing my EPQ in Year 12, my brilliant BSB History teachers all encouraged me to do something Waterloo based - and I jumped at it! From this, I scripted an audio guide and I have run guided tours of the battlefield ever since.

The battle is often surrounded by a swathe of superlatives to underline its significance to people whose knowledge of Waterloo is often limited to the inaccurate history described in ABBA’s version of events! Unsurprisingly then, in the build up to this year’s bicentenary, a survey found that 75% of the British public knew nothing about the Battle of Waterloo whatsoever.

Of course, Waterloo doesn’t appear in the UK curriculum and is even brushed over in most universities. However, if we remember that less than 20km from the school gates, 180,000 men fought for ten hours, during which 50,000 men were killed or wounded and the balance of world power was changed indefinitely as a result, then you would have to agree that this was a big deal!

To put this in context, double the number of attendees at Rock Werchter fought at Waterloo. Meanwhile, the number to die in one day was the same as the number of American troops lost in 12 years of the Vietnam War.

On 18 June 1815, the two greatest generals of their day met on a muddy field in Belgium, the culmination of 22 years of protracted warfare. This war had seen battles across the Caribbean, the Indian sub-continent, the Middle East and the very fringes of Europe. The Allies of Britain, Austria, Russia, Prussia and numerous other smaller European states thought that these wars had been settled in 1814 when allied armies had burst into France, from numerous borders, converged on Paris and exiled Napoleon to the tiny Mediterranean Island of Elba.

On one side was Napoleon Bonaparte, the self-styled Emperor of France. In the three months since returning with 1200 men, he had managed to regain his throne and mobilise another 500,000 soldiers across the country.

On the other side was the Duke of Wellington, the finest commander the Allies had. In a distinguished career he had liberated Spain and Portugal, defeating a string of French armies.

Less than 20km from the school gates, 180,000 men fought for ten hours, during which 50,000 men were killed or wounded and the balance of world power was changed indefinitely as a result...

BSB alumnus, WILL WOODROOFE writes for Tapestry on the occasion of the bicentenary of the Battle of Waterloo about its importance and lasting significance.

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Double the number of attendees at Rock Werchter fought at Waterloo. Meanwhile, the number to die in one day was the same as the number of American troops lost in 12 years of the Vietnam War.

On 15 June 1815, Napoleon launched 124,000 men into Belgium, fighting two battles in which he beat the Prussians and forced the Anglo-Dutch army under Wellington onto the back foot. Wellington had been, in his own words, ‘humbugged’ by Napoleon who had caught his British, Dutch-Belgian and German army unprepared. Nonetheless, Wellington had managed to withdraw his army back to a brilliant defensive position at Waterloo.

Wellington placed his men behind the ridgeline and inside three bastions on the forward slope, clearly visible from the Butte De Lion today. Napoleon had a classic ploy; to dislodge his adversary, he would draw his reserves away from his

centre and then strike with a vast force at the weakened centre. However, Napoleon underestimated two things; firstly, the talent of his opponent and secondly, the determination of the Prussians, who, despite losses of 30,000 were marching to Wellington’s aid.

At 11am, after the last of the French army had arrived on the field, Napoleon started his attack. The assaults on Hougoumont farm were the first to be carried out and would last all day, seeing nearly 8,000 Frenchman and over 2,000 Allied troops killed. Then, after two and a half hours of bombardment by Napoleon’s 250 guns, he sent in 18,000 fresh troops of his 1st corps to win him another famous victory. Unfortunately for

Defence of Hougomont Farm© B

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Napoleon underestimated two things; firstly, the talent of his opponent and secondly, the determination of the Prussians, who, despite losses of 30,000 were marching to Wellington’s aid.

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the French, as they came up the ridge and started to break Wellington’s line (killing the general in command of the sector) they were met by a charge of 2,000 British cavalrymen who forced them back and changed Waterloo from a simple set piece battle to a protracted bloodbath.

Over the next three hours the French would throw all of their heavy cavalry at Wellington’s centre whilst launching numerous assaults on his front line. All the while the French artillery was taking its toll on Wellington’s weary force. The cracks were starting to show and Wellington was increasingly putting himself into increasingly dangerous positions to reassure his diminishing troops. The turning point came at 5pm when the Prussians started to arrive on the battlefield and slowly the tide turned.

Then, at 6.30pm, disaster struck – the farm at the centre of Wellington’s line fell after running out of ammunition. This led

Wellington to comment to his second in command, ‘It would appear, Uxbridge, we are losing the battle.’ Napoleon, after pinning back the Prussians, sensed his chance to win. He sent forward his finest troops at the Allies’ battered centre, where the lion mound now stands; here Wellington had drawn the remnants of his army ready to repel this final all-or-nothing thrust. Nonetheless, the battle was on a knife-edge as Wellington was preparing his army to withdraw.

The French came within 30m of the allied line before British Guards rose from behind the ridge and delivered a devastating counter volley. Simultaneously, the Prussians launched a final effort to break the French line. The shock for the French army was devastating; they imploded. Napoleon retreated to Paris, leaving behind 30,000 of his men, the full array of the Allied armies stormed into France and forced Napoleon from his throne, this time exiling him to the windswept rock

of St Helena in the South Atlantic, from where he would win the great PR war and cement the cult of Napoleon which is so well established today. Wellington went on to celebrity status at home, even becoming Prime Minister.

The Battle of Waterloo reshaped the balance of world power. Britain was able to exploit its success on the European continent to build the largest Empire and most successful trading block the world had ever seen, while the Prussians would use the regained prestige gained at Waterloo to unify Germany under their banner and forge the most successful European state of the next two hundred years.

History teaches us that the centuries to come can be shaped by single decisions and days; this was certainly true of Waterloo and I felt fortunate indeed to have grown up on its doorstep.

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Y E A R 5

TRACY D'OWYER lives to tell the tale.

Cheese, canals

and clogs. Year 5 go abroad!

Check List: 94 fluorescent jackets, bags, pencils, booklets, rubbers, sharpeners, not to mention, snacks and drinks for four days and not forgetting 94 very excited children and their teddies!

TuesdayMadurodam - Het is een kleine wereld! After our picnic lunch it was time to explore the Netherlands in miniature. We strolled around Schiphol Airport, the bulb fields, the Dom Tower in Utrecht, windmills, The Rijksmuseum and lots more. After our whirlwind tour of the Netherlands we headed to our Hostel and it was time to play - then cases were unloaded, bedding packs collected and we were all set for our three night sleepover with rooms full of friends - yippee!

WednesdayAlkmaar cheese museum and a canal boat trip.All aboard the canal boat and then a tour of the cheese museum. We loved site seeing from the water and making our way under some very low bridges! Then we got the chance to find out all about the history of Dutch cheese-making in this fabulous, interactive museum. After lunch it was time for the beach - soleil, mer et sable. Playing was the order of the day, so we unloaded the buckets, spades, footballs and frisbees and made good use of them. We visited the shops and bought all sorts of wonderful things, including friendship necklaces to share with friends. After a few hours it was time to walk back through the dunes to the hostel - what’s for dinner?

ThursdayDe Zaanse SchansSo much to do and see - Windmills, crafts, traditional costumes and houses - where to start? Clog making demonstrations, pewter making, the cheese dairy etc and not forgetting the walk around a working windmill which was producing chalk - and also had an excellent gift shop! Back to the beach for more sandcastle building etc, loaded down with gifts for families, friends and maybe one or two for ourselves!

Chips were on the menu back at the Hostel, hooray! Then we had a fabulous disco and even the staff joined in.

FridayAlkmaar Cheese MarketSmile and say cheese or souriez et dites fromage or glimlach en zeg kaas! The market was in full swing when we arrived and the whole event was relayed via a huge flat screen so we could watch the cheese being auctioned etc. Then we had a chance to wander around Alkmaar and buy and taste some cheese. Our final day had arrived so quickly and we had learned lots of new things, played on the beach and in the playground and made some new friends…

Tot ziens and au revoir Egmond aan Zee… We had a fabulous time!

DanielIt's hard to believe that I've now been away from BSB for as long as I was there - fifteen years! Both periods of my life have been fantastic, but I can't help but feel that the second fifteen wouldn't have been nearly as great, but for the wonderful experience I had at school.

I'm writing this from a hotel room in Los Angeles - I'm here filming behind-the-scenes footage and interviewing the key cast and crew for an HBO film. One of the key things about BSB that has set me on my path is how international it is.

One of the greatest things about BSB is that it's strong at everything. It's fantastic academically, the access to sport and drama is unparalleled, and the facilities for everything are world class. I came out of BSB loving so many things, across all subjects. Rest assured that as you eventually work things out, you are doing so as someone who has had the best possible start in life, the ultimate foundation. My time at BSB was amazing; the most important thing is that it enabled everything since to be fantastic too.


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I N T E R V I E W

DANIEL and EMILY AKERS write to Tapestry.

BSB alumni

EmilySitting down to write this forced me to think about how many years it has been since I left BSB. Then came the realisation that it’s been 12 years since I sat in the Brel or went cross-country training in Tervuren Park.

Since graduating from BSB in 2003, I’ve been lucky enough to have some incredible experiences and, thanks in no small part to a school like BSB. I’m a

stickler for doing things the ‘wrong way round’, and managed to squeeze in some voluntary work in Brazil and New Zealand and a ‘round the world trip’ before heading to university to study both art & design and journalism. A pic’n’mix of experiences that set me up for a whirlwind four years in London working for three start-up NGOs, broken up with a few trips that included climbing Kilimanjaro to raise money for the Cystic Fibrosis trust – a cause very close

One of the greatest things about BSB is that it's strong at everything. It's fantastic academically, the access to sport and drama is unparalleled, and the facilities for everything are world class.


Since graduating from BSB in 2003, I’ve been lucky enough to have some incredible experiences and, thanks in no small part to a school like BSB.

to my heart, and one that BSB has been incredibly supportive of.

I am now working in STIR Education, an NGO empowering the world’s poorest teachers to improve children’s learning. A year and a half in, we’ve developed an eight-strong team, have supported over 1,000 teachers and look set to grow our

programmes with other inspiring NGOs and government structures, to reach our goal of supporting a million of the world’s poorest teachers over the next seven years.

Without the opportunity to have grown up in the international environment of BSB, being fortunate to be surrounded by people with different perspectives and

experiences, I don’t think I would have ever had the twisting path open to me that I have followed. Where will it take me next? - who knows. Maybe full circle back to Tervuren, to pick up my kids after school at BSB.

The full article from Daniel and Emily first featured in the alumni newsletter ‘Swoosh’ in May 2015.

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Ivet demonstrates keen intelligence and ability in all subjects; she has impressed with her commitment to learning and desire to go well beyond requirements. The quality of her writing is superb, whichever language she is writing in.

Richard Tomes, Head of Senior Section


A R T P R O J E C T

Roaring success!This year saw the 200 year celebrations and commemoration of the Battle of Waterloo. We could not quite manage the full re-enactment which took place on the battlefields at Waterloo but we were able to make our mark, or paw print, nonetheless!

In May we took delivery of some near life-size cardboard models of lionesses. A challenge was then given to the children in Kindercrib and all the Primary Year Groups to take part in an Art project to design and decorate the lions. The aim was for the children to depict their favourite themes and memories from this year at BSB.

For Kindercrib it was a celebration of summer time and the names of the two groups of children: caterpillars and butterflies. From Kindergarten there was a colourful array of collaged hands which also lent themselves to the addition of a full mane to their lion! Reception focused on a minibeast theme and produced some beautiful symmetrical butterflies. Year 1’s decorations followed their theme on patterns whilst Year 2 went for mathematical shapes. To represent Year 3’s exploration of the market place and money they decorated their lion to reflect all the different nationalities in the year. Charlie (of Chocolate

Factory fame) made an appearance on the Year 4 lion along with a jigsaw of theme related memories. Finally, Year 5 used technology, the iPad and associated apps as the basis for their design, whilst Year 6 focused on peace and conflict with a mane of poppies.

It was, of course, a ‘roaring’ success! The pride of lions were displayed together at the final Leavers’ Assemblies and are currently on show in the main reception area.

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KAREN WARD, Deputy Head of Primary School writes for Tapestry on the pride of BSB!


Y E A R 1 P R O D U C T I O N

Toys, Glorious Toys

May 2015 saw Year 1 students buzzing excitedly as they for prepared their production of Toys, Glorious Toys. The children had been looking at toys as part of the Primary School’s Integrated Learning Themes (ILTs) and questioning how we play, how toys have changed over time, what we learn by looking at old toys and how toys are similar around the world. Now it was time to show what they had learnt to their families.

So Kipper and his friends ventured into the Magical Toy Museum, and in an all singing, dancing, colourful extravaganza the toys showed them the changes through the decades. Pretty Baby Dolls and ‘Rutin Tutin’ Cowboys danced The Hop. Brave Plastic soldiers crawled into view and, built with Lego before, The Superheroes and The Muppets showed they were unlikely friends. The Care Bears introduced colour and the Ghostbusters action, before cuddly Beanie Babies met complex Robots in the present day.

KATE PRITCHARD writes for Tapestry.

So Kipper and his friends ventured into the Magical Toy Museum, and in an all singing, dancing, colourful extravaganza the toys showed them the changes through the decades.


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A L U M N I

From classroom to TV screen

Barry Sayer’s English lessons were a hazy memory, until I was tasked with making a series about the great poets of the 20th century. The BBC has an unrivalled archive of programmes, dating back to the 1930s, and the series, “In Their Own Words: Great Poets” would delve into the BBC’s rich past and use interviews with the great figures themselves, rather than a presenter, to tell the story of the key poetic movements.

To research the series, I immersed myself in the poets, their lives and their poetry – and watched hours of black and white footage of the greats in their prime – TS Eliot, Ezra Pound, John Betjeman – to name a few. As my research approached the 1930s a host of familiar names appeared, and took me straight back to Barry’s classroom. WH Auden, Stephen Spender, and the politically inspired poets of the inter-war years had been central to our A Level course. Scanning my shelves at home, I discovered the book of poetry we had used

in class, margins filled with my scribbled revision notes. Little had I known that they would prove to be so useful years later!

After selecting the best snippets from the archived interviews, I contacted some contemporary cultural figures to interview about the poets and their work. A good contributor needs to talk in bite-size phrases, to be easily edited. I filmed interviews with 15 experts, from Germaine Greer to Michael Rosen, over the course of two weeks.

The final phases were the six-week editing process, where the hours of footage, music, and a voice-over based on the script I had written during the research stage, were woven together to make the final hour-long programme. It was broadcast in August 2014 and thankfully the newspaper critics were very positive. Perhaps they too had been transported back to inspiring English lessons by the poetry of the 20th century…

SARAH AGER. In 2000 I sat my English A Level at BSB. 15 years later, I work as a television director at the BBC, producing Arts and History documentaries.

“ Scanning my shelves at home, I discovered the book of poetry we had used in class, margins filled with my scribbled revision notes. Little had I known that they would prove to be so useful years later!”

In 2004 I was among the first students at BSB to sit the combined Literature and Language English A Level. Today, as an assistant producer of television documentaries, I am constantly grateful for the lessons it taught me.

I work across current affairs, history and arts, and so much of what I do relies on

writing for different purposes and audiences – a mantra I can hear Barry intone even now. Writing to persuade a retired general to be interviewed is a very different thing to drawing up a research note on professional video-gaming, but I’m glad to have learned how to do both at A Level.

In my role, you never know what you’ll find yourself doing next. It could be archive or library research, conducting an interview, or lugging kit around an unfamiliar city to ensure we get the best shot. Essentially, it’s about making life as easy as possible for the Director, so they can concentrate on the creative side.

Last year I spent several months working on a BBC series about Britain’s wars in Afghanistan, which involved reading a huge number of sources, from news reports, to parliamentary debates, to eye-witness

accounts from soldiers and academics. Knowing how to pull out the key sentence, and how to tease fact from opinion, is something for which I owe both my English and my History teachers. But however much you read sorry Barry!, there’s rarely a substitute for simply talking to the people involved. It’s a real privilege when people let you inside their worlds and tell you what’s important or interesting to them, especially on a subject as emotive as a war.

When filming is over and it’s time for the edit, my main task is to check and re-check the script for any factual inaccuracies. It’s nerve-wracking watching something go out knowing that if your work wasn’t up to scratch, the real experts are sure to complain. But at least if they do, I can still raid my Lit and Lang Toolkit to draft the perfect response.

At the BSB 2015 Awards Ceremony KEREWIN PARFITT won the Principal's Award

Kerewin has been an outstanding role model to her peers and staff, making astounding efforts to be present and supportive of all Drama department activities. This, despite suffering significant medical problems and pain where she has had to, at times, be wheeled to events.



EWAN ROXBURGH, BSB alumnus writes for Tapestry.

“ Knowing how to pull out the key sentence, and how to tease fact from opinion, is something for which I owe both my English and my History teachers.”

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In October 2014 Kindercrib moved to a new location close to the Lower Primary School. This move was greeted with great excitement by staff and children alike! They were able to see the building being created as a temporary crane was installed to lift the various pieces of the new building in to place.

The staff then set about creating a bright, new child-centred setting ready for the start of the second half of the Autumn Term. Kindercrib is now all on one floor which has been a wonderful social opportunity for the children and the new high-quality equipment, indoor and outdoor play and activity areas, including the woodland reserve, have made it an outstanding facility. The smiles on the faces of the children and the enthusiasm with which they come to Kindercrib in the mornings are testament to a successful transition across the campus and wonderful new resources.

Kindercrib is all about building positive relationships as children take their first steps in life at BSB. The environment continues to be unique; positive, caring and safe for children aged one to three years old, following the EYFS curriculum.

Moving to Kindergarten in Lower Primary is the next step and in doing so the children take with them a creative and nurturing developmental and learning experience, made all the more exciting by the new Kindercrib location.


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C A M P U S

KindercribKAREN WARD, Deputy Head Primary School gives Tapestry an update.


P R I M A R Y D R A M A

FIONA CHRISTIAN writes for Tapestry.

Peace and Conflict

Year 6 had many experiences throughout the year within the theme ‘Peace and Conflict’. These culminated in ‘We’ll Meet Again’, the final performance of the school year.

We began by studying the causes of conflict, from personal, inner conflict, through to wars. We also asked what is resolution and how could it be achieved? Our production began at the outbreak of WW2 but in fact the children involved studied how the resolution to WW1 actually fuelled the causes of WW2, giving them an idea of how these wars were linked.

The production itself looked at the war through the eyes of evacuees from England and Belgium and the experiences of children involved in the Kinder Transport. We saw the children making their tearful farewells before going on the adventure of a lifetime into the unknown, meeting new people, encountering new languages and new living conditions.

Year 6 were lucky enough to have a wonderful presentation from Mr Mark, who was actually a Kinder Transport child himself, which meant that everyone had first-hand reports to help with their understanding of the story.

We visited the Bastogne War Museum and Monument to enhance our knowledge of the role played by the resistance workers; a theme highlighted in the play by our bilingual class and also the grim reality of war.

The production ended with mixed emotions, the Armistice in 1945, the unsure future of those evacuees from Germany but also the hope presented by those parents reunited with their children and the returning soldiers.

The children had a wonderful learning experience but enjoyed every moment.

We saw the children making their tearful farewells before going on the adventure of a lifetime into the unknown, meeting new people, encountering new languages and new living conditions.

Frequent arrivals and departures are a feature of life at BSB and the school is known for the warm welcome it provides for its students. Last year’s school presidents, Anna McDermott and Vidit Jain, both remember vividly their first days at BSB. Vice-President Vidit, who joined BSB in Year 7, recalls that he was “very comfortable from the first day as the teachers and students were so accepting and friendly. I still remember being paired with a buddy who would help you around and with anything you needed for the first few days until you settled in.” Anna agrees that “everyone was so welcoming and that made it a lot easier as a new student to fit in quickly and comfortably.”

Anna joined the school from Heilig-Hart College in Tervuren and became School President after only one year. Anna says that she wanted to come to BSB because of the various opportunities the school had to offer: “One of the main reasons I came to BSB was to study Film as I have a great love for still and moving images and this is now what I will be reading at university [Film and Television Production at York University].” She also acknowledges the role of the Senior Section: “The higher education and careers team are a real help as they guide you through all the steps required for applying

and getting into university. Mark even did a mock interview with me so that I could feel more confident when actually talking to the admissions tutors.” Vidit, who is going to study Accounting and Finance at Warwick University, is in complete agreement: “Throughout our last two years of study at school, particularly in Year 13, we had several higher education talks. This allowed us to get a direct opinion and view from the university and thus was very useful when it came to deciding where to apply and in writing personal statements.”

However, opportunities were to be found outside of the classroom too, as Anna emphasises: “I went on some amazing trips with BSB; in October 2013 I

went to Silicon Valley in California for Computer Sciences. I was also fortunate enough to have the chance to travel to Ghana with our twinning project, the Best of Both. That was a once-in-a-lifetime trip and it was absolutely amazing. Then in October there was an IB conference in Rome and I was one of the first students ever to talk at a conference like that.” For Vidit, one of “the most interesting and exciting events was during the event for Project 3-2-1 and the laying of the first stone, where Anna and I had the privilege of unveiling the cloth covering the stone to reveal it to everyone.”

The future looks bright for both students as they head off to their respective universities with fond memories of BSB.


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I N T E R V I E W

SCOTT BRADBURY spoke to last year’s School President, Anna McDermott, and Vice-President, Vidit Jain, as they prepare to leave for university.

Meet the ex-Presidents


I N T E R V I E W

From Mars to the Titanic – never a dull moment with the BSB Sciences Department!

KIM BURGESS, External Relations Director interviews MARIA SCHRAM, Head of Sciences at BSB.

“There isn’t a week go by without practical work”, says Head of Sciences, Maria Schram. “As a teacher - we never sit down!” Maria exudes enthusiasm when explaining the merits and exciting BSB Science curriculum. “When it comes to the human nervous system or the brain obviously it can’t be practical, but we’re still moving around”, she laughs.

Science may not be compulsory after Year 11 but the school has a fantastic number taking further each of the Sciences: Biology, Chemistry, Physics and Environmental Systems.

Extension OpportunitiesNot only is the curriculum full of exciting practical work, there are plenty of extension opportunities. Students have access to this, by, for example, STEM (Science, Technology, Engineering and Maths) days where other local schools send students to BSB for a day and solve mathematical and scientific challenges. “Young Primary School students visit us in our laboratories”, Maria explains, “they just love it. We frequently have six and seven year olds joining us, and it’s not just teaching staff reaching out to these youngsters, but Post-16 students too”. Students

take part in many competitions, like ‘Top of the Bench’ with teams from Years 9 – 11, involving challenges in all four sciences. “We do very well and often get gold awards,” Maria continues. “The Royal Society of Chemistry are regular visitors to the school and BSB recently held a seminar on ‘Fantastic Plastic’ that proved very popular. Science is a lot of fun!”

The school even has a regular “Murder Mystery” day. A Crime Scene Investigator visits and talks to Year 9 children about their role and then BSB creates their very own ‘murder’ to be solved by the students using forensic techniques - fingerprinting, DNA and even hair samples. “It’s a real whodunit”, Maria explains.

Learning off campus as part of the curriculum include links with the Arkwright Society, the University of Louvain La Neuve, the National Botanical Gardens and the Mira Observatory.

Group 4 ProjectIB students are involved in a collaborative project called ‘Group 4’. A theme is chosen such as the ‘Titanic’ or ‘Light’ and students are set to work devising questions relating to the theme they


PAGE 40➜41

want answered, but the students have to propose solutions to these questions in a team represented by one from each of the four science disciplines. On the Titanic challenge students asked what new life species have developed on the wreckage, what exactly went wrong and questioned how bad it is given that so much can be learned from disasters?! Challenging questions indeed. Students have to gather their research, investigate and present their findings.

High Achieving AlumniBSB Science alumni successes are numerous. Katherine Henson achieved a DPhil in Public Health from the University of Oxford: her thesis looks at heart disease and lung cancer risks following radiotherapy for treatment of breast cancer. Rachel Henson has started her DPhil in Space Exploration Systems

at the University of Leicester after an undergraduate degree at Oxford and her work will review data obtained by a camera fixed to the Mars orbiter, looking for signs of previously habitable environments.

Having gained his Engineering PhD from Bristol University, BSB alumnus Ashley Dale has also entered the world of space exploration and rocket science after winning a coveted scholarship worth €17,500 from the UK Space Agency. It’s not the first encounter with space exploration he has experienced, having spent two weeks in the Utah desert as part of a NASA/ESA-related simulated Mars mission.

BSB alumnus Job De Roij gained his PhD from Nottingham University and has been working on evolutionary ecology of parasites at the Institute of Evolutionary

Biology, University of Edinburgh and is co-author of a number of publications.

BSB already celebrated in earlier editions of Swoosh, three Science and Engineering alumni, doing very well, namely David Backhouse, Daniel Lochtman and Paul Mallaband. Others are also worthy of note: Diviya Shah is now a Geneticist in America working on reproductive genetic innovation, Johnathan Attwood is an Application Engineer, Orijit Banerji is another studied Medicine at Oxford with an academic scholarship and Hanwei Fang is currently completing a Master's degree in Pharmacology at Oxford, with his undergraduate project paper published this year. How amazing is all that?!

As Maria says – never a dull moment with the BSB Science Department!

At the BSB 2015 Awards Ceremony DISA LOA GREAVES won the Firman Award for English

Disa’s thoughtful and scholarly essays bring joy to her English teacher’s heart! She has applied her powerful grasp of feminist critical approaches to a wide range of authors, from Kafka to Gabriel Garcia Marquez. A truly literary intellect, well done Disa!

Barry Sayer, Co-Deputy Head of English

Citatio

n

... the school has a fantastic number taking further each of the Sciences: Biology, Chemistry, Physics and Environmental Systems.


F o B S B

LISA ADAMS, FoBSB Secretary writes for Tapestry.

Cavell House, officially opened in October 2015 as part of the commemorative events marking the centenary of the execution of British nurse Edith Cavell, is the new home for Friends of BSB, the school’s parents’ association.

The former Kindercrib house has been transformed from its previous existence as a nursery for the youngest BSB students into a warm, welcoming social centre for the whole school community. BSB’s own maintenance team carried out the renovations following the design ideas of

an enthusiastic parent team, headed by Emma Nalson, parent member of the BSB premises Board of Governors Sub-group and Lisa Adams, FoBSB Secretary.

Cavell House facilities include a drop-in lounge open daily with a community café run by parents open several mornings a week; an information office incorporating a lost and found service, plus meeting rooms and a loft lounge, giving FoBSB volunteers enough space to run language lessons, meetings and a host of social events for parents and families.

Cavell House

and a new home for FoBSB


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I N C L U S I O N AT B S B

All together nowTapestry catches up with NICKI SUTCLIFFE, Assistant Head and Leader of Inclusion in Primary who has spearheaded BSB’s new approach to Inclusion.

Inclusion is the umbrella term for the team dedicated to helping children with Additional Educational Needs (AEN) and English as an Additional Language (EAL). BSB’s vision for inclusion is to ensure the accessibility of the curriculum to all children across the school.

Previously, BSB had taken a more traditional approach to inclusion with two separate departments – EAL and AEN – working independently in their areas of specialisation. A passionate educator with several years' international experience in varied roles in the school system, Nicki’s initial focus when she joined in 2014, was to merge these two departments for a more holistic approach to meeting the children’s needs.

Over the course of her career Nicki has worked with children from the ages of two to 11 years, teaching nearly all subjects in the curriculum. Her passion for inclusion however, was sparked by her first teaching experience in the UK, working with a little boy with autism. That experience had a lasting impact on Nicki and a lifelong interest in working with children, particularly those on the autistic spectrum, was born.

Her efforts oversaw the consolidation of the teams, making a huge impact on the children’s learning. With a focus on improving

the achievement and attainment of all children with additional needs, BSB now has a dedicated member of the Inclusion team in each year group, who is responsible for the holistic provision within that team, ensuring it is the best it possibly can be. This has meant really getting to know the children, working closely with class teachers and the staff and developing a stronger relationship with the parents, a crucial aspect of inclusion provision. Consolidation has pooled the teams’ huge expertise, providing a more wholesome approach.

BSB’s philosophy, is to ensure that every child is able to access the curriculum regardless of any disability or difference, be it cultural, linguistic or otherwise. In her own words,’ I am passionate about teaching, because I believe every child can achieve and every child has a talent and that it is our job to recognise that and build on it – regardless of what that talent is.

BSB’s continual efforts to work together to meet children’s individual needs – looking at them and determining what we need to do to adapt our approach to be able to ensure that they truly benefit from what we are offering has inspired success.

Nicki speaks of her role as being exciting, challenging and incredibly rewarding particularly when celebrating the achievements of the children she works with. The journey has not been without its challenges. Ensuring that the team continually develops and moves forward, that the provision is appropriate, up to date and meeting the children’s needs has kept her on her toes. Nicki hopes to build closer contact with parents and create more opportunities for this. All in a day’s work for an all-inclusive community of learners!


M U S I C

SARA COLEMAN interviews 13 year old student JULIEN RAFFAELLI.

Our students constantly inspire us by the way they

embrace challenge!

When did you start playing the piano and why?When I was about five and a half years old. My father played both the piano and the guitar, but he learned to play by ear. He inspired me to learn but I wanted to learn in a more formal, instructed way.

Obviously to play as well as you do must involve a great deal of commitment and hard work. Can you tell me a little about your practice regime? Piano practice is very much part of my daily routine. I practise every day for two and a half hours. I begin with scales and arpeggios, these are a warm up for my fingers, and then I continue to the various ‘studies’ I am working on. I then build up to playing the full pieces I am currently focused on.

What’s the most difficult piece you’ve ever played?Wow! That’s not easy, because it can mean different things; you have pieces which are difficult technically or musically. Technically I would say Lizst and the Fantasy in Promptu by Chopin. In ‘Fantasy’ your two hands are playing in different time signatures and it’s really fast as well. Sometimes in technically difficult pieces there are very large chords, so you have to spread your fingers really wide, but still move them very fast. At other times you might be playing the same note over and over but, again, very fast. The fingering can be really complex.

For musically challenging pieces, it’s about interpretation. For example, in ‘Fantasy’ there’s a very slow


PAGE 44➜45

movement, with lots of repeats and accents. It’s difficult because you need to interpret each part and make it interesting for the audience so that the repeats don’t get boring. You’re trying to tell the different parts of the story.

And of the pieces you’ve played over the years, what has been your favourite?It was a fairly simple piece I played about four or five years ago. It’s a Prelude by Chopin op. 28 no. 4. I think the melody is unique but lovely, it’s such a nice piece, yes, really beautiful to hear.

So, Julien, where do you go from here with your music?I am really enjoying it all. I am now playing in international competitions, which is challenging but fun. I’ve been twice to a music school in the UK to do courses. I just want to continue with it and see how far I can go, but it’s important to keep up with my schoolwork too, and to do well. My father is really keen that I do that. I’d possibly like a career in music, but I’m not certain yet. I’m enjoying entering the competitions and advancing myself musically.

Could you live without it?No!

I just want to continue with it and see how far I can go, but it’s important to keep up with my schoolwork too, and to do well.


PAGE 46➜47 www.brit ishschool.be

On Saturday, 14 November BSB will hold its second TEDx event on the theme of ‘No Boundaries’, following the success of the last event. TEDx is an independent community version of the TED organisation, which stands for Technology, Education and Design.

BSB’s TEDx event is being organised by a Creativity, Action and Service (CAS) group of Year 12 and 13 students. Students will come together from across the Secondary School to debate the topic of ‘No Boundaries’ as well as exploring the interpretations and solutions of having boundaries. TEDx is due to run throughout the day from 10.00 -16.00 with nine students from Year 7 to Year 12. Topics so far include 'Freedom of Speech', 'Migration' and 'Living with a Chronic Neurological Disorder'.

returns to BSB!

Cit

atio

n At the BSB 2015 Awards Ceremony GEORGIA CROWE won the Award for Drama

For those of you who have been lucky enough to see Georgia act, you will know that she can conjure before you, on stage, a true human spirit in the roles she creates.

Jane Whitehouse, Head of Drama

At the BSB 2015 Awards Ceremony TRYSTAN DAVIES won the Fenna Award

Trystan is a magnificent contributor to the Best of Both student group; he is completely reliable, working tirelessly in putting himself forward for any task. He asks insightful questions, always looking for sustainability in development ideas.

Sue Munday, Deputy Head of Senior Section, A Level/BTEC

You know that technology has the power to transform your business – and that innovation is nothing without vision. And as you strive to take your role and your organisation further than ever, we make you this promise: we’ll be with you every step of the way.

Looking to take your business further?Come and see how we can help www.canon.be

LEARN FROM INNOVATION

PROFIT


S P O R T S

A dream come true!

“ This will fulfil the dream of providing a home for our many sports clubs, allowing them to train and compete at the highest level.”

From Conception to Inception‘It will be amazing!’ enthuses Caron Davies, Director of Sport.

All the planning and the hard work of what has come to be known as Project 3-2-1, will come to fruition when the new Sports Centre opens in autumn 2016. ‘The world class facilities that are soon to open at Pater Dupierreuxlaan 1 will establish BSB as the number 1 school for sporting facilities in Europe,’ continues Caron.

But it has been a long journey in the making when the red ribbon is finally cut.

Caron himself recalls attending a meeting in 1986, two years after the formation of the Dolphins, the school swimming club, when the idea of a BSB on-site swimming pool was first suggested.

Then suddenly the Leuvensesteenweg landscape started to become transformed with the renovation of the Museum of Central Africa, the building of a local school in the neighbourhood, and the start of the new BSB sports facilities.

So what will the new Sports Centre contain? Caron purrs as he goes over his

list! The facilities will cater for one hundred clubs that are already functioning at BSB but will brilliantly bring them all under one roof. This will fulfil the dream of providing a home for our many sports clubs, allowing them to train and compete at the highest level.

The swimming pool will allow for every level from toddler to the most advanced teaching techniques for training. This will even include a mobile swimming pool floor so that the very youngest can enjoy more fully the pool as the level of the floor is raised!


PAGE 48➜49

There will be a unique raft of facilities including a new fitness centre for all the exam classes. Other features are: a state-of-the-art dance studio, a permanent gymnastics room and areas for all our current teams with their specialist coaches to train in.

But the aim is wider than just providing for our students. The philosophy in the planning has always been ‘sport for all’ and there will be an additional emphasis on recreational sport as well reaching out to the wider BSB community of parents. This will be a venue that families will want to visit.

Beyond this the Sports Centre has been generously staffed with new specialists brought in at primary level and a new Head of Aquatics appointed.

And now finally a new Belgian name will be added to the existing BSB landscape of Mercator, Rubens, Brel - that of Dr Jacques Rogge who has agreed to have the Sports Centre named after him. Dr Rogge was President of the International Olympic Committee for twelve years and is himself an Olympic sailor and former Belgian national rugby player.

‘I feel honoured by your proposal which I accept humbly. I congratulate you for all the activities in favour of sport that you have developed and remember with pleasure the rugby matches I played against your team some 40 years ago,’ he says.

Little did those who dreamed such dreams of a BSB swimming pool back in the mid 1980’s, think that their vision would come to such fruition!


U P D AT E : P R O J E C T 3 - 2 - 1

Visionary plans for a new

sports complex

The old gym had to go Contracts were signed

‘Topping Out’ CeremonyIn Belgium ‘topping out’ or ‘Meiboom’ means the completion of the outer shell of the building. This is a very special part of the building project and the contractors celebrated this on September 18 to thank their teams. BSB held their own ‘Topping Out’ event first for all staff on 12 October, 2015 on the construction site, and then on 26 November for all parents as part of the FoBSB AGM.

Sports Centre named: Jacques RoggeWe were delighted to announce that Dr Jacques Rogge had agreed to have BSB’s new Sports Centre named after him. Dr Rogge was President of the International Olympic Committee for 12 years and is himself an Olympic sailor and former Belgian national rugby player. In his letter to BSB he said: “I feel honoured by your proposal which I accept humbly. I congratulate you for all the activities in favour of sport that you have developed and remember with pleasure the rugby matches I played against your team some 40 years ago.”

❮ Watch the time lapse video (October 2014 - February 2015)

❮ Watch the time lapse video (February - May 2015)

SUMMER 2014 OCTOBER 2014 FEBRUARY 2015

SEPTEMBER / OCTOBER 2015

Grand openingAutumn 2016 will be a very special occasion in Project 3-2-1, as a grand opening will be organised for all members of the BSB Community.


PAGE 50➜51

For 46 years, BSB has offered a modern, progressive education that inspires students, encourages achievement and emphasises personal growth and development. We continue to prepare our students for the challenges of today and the possibilities of tomorrow. To continue to be the school of choice, BSB launched an ambitious new building project named Project 3-2-1. Broadly speaking, it consists of 3 facilities: a swimming pool, sports hall and office complex. The new facilities will be completed within approximately 2 years at the new postal address of Number 1 Pater Dupierreuxlaan, 3080 Tervuren.

In celebration of the ‘laying of the first stone’ in Project 3-2-1, a tradition in the construction world, a plaque was unveiled at a special event at the school on 5 February. The plaque doubled as a cover for a time capsule, to be opened in 2060.

A time capsule for 2060Ian Backhouse, Chair of the BSB Board of Governors, together with the school’s student

President and Vice President from Year 13, unveiled the plaque. The Deputy Head of Mission to the British Embassy in Belgium, Katrina Johnson, also attended the ceremony.

BSB is now over 45 years old, and guests were able to see what others will discover in another 45 years' time, when the capsule is opened in 2060. Contents included items of packaging and branding

from today’s era, magazines and newspapers, including The New Scientist, sample mobile phones and iPods as well as reading books, together with music created by BSB alumni recorded on CD/DVDs to demonstrate this decade’s technological times and memorabilia from this year’s school play, written by our own Head of Drama to commemorate the bravery and execution of Edith Cavell in Brussels during World War I.

A glimpse into the futureAt the February event, guests were shown two short videos of the works: one was a time lapse of the demolition and construction work so far, and the other was a 3D animation based on architectural plans visualising the completed Sports Centre.

Watch the 3D animation ❯

AUTUMN 2016

Kyo is a dynamic 32 year old with a huge amount of responsibility on his shoulders. It’s not unusual for him to be on site at 05.00 and not go home until 20.00. Kyo is BSB’s Project Manager for the two construction companies Groep Van Roey and Vanhout to ensure BSB’s €25 million Sports Centre is completed to specifications, on time and on budget. His focus and responsibility is on the finances, the planning and supervision of the whole project. The architects Licence to Build created their plans and now the engineers take over to ensure the plans can be turned into reality from a structural perspective. Kyo manages the process to foresee and resolve any possible problems from a technical perspective. “It’s complex”, Kyo says. “Together we have to make the project happen to all parties’ satisfaction, and you have to find solutions and keep the project going,”. he confirms resolutely. Another major challenge for Kyo is managing the relationship with another independent contractor, responsible for building the GITO School nearby, because of the shared access to the site and space allocation for materials.

Global sourcing from Korea to AustriaProject 3-2-1 is rather unusual in that the materials for the construction have come from many corners of the world. I’ve never used so many different

products from so many different countries. The laminated timber has come from Austria, seating from Korea, external cladding from the USA, the special formwork for the pool from France, the time-registration system for the pool from Switzerland, pool motion detectors from Italy, the steel roof from the Czech Republic and the lighting from Spain!” Kyo is so dedicated that he took time out from his skiing vacation in Switzerland to meet up and sign with the suppliers from Austria for the laminated timber. Most of the materials being used are world class, the very best the architect could find. The only thing people remember at the end of the project is the quality. The financials… the planning… the timing… all of that is forgotten!”

Environmentally friendlyAnother fact concerning the project is the wide spectrum of responsibility Kyo has. The project must meet strict BREEAM standards for ventilation, light, security, fire resistant materials and reusable energy. “The element of office integration into a sports’ facility is also quite unusual.” Kyo has always liked to be involved with people, seeking out leadership opportunities along the way, including School President, Leader of the Youth Club. “This is a people business. We are building with people a project that


U P D AT E : P R O J E C T 3 - 2 - 1

A head for heights!“ What makes my job so fantastic is that I see something happening every day, right before my eyes!”

KIM BURGESS, External Relations Director interviews KYO DE FRAEYE, BSB’s Project Manager on

will ultimately be used by a community of people. The project is a great challenge but everyone is very happy to be working together.” His team had a good laugh about the timber coming all the way from Austria by truck; “all fine,” Kyo explained, “and then a major obstacle to navigate the significantly-sized trucks around the very last part of its journey; via the narrow road at BSB and into the building site itself!”

A numbers gameAnd for those interested in the numbers, Kyo recounts that they have used 400 tonnes of reinforced steel netting, 385,000kg of steel bars (for the pouring of concrete), about 5,000 cubic metres of concrete, 500 foundation girders and moved about 20,000 cubic metres of

sand and earth. He also organised for two cranes (one 27m and the other 45m) to be on-site, rather than one, to ensure the project progressed on schedule. An impressive sight at the time that enabled BSB to fix cameras onto them to record the entire construction day by day.

In safe hands!As you would expect, Kyo has been involved with and managed significant building projects before. One such project was in Kortrijk, a shopping mall that cost €160 million to build. “During this exciting development project I gained some solid experience working from 06.00 to 22.00 all day, every day. We had no choice as we had to deliver in 26 months.” Before that Kyo has worked on a Brewery project for Duval

also learning many aspects of running a building site, and for a glass company on a project worth three times that of BSB’s. “We were on time and on budget.”

By the time Tapestry goes to print a number of significant challenges will have been faced and overcome. “Once the swimming pool has been completed, we need at least 48 hours to test and ensure everything is air and water-tight and we have to put pressure on the walls to test for stability. I’ve worked with some well-known architects, learned a great deal; it’s given me an advantage.”

So with Kyo and his team we are in safe hands!

“ Most of the materials being used are world class, the very best the Architect could find. The only thing people remember at the end of the project is the quality. The financials… the planning… the timing… all of that is forgotten!


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Even in his earliest memories Jos liked languages. He developed a Poets’ Society at school and entered and won numerous writing competitions. Strange, then, that Jos is an Architect. “Not really”, he says, “I was good at Mathematics as well as Latin; it gave me lots of possibilities.” Jos was influenced by his father who, even today at 80 years old, is still working and has a background in the construction industry. It was his father who suggested Jos study architecture. Licence to Build is also a play on words. The English word ‘licence’ when pronounced in Dutch sounds like Leyssens – Jos’s family name. Jos lives with his wife in a trendy converted barn (of course!) that also doubles up as his office and a venue for parties!

In the late 1980s Jos opened an office in Brussels and in 1993 founded Licence to Build. Today he employs 25 architects and 10 administrative staff and together they are working on no less than 26 projects.

The history with BSB and Jos goes back to 2007 when he explored options with BSB’s Finance and Operations Director Johan Servranckx to replace the roof of the school’s theatre. Following many meetings and sketches, it was obvious that there was potential to be much more ambitious with expansion and improvement plans overall, so over time Jos consolidated the school’s current 2020 Vision to be recognised for having state of the art campus facilities. In 2013 the plans for the current development including the visionary Sports Centre and swimming pool were approved by the BSB Board and all the authorities involved in such a large building project.

Challenged by meeting BREEAM standards, Jos was keen to preserve as much green area as possible. The underground parking was one such outcome. “BREEAM forces us to think of every single material used and if it fits with our global sustainability approach” says Jos. “Imagine cradle to cradle” he enthuses, “we have to consider absolutely everything about

the materials: where they are from, how expensive will it be to transport them, are they non-toxic, have air-tight quality, ventilation and heat absorption and will they use less energy?”

A room with a viewJos has been insistent on having links with the environment. “We are in a beautiful location, bordering a fabulous green area, so we have used different materials to ensure a maximum connection with the outside. So you feel outside even though you are inside!” The outside walls use a material called Kalwall which is translucent and gives a special lighting from the inside. Very often sports halls do not have windows because the athletes need to focus and not be distracted by what’s happening outside. This usually results in a darker space with artificial lighting. But Kalwall is a material that brings in the light which subsequently reduces the necessity for artificial light. The café area, with its open spaces and viewing galleries, will also be a link with the sporting areas.

Schools traditionally use a huge amount of electricity so Jos was also keen to thoroughly review all the maintenance requirements for BSB going forward. Any acoustic panels required will be fixed above and between the ceiling beams so


U P D AT E : P R O J E C T 3 - 2 - 1

From Poet’s Society to Architect

KIM BURGESS, External Relations Director interviews Architect JOS LEYSSENS of Licence to Build.

as not to harm the view. Glass will be used for some of the façade too. These glass panels are made of fibre-cement that are produced nearby and are reusable. Achieving the BREEAM award at the ‘excellent’ level requires consideration and commitment of reusable and sustainable materials to be a priority throughout the entire project – and that means even if the building might be demolished well into the future! So, no stone unturned then!

Hidden gemsJos visited a number of different schools in Europe for inspiration. Denmark in particular is a country that is very progressive, emphasing the building of open learning spaces with walls that move and rooms that are round. Jos has worked on a number of different school projects over the years and Licence to Build actually specialise in school development projects.

There are some absolute hidden gems in the building. From geothermal heat pumps to solar panels, from the very latest in acoustic comfort to maximum reduction in reverberation techniques, from rainwater being harvested from building roofs, filtered water for use in maintenance applications and minimum impact on the environment. Oh, and a mobile floor in the swimming pool!

Inside the pool there will be three-metre high tiles with particular curved edges, lining the floor and walls of the pool. A unique purification system will be installed so that water escaping from the pool will spill into drains that will capture the overflow and be reused. Even the chemicals necessary to run a pool need to be tested to ensure the humid air will not rust any of the materials. “Inside a building with a ‘Class 4’ environment, chemical elements attack materials, so I chose wooden beams as a resistant material for the roof and walls.” The wooden roof beams continue into the wall with the same thickness, which is very unusual. “This provides a certain rhythm and movement to the room giving speed and energy that we hope helps to inspire the sportsmen,” Jos explains. “Most sports centres of this kind use cement and need columns, breaking up that rhythm. Normally beams of this kind are at least 25cm in thickness, but the BSB structure is much thinner: only 10cm.”

TeamworkAs architects we have created the design and our role continues with the project to ensure coordination between the design team and the engineers. It is a great team because everyone brings their knowledge and expertise together to ensure the

plans are respected as much as possible. Contractors Vanhout and Van Roey are very experienced in building swimming pools which is the most technical aspect of the project. “Meetings are very open and there is a real spirit of teamwork. BSB is a very nice client. The environment is dynamic and you can feel the energy. We are working with some young people and despite difficult challenges, everyone remains calm! There is a lot of respect and consideration from the Steering Group (consisting of Board members, key BSB staff and parents with a particular expertise in this field and experience of working with the Board) to help us achieve our objectives.”

When Jos is not hard at work he is busy travelling with his wife and three children to far-flung places like Peru and Cuba - perhaps to add to his inspirational ideas. But as Jos admits, “being an Architect is 5% inspiration and 95% perspiration! “I’m frequently working until 02.00 in the morning. There are always deadlines but at night I find inspiration and creativity.”

All in a (long) day’s work then.


PAGE 54➜55

The wooden roof beams continue into the wall with the same thickness, which is very unusual. “This provides a certain rhythm and movement to the room giving speed and energy that we hope helps to inspire the sportsmen.”

F E AT U R E


Creative writing

and art galleryA Light Burns OutA light burns out in some hallowed apartment;hiding behind polished shutters, a hedgerowstates its purpose to the streetand lingering lilacs muffle a flickering glow.

Lies are concealed with every new coat of paint;turmoil is avoided with a well-timed step.Troubled hearts map desperate distractions:a road at dusk is heaven-sent.

We’ve forgotten what it feels to be alive.We’ve forgotten what it feels to pant, wheeze, heave.We’ve forgotten what it feels to have blood coursethrough our veins, not alcohol or nicotine.

I try to be this:self-conscious, self-awarebut if some lonely watchman joined me in my midnight vigilhe would surely only see this:a puff of smoke, a retreat inside.

Edmund Belfield, Year 13Fiona Holland, Year 13


PAGE 56➜57

Leyna Fairclough, Year 13

Mini sagas by Lilly Menear, Year 11

Reach, Answer, Leave a CanAs you grow up, reach from the ground to the top shelf.

“ What will you be when you grow up” becomes “what did you do” quickly. Unless you make them, people forget who reached the shelf before them. So make them remember.

Leave a can with your name on it.

AnnieAnnie could fly, but she didn't tell anyone, so it was surprising when she flew through the air and caught her brother as he fell.

Then again, Annie didn't tell anyone anything about herself. She wasn’t shy, she just never felt like she had anything people would want to hear.

The Planet that GlitteredWhen Troll destroyed Earth, no one else survived. Happy and alone, he floated through space.

When he saw the planet that glittered, he had already reached out to tell someone how beautiful it was before he remembered that no one was there.

For the first time, being alone felt lonely.

The Journey

The whitewash of nothingness clears slightly as I shuffle onto the platform. The air fills with a cloud of heavy smoke as the powerful steam engine pulls inexorably to a halt, the protesting wheels yielding a screech and a shower of sparks. Shrugging, I push the hair from my eyes and wipe the ash off my uniform. A murmur of voices drones on in the background; I feel as though I am underwater: muffled sounds and muted colours. I’m swept along with an armada of determined bodies, a small fish in its shoal, pulled towards the train by the tide. The current leaves me on the train’s steps, and I‘m drawn on by the golden lamplight at the end of the carriage.

Gliding among the archipelago of seats, I feel strangely distant and isolated from the floating souls that are around me. I weave among them, looking for a spare seat. As the crowd dwindles to a tiny mob, I steal a look into a dusty compartment, occupied solely by an old man. He lifts his gaze to meet mine; his piercing sapphire eyes seem to contain a deep sentiment, as though they could see right into my very soul. They are untouched by his age, unwithering, infinite.

“May I sit here?”

He nods, gesturing to the tattered leather seat opposite him. Great, I think, this seat is facing the way we’ve come. I’ve already been there; it’s like seeing my past.

After a few moments of silence, I ask, “So, where is this going?”

His gaze never wavers from its solitary study of the rusty tracks outside. “I suppose that depends on where we are now.”

“I’m not sure; I think that we’re in a train station of some kind.”

He looks at me, intrigue entering his gaze. “Interesting.”

As we pull away, and the train begins to gain speed, I turn to the window, where condensation is forming. I reach forward and wipe it with my cotton sleeve, revealing the morning sun as it peers over the horizon.

Soon, we pass through a small village, surrounded by green and fertile hills. The children in the school’s playground are oblivious to our train strenuously puffing by. I smile quietly to myself as the girls play skip rope and gossip in small clusters. To one side, a flaxen-haired, bulky young lad shoves over a ginger, weedy child. As the boy falls, the bully rams his brawny fist into the other’s stomach, knocking the air out of him. Unconsciously, I wince. I can’t help but feel responsible – guilty and ashamed – somehow. Glancing over at the old man, I see that he too is watching this unravelling scene intently. He glances at me, and I can feel a silent accusation towards the bully in his eyes: I shift uncomfortably.

As my tired mind strains to be alert, I glimpse a small, poppy-flooded meadow. The boughs of an ancient oak give shade from the midday sun to a young man and a beautiful golden-locked girl, their picnic forgotten. As she moves to stand, he

Griffin Sharry, Year 11

Emma's story was a finalist in the 2014 Laura Thomas short story competition.


kneels down, and retrieves a small box from his jacket. The girl beams at him, and as he makes to stand again, she brushes his blond hair out of his eyes and hugs him tightly to herself, her face full of happiness and love.

Before long, the mood changes, and a thunderstorm rolls overhead, the clouds blotting out the light from the weak afternoon sun. As we judder along a brick viaduct, a terraced street slithers into view. A pregnant wife fills the doorway of a well kept house; she only has eyes for a well-dressed man who is gazing longingly back. He joins the long line of volunteers, standing right behind a scrawny red-head. Yet I never once saw his face.

As the sun begins to inescapably drop towards the horizon, I feel the cool shadow of darkness envelop me. I instinctively shiver, awakening myself. To my surprise, the old man is still awake, staring unemotionally through the panes of withered glass, and into the boundless shadows beyond.

“Where are we?” I ask.

“Flanders.”

Just below me, a country lane begins to writhe along beside the train tracks. A young, grimacing man marches loyally. Spread across his back is a fallen comrade: an auburn haired, gaunt boy whose bullet-wounded leg has rendered him unconscious.

The blond, a barely identifiable soldier of The King’s Own, blinks away the red tears as he slogs onward, now silhouetted against the bright flares behind us. Shell-shocked, I turn to look at the man opposite me; he returns my gaze, a questioning feeling to his stare.

Unnerved, I return quickly to the window, and see that we are now slowing down as we head past a series of pavilions shrouded in the evening dusk. The trenches are low on the horizon. Outside a cotton tent, the fair-haired man huddles worriedly over a figure on a stretcher, his back to us. A blonde, familiar-looking nurse stands to his side, notebook and pen in hand. They speak in low voices, impossible to hear on the train, but the relief is evident once she finishes.

In the murky woods beyond, a forbidding shape emerges. Unaware, the nurse smiles, but as the man looks up, his muscles tense with awareness. Almost in slow motion, he throws himself forwards, shoving the stunned women to the ground. Instantaneously, a bullet shot resounds through my ears. The man is spun around by the impact, and in that moment, for the first time, I can see his face. It’s the same face that I see every time I look in a mirror. Memories surface: raw, bitter, and real. Pleadingly, I turn to the man opposite me.

His face is now filled with understanding and love. He takes my hand, and the pain, the memories, and the train are gone.

Emma Rhiannon Brown, Year 10


Lois Fragakis, Year 12

PAGE 58➜59


C’était un beau matin à Paris, Belleville, le ciel était bleu clair avec des petits nuages en forme de moutons blancs étendus partout, les rouges-gorges chantaient des mélodies dans les arbres du parc dépourvus de feuilles car c’était le milieu de l’automne. Les bruits du marché de samedi pouvaient être entendus (« Mon poisson, 10 € ! », « Des fruits et légumes frais 5 € le kilo ! »).

Le collège Henri-Martin se situait derrière la grande place de Belleville et à l’intérieur une petite fille de 14 ans, Noémie était assise en classe de français. C’était une fille ronchonne et tout ce qui l’intéressait était de dormir et manger. Tout ce qui avait avoir avec l’école l’ennuyait. Quand quelqu’un lui parlait de l’école, elle se sentait malade. Son rêve était d’être la meilleure de la classe avec une moyenne de 20 dans tous les cours. Mais ce n’était pas le cas, sa prof la détestait.

Noémie assistait au cours de français, elle avait choisi un bureau dans le fond de la classe afin de pouvoir dormir. Elle avait du mal à le faire par contre car le braillement de la voix de Madame Duplomb attaquait ses oreilles. Tout à coup, Madame Duplomb s’aperçut que Noémie était désengagée du cours et cria :

« Noémie, tu n’es qu’une bonne à rien, mets ton cerveau en marche, idiote ! » Noémie, intimidée, avait répondu d’un ton timide :

« Désolée Madame Duplomb .» Ceci n’avait rien de nouveau ou d’anormal car Noémie se faisait gronder à chaque cours. Noémie sortit du cours comme d’habitude, la tête baissée.

A l’heure de la récré, Noémie s’assit sur le banc en béton. Comme à son habitude, elle croquait son sandwich au jambon sans saveur quand une personne inattendue s’approcha. C’était Jonathan. Tout comme Noémie, il était un des élèves les moins académiques de l’école.

« Salut, ça va ? »

« Non »

« Je sais pourquoi, tu as des problèmes en classe comme moi. » « Oui, c’est vrai », admit Noémie.

Après un moment de silence, Jonathan répliqua :

« Tu sais, j’ai la solution ! »

Il ouvrit sa main et à l’intérieur se trouvait une minuscule pilule rouge et bleu. Il tendit doucement sa main vers Noémie.

Callum Dow has been in the Bilingual class from Year 7 to Year 9. In this text, he had to write a short story including dialogues and descriptions. He also had to use the appropriate tenses and describe his main character.

Florien Smit Sibinga, Year 11


PAGE 60➜61

« Cette pilule te donnera une super intelligence, il faut en prendre une la veille d’un contrôle. Je t’en donne 5 pour 10 €. »

« D’accord », répondit Noémie sans réfléchir car l’idée d’être la meilleure de la classe était trop merveilleuse. Elle sortit 10 € et prit les 5 pilules.

Le reste de la journée passa vite et Noémie pour la première fois de sa vie sortit du collège Henri-Martin contente et ravie. Elle rentra à la maison, dina. A 9 heures et elle monta dans sa chambre et au lieu de réviser pour le contrôle de math, elle croqua une des 5 pilules. Satisfaite, elle se coucha et attendit le sommeil.

Le lendemain, Noémie rentra en classe de bonne humeur. Jean, un des garçons de sa classe, lui demanda :

« Dis donc, tu es bien de bonne humeur ce matin. Tu n’as pas peur pour le contrôle de math en première heure ? »

« Non, j’ai l’impression que je vais réussir »

« Normalement, tu rates tout » (dit-il en riant).

« Tais-toi ! Cette fois, on verra ! »

La cloche sonna pour la première heure… Contrôle de math ! Monsieur Boulu, le prof de math, distribua les contrôles.

« Bonne chance », dit-il. Le contrôle commença et Noémie fut la première à finir.

« Facile », dit-elle en rendant son papier.

Quand tout le monde eut fini, Monsieur Boulu dit : « Je vais vous les corriger et les rendre maintenant. » Noémie attendit son contrôle avec impatience et quand Monsieur Boulu se leva pour rendre les contrôles, Noémie était très heureuse car elle allait surement recevoir le premier 20/20 de sa vie…

Monsieur Boulu lui rendit son contrôle… MALHEUR : 0/20 !!!

Époustouflée, Noémie se rendit compte que Jonathan lui avait joué une farce.

Décidément, Noémie restera pour toujours LA cancre de classe !

Callum Dow, Year 9

Nina-Jo Buttigieg, Year 12 Islay Mackenzie, Year 13


DT & TextilesE X H I B I T I O N

Top row left to right: Bea Lasnier - PingPong Table I Alex Murray Holland - Bedside Table I Mathew Cook - Bedside Table I Carlos Rodriguez - Remote Control Car Box.

Middle row left to right: Jacob Ward - Bread Box I Robbie Adams - Mini Barbecue I Sanjay Venkatesh - Coffee Table I Jacub Chronowiat - Archery Equipment Box.

Bottom row left to right: Oana Lazar - Bird Feeder I Ethan Martin - Coffee Table I Ben Nixon - YoYo Box I Calvin Brooks - Gadget Storage.


PAGE 62➜63

Top row left to right: Lucy Scarlett - Liberty Window Display Dress I Pippa Forsythe - African Ball Gown I Chloe Lopez - Kimono Style Top.

Bottom row left to right: Tsering Borremans - Gothic Lolita Garment I Lois Fragakis - Nature inspired Garment.

T E C H N O L O G Y F O R L E A R N I N G


Workshop for parentsChildren from Upper Primary demonstrated their learning to parents at a special Technology for Learning workshop held in June, writes CHRIS DODGE, Deputy Head Primary School.

Parents in attendance first heard more about the new Computing curriculum in Primary before breaking into groups to take part in the interactive workshops led by the children. Year 3 children showed how to program instructions into a Pro-Bot (a robot disguised as a race car!). Pro-Bot commands are entered via a set of arrow and number keys mounted on the back. The robot then follows the sequence of commands that were entered step by step.

Children from Year 5 demonstrated how to use a coding app on the iPad called

‘Hopscotch’. This app allows children to explore important computer science concepts such as abstraction, loops and variables. It’s also great fun and very addictive as the parents discovered.

Another group of Year 5 students modelled how to use a stop motion app to create their own animations using models and scenes the children had created.

Year 6 students shared their work with Lego Mindstorm robotics. Parents were taught how to control the robots using

motors and sensors employing the latest software programming.

The workshop gave parents a real insight into the types of activity the children are participating in as part of the new computing curriculum. Being able to create programs and systems develops the children’s problem-solving and logical skills which are essential for learning and life.


PAGE 64➜65

Great interaction with the children; their enthusiasm is infectious!

I didn't know exactly what our children were learning in the IT class, and now I have a much better understanding.

I didn't know the children were programming!

With the variety of different applications used within the different year groups, you can see the increasing complexity.

I'm very impressed with what the children can do!

It's great to find out about the range of learning and the degree to which it is integrated. Great tutors!

U P D AT E


The Best of Both

The Best of Both charity began in a geography classroom when students were studying the issues of poverty in Northern Ghana. Students were sceptical that the Millennium Development Goals would be achieved by the 2015 deadline and wanted to learn more about the problems and the cultures involved. Students were inspired to create the Best of Both charity to work with schools in Bolgatanga, the region in the textbook, to try to achieve these eight goals.

The aim of the Best of Both is to develop educational partnerships and share our diverse cultural heritages. We wish to educate students and encourage them to make a difference. By doing this we hope all those connected to the organisation will be more open and aware of different cultures. Many goals have been achieved: such as introducing working school gardens and boreholes into schools. These projects have provided sustainable schooling for many children in the Bolgatanga region.

Furthermore we wish to focus on deeper issues beyond basic needs and are now focusing on problems such as physical and learning disabilities of students and how they are viewed in their school community. We also hope to expand the twinning programme by not only involving schools in Belgium, but across Europe. We wish to make our twin schools in Ghana self-sufficient so they no longer have to rely on aid from our school.

DARAGH COMERFORD and students at The British School of Brussels give Tapestry an update on the charity led by students that aims to improve education in Ghana.

On our next student visit in 2016 we will be working with the charity Child Vision who will train us to give eye tests and fit glasses for students in over a dozen Bolgatanga schools.

Best of Both is unique in emphasising student involvement in all aspects of the charity, from meeting lawyers and businessmen, designing the website, logo or brochures, or partnering with large and small NGO’s such as the World Food Programme or TRAX Ghana. Not only this, but the Best of Both, throughout the schools, ensures the charity educates and raises awareness of the positive aspects of rural Ghana which encapsulates our model. Here in Brussels, we also face up to tricky issues such as, ‘Do we source locally if child labour is used?’ and ‘How do we respond when we see corporal punishment in a partner school?’. On the issue of corporal punishment we have invited Margaret Tuite, EU Commission coordinator on the rights of the child, to give a conference presentation on this issue and to help us create a position from the charity, students and school.

Working with real problems and global issues is difficult for anyone, and, as we are a young charity not in possession of the funds to make major change, our youth and enthusiasm becomes our strength.

Whether it be through fundraising or raising of awareness events, our members are sure to leave a great impression on those they meet. The challenge that comes with inexperience we solve through engaging with other charities and asking them for advice on how to approach issues. Finding the time to participate and contribute to the charity is another challenge all in itself and we are often busy due to extra-curricular activities or homework as well as working towards exams in the summer.

We draw inspiration from the words of Harriet Lamb, CEO of Fair Trade: ‘Development as a universal agenda: something not just practised in poor countries far away, but also right here at home.’

The Best of Both hopes to achieve the following goals in the future. First, and most importantly, we should like to continue a well sustained partnership and relationship with the schools we are currently twinned with in the Bolgatanga region of Northern Ghana, but also with schools in Western Europe. One of the ways we envisage achieving this is by developing effective means of communication between students in each twinned school, through letters, e-mails, or even Skype. Since we have started the charity, two of the schools in Ghana have lost the support of a feeding

programme. We are currently working on trying to establish a new food programme which will eventually increase attendance rates in the schools, but will also reduce the burden placed on the family of the students. This is part of our wider plan to promote sustainable development. This involves the basics of each partner school in Ghana having easy access to a borehole, a garden, and a feeding programme. Another large focus of our time and effort has been spent planning ways of helping children with disabilities in the partner schools. Our aim is to involve more European schools in order to expand our work in the Bolgatanga region of Ghana; currently we have the support of Antwerp International School.

Many thanks to Daragh Comerford and students at The British School of Brussels:

Ivet Andres MunozLucy BentleyCatherine BolandNicolas CoenenMaximo Cravero BarajaTrystan DaviesRobert HuntJohn LavenderThomas SandlerThomas ThorpeGeorgia WarnesParth Zaveri

This article first appeared in the World Student Magazine in May 2015.


PAGE 66➜67

Working with real problems and global issues is difficult for anyone, and as we are a young charity not in possession of the funds to make major change our youth and enthusiasm becomes our strength. Whether it be through fundraising or raising of awareness events, our members are sure to leave a great impression on those they meet.


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

Results' summary“ Our results continue to be impressive year after year at BSB and we continue to sit well above the worldwide average in almost all key indicators. That 100% IB and BTEC (99% A Level) students have passed, in a non-selective school, is tremendous. The programme is led by a committed and well-qualified team of teachers and is well organised throughout the two years to help students to maximise their potential. We are also delighted that all students who took the Bilingual Diploma passed, reflecting the language strengths of the school.”


of our IB students took the full diploma with a 100% pass rate

for the second year running

Average IB score was

of IB Diploma students achieved of IB Diploma students achieved

Almost Over

of students took a Bilingual Diploma and achieved it


PAGE 68➜69

students who achieved A*-C grades at A Level first choice university for graduating Students

of grades at A* - A

(versus the National UK rate of 25.9%)

(I)GCSE students with A*-C pass rate

(Very strong against a national UK comparison of 69%)

for A Level students

for BTEC students

(Hospitality, Business and Sport)

95% of Primary students achieved a Level 4+ in English and Reading (Level 5 indicates attainment well above average)

96% L4+ in Mathemathics

100% pass rate for Rock School, ABRSM Theory and Musical Theatre Exams

98% pass rate for LAMDA with 78% passing with either Merit or Distinction

Almost

of all grades at (I)GCSE were at A*/A

(UK: 21.2%)

Tapestry front cover Artwork by Evi Timmer 6C.

Our Front Cover“ I was inspired to make this drawing by a famous artist who works on detailed drawings, using perspective, called Paul Horton. When I saw the original painting of what I made (Days of Love) I knew immediately that I wanted to draw it. The reason I drew it was because it was so simple to make and yet, when you look at it closely, it looks so detailed.”

The British School of Brussels vzwPater Dupierreuxlaan 1, 3080 Tervuren, BelgiumTel: +32 (0)2 766 04 30 - Fax: +32 (0)2 767 80 [email protected] - www.britishschool.be

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I S S U E N ° 5 I 2 0 1 5

Thank you to all our contributorsPublisher: Sue WoodroofeEditors: Kim Burgess I Scott Bradbury I Sara Coleman I Barry SayerContributors: Katie Bennett and Mukami Namu

• BA (HONS) BUSINESS STUDIES − 3-YEAR BACHELOR DEGREE• The opportunity to study Business in Brussels or Luxembourg.

• Small classes taught in English by business professionals.

• Strong academic course of study plus practical training.

• Yearly in-company internships arranged for undergraduates.

• International environment.

• Programmes validated by Middlesex University London. The students will be awarded a Middlesex University London degree on successful completion.

A PASSPORT

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ECONOMY

UNITED BUSINESSINSTITUTES - BRUSSELSAvenue Marnix, 20B-1000 Brussels - BelgiumTel: 02 548 04 [email protected]

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Tapestry magazine, 5th edition