AdParentes 200607 no1 v3

Transcription

Ad Parentes
Journal of the APEEE, The Parents’ Association of the European Schools in Luxembourg
No. 1/2006-07 (Autumn edition)
2
Ad Parentes No. 1/2006-07
Editorial
Dear parents,
The moving finger writes and having writ moves
on…or does it? Here we are once more at the
beginning of another school year, yet many of
the issues facing European School pupils and
parents in Luxembourg remain the same.
This first edition of the school magazine is
distributed free of charge to all parents. Future
editions will only be distributed in paper format
to paid-up members of the association. For
details of how to join, please complete the
registration form in this edition, or visit the
APEEE website (www.apeee.lu). A wealth of
information is available on the website, and this
magazine
also
includes
some
pertinent
information for newcomers to the school
community, to whom the APEEE wishes a hearty
welcome.
School should be fun, but humour does not always
travel well: please forgive the Anglophone bias in
the following selection of jokes!
Q: (Parent) What did you learn in school today?
A: (Child) Not enough, I have to go back tomorrow!
Q: What would you get if you crossed a vampire and
a teacher?
A: Lots of blood tests!
Q: Why should European School teachers wear
sunglasses?
A: Because the children in their classes are so
bright!
Happy reading !!!!
Your Editorial team
APEEE Luxembourg Secretariat
Bâtiment Jean Monnet – Bureau C1/004 –
L-2920 LUXEMBOURG
Tel. 4301 33105, Fax 4301 34869
E-mail : [email protected]
Web: http://www.apeee.lu
Contents
Attributing children between European Schools in Luxembourg : ...... 3
Questions still awaiting answers… ............................................................. 6
Some important recent developments ................................................ 8
Latest news concerning the Canteen ......................................................... 8
Category III update ............................................................................... 12
The Future of the European Schools.................................................. 13
Pedagogical issues ............................................................................ 16
Choosing 6th Year options ....................................................................... 16
Tackling violence ................................................................................... 17
Sick children at the European School ....................................................... 17
Some classic tongue twisters ! ................................................................ 17
Euromyths, untruths and rebuttals! ......................................................... 18
EN/FR Glossary ...................................................................................... 18
The reading voyage ............................................................................... 19
Mots-de-Zaza Primary School Library....................................................... 19
Transfer from Nursery to Primary ............................................................ 19
Residential school trips ..................................................................... 20
Forest discovery classes in Plaine, France ................................................ 20
Snow discovery classes in Bardonnecchia, Italy ........................................ 20
6th Year Secondary visits ........................................................................ 20
Extra-curricular activities .................................................................. 21
School Cycling Cup - Coupe Scolaire Vélo ................................................ 21
Rugby Juniors ........................................................................................ 21
Singing for Europe ................................................................................. 22
Language Classes .................................................................................. 22
Language Exchanges – Echange Linguistiques ......................................... 23
Events ............................................................................................... 25
Term length comparison ......................................................................... 25
Rolling calendar ..................................................................................... 25
Improving the APEEE website ................................................................. 26
Third World Committee – Kommittee Dritte Welt – Comité Tiers Monde .... 26
Petites Annonces ............................................................................... 27
(a) Professeurs pour Leçons Particulières / Private tutors ......................... 27
(b) Autres annonces / Other advertisements ............................................ 29
APEEE contact information 2006-2007 ............................................. 30
Management Committee Elections in 2007 .............................................. 30
50 ways you can help............................................................................. 31
Annual General Meeting – Assemblée Générale ....................................... 33
Délégués de Classe - Class representatives ............................................ 34
APEEE management structure................................................................. 35
Groupes de Travail 2006-2007 Working Groups ....................................... 35
Other contacts / Autres contacts ............................................................. 37
APEEE – Association des Parents d’Elèves de l’Ecole Européenne..... 38
Ad Parentes contributions
Dear parents,
This is your journal. The next issue is scheduled
before the end of term. If you would like to publish
something, please send it to us.
Chers parents,
Voici votre journal. La prochaine édition est prévue
avant la fin du trimestre. Si vous voulez publier
quelque chose, veuillez nous l’envoyer.
Liebe Eltern,
Dies ist Ihre Zeitschrift. Die nächste Ausgabe
erscheint
im
Sommer.
Wenn
Sie
etwas
veröffentlichen möchten, bitte schicken Sie es uns.
E-mail: [email protected] .
© APEEE Luxembourg
Except media excerpts
The articles appearing in Ad Parentes express the respective author’s opinions and not necessarily that of the Ad Parentes editorial team or of the Parents’ Association.
Les articles publiés dans Ad Parentes engagent la responsabilité de l’auteur et en reflètent pas necessairement les opinions d’Ad Parentes ni de l’Association des Panents.
Die Beitrage in Ad Parentes stellen die personliche Meinung des Autors dar und nicht unbedingt die Auffassungen der Ad-Parentes-Redaktion oder der Elternvereinigung.
3
Version française ci-après
How to attribute children between the European Schools in Luxembourg :
Still the key issue of the day
The official position of the Parents’ Association, regularly reconfirmed by the membership and defended by management committee
representatives in many fora over many years, is to reject the proposed vertical split in favour of a horizontal split, in order amongst other
things to (a) safeguard the educational opportunities for children particularly in the secondary cycle, (b) to respect the founding principles of
the European Schools in particular to avoid discrimination by nationality, (c) on grounds of efficiency and economy, (d) to maintain the
attractiveness of Luxembourg as a place of employment for EU officials. The validity of this position is already recognised by many
stakeholders and all independent observers who take the time to honestly consider the issue. No arguments capable of withstanding public
scrutiny have been advanced for the alternative, vertical split. A letter resuming some of the key points was recently circulated. This is
available on the APEEE website and is reproduced below. The official text is in French: this is a translation into English. An acceptable
resolution of this issue is an essential prerequisite for harmonious relations between parents and the school – without which no school can
hope to attain its full potential.
A joint note from the APEEE management committee and the European Commission Staff Committee
4
.
English version above
Comment attribuer les enfants entre les Ecoles Européennes au
Luxembourg : toujours le sujet du jour
La politique officielle de l’Association des Parents, renouvelée à multiples reprises par les membres et défendue par les représentants du
Comité de Gestion en plusieurs lieux sur plusieurs années, est de rejeter la proposition d’une répartition verticale en faveur d’une séparation
horizontale, ceci entre autre pour (a) sauvegarder les opportunités pédagogiques des enfants surtout au cycle secondaire, (b) respecter les
principes fondateurs des Ecoles Européennes en particulier pour éviter toute discrimination sur base de nationalité, (c) pour des raisons
d’efficacité et d’économie, (d) pour maintenir les avantages du Luxembourg comme lieu d’emploi des fonctionnaires européens. La validité
de cette politique est déjà reconnue par plusieurs preneurs de décision et l’ensemble des observateurs indépendants qui prennent le temps
de regarder honnêtement la matière. Jusqu’ici aucun argument capable de resister un scrutin en public n’est avancé pour l’alternatif, une
répartition verticale. Une lettre résumant certains des points clés vient d’être diffusée. Cette note se trouve sur le site web de l’APEEE
(www.apeee.lu) et ci-dessous. Il existe également une traduction vers l’anglais. Une solution acceptable de ce sujet reste nécessaire au
préalable pour assurer les relations harmonieuses entre parents et l’école – sans lesquelles aucune école ne peut esperer réaliser sa vraie
potentielle.
Note conjointe du Comité de Gestion de l’APEEE et le Comité de Personnel de la Commission Européenne
5
6
.
Questions still awaiting answers…
Adapted from a list of questions submitted by parents at an
information meeting convened with Mr.Feix on 24th May 2004,
to which no answers have yet been forthcoming.
Why split now?
1) Why does the Primary need to split now? Why not wait until
we see clearer on the “population development” of pupils
across the language sections? You already accept that initial
Commission forecasts were inaccurate.
2) What do you know about the numbers of pupils – per
language section and class level – in, say, 2015?
3) Will the Secondary school really only be split later? If yes,
why such a hurry for the Nursery and Primary?
Why split vertically?
4) Why do you insist on a vertical split (forcing even small
children to go to Mamer, far away from the workplaces of 80%
of the parents ; forcing all children of the Greek, Italian and
Danish sections to Mamer, no matter where they live)?
- We know that the Lux. authorities did not imagine that the
school would split in this way. They thought that only children
living in the West of Luxembourg would go to Mamer, and
could be forgiven for expecting only secondary pupils to allow
desirable synergies with the adjacent Josy Barthel school.
- There is no legal obligation for a vertical split: the convention
of the European Schools merely states that a particular school
MAY comprise nursery/primary/secondary, not that it SHALL
have them all. Even if it did, what is there to prevent close
collaboration between two separate administrative structures
to implement a horizontal structure for children in practice?
5) Has a traffic feasibility study been undertaken in Mamer?
Where can we find the results?
- Having first promised to do so, why do you refuse to give
anonymised details with postal codes, so that parents can
organise a traffic analysis themselves?
6) Has an environmental impact study been launched? If so,
where can we find the results?
- How do you react to analyses suggesting that the combined
impact of the vertical split and the Mamer location will
significantly increase transport emissions, with consequent
costs for the Luxembourg state under the Kyoto protocols?
7) Why have cost-benefit comparisons between the vertical
and horizontal split not been done?
- Can you foresee a lot of doubling of facilities in creating a
second school for children aged 4-18 years old?
- Does it not seem simpler to put the nursery and primary
school on one site and the secondary school on another site?
- Do you believe the cost of minor alterations would outweigh
the cost of entire duplication?
- Aren’t toilets and washbasins the only major fixtures which
might need adaptation – with all other size-related material
being transferable to whichever site?
- And if it is a question of science laboratories, don’t you think
that primary children could usefully benefit from such facilities?
- Why were detailed infrastructure requirements unilaterally
submitted by you to the Luxembourg authorities before an
opportunity for discussion by the Steering Committee?
8) What do you think single parents will say about working on
Kirchberg and having to take their children to Mamer? How do
you feel their employers will react when they have to arrive
late and leave early?
9) How do you guarantee there will not be less educational
opportunities to pupils in future?
- Surely those pupils based on Kirchberg, who wish to study
those languages which are to be based in Mamer (e.g. Italian
or Greek) will not be able to as all the teachers will be working
in Mamer. If you plan to send a Greek teacher to Kirchberg, he
will lose 2 teaching periods in Mamer every time he travels to
Kirchberg and back.
- How would you propose to recreate the lost opportunities for
beneficial interaction outside formal classroom tuition?
- How do you plan to take into account the (increasingly
typical) situation of children from multil-lingual, multi-cultural
backgrounds, such as a Hispanic-Swedish child raised in
England and attributed to the English section in Mamer?
- Current timetabling conflicts reportedly take around 30
minutes by computer to resolve, once per year. Why is this
problematic? Particularly as forecasts suggest a much lower
than initially foreseen likelihood of new language sections
being required. Why do you perceive this time to be a bigger
problem than expecting parents and pupils to spend thousands
of hours on the roads?
- Do you accept that progression to “big school” in a different
location can be an important stage in child development? This
is often a deliberate choice by planners in national systems…
10) Which third languages will be available in Lux I and Lux II,
respectively? Eg. Irish? Latin? Maltese?
11) Will catholic and protestant religion and nondenominational ethics be available in both Lux I and Lux II?
12) The idea of the European School is that children grow up
in a multinational environment in which all European
nationalities are represented. Doesn’t splitting the school along
national lines blatantly go against the ideals of the European
School?
13) Given that the Luxembourg European School was a
flagship for the whole system and an asset to the Luxembourg
state, why do you now seek to put this at risk?
14) How will the daily lives of all primary school children from
the Greek, Italian and Danish sections, and half of the children
in the French, English and German sections change when they
have to travel to Mamer every day? And let’s not forget the
impact on their parents, either…
15) What do you suggest people who live nearer to Kirchberg
do when their children will have to go to Mamer every day?
Remember that the travel time we have measured is 35-40
minutes one way for the 10 kms across town, and the
Transport Association declares it to be impossible to extend
their operations to cover both locations in the same way.
16) What investigations have been made with the
Luxembourgish authorities to make greenspace land on
Kirchberg available (60ha per recent press articles). Or with
the Commission concerning land reserved near to RTL? What
about the eventual vacation of the Foire International site, only
part of which will be required for the planned tram terminus?
- Luxembourg recently conducted a major planning exercise to
ensure primary schools are located as close as possible to
place-of-residence whilst secondary schools are organised on a
regional basis requiring the older pupils to travel. For staff of
the EU institutions, this point of commonality is their place-ofwork, ie. Kirchberg. Why do you support a contrary solution?
17) Given the unique structure of the European School
(cohesion, emphasis on tolerance but importance of language
sections), why do you expect discipline problems to increase
with school size? Successful large city schools exist in national
systems. If necessary, why cannot pupils be organised in
7
smaller learning communities within the existing administrative
structure?
Interim Period
18) Why did you not consider parent requests to send all
1st/2nd years to Pedagogical Village during transition period,
thus “sharing the burden” rather than implementing a vertical
split?
19) Can you please explain how exactly the split is executed
when classes move from Maternelle to Primary, and from
Primary to Secondary?
- Does this imply that you are effectively splitting the
secondary cycle already?
- Can you guarantee that the situation will be reviewed when
the school buildings actually become available?
20) Why do you plan not to honour guarantees given in public
concerning the maximum number of years that children will be
taught in containers?
21) Why have you not formally requested alternative interim
solutions on Kirchberg instead of containers? E.g. The Institut
Supérieur de Technologie, right next to the school, which offer
already-appropriate space for 1,500 pupils according to the
Lux. Government? Or the CRP Henri Tudor? If yes, why are
you supporting the spending of 7 million € on temporary
containers rather than on adapting and renting existing
buildings?
22) Currently there is a lot of office space for rent in
Luxembourg, and more is being built, e.g. right next to the
CPE. Why is that not a viable alternative for the interim period?
Transparency & Accountability
23) Parents of the European School feel their opinions fall on
deaf ears. This is surely why some parents have been taking
matters into their own hands.
- What do you feel this story implies for the quality of parent
cooperation in other areas of school life?
- Do you not think there is a risk of negative attitudes
developing amongst children towards the school?
24) What does the school administration plan to do for an
open and transparent debate surrounding the issue of the
second European school? E.g. when will necessary analyticial
information be made available to the Parents’ Association or to
all parents?
25) Can you please publish a breakdown of the numbers of
questions received from parents, by language section?
26) Can you please publish the results of the polls you
requested amonst Class Reps in April 2004, broken down per
class?
27) How many children were in the VP prior to the opening of
the second school (broken down by language section and
class)?
28) How many new children do you expect by September
2006 (broken down by language section and class)?
29) Why do you continue to enrol new children knowing that
capacity has been exceeded?
30) How many do you expect by September 2008, September
2010, September 2015 and September 2020 (broken down by
language section and class)?
31) Can you please invite parents for a new information
meeting with sufficient advance notice? Can you guarantee to
take the views which are likely to be expressed there into
account?
32) When do you now expect revised architectural plans from
the Luxembourg authorities? When do you expect a draft law
to approve a school in Mamer/Bertrange to be submitted to
Luxembourg chamber of deputies?
8
Some important recent developments
Latest news concerning the Canteen
As an input to launch the regular quality monitoring of the new
service, the Management Committee of the Parents'
Association has organised an initial series of visits to the
various canteen locations around the European School sites in
Luxembourg.
A delegation of the Parents' Association visited the canteens of
the primary and of the secondary school on the main site on
Monday 11th September. A second delegation visited the
canteen at the Pedagogical Village site on Wednesday 13th
September. The visit to the Village was repeated on Monday
20th September. There was an opportunity to monitor the
quality of the teachers' canteen on Friday 15th September. The
hot meals service at the Nursery School (Maternelle) was
monitored on Monday September and some feedback has been
received from parents of children. The findings from the visits
are summarised below, with consequent recommendations. We
would appreciate an opportunity to discuss these with you in
order to find rapid solutions.
1. Visit of 11th September (DAP, RM, ML).
The quality and variety of the meals seemed satisfactory. We
could notice that by tasting the different menus ourselves and
by asking several pupils if they were satisfied.
At the secondary, the queues are normally not very long but
they suddenly got longer twice during our presence. The first
time because of a lack of spoons and knifes and the second
time because of a lack of plates, although a lot of used plates
had been returned by the pupils and had not been picked-up
for cleaning.
Concerning the organisation, we missed the presence of a
LuxRest representative in the hall who could answer questions
and coordinate the work of the staff.
During the "rush hour" around 13h00, we felt that there should
be some more staff present, at least during the first two
months, which are crucial for gaining a positive opinion of the
pupils - and subsequently the parents - on the canteen, on
which depends the number of customers. For the moment,
there are only very few "tartinistes" but if the waste of time is
considerable (because of the very tight timetable scheduling of
the school and also since it is the time of the lunch break), this
situation could change rapidly.
Adding some staff during that period of time would also avoid
the extreme stress of the staff and make them friendlier
towards the children.
Concerning the hall of the primary school, the situation is
worse. There is a too long waste of time between the first and
the second service and half of the children are queuing for a
too long time until the tables are cleaned. The staff is very
stressed, there is a total lack of coordination between them,
they complain themselves that they are half as much as
needed and less people than last year.
This problem must be solved very urgently.
Here also we noted the very obvious absence of a coordinator
of the service who should be the central contact person to the
teachers who are bringing the groups to the canteen.
We had complaints by several children that the meal in the
primary school is served cold.
2. Visit to Pedagogical Village on 13th September (ID,
MP)
- The canteen for the Lux.2 school is currently located on
the VP site in a prefabricated building. It is organised into two
large rooms with an entrance hall and toilets between them.
The kitchen is situated at the rear, where there is also a small
storeroom. The (older) left hand room contains 22 rectangular
tables (ie. up to 176 seated places). The (newer) right hand
room contains 18 rectangular tables (ie. up to 144 places)
together with 4 round tables (16 places) which are primarily
reserved for those bringing snack lunches.
- According to the LuxRest representative the number of
pupils frequenting the canteen significantly exceeds expected
numbers, by at least 10%. To eliminate the consequent delays
which zere encountered during the first weeks of term, staff
numbers were increased by 2/3 persons and the personnel
arrived earlier.
- The first service began around 11h50. The children arrived
on time with their teachers and did not have to wait before
sitting down. They left around 12h20. This gave time for the
LuxRest team to clean the tables by 12h55 without pressure
before the arrival of the second wave of children. This group
did not have to queue either. If 5th year pupils are to come to
the village, a third serving would be foreseen around 13h20.
The APEEE delegates had to leave before 13h20 but some
comments were subsequently received which indicated small
organisational problems culminating in a delay in the
distribution of meals to some children – difficult to tolerate as
the chidlren have already been obliged to wait until past
midday before coming to the canteen due to the capacity of
the prefabricated building. Any increase in numbers on the VP
site would be difficult to manage.
- The main problem concerns the incredible noise level in the
(older) left hand room. The few sound-insulation strips which
were fixed to the walls during the summer (a demand from the
Health & Safety Committee) are clearly insufficient. They
should be extended to cover all the walls and ceiling at the
earliest opportunity. If this is not done ; the number of
customers is likely to reduce with financial consequences for
LuxRest, and the stress levels for teachers and children risks a
serious negative impact on the quality of teaching and learning
during the afternoons. The need fora rapid solution was raised
with, and accepted by, Mr.Schiltz who was also present.
- Part of the left hand room is occupied by 5 metal
cupboards and a stock of plastic water bottles, belonging to
the Study Centre. An agreement betzeen the two
administrations dating from last school year allows storage of
certain products in the canteen building. This creates two
problems:
1. The current location blocks access to a sink in the corner of
the room, and therefore prevents direct evacuation of liquids.
If these should instead fall on the floor there is a risk of
accidents.
9
2. Also due to the location, the tables in the room are too close
together which amongst other things prevents LuxRest staff
from delivering food to the tables by trolleys. Instead they
have to carry the plates, sometimes at the run, with a
consequent risk of accidents.
If this agreement with the CPE cannot be renegotiated, space
must nevertheless beliberated in this room. The cupboards
could be placed along the walls either in the same room, or in
the entrance hall to the canteen, or next to the toilets, or in
the small storage room at the rear of the building – which
according to the LuxRest representative is not being used. As
for the bottles, the purchase ofa small number of shelves
should not generate excessive cost and would permit an easier
storage next to the relocated cupboards. Or even without the
shelves.
The meal comprised pasta (‘fusilli’) with a bolognaise-style
sauce, garnished with grated cheese according to taste, served
with bread and water. The APEEE delegates tested the food
and it wasn’t bad at all! Neither too hot, nor too cold. For
pudding there was a pink mousse. Several children asked for
second helpings of the main course. The comments fro,
teachers and children, and the smiles on everybody’s faces,
were testament to a high degree of satisfaction, particularly by
reference to last year.
3. Repeat visit to Pedagogical Village, 20th September
(LM, ID, RP), 12.00-12.30
Meal: fish, rice, beans, cucumbers; dessert: cooked bananas;
Drink: tap water.
Impressions:
- Improvement of food quality is confirmed (warm, tasty,
varied and balanced). Fish is notoriously something healthy but
difficult for many children.
- Good atmosphere for children.
Food served in 2 services, at 12:00 (1st and 2nd classes) and
at 13:00 (3rd and 4th classes). In practice children were
observed to arrive from classrooms slightly later (12.10 and
13.15) which increased the time pressure.
The canteen is clearly at the limit of capacity, very crowded
and noisy (in particular one of the two canteen rooms), but not
in a state of mess. Also confirmation from the initial visit that
there is no room for trolleys to go around to the tables. Space
reserved for CPE cupboards is still occupying a significant area
of canteen room and this should change.
Teachers, especially after the first service, help LuxRest to
clean up in order to meet time pressure for next service. This
is done voluntarily and should not be taken for granted. If it
was not done, additional LuxRest staff would be necessary.
Teachers tend to complain about "minute management", i.e.
timing is compressed, quite stressful for them (no real rest
time) and also for the children. The time compression may not
in fact be necessary with the current two services (there is
ample time to tidy up after first service), but imposing a third
service should not be considered.
Waiting time at the table: during the second service, this is not
optimised. More cases of long waiting times are reported.
Supervision of children at the tables is not optimal either; there
should be either school staff or LuxRest staff to encourage
children to eat and make the meal a social and educational
moment (at tables without supervision fish was often not eaten
at all by children). Even if parent volunteers could be found for
a regular supervisory commitment, this would be inappropriate
for pedagogical reasons.
If 5th year children are eventually transferred to the VP site, a
third service becomes necessary. This is highly inadvisable as it
would introduce excessive time compression and most of
children will have to eat either very early (first service will
perhaps have to start at 11:30AM) or very late (third service
will finish at 2PM) and in all cases under extreme time
pressure - whereas the lunch break is an important opportunity
for children to relax in order to allow effective learning in the
afternoons.
4. Visit to Nursery School on 25th September (RW)
Children in the Nursery cycle are served in their class rooms. A
visit was organised on 25th September to monitor this service,
in the light of comments received from parents of children and
some members of staff (the following concerns are identified:)
1. A delay in serving food. It is unreasonable to expect children
of this age to sit still for prolonged periods while waiting for
their food.
2. Small portions. Young children need to replenish their
energy. Their appetites are clearly less than older children, but
the quantities may need to be reviewed.
3. Some comments had been made about the choice of food,
notably concerning the serving of fried chicken.
On the occasion of the visit, pasta was served, followed by
chocolate mousse and everyone seemed quite happy, although
for larger classes 2 litres of juice was insufficient (milk was less
popular…).
5. Teachers' canteen, 15th September (CP, ID, LM)
This was a spontaneous visit on the occasion of a formal
administrative meeting. The range of food was good and it was
well presented (although labelling of dishes could be helpful).
The portions were satisfying in terms of size and temperature
and content. Prices are not excessive. Noise levels were low. A
favourable impression was gained.
General recommendations
For a better feed-back concerning the problems of the
canteen, we intend to create and to include on the APEEE web
site a special mailbox (e-mail address) and inform the parents
(and the pupils of the secondary school) that they can send
their comments to that mailbox, which we shall forward for
discussion with LuxRest and the school.
We also consider that in the next months, we need to continue
regular monitoring of the functioning of the canteen service, to
help LuxRest with suggestions to provide the best quality and
service and create the optimum conditions for a long term
relationship.
For this purpose we need to have a permanent contact with a
responsible LuxRest, who can intervene rapidly to solve
encountered problems.
manager
On behalf of the Parents' Association.
10
Dernières nouvelles concernant la
Cantine
Afin d'évaluer la qualité et les performances du nouveau
service, le Comité de gestion de l'association des Parents
d'Elèves a organisé une première série de visites des
différentes cantines des Ecoles européennes de Luxembourg.
Une délégation de l'association des parents s'est rendue, le
lundi 11 septembre, à la cantine du nouveau bâtiment. Un
deuxième groupe a visité la cantine du village pédagogique le
mercredi 13 septembre. Une nouvelle visite au même endroit a
été faite le lundi 20 septembre. L'opportunité d'évaluer la
cantine des enseignants s'est présentée le vendredi 15
septembre. Le service de repas chauds à la maternelle est
évalué le lundi septembre et des commentaires de certains
parents sont disponibles. Les résultats des différentes visites,
avec les recommandations en découlant, sont résumés cidessous. Nous apprécierions de discuter ces problèmes avec
vous afin d'y remédier rapidement.
1. Visite du 11 septembre (DAP, RM, ML)
La qualité et la variété des repas servis semblent satisfaisants.
Ce constat a pu être fait par les représentants des parents qui
ont pris leur déjeuner sur place et par les réponses des élèves
aux questions de ceux-ci.
Au secondaire, les files d'attente étaient normales mais se sont
soudainement rallongées par deux fois durant notre présence.
La première fois, suite à un manque de couverts et la
deuxième fois suite à un manque de plateaux, alors même que
de nombreux plateaux déjà utilisés se trouvaient sur les
chariots et n'avaient pu être repris pour être nettoyés.
En ce qui concerne l'organisation, nous avons regretté
l'absence d'un représentant de LuxRest qui aurait pu répondre
aux questions et coordonner le travail du personnel.
Il semblerait que plus de personnel devrait être présent à
l'heure de pointe de 13 h, à tout le moins pendant les deux
premiers mois, période cruciale pour influencer positivement
l'opinion des élèves sur la cantine –et par conséquence celle
des parents- Pour le moment il n'y a que très peu de
tartinistes, mais si la perte de temps reste considérable (au
regard de l'horaire minuté résultant de l'emploi du temps
scolaire et s'agissant de la pause de midi), cette situation
pourrait s'inverser rapidement.
Ajouter du personnel pendant cette tranche horaire soulagerait
le personnel en place, ce qui lui éviterait un stress extrême et
lui permettrait d'être plus aimable vis-à-vis des élèves.
Par contre, la situation du côté de l'école primaire est plus
mauvaise. Il y a trop de perte de temps entre le premier et le
deuxième service et la moitié des enfants font la queue en
attendant que les tables soient nettoyées. Le personnel est
très stressé, il y a un manque total de coordination entre eux ;
de leur propre aveu l'effectif devrait être doublé et en tout état
de cause ils sont moins nombreux que l'année passée.
Ce problème doit être résolu en absolue priorité.
Là aussi nous avons noté l'absence totale d'un coordinateur du
service qui pourrait être la personne de contact pour les
enseignants qui amènent leur groupe à la cantine.
Plusieurs enfants se sont plaints que les repas du primaire sont
froids.
2. Visite au Village Pédagogique du 13 septembre (ID,
MP)
- La cantine actuelle de l'école Lux.2 se trouve sur le site du
Village Pédagogique, dans un bâtiment préfabriqué. Elle est
organisée en deux grandes salles avec un hall d'entrée et des
toilettes entre les deux salles. La cuisine se trouve vers
l'arrière, ou il y a également une petite salle de stockage. La
salle gauche contient 22 tables rectangulaires (donc jusqu'à
176 places). La salle droite contient 18 tables rectangulaires
(donc jusqu'à 144 places) plus 4 tables rondes (16 places) qui
sont plutôt réservées aux "tartinistes". Le camion LuxRest
arrive à l'arrière du bâtiment, les repas sont traités et une fois
les enfants assis, ils sont servis à table.
- Selon le représentant LuxRest le nombre d'élèves qui
fréquente la cantine dépasse largement les chiffres attendus,
de l'ordre d'au moins 10%. Pour palier aux délais identifiés lors
de la semaine précédente, le personnel arrive maintentant plus
tôt et la société a augmenté l'effectif de deux/trois personnes.
- Le premierservice commence vers 11h50. Les enfants sont
arrivés à temps avec leurs professeurs et n'ont pas dû attendre
pour s'asseoir. Ils sont tous partis pour 12h20. Ceci a laissé à
l'équipe LuxRest le temps pour nettoyer les tables sans trop de
pression pour 12h55, arrivée de la deuxième vague. Eux non
plus n'ont pas dû faire la queue. Si les élèves du 5ème année
seraient accueilli au Village, une troisième vague serait
envisagée vers 13h20. La délégation a dû partir avant 13h20,
mais des commentaires sont ensuite parvenus à l'APEEE,
indiquant de petits problèmes d'organisation culminant dans
un délai de distribution des repas à certains enfants – difficile à
tolérer pour ces derniers qui sont déjà obligés d'arriver
tardivement à la cantine vue la capacité de l'infrastructure.
- Le problème principal concerne le bruit incroyable dans la
salle gauche. Les petites installations d'isolation sonore,
introduites pendant les congés d'été (demande du comité
hygiène et sécurité), sont nettement insuffisantes et sont à
étendre sur l'ensemble des murs et sur le plafond le plus vite
possible. Si ceci n'est pas fait, le nombre d'utilisateurs risque
de diminuer avec conséquences financières pour la société
et/ou le stress des enseignants et des enfants risque d'avoir
des conséquences lourdes pour l'enseignement des aprèsmidis. Le besoin d'une solution rapide est abordée avec, et
reconnu par, M.Schiltz, également présent sur lieu.
- Une partie de la salle gauche est actuellement occupée par 5
armoires métalliques et un stock de bouteilles en plastique,
appartenant au CPE. Il existe un accord entre les
administrations de l'école et du CPE qui date de l'année
dernière, pour stocker certains produits dans la cantine. Ceci
crée deux problèmes:
1. L'emplacement actuel bloque l'accès à un évier dans le coin
de la salle et donc empêche de vider directement les verres
d'eau non-bus. Si l'eau dans ces verres coule au sol il y a un
risque d'accidents.
2. Egalement à cause de l'emplacement, les tables dans la salle
sont trop serrés ce qui entre autre empêche les serveurs de
faire passer les chariots au fond de la salle. Ils doivent courir
avec les plats, donc risque d'accidents!
Si cet accord avec le CPE ne peut être renegocié, il faut quand
même libérer de l'espace dans cette salle. On pourrait reposer
les armoires le long des murs, soit dans la salle elle-même, soit
dans le hall d'entrée de la cantine, soit près des toilettes, soit
11
dans une petite salle qui se trouve à l'arrière du bâtiment dont,
selon le représentant LuxRest, ils n'ont pas besoin. Quant aux
bouteilles, l'achat d'étagères ne coûtera pas trop, et permettra
un rangement dans le même endroit des armoires...même
sans étagères.
- Le repas d'aujourd'hui était composé de pâtes ('fusilli') avec
une sauce type bolognaise, saupoudrée de fromage au choix
du consommateur, servi avec du pain et de l'eau. Les
représentants sur place l'ont essayé, et ce n'est pas mal du
tout! Aucun problème quant à la température du repas (ni trop
froid, ni trop chaud). Comme dessert il y avait une mousse
rose. Plusieurs enfants ont reclamé une deuxième portion du
plat principal... Les commentaires des enseignants et des
enfants, et les sourires de tout le monde, signalent une grande
satisfaction, surtout par rapport à l'année dernière.
3. Nouvelle visite au village pédagogique le 20
septembre (LM, ID, RP), de 12.00 – 12.30 h
Menu : poisson, riz, haricots, concombres ; dessert : banane
cuite, boisson : eau du robinet
Impressions :
- l'amélioration de la qualité des repas est confirmée (chaud,
goûteux, varié et équilibré). Il est connu que le poisson est un
met sain mais difficile à faire manger à de nombreux enfants.
- Bonne atmosphère pour les enfants
Nourriture servie en deux services, à 12.00 h (1ère et 2ème
classes) et à 13.00 h (3ème et 4ème classes). Dans la pratique
il a été observé que les enfants arrivent légèrement plus tard
de leurs salles de classes (12.10 et 13.15), ce qui augmente la
pression.
Il est clair que la cantine est à la limite de sa capacité, bondée
et bruyante (en particuliers une des deux salles), mais propre.
Confirmation de la première visite qu'il n'y a pas d'espace pour
les chariots pour circuler autour des tables. Un espace
significatif est toujours occupé par les étagères du CPE.
Les enseignants, surtout après le premier service, aident
LuxRest à nettoyer pour éviter que les services suivants ne
soient sous pression. Ils le font volontairement et cet état de
fait ne devrait être considéré comme un acquis. S'ils ne le
faisaient pas une augmentation de personnel de la part de
LuxRest serait nécessaire.
Les enseignants se plaindraient plutôt d'un chronométrage
extrême, stressant pour eux-mêmes et les enfants (il ne reste
pas vraiment de temps libre). La compression du temps ne
serait pas réellement nécessaire pour les deux services existant
(il y a largement assez de temps pour nettoyer et tout
remettre en ordre après le premier service), mais il n'est pas
envisageable d'imposer un troisième service.
Temps d'attente à table : non idéal lors du deuxième service.
Plus de cas d'attente prolongée constatés.
De même la surveillance des enfants à table n'est pas optimale
; il devrait y avoir plus d'encadrement, soit du personnel
enseignant, soit du personnel LuxRest, pour encourager les
enfants à manger et faire du repas un moment social et
éducatif (aux tables sans surveillance, le poisson n'était
souvent pas mangé par les enfants). Même si des parents
volontaires pouvaient être trouvés pour effectuer une telle
surveillance, cela serait inapproprié pour des raisons
pédagogiques.
Si les 5èmes années primaires devaient être transférées vers le
site du VP, la mise en place d'un troisième service serait
nécessaire et de nombreux enfants devraient manger très tôt
(1er service devrait peut-être débuté à 11.30 h) ou très tard
(3ème service se terminerait à 14 h), en tout cas sous
pressions – alors que la pause de midi est un moment
important pour les enfants pendant lequel ils peuvent se
détendre afin d'être dans de bonnes conditions d'apprentissage
durant l'après-midi
4. Visite à la maternelle le 25 septembre (RW)
Les enfants de la maternelle sont servis dans leurs salles de
classes. Une visite a été programmée le 25 septembre pour en
voir le fonctionnement, en vue des remarques faites par
certains parents et certains membres du personnel (qui ont
évoqués les soucis suivants )
1. Retard dans le service des repas. Il est déraisonable
d'attendre de la part d'enfants en bas âge qu'ils restent
sagement assis pour un laps de temps prolongé en attendant
leur nourriture.
2. Petites portions. Les jeunes enfants doivent refaire le plein
d'énergie. Il est évident que leur appétit est moins grand que
celui des enfants plus âgés, mais les quantités doivent être
revues
3. Quelques commentaires ont été fait quant au choix de la
nourriture, spécialement en ce qui concerne le fait de servir du
poulet rôti (frit).
Au moment de la visite on mangeait de la pâte, puis une
mousse au chocolat, et tout le monde semblaient être content,
sauf que pour les grandes classes 2 litres du jus est insuffisant
(le lait n’attire pas le même intérêt…).
5. Cantine des enseignants, 15 septembre (CP, ID, LM)
C'était une visite spontanée à la suite d'une réunion
administrative officielle. Le choix de nourriture était bon et bien
présenté (bien que l'étiquetage des plats pourraient être
utiles). Les portions sont satisfaisantes quant à la quantité, la
température et la qualité. Les prix ne sont pas excessifs. Une
impression favorable s'est dégagée.
Recommandations générales
Pour une meilleure transmission des informations concernant
les problèmes de la cantine, nous avons l'intention de créer et
d'inclure sur le site web de l'APEEE une boite aux lettres
spéciale en demandant aux parents (et aux élèves du
secondaire) d'y envoyer leurs commentaires que nous
transmettrons pour discussions avec LuxRest et l'école.
Nous estimons également que durant les prochains mois nous
devrions
continuer
à
superviser
régulièrement
le
fonctionnement de la cantine afin d'aider LuxRest à fournir la
meilleure qualité et le meilleur service et afin de créer les
conditions optimales pour une collaboration à long temre.
Pour cette raison nous devons avoir un contact permanent
avec un responsable de LuxRest qui peut intervenir rapidement
afin de résoudre les problèmes rencontrés.
Pour l'Association des parents
12
Category III update
ES, and these individual amounts will be presented to the
Court in November.
Important Information to Parents from the Action
Group on Reasonable School Fees
Ms. Watte has included these judgements in her most recent
letter (August 11) to the European Mediator. He has not
answered, and expects only to answer in October of this year.
A Brussels Civil Court recently ruled in favour of the Minerval
case brought forward by parents of the European Schools in
Brussels. As a consequence, the Brussels ES may be obliged to
return part of the fees paid by parents. This may be highly
relevant also for the ongoing case in Luxembourg which is still
under consideration by the European Ombudsman .
On March 30, 2006, the Local Staff Committee and ADMIN/C2,
announced an informational meeting with Mr. Diamandouros,
the European Mediator, to answer questions about how
complaints from European citizens are treated.
Some
members of the APEEE Managing Committee were present,
and asked Mr. Diamandouros how the complaints lodged by
Marleen Watté-Bollen, the lawyer in charge of the Cat. III
Parents Action Group of the Luxembourg ES, were progressing.
The complaints had been submitted in Aug. of 2004, which
meant that they were still unanswered 18 months later.
Although Mr. Diamandouros could not immediately recall the
details of the complaints, he explained that only cases that
were extremely complex would take as many as 18 months to
be answered. He stated that complaints would surely be
handled within a period of 2 years.
In the meantime, in June of 2006, the Brussels Civil Court
rendered an interesting sentence in favor of the Cat. III
parents who had gone to court in Brussels to contest the rise
in fees over the past years. Although their case is different to
the Luxembourg parents’ in so far as the actual beginning of
increases they contest (some parents are contesting fee
increases going back to the 1980s), some of their arguments
against the increases are identical to those posed by Ms. Watté
in her previous correspondence with the Ombudsman.
In brief, the Court agreed with the parents that an enrolment
into a school system is not a year-to-year contract, but an
agreement over a 14-year school period. Although on the one
side the parents are free to take their children out of the
system for whatever reasons, the school must, except for
reasons of disciplinary incident or unforeseeable circumstance,
maintain the child through the end of Secondary. This follows
a convention of “good faith”, and means that “pricing them
out” is unacceptable.
The Court established that school fee increases exceeding the
amount of 7.1% per year were beyond what the parents
should have to pay. The fee increase in the year 2003-04
exceeded this 7.1%. Over the 14-year enrolment period, the
fees should not exceed an increase of more than 100% in
total.
The Court also divided the parents into 4 groups, according to
when their children began their school careers. One group
includes those parents whose children were enrolled between
the years 1994/95, and 2003/04. This is the period of 10
years when a payment scale was established by the Board of
Governors, and then departed from in 2002 to represent
higher than planned yearly fees, and is one of the points on
which Ms Watté contests on behalf of the Luxembourg ES Cat.
III parents.
The Brussels parents will have between June and November to
calculate with their lawyer the amount they are owed by the
To read the actual letter from Ms. Watté to the Ombudsman,
and for follow-ups to the Brussels Court case, please check the
APEEE web-site.
13
The Future of the European Schools
Following the consultation process conducted last year, the Board of Governors Secretariat prepared a multipage “synthesis” of the various
national responses to the Commission Communication on the Future of the European Schools. The European Parliament produced a detailed
commentary. Parents’ Associations gave their perspectives. Subsequently the Commission have been working in a ‘high level’ group and
there is also a BoG working group on the same issue. A final version summarising the Commission recommendations is anticipated for
publication before the end of 2006. By way of a reminder to readers of the issues involved, a selection of previously-published summaries
are reproduced below.
The Commission has summarised its orientations as follows :
The Communication identified three areas needing evaluation and improvement, and presented short term options which could be
implemented within the remit of the 1994 Convention as well as long term options which would require a more in depth
reorganisation of the European Schools System (ESS).
Governance
In the short term
- the operational role of the Administrative Boards of each school in the management and governance should be enhanced.
- Schools Directors should be responsible for the recruitment of teaching staff.
- EU institutions should have a greater degree of representation in the BoG.
- the remit of the Complaints Board should be extended.
In the long term
- the financial and administrative functions should be clearly separated from the educational function. The former should be taken
over by a Commission or an inter-institutional body, the latter by an Education Council at an intergovernmental level.
- there should be a common statute of EU employee (eg. contract agent) for various positions of school staff.
Finance
In the short term
- the budget preparation and execution should be improved and made more transparent, and multi-annual budget planning should
be introduced.
- the criteria of admission for non-EU staff children should be clear and transparent, and the school fees for this category of pupils
should come closer to the real costs.
- the BoG should consistently implement its own rules and decisisions regarding the opening, maintaining or closing of ES or
language sections (Gainage criteria).
In the long term
- the financing arrangement should be reviewed, including the transfer of financial costs of teaching from Member States (MS) to EU
budget.
Educational offer
The following proposals do not require a modification of the Convention, and therefore could be implemented in the short term:
- the ESS should undergo an external evaluation
- the evaluations/inspections of the quality of the services offered by the ESS should be improved.
- the provisions for pupils with special educational needs (SEN) and for pupils who do not have access to a language section
corresponding to their mother tongue (SWALS) should be evaluated and improved.
- the possibility of an alternative leaving certificate to the European Baccalaureate (EB) should be explored.
- the option of offering the ES programmes outside the ESS in cooperation with other schools should be explored.
- the existing programmes should be better harmonised, and the ESS should expand its educational offer to include a broad modern
curriculum.
- the maximum class size should be reduced, and account taken of the presence of SEN or SWALS pupils.
The Commission has also prepared an initial overview of the national contributions as follows :
Governance
In the short term
- There is virtual unanimity on the need to enhance the autonomy of the Administrative Boards of the ES, according to existing
provision of the Convention.
- Concerning the recruitment of teaching staff, some contributions are open to a greater involvement of the Directors of the schools,
others are opposed to that proposal, but almost all wish to leave the final decision to the MS.
- Most of the contributions reject the proposal to increase the degree of representation of the EU institutions in the BoG.
- A majority of contributions is in favour of the extension of the remit of the Complaints Board.
In the long term
14
- A large majority of contributions is opposed to the separation of the financial and administrative function from the educational one.
- There is no consensus and few strong opinions on the question of a common statute of EU employee.
Finance
In the short term
- There is a virtual unanimity in favour of modernised and more transparent budget preparation and execution as well as of multiannual planning.
- Most contributions agree with the need for clear and transparent criteria of admission for non EU staff children, but there is no
consensus on the question of school fees for this category of pupils.
- Most contributions agree with the implementation of BoG rules (Gaignage criteria) for the opening or closing of schools or
language sections.
In the long term
- There is no consensus on the issue of reviewing the financial arrangement, including the transfer of teaching costs from MS to EU
budget.
Educational offer
In the short term
- There is a consensus in favour of an external evaluation of the functioning of the ESS.
- A strong majority is in favour of improved evaluation and inspection of the quality of the services offered by the ESS.
- A strong majority is in favour of the evaluation and improvement of special provisions regarding SEN pupils and SWALS pupils.
- A majority is in favour of exploring the possibility of an alternative certificate.
- A majority supports the proposal to consider offering ES programmes outside the ESS to other schools.
- A strong majority is in favour of harmonising existing programmes and expanding the educational offer to include broad modern
curriculum.
- Most contributions are in favour of reducing class size and taking into account the presence of SEN or SWALS pupils.
Additional specific comments
Different staff committees express specific comments arising from their particular situation.
Staff committee of the ES
- considers that the discussion on the future of the ESS should take place in the BoG.
- expresses concerns regarding teachers’ working conditions and salaries.
Administrative and ancillary staff of the ES
- regrets not to be mentioned in the Communication.
- calls for a representation of the AAS in the BoG.
- makes suggestions for improvement of working conditions and salaries.
Administrative and ancillary staff of the OSGES
- claims a specific coordinating position.
- expresses concerns regarding respect for existing permanent contracts and status.
- proposes their integration as EU officials.
15
Insert Interparents / large Schools text here…
16
Pedagogical issues
Choosing 6th Year options
A choice has to be made by 5th year pupils by February,
using a standard form. For obvious reasons, this choice is
highly significant. Careful selection by pupils and parents is
recommended, in consultation with careers teachers and
subject teachers. Once made, changes can only be made in
exceptional circumstances.
The timetable has to include between 31 (minimum) and 35
(maximum) periods per week. Of these, the following are
compulsory:
L1 ....................................4 periods
L2 ....................................3 periods
Maths ..............................3 periods (or 5 periods*)
Ethics/Religion ................1 period
Sport ...............................2 periods
*The 5 period course can only be taken by students who
have taken 4 period maths in 4th/5th years if recommended by
their teacher and on passing a test.
The following subjects are also compulsory, if not taken as a
standard option:
History .............................2 periods
Geography ......................2 periods
Philosophy.......................2 periods
Biology ............................2 periods
Students can choose between two and four standard options
from the list below. In order to choose an option in the 6th
year, a student must generally have obtained satistactory
marks in the 4th and 5th years or provide other evidence that
they would be able to cope. Normally, no change in L3 or L4
is possible.
Art ............................................ 4 periods
Biology ..................................... 4 periods
Chemistry ................................. 4 periods
Economics )
or Latin
) .......................... 4 periods
or L4
)
History
)
or Geography ) .....................4 periods
L3 ..............................................4 periods
Music .........................................4 periods
Philosophy.................................4 periods
Physics ......................................4 periods
a language other than L1, typically L2. There is no written or
oral examination in the Baccalaureate.
Art*** ......................................................2 periods
Computing .............................................2 periods
Introductory Economics** .......................2 periods
Laboratory Biology*
)
or Laboratory Chemistry* ) ................2 periods
or Laboratory Physics*
)
Music*** .................................................2 periods
Sociology ...............................................2 periods
*Only one laboratory science course may be taken: the pupil
must already have chosen the subject as a standard option.
**Pupils who have already studied economics in 4th and 5th
year, or who have chosen economics as a standard option,
cannot take the complementary course.
***Art and Music cannot be taken by pupils who have already
chosen the subject as a standard option.
Logistical problems
Whilst the school makes an effort to accommodate pupil
requests, for logistical reasons it has never been possible for
them to offer all combinations of standard options, advanced
options and complementary courses. Once the school has
prepared a timetable, pupils may therefore be requested to
nominate a second choice/combination. The situation can be
discussed with Mr.Thorsen ([email protected]).
The APEEE is concerned that the range of subjects
available to current students attending the European
Schools in Luxembourg will continue to be offered in
future, should the school be split along vertical lines. At
present, many subjects are possible in small groups only
through L2 or L3 or L4. This may be put at risk by dividing the
pupils by nationality. Oral guarantees were obtained from the
School Directors in 2004-2005 that all pupils enrolled at the
school, irrespective of their attribution to Lux.1 or Lux.2 will
be offered at least the same range of subject combination
possibilities when they eventually reach the secondary cycle.
Theoretically, the school should timetable 96 subject periods
in years 6 and 7 (see table below). In practice, there are only
40 teaching periods per week!
Compulsory
L1
4
L2
3
Mat3/5
5
E/R
1
Sport
2
Hist
Geo
Bio
Phi
2
2
2
2
Advanced courses are possible for certain students who
show a particular interest and aptitude for a subject:
L1
or L2
or Maths*
)
) .................3 periods
)
*Whereas the advanced language courses become
obligatory written and oral examinations in the
Baccalaureate, advanced maths cannot be taken as a written
examination in the Baccalaureate but must be taken as an
oral examination.
Finally, complementary courses may be chosen by students
with less than 31 periods in their timetable. They are given in
15
8
Standard
Art
4
Bio
4
Che
4
Eco
4
Lat
4
L4
4
Hist
4
Geo
4
L3
4
Mus
4
Phi
4
Phy
4
48
Advanced
L1+
3
L2+
3
Mat+
3
Complement
Art
2
Com
2
Eco
2
LabB
2
LabC
2
LabP
2
Mus
2
Soc
2
9
16
Option courses can only be created if at least 5 qualified
pupils choose it within their maximum hours-per-week
constraint. Courses started in Year 4 (eg. Latin, Economics,
L4) will only continue if there is a sufficient degree of interest.
If a course that is normally taught in L1 cannot be created, it
may nevertheless be possible to organise in L2. Priority is
always given by the school to standard options over
complementary courses. Similarly, if Economics / History /
17
Geography cannot be created in L2 they may be offered in
another language (but not L1).
When planning the timetable, Ethics/Religion, Maths,
Biology2 and Philosophy2 all take place in L1; History and
Geography take place in L2. That accounts for 21 periods.
The advanced course accounts for another 3 periods. That
leaves 16 periods for the standard options. Finally, space has
to be found for the complementary courses. Around 2/3 of
children typically take L3, which in practice means it takes
priority. Biology, Chemistry and
Physics have to be
sequential to allow students the chance to follow all three
subjects. They are offered at the same time in the three
vehicular languages. A particular constraint is the availability
of science laboratory rooms. Other subjects are fitted into the
timetable as best they can be!
Tackling violence
Bullying can ruin lives. No parent should feel guilty about making
a fuss about bullying. By doing so you will be helping many
children as well as your own.
The key messages to get across to the victims are:
• It’s not your fault that you are being bullied.
• You don’t have to face this on your own.
There is no foolproof way for parents to know that a child is
being bullied. Physical injuries are rare, particularly amongst girls
(who are more expert at psychological intimidation than boys).
Other signs, such as unexplained illnesses or a reluctance to go
to school, may have other explanations.
However, changes in behaviour (such as unwillingness to go to
school, doing less well at school, deciding to give up on interests
and hobbies) may indicate that something is wrong and should
not simply be dismissed as ‘growing pains’.
If you are worried, make an appointment at once to speak to
someone at school. Even if the teachers cannot explain what is
wrong, they will now be alert to the possibility of a problem.
Fully supported by the APEEE, since the 2004-2005 academic
year the school administrations in Luxembourg have introduced
‘tolerance and consideration towards others’ as a specific theme
of the Schola Sana project; a firm policy has been introduced to
deal with perpetrators; assistance is available to help victims and
perpetrators change negative behaviours.
Dealing with bullying outside school gate needs the active
cooperation of pupils, parents, teachers, other schools, the police
and the general public, particularly those living nearby. The
APEEE is ready to play its part in eradicating this scourge.
Sick children at the European School
A heartfelt plea from a teacher!!!
Dear Parents of the European School
To treat a school as a convenient day-care centre for pupils
who are so sick they should be at home in bed is extremely
anti-social, not to mention inhumane: to place a child with an
active viral infection in an enclosed, over-heated classroom
will not only result in many other pupils falling ill, but the
teacher as well. The consequence of which is that the
education of up to 220 pupils will inevitably be disrupted for
a number of days!
- Please look after your own children!
- Please regard the school as a dedicated educational
institution!
- Please keep sick children at home, even if you need to take
time off work to look after them! If a child is not well enough
to follow all aspects of the school programme, it is arguable
they should not be there at all.
If you do this then less teaching days will be lost, always a
priority in parental discussions with staff.
It's only 'common sense'!!!!
Dafydd Bullock 14.12.05
Nota Bene
Since the change in the School Rules in 2004, the procedure for medical
absences has changed. Parents are now required to equip their child with
a medical certificate from the start of the third day (instead of the fourth
day).
Some classic tongue twisters !
CZ
Strč prst skrz krk. (Stick a finger through your throat.)
Smrž pln skvrn zvlhl z mlh. (Morel full of spots wetted from
fogs.)
Třista třicet tři stříbrných stříkaček stříkalo přes třista třicet tři
stříbrných střech. (Three hundred and thirty three silver fire-
engines were spraying over three hundred and thirty three
silver roofs.)
Třistatřiatřicet
stříbrných
křepelek
přeletělo
přes
třistatřiatřicet stříbrných střech. (Three hundred and thirty
three silver quails flew over over three hundred and thirty
three silver roofs.)
DE
Blaukraut bleibt blaukraut, und brautkleid bleibt brautkleid.
(Red cabbage remains red cabbage, and wedding dress
remains wedding dress.)
Fischers Fritz fischt frische Fische, frische Fische fischt
Fischers Fritz. (Fritz Fischers fishes for fresh fish, fresh fish
are fished for by Fritz Fischers.)
EN
She sells sea shells by the sea shore. The shells she sells are
surely seashells. So if she sells shells on the seashore, I'm
sure she sells seashore shells.
Three Swedish switched witches watch three Swiss Swatch
watch switches.
Which Swedish switched witch watched which Swiss Swatch
watch switch?
Betty bought a bit of butter, but the bit of butter Betty
bought was bitter, so Betty went and bought a better bit of
butter, than the bit of bitter butter Betty bought before.
The doctoring doctor doctors the doctor the way the
doctoring doctor wants to doctor the doctor. Not the way the
doctored doctor wants to be doctored.
Peter Piper picked a peck of pickled peppers;
A peck of pickled peppers Peter Piper picked;
If Peter Piper picked a peck of pickled peppers,
Where's the peck of pickled peppers Peter Piper picked?
18
How much wood would a woodchuck chuck if a woodchuck
could chuck wood? He would chuck, he would, as much as
he could, and chuck as much as a woodchuck would, if a
woodchuck could chuck wood.
I am not a pheasant plucker, I'm a pheasant plucker's son
and I am only plucking pheasants 'til the pheasant plucker
comes.
FR
Un chasseur sachant chasser sans son chien est un bon
chasseur. (A hunter who can hunt without his dog is a good
hunter.)
Les chaussettes de l'archiduchesse sont-elles sèches ou
archi-sèches? (The socks of the archduchess, are they dry or
arch-dry?)
Si ces six sangsues sont sur son crâne sans sucer son sang
alors ces six sangsues sont sans succès ! (If these six leeches
Mamma
pakkas
papan
grandpa's suitcase.)
kapsäkin.
(Grandma
SE
Sju sjösjuka sjömän sköttes av
sjuksköterskor på skeppet Shang Hai. ( )
sju
packed
undersköna
Euromyths, untruths and rebuttals!
All you ever really wanted to know about all the things
Eurocrats never really dared to do...from ‘straightening
cucumbers’ to ‘banning yoghourt’.
The Commission does its best to counter these
misconceptions, distortions and outright lies. A selection of
nutty stories and their rebuttals can be found
on http://ec.europa.eu/dgs/communication/facts/index_en.ht
m
are on his head without sucking his blood then these six
leeches are failing!)
IT
Date il pane al cane pazzo, date il pane al pazzo cane. ( )
Trentatrè trentini entrarono a Trento tutti e trentatrè
trotterellando. ( )
LT
Geri vyrai geroj girioj gera gira gerai gere, gerdami gyre:
gera girute, gera gerti.
(Good men in good forest were drinking good kvass, while
drinking they were saying: good kvass, it's good to drink it.)
PL
W Szczebrzeszynie chrząszcz brzmi w trzcinie
A w tych chaszczach gdzieś przy Pszczynie
Skrzydla strząsa z dżdżu...
( )
Wyindywidualizowaliśmy się z rozentuzjazmowanego tłumu.
(We isolated ourselves from the enthusiastic crowd.)
PT
O peito do pé de Pedro é preto. Quem disser que o peito do
pé de Pedro é preto, tem o peito do pé mais preto do que o
peito do pé de Pedro.
(The instep of Pedro's leg is black. Who says that the instep
EN/FR Glossary
Another in our series of occasional articles.
Note-A = “class” mark awarded by teachers from 4th year
secondary onwards, which combines an assesment of pupil
attitude and homework quality.
Note-B = “test” mark awarded by teachers from 4th year
secondary onwards, which reflects examination results for each
semester.
NB. The end-of-year mark is not necessarily a simple arithmetic
average of the A-marks and B-marks, but also an overall
assessment of pupil ability to succeed in following academic
year.
Chargé de cours = Part-time teacher recruited locally to teach
certain subjects (ie. not seconded by national education
authority). Terms and conditions of employment vary.
Rattrapage = ‘Catch-up’ courses offered free-of-charge to
of Pedro's leg is black has an instep of the leg that is blacker
than the instep of Pedro's leg. )
students who are new to the school in order to reinforce Second
Language ability to a level similar to that of other pupils in their
class. Teaching is typically organised after the normal school day
has ended.
O rato roeu a rolha da garrafa de rum do rei da russia. Raios!
( )
Soutien = ‘Coaching’ courses offered free-of-charge to students
A aranha arranha a rã. A rã não arranha a aranha. ( )
FI
Yksikseskös yskiskelet yksiössäs? (Are you coughing alone in
your studio?)
Vesihiisi sihisi hississä. (A water monster(?!) hissed in the
lift.)
Käki istui keskellä keskioksaa. (A cuckoo sat in the middle of
the middle branch.)
Mustan kissan paksut posket. (Black cat's fat cheeks.)
experiencing learning difficulties. Traditionally offered in First
Language, Second Language and/or Maths during 1st-3rd year
secondary, but since 2004 available to students in years 1-5 in all
subjects (and exceptionally also in years 6-7). Teaching is
typically organised after the normal school day has ended.
NB. Remedial teaching is offered free-of-charge to pupils in
nursery and primary cycle with special educational needs.
Teaching is provided during the normal school day.
If there are other unfamiliar terms / abbreviations you come
across, let us know and we’ll include them in a future article....
19
The reading voyage
Encouraging reading is not about forcing children to read as
many books as they can: it’s about children enjoying what they
read, finding out more about books; knowing how to find the
books they’re interested in reading – and sharing reading time
with you, their parents. There are lots of practical ways for
parents to support children reading :
•
Talk about books; find out what they have enjoyed.
•
Identify authors that they like. Write down their names and
look for more books in the library (and bookshops/on internet).
•
Take time to explore the school library and other libraries
(and bookshops). Find out about the different things children can
borrow (and buy), and how to find the books they want. Ask
staff for help!
•
Reserve a book that the children particularly want to read –
it will be exciting when it becomes available.
•
Look out for fun library and bookshop activities out of
school time: make it a whole family outing.
•
Encourage children to read information reference books
about things they like, or even about new subject areas. The
amazing world of animals, for example; or historical times that
they are interested in.
•
Get them to discuss books with their friends, and
recommend books they liked to one another.
•
Read books to pre-schoolers. Point out all kinds of things in
pictures, discuss things in the text. Find out their favourite bits of
the book; what makes them laugh?
•
If your child is beginning to read, share the reading (unless
they don’t want to give you a look in!). Be patient and
encouraging.
•
Donate surplus books to the school library.
•
Speak to teachers and Mots-de-Zaza volunteers about
resources available in school – and make recommendations.
Mots-de-Zaza Primary School Library
The Primary Schools of Luxembourg I and Luxembourg II
schools both have libraries stocked with a wide range of
fiction and reference books.
Lux I has a full-time librarian (Birgitta Rutberg) and Lux II
now has two half-time librarians (Lone Moller Andersen
and Maria Venetsanou-Bagia).
The library was originally created by parents, and
parental involvement continues to be absolutely essential
in maintaining the smooth functioning of the library.
New stock
During the last school year a huge number of books were
added to the stock. Books are obtained from discounted
sources and second-hand shops in the UK, and special
schemes are used with bookshops to get the best
possible price. Some books are also bought locally in
Luxembourg or over the internet.
There is a wealth of new books coming on to the market.
If you have suggestions for new titles the library
coordinators may have missed, which would enhance the
library collection, do let them know.
All this costs money of course, and each child’s annual
contribution of EUR 10 via the ESTM Fund is essential.
It is often necessary to replace lost or worn-out books.
While there is inevitable wear and tear particularly on the
most popular books, you are kindly asked to help your
child to look after their library books appropriately. Each
book has a price and some hard work behind it !
Preparing new books for the shelves
Volunteers are always needed to help with getting new
acquisitions labelled, covered and shelved correctly. It is a
pleasant way of meeting other parents, and involvement
in the library is always stimulating. If you would like to
help again this year, or give it a try for the first time,
please let the Mots-de-Zaza coordinators know.
Indeed, many boxes of new books were acquired at the
end of last term and over the summer, which need to be
sorted out and made available to children. Mots-de-Zaza
will concentrate on the Lux I books during September and
the Lux II books during October. Please help if you can.
Library sessions
Each class has a weekly library session when the children
can browse and borrow 1 or 2 books to take home that
week. Traditionally a parent volunteer has taken these
sessions, helping the children choose appropriate books
and writing out loans on library cards. As from this year,
the English section in Lux I will manage the borrowing
electronically.
However, it would still be useful – and very nice for the
children – if a parent could continue to be present at the
library sessions assisting and guiding the children with
suitable book selection. Your class rep will draw up a rota.
Book Fair
Last year Mots-de-Zaza organized very successful book
fairs in the Maternelle, Lux I and Lux II where children
were given an opportunity to come along and choose a
couple of books to buy for themselves. Parents also had a
chance to come and look.
They are considering repeating this in early December
2006. If you would like to be involved in any way or
would even perhaps like to give feedback on last year’s
experience, please contact Mots-de-Zaza.
Who’s who
President : Agnès Marx (tel 26431057)
English section coordinators : Tania Dennis-Soto (691
360234), Andrée Regnier (621 412171)
Transfer from Nursery to Primary
Article from Mme.Gourdi concerning transfer maternelleprimaire
20
Residential school trips
Children attending the European Schools in Luxembourg are able to profit from a series of residential visits during the course
of their academic careers. The pedagogical and other benefits of these visits are fully recognised by the APEEE, and the
management committee would again like to thank all those involved in making them possible.
Forest discovery classes in Plaine, France
For some 10 years now, children attending the European School
have been fortunate to benefit from organised visits to an
excellent dedicated centre in the French Vosges Mountains on
two occasions during their primary education, firstly towards
the end of their 2nd Year (ie. in Spring) and then early in their
3rd Year of education (ie. in Autumn). The first visit is short (2
nights); the second visit is longer (4 nights). Transport to and
from the centre is by coaches travelling in convoy from
Luxembourg: the journey takes around 3½ hours.
The cycle of 3rd year visits begins in October for 2006-07.
Information was distributed at parent-teacher meetings at the
start of term. Mme.Prévot is responsible on behalf of both
schools for coordinating these visits.
The centre is licensed by the French Education Ministry and is
very well managed: everything runs efficiently and pleasantly.
In May 2006 the centre celebrated its 30th anniversary, and
during these 30 years it has successfully accommodated some
5000 children (not all from the European School!).
The centre can accommodate around 140 children (eg. 5
classes) at a time. Children stay in their class groups
throughout the visit, but there are some opportunities for
interaction with children of other language sections. Monitors
are assigned to each group and supervise the activities. They
are French, but generally speak English and/or German as well.
The class teacher is typically accompanied by a volunteer
parent, relative or friend in order to assure a suitable pupil-toadult ratio. Qualified monitors supervise the chosen activities
(there is a huge selection!).
For further details, see website: <<les génévevriers>>
Snow discovery classes in
Bardonnecchia, Italy
As already announced during parent-teacher meetings, efforts
are under way to renew the longstanding (30+ years)
relationship with Bardonnecchia. A joint visit is planned in
October by APEEE and School management to finalise terms for
the January 2007 visit. This will review accommodation, skiing
arrangements, other activities and ancillary issues, and if
satisfactory, a multi-annual “memorandum of understanding”
will be prepared. Once negotiations are completed, a final price
will be communicated. This is likely to be higher than the EUR
670 paid for the visit to Valmeinier, France in January 2006, (a)
due to significant increases in the cost of transport, (b) due to
improvements negotiated regarding accommodation and
subsistence, and (c) due to an increase in the duration of the
visit by one day to allow children to relax from their intensive
physical effort.
A meeting will be organised in November to explain the
arrangements for the visit. The by now traditional sale of
second-hand clothing and equipment will be organised in
December. During the visit itself, a daily diary will be
maintained on the website.
REIMBURSEMENT FOR CLASSE DE NEIGE 2005-2006
Dear parents,
In order to reimburse you the amount of 30€ from “Classe de neige
2006”, we need:
-
Your complete child’s name and language section (2005-2006)
Bank, IBAN account and name and address of the bank
account holder.
It is important for us to have the number of the same bank account
you used to make the transfer for snow classes 2005-2006
Please send the above information to the following e-mail address:
[email protected]
or by letter to our secretary.
Thank you for your cooperation.
Yours sincerely,
M. GOURDI
Deputy Head
6th Year Secondary visits
Each year since 1976, pupils in 5th year pre-plan a series of
visits which take place during Autumn (the last week in
October), following transition to 6th year. Aims are both
educational and social. Content often includes ‘outward-bound’
type activities (eg. rock-climbing; scuba diving; cycling;
trekking) alongside cultural visits and research projects.
Proposed locations are subject to approval by the Secondary
Education Council. On the basis of ranked preferences by
pupils, the 6th Year Coordinator then allocates places. Some of
the proposals are dropped due to lack of support. A deposit is
paid in Spring, with the balance falling due in Summer. This
year, prices are around EUR 830 for the overseas trips.
The cycle of visits is about to commence for 2006-07.
Destinations include: ANDALOUSIA (Spain); BALTIC STATES;
CYPRUS – a popular trip regularly repeated since 1990;
SARDEGNA (Italy); BUDAPEST (Hungary) – first visited 2005;
MALTA; SICILY (Italy); CRETE (Greece); MALLORCA (Spain);
FUERTEVENTURA; LUXEMBOURG based ( with the possibility
of 1 night away)
Further details can be found on the school
(www.euroschool.lu/luxschool/sixth_year_trips.php).
website
21
Extra-curricular activities
For many years the APEEE and the school have jointly organised an extensive programme of extra-curricular activities which
is designed to enrich the school’s cultural and social life. The list is finalised in Summer each year and registration is possible
during the first weeks of the Autumn term (the deadline for submission of completed forms for the 2006-2007 year was 21st
September). The school administration discourages activities which are covered in the standard school curriculum to avoid a
sense of competition. Many are nonetheless linked to a greater or lesser degree. Some of the activities in the list are ‘tried
and tested’ perennials, whilst others are new this year: the organisers are always open to new ideas. Full details of the 20062007
programme
(including
inscription
forms)
can
be
found
on
the
school
website: www.euroschool.lu/luxschool/periscolaires.php . Most activities are designed to operate from mid-October until at
least the Easter holiday, although the nature of the course and the availability of the course leader may give rise to
variations in the programme. The APEEE management committee would again like to thank all those who make these
courses possible.
Readers are reminded that payment is due on inscription, and that the 2006-2007 courses will start on 16th October unless
otherwise notified. Full reimbursement will be arranged where courses are cancelled (eg. due to insufficient numbers:
typically at least 12 participants are sought).
A number of other activities are organised outside the extra-curricular activites programme but with close links to the
European Schools. Details of some of these are indicated in the following articles in this edition of Ad Parentes.
There is also a huge range of activities in Luxembourg in which expatriate children can participate, which is obviously a great
way of smoothing the integration process. Clearly, some ability to speak French, German or Luxembourgish will facilitate the
task… and English is widely spoken… but there are also many activities targetted at other nationalities. A good place to start
is the local commune administration, or “Lux-accueil”.
School Cycling Cup - Coupe Scolaire Vélo
Rugby Juniors
Bicycles are a popular form of transport because of their many
advantages: they are environmentally friendly; they move
through traffic jams easily; they are a great way to exercise.
For many children bicycles are the first mode of transport, and
since the development of mountain bikes, new horizons have
been opened, but also new dangers. As a result they should
have an opportunity to learn the rights and duties of cyclists
through theoretical and practical education.
In Luxembourg, children can legally ride their bicycles alone on
the roads from the age of 10. This requires more than just
technical control of a bicycle. Apart from a good knowledge of
traffic rules, it is important to teach children to cycle safely.
Amongst other things this means learning how to maintain and
service their bike, how to turn, how to brake etc., how to read
traffic conditions and how to make safe choices.
In collaboration with the school administration, the APEEE is
seeking to offer pupils atttending the European Schools in
Luxembourg a similar opportunity to that available to pupils in
national education systems, not least the Luxembourgish
system. Following a successful pilot project last year, there is
now a series of extracurricular classes on Saturday mornings to
teach minimum theory and practice requirements to pupils who
are interested. In addition, ways are being sought to introduce
theory classes in the European Hours syllabus. Finally, during
the Summer term the APEEE will organise a “coupe scolaire
vélo” (practical road test) for pupils aged 10+ who wish to
participate and who can demonstrate a level of ability at least
equal to that gained by pupils who have followed the
extracurricular course. Further details will be circulated in due
course. In the meantime, please contact the APEEE secretariat
or Mr. Ian Dennis for information.
There are three rugby clubs in Luxembourg which welcome
young players: the Cercle Sportif des Communautés
Européennes de Rugby à Luxembourg (CSCE); the Rugby
Club de Luxembourg (RCL); and DeRenerts (Walferdange).
Enrolment numbers in recent years have increased
significantly, perhaps in recognition of the traditional values
still imparted by this sport. The forthcoming 2007 World
Cup may give a further impetus to recruitment. CSCE has
particularly close links with the European School, but
European School pupils are also members of the other
clubs. Both CSCE and RCL train at Cessange, CSCE on
Wednesday afternoons and RCL on Saturday afternoons;
Walferdange train at the Complexe Prince Henri on Saturday
afternoons. In addition to participation in tournaments in
France (eg. playing against teams from Hagondange,
Verdun, Thionville, Pont à Mousson, Longwy), there is a
keenly fought local competition. The first instalment of the
local competition is scheduled for Sunday 15th October, on
the occasion of the Luxembourg Fête Nationale du Rugby
(Cessange, from 11h00).
Further details, including how to join, can be found on the
websites below:
1. www.csce-rugby.lu (CSCE)
2. www.rcl.lu (RCL)
3. www.walferdange-rugby.lu (deRenerts)
4. www.rugby.lu (the national federation)
22
Singing for Europe
Under the experienced direction of its conductor, Mrs.Donegan,
the primary school choir (Chorale Robert Schumann) gives
regular performances throughout the academic year,
sometimes in collaboration with the secondary school orchestra.
Highlights include the Christmas Carol Concert and the Bac
Ceremony. Concerts are occasionally given further afield (eg.
Bardonnecchia, Italy). Recruitment has traditionally been open
to all 4th and 5th year pupils in all language sections, and whilst
previous singing/musical experience is not essential, it is an
obvious advantage! The APEEE is concerned to ensure that this
opportunity remains open to all pupils irrespective of their
arbitrary attribution to one or other school. A professional
approach is fostered in the choir: membership is a privilege and
not a right, and a commitment to attend rehearsals and
concerts is required. Rehearsals are organised during European
Hours classes. Songs are selected to represent a range of
European cultures.
Language Classes
In addition to the commercial language schools, a number
of specific national initiatives have been launched in
Luxembourg over time, often in collaboration with
embassies and consulates based in the Grand Duchy. These
include the Russian School, the Norwegian School, the
Spanish School and others – which meet outside normal
school hours (eg. on short days, in the evenings, at
weekends) in order to maintain/improve the transmission of
cultural and linguistic heritage to children from the relevant
nationalities. Many European School children are inscribed in
such schools.
If the European Schools in Luxembourg persist with their
bizarre plans to implement a vertical split, sending children
to such schools during their leisure hours may be a partial
solution to the loss of contact during the school day with
pupils from other cultures. Of course, for less able children
this risks an ‘overload’ with consequent knock-on impact to
in-school learning, but there can be little more important
than the maintenance of one’s culture d’origine…which was
in fact the initial declared objective of the European School
system.
This option is perhaps most suitable for bilingual families
who are unlucky enough to be artificially attributed by the
school administration to a language section in the opposite
school from the one where their “other half” lives. It
unfortunately does nothing about the lost opportunities for
interaction between, for example, Greeks and Finns; Dutch
and Danes; Portuguese and Italians; Czechs and Poles; or
the 50% of English, French and German pupils who are
isolated from each other under the current school
proposals…
Language Exchanges – Echange Linguistiques
23
24
25
Events
Term length comparison
Winter-A
Winter-B
Spring-A
Spring-B
Summer-A
Summer-B
2006-07
Days
Dates
39
5.9-27.10
34
6.11-21.12
30
8.1-16.2
25
26.2-30.3
27
16.4-25.5
25
5.6-6.7
180
Days
39
34
35
25
19
28
180
2005-06
Dates
6.9-28.10
7.11-22.12
9.1-24.2
6.3-7.4
24.4-19.5
29.5-7.7
Rolling calendar
Holiday dates are fixed: all parents are expected to arrange
their vacations so that education of their children – and that of
other children – is not disrupted.
APEEE CdG meetings are not public. If there are any issues
you wish to be raised, please contact a member of the CdG.
AdParentes publication dates are provisional: the number of
issues may vary.
2006-07
Autumn term 2006
Monday 4th September
Monday 4th September
Tuesday 5th September
Monday, September
September
September
Friday 15th September
21st September
September/October
October
October
21st October
Monday, October
October
Monday 30th October to
Friday 3rd November
November
Monday, November
6th November
7th November
Saturday 25th November
Monday 27th November
Monday 4th December
Monday, December
December
Thursday 21st December
Friday 22nd December to
Friday 5th January
Teachers’ preparation day
Informal ‘open day’ for new pupils
Start of school year
APEEE CdG
Class information evenings
(Nursery, Primary, 1st Secondary)
Registration for extra-curricular
activities
Steering Committee Lux.2
Conseil d’Education (Primary)
AdParentes #1
Residential school trips (3rd year
Primary)
Residential school trips (6th year
Secondary)
Hallowe’en Disco
APEEE CdG
BoG meeting, Brussels, 2 days
Hallowe’en holidays
AdParentes #2 (special)
APEEE CdG
Conseil d’Administration Lux.1
Fête de Noël (Comité Tiers
Monde)
APEEE annual general meeting
In-service training day
APEEE CdG
Mots-de-Zaza Book Fair
End-of-term Christmas Party
Christmas holidays
2006-07
Monday 8th January
January
Monday, January
January
January to February
Spring term 2007
January
February
February
February
Monday, February
February
February
February
Monday 19th February to
Friday 23rd February
Monday, March
March
March
March
March
Monday 2nd April
Friday 13th April
to
First day of term
Written reports (secondary 4-6)
APEEE CdG
AdParentes #3
Residential school trips (5th year
Primary)
Interparents AGM, Brussels
Written reports (primary)
APEEE CdG
Conseil d’Education (Primary)
Conseil d’Education (Secondary)
Information meeting with parents
Carnival holidays
APEEE CdG
AdParentes #4
BoG (CAF) meeting, Brussels
Written reports (secondary 1-3)
Residential school trips (2nd year
Primary)
Easter holidays
26
Improving the APEEE website
Since Summer 2004 the communications working group has
made rapid progress with improving the APEEE’s electronic
means of communication, in particular via our website –
readers who have not already visited the site are encouraged
to do so ( http://www.apeee.lu ). This site hosts email
addresses for the permanent secretariat ( [email protected] )
and for contributions to Ad Parentes ( [email protected] ).
The development has been organised in phases. The first
phase included creation of the main structure with migration of
existing content to the new site. The second phase is now
completed and includes a newsletter service whereby
interested persons can subscribe for occasional briefings. The
site includes an EVENTS page. There are many additional
subject groupings, and reference documentation/topical
information continues to expand. A number of relevant forms
are available for download and completion. The site aims to
operate in English, French and German – although there are
still some items which are only available monolingually.
Please send
improvements.
us
your
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Third World Committee – Kommittee Dritte Welt – Comité Tiers Monde
Qui sommes-nous ?
Le Comité Tiers Monde existe depuis
1987. Il a été fondé par un groupe de
parents, professeurs et élèves, dans le but
de sensibiliser les jeunes aux problèmes
du Tiers Monde et de venir en aide aux
enfants en difficulté.
Que faisons-nous ?
Le Comité soutient des projets d’aide au
développement dans les régions les plus
défavorisées du monde. A ces fins, il
organise diverses manifestations de
sensibilisation et de collecte de fonds.
Rappelons que les 100% des fonds
collectés vont aux projets soutenus
et qu’aucun voyage n’a jamais été
subventionné par notre Comité.
Nous nous engageons envers des projets
à long terme.
Actuellement en Bolivie, au Maroc, au
Brésil, au Kénya et au Mali.
De plus, une fois par an, nous accordons
une aide ponctuelle aux projets soumis
par les membres de la communauté
scolaire.
Cette année, 12 aides furent
accordées : au Tibet, Vietnam,
Bangladesh, Brésil (2 x), en Afrique
du Sud, Argentine, Équateur, Inde (2
x), Moldavie et Bosnie-Herzégovine.
Le Comité remercie chaleureusement tous
ceux et celles qui ont soutenu et
soutiennent encore son action.
Marché de Noël – Christmas
Market – Weihnachtsmarkt
Chers parents, Le Comité Tiers Monde
de l’école européenne organisera le
samedi 25 novembre 2006
son traditionnel Marché de Noël. Nous
avons besoin d’aide, aussi nous faisons
appel à toutes les bonnes volontés.Si vous
voulez nous aider à la réalisation de ce
Marché de Noël, nous vous invitons à
nous contacter.
Liebe Eltern, die Dritte Welt Gruppe
organisiert am
Samstag, den 25. November 2006
den traditionellen Weihnachtsmarkt.
Wir brauchen Hilfe, deshalb appellieren
wir an Ihren guten Willen.Wenn Sie
bereit sind uns dabei zu helfen, rufen Sie
uns bitte an:
Comment nous aider?
Nous avons toujours besoin de nouveaux
membres. Si vous vous intéressez aux
problèmes du Tiers Monde et si vous êtes
prêts à consacrer un peu de votre temps à
une cause humanitaire, dans le cadre de
l’école, nous vous invitons à nous
rejoindre dès la rentrée.
Nos réunion se tiennent dans le bâtiment
administratif de l’école au Kirchberg ,
un mardi sur deux, de 13h à 14h .
Vous êtes les bienvenus.
Pour une plus ample information,
adressez-vous à:
Corinne Cougnon – présidente – tel. 30
86 80
Michèle Watson – coordinatrice – tel.
34 86 69
Sylvie Clarke – secrétaire – tel. 35 83
17
27
Petites Annonces
Note : the “small ads” service is reserved for the advertisement of goods and services deemed to be of interest to readers.
The Ad Parentes editorial team reserve absolute discretion whether or not to publish. No responsibility is accepted for the
content of the advertisement.
(a) Professeurs pour Leçons Particulières / Private tutors
-------------------------------------------THIS IS THE LATEST COMPLETE LIST
OF PRIVATE TUTORS MAINTAINED
BY THE A.P.E.E.E. SECRETARIAT.
UPDATES WILL BE INCLUDED IN
FUTURE EDITIONS OF Ad Parentes.
THE SECRETARIAT ALSO MAINTAINS
A LIST OF HOLIDAY COURSES.
--------------------------------------------
Difficultés d’apprentissage…
…Learning difficulties
ANDREINI Giuliana
 26360338, 021-366923
BURGHARD Isabelle
Cours de langue…
…Language courses

Maria

621-246975
Qualified English
private lessons.
Teacher
offering
CALUWAERTS Agnès

26720982, 021-785601
Ancienne chargée de cours en FR
langue 2 - Donne cours de français.
ANGELIDIS Gilberte

299641
Professeur au Lycée Français – Donne
leçons particulières de français tous
niveaux.
422067
Française,
parlant
grec,
anglais,
espagnol. Donne cours de rattrapage
de français aux enfants du primaire.
CHAMBERS Victoria

308571, 021-327406
Qualified teacher gives German and
English lessons and conversation
«rattrapage».
Psychologue free-lance – Prise en
charge des enfants en difficulté à l’école
primaire et secondaire.
AVEZ NANA Nicole
French lessons.
ENSCH Arlette
HEIB-MENDEZ Carmen
BALLANTYNE Stuart



26864050, 091-510160
Psychanalyse,
psychothérapie
:
individuelle, familale et en groupe.
Spécialiste de l’enfant et de l’adolescent
- training Autogène, Conseil, Coaching
Anit-Stress,
Dépression,
Anorexie,
Insomnie,
Sur-poids.
Difficultés
d’apprentissage scolaire.
Langues: ES, IT, DE, FR, EN, PT.
HENRICI Diane

091-826841
Psychologist
offers
psychological
support and assistance for children and
adolescents with low self-esteem and
learning difficulties. Consultations in
English, German, French and Spanish.
KERSTEN Valérie

26383087
Psychologue
pour
enfants
et
adolescents. Langues : FR, LUX, DE,
EN.
PEREIRA Manuela

26780631
Psychothérapeute - Accompagnement
d'adolescents: difficultés relationnelles
et familiales, manque de confiance et
estime de soi, troubles alimentaires.
Langues - Portugais et Français

021-718748
467006, 021-461495
Professeur britannique donne cours
d’anglais, tous niveaux et âges.
British teacher gives English lessons all
levels and ages.
BARRETO PEREZ Raquel

26440278, 091-734617
Professeur espagnole, licenciée, donne
cours d’espagnol tout niveau et âge.
Parle anglais.
Qualified Spanish teacher gives private
lessons of Spanish. All levels and ages.
English spoken.
BERMAN Michèle

348893
Donne course de français
niveaux, et de philosophie.
tous
BREMAUD Evelyne

319145
 [email protected]
Donne leçons de français langue
maternelle ou langue étrangère.
BROGLIA Julianne

495425
Professeur expérimentée, donne cours
d’allemand
tout
niveau.
Parle
FR,IT,EN.
437551
Donne cours de luxembourgeois
débutants, faux débutants, avancés et
cours de soutien en allemand.
GEIB Ana Maria

357872
Experienced native speaker teacher
gives Spanish tuition to adults and
children. All levels, including rattrapage
on European School programmes.
Fluent in English, German and French.
GILLIRON Florence

251024, 021-273479
Institutrice française donne cours
particuliers pour primaire et 1-2
secondaire.
HULL Danièle

473932
Professeur pour leçons particulières
français – Conversation et cours de
rattrapage. Man spricht Deutsch.
English spoken.
JENNINGS Gaile
 26683871
English Lessons – Native English
speaker available for private tuition.
Exeprience of working with European
School students.
28
JAAS Evelyne
STEFINI Emmanuel


003263228079
Professeur de Français.
LAMBALOT Wafa

407757
Donne cours de français tous niveaux.
Parle EN et ES.
MARROCCO SCAPPATICCI Norma

454750
Professeur italien avec expérience
donne cours tous niveaux de langue
italienne et de latin.
MERCANTI-BERLONI Maria-Teresa

250844
Institutrice pendant 9 ans en Italie,
donne leçons privées pour élèves
italiens de l’école primaire (toutes les
matières).
469288
MILLS John
348550
Longue expérience des cours de
rattrapage en anglais - Parle
couramment FR et DE.
MULLER-TILLEY

443749
Experienced
levels.
English
teachers,
all
MÜNCH Horst

435881
Donne leçons d’allemand tous niveaux
et de français premier cycle.
OLIVER Françoise

091-423058
OSWALD Janet
 003263413245
(formerly E.S. teacher, EN section) Private lessons – English 2nd lang. (all
levels). Based in Sterpenich (Lux/Belg
border, E411).
PETTER François
348589
Donne leçons d’allemand et
français, primaire et secondaire.
de
SANDERS Vinciane

388027, 021-396703

091-662531
Insegnante Mardre lingua Italiana
Impartisce – Lezioni private ad alunni
della scuola primaria.
TORRE

319601
Institutrice pendant 8 ans en Italie,
donne leçons d’italien tous niveaux
Secondaire et de philosophie. Parle
également FR
458754
Editions & Resspources sàrl, Docteur de
Paris IV, Sorbonne, Langue Française
et Philosophie – Cours privés et
préparation au Bac par approche
originale, personnalisée et rigoureuse –
Valorisation de toutes les ressources –
Structuration de la pensée, comme de
l’expression
(écrite,
verbale)
–
Développement de la créativité. Pour
des résultats : enrichissement du
vocabulaire, argumentation logique,
aisance et confiance dans l’affirmation
de soi, correction et éloquence.
Mathématiques et sciences…
…Maths and sciences
ANGELINI

 26296545 
PELLEGRINO Lucilla
 333890
Lecons
de
Mathématiques
Physique en IT tous niveaux.
Donne cours de français tous niveaux.

788568
et
PETIT David

26530317

[email protected]
Donne cours de mathématiques tous
niveaux en FR.
PRIM Michael

26332129, 091-347131
Prof . de Math – Physique – Chimie.
Cours particuliers et préparation au Bac.
SCAFARTO
 26383922, 021-497497
Ingénieur avec plusieurs années
d'expérience dans le domaine des
répétitions privées donne des leçons
privées en mathématique et en
physique.
Langue
italienne
et
française.
TANANKOU GUY Aimé
 021-663527
Donne cours de Mathématiques (5-67 secondaire) et de Physique (5-6
Secondaire).
THOMAS
 021-493746
Donne cours de mathématiques,
français, anglais, tous niveaux en
langue FR et EN.
452214, 4301-37207
ARNO Sue
[email protected]
Donne cours de Mathématiques en
FR – Ecole Secondaire.
Autres matières…
…Other subjects
Leçons mathématiques et physique
en IT pour classes 4-7 secondaire.
Professeur de français propose soutien
niveau secondaire FR Langue I et II
Littérature + Grammaire.

en
au
FR
au
TANTINONACO

Donne leçons d’allemand, français et
anglais.

Professeur de français – Exerce
tant que freelance depuis 6 ans
Luxembourg. Donne des cours de
tous niveaux, y compris préparation
bac.
WERY Anne
MERLAND Marianne

DIB Maya
0033387700775, 021-520073
DE JONGHE Eléonore

021-721674
Ex-Baccalauréat student and Imperial
College Biology graduate offers private
tuition in Biology and Chemistry (in
English) to 7th year students in
preparation for the Baccalauréat.
Licenciée SC. Eco, exp. Donne cours en
FR, ts niv. Economie (macro, micro,
compta), socio et langue française +
meth. trav.
BERNHART Marie-Paule


021-397500
French engineer proposes to become
your tutor in mathematics, physics
or chemistry- preparation for the
European baccalaureate. Can help also
students to pass their DELF exam
(French test).
Ingénieur française vous prépare au
bac europ. 2006 en maths (3p ou 5p),
physique, chimie ou donne cours à
des élèves de 4e, 5e, 6e.
FREED Mort
222977
Homework tutoring and coaching help
offered evenings at your home by
recently retired International School of
Luxembourg
teacher.
Telephone
evenings after 19hoo.
JARGEAC Marie-Agnès

346278
Diplômée en Musicologie, donne cours
de piano et de solfège.
29
MALKAVIAN
SZALAY Tünde
-




691-659861
[email protected]
Piano lessons available for beginner to
intermediate students. Young pianist
(playing since a very early age) with
experience in playing in a band and
composing music. Lessons in English,
French and Swedish.
299646
319873
Piano,
music
theory, practical
musicianship lessons for beginners to
advanced. All ages by former music
master of top South African private
school. Preparation for British exams.
References from South Africa and
Luxembourg available.
Diplomierte Musiklehrerin – Abschl.
Diplom : Musikakademie Budapest –
Erteilt
Solgfège
und
Klavier
unterricht.
(b) Autres annonces / Other advertisements
Recherche d’enseignant…
…tutors wanted
 . .
.
Affichez vos besoins ici.
Signal your needs here.
Association des Parents
CPE
Parents Association
Avez-vous un enfant à la
Garderie ou au Centre d’Etudes?
Do you have children in the
Garderie or Study Center?
Pour les parents qui ne sont pas encore membres
de l’Association des Parents du CPE, il leur est
possible d’y adhérer en remplissant le formulaire
ci-joint et en l’envoyant de préférence par e-mail.
For those of you who are not yet members of the
Parents Association of the Garderie and the
Study Center….here is a second chance. Please
fill in enclosed form and return it by e-mail.
BUTS DE L’ASSOCIATION
AIMS OF THE ASSOCIATION
• L’Association représente les parents
auprès des différents organes décisionnels
en matière de services sociaux.
• Le bien-être et la sécurité des enfants
constitue l’objectif principal de l’Association
des Parents CPE.
• La transparence dans la gestion du CPE.
• Nous offrons un relais de l’information
entre l’OIL et les parents.
• Representation of the parents vis-à-vis
the various decisional bodies as regards
social services.
• Wellbeing of the children at the CPE.
• Transparency in the management of the
CPE.
• Relay information between the OIL and
the parents.
Nous avons une réunion par mois (midi), au
cours de laquelle prennent place des
discussions et analyses de problèmes
inhérents au bon fonctionnement du CPE
dans la mesure de ses attributions. Des
contacts étroits sont entretenus avec les
parents ainsi que le personnel administratif
du CPE dans l’optique d’améliorer la qualité
du service.
Si vous considérez primordiale la qualité de
vie de nos enfants à la Garderie/Centre
d’Etude, devenez membre en payant 10€
(une seule fois) au
We have around one meeting per month
(lunchtime), analysing and discussing
problems and having close contact with
parents and the management of the CPE in
order to improve the quality of the service.
If you think your child’s time spent in the
Garderie/Study-Center is important, please
become a member.
The fee is 10€…and you only pay once!
CCP IBAN LU50 1111 2102 1112 0000
Plus d’information sur le site:
More information on our homepage:
http://homepage.internet.lu/Assoc._Parents_CPE/
Pour toute renseignement vous pouvez contacter les membres du Comité:
For more information, please contact a member of the Committee:
Christine CARLSSON-AUBRY (CCE) – Tél 4301-32142 – [email protected]
Jacqueline MAIN (CE) – Tél 4301-34483 [email protected]
Pascal CHENAL (PE) – Tél 4300-22046 – [email protected]
Dominiek DECOUTERE (PE) – Tél 4300-22981 – [email protected]
Anna LÖÖF (CE) – Tél 4301-35108 – [email protected]
Marilena PESCATORE (PE) – Tél 4300-23501 – [email protected]
BULLETIN D’ADHESION / MEMBERSHIP FORM
Je souhaite adhérer à l’Association des Parents CPE à Luxembourg
I wish to be a member of the Parents Association CPE, Luxembourg
Nom, Prénom Last name, First name……………………………………………………………………………
Adresse administrative ……………………………………….………………………………………………………
Adresse e-mail ………………………….……………………………………… Tel. ………………………….….
Nombre d’enfants à la / Number of children at the “Garderie” …… ”Centre d’Etudes”.….….
Date ……………………………
A renvoyer à / To send to: [email protected]
30
APEEE contact information 2006-2007
Management Committee Elections in 2007
What you should already know:
The new management committee took over the
administration of the APEEE with effect from September,
following the elections held during the 2005_2006 school
year. Whilst parents are always free to take actions on their
individual initiative or in formal/informal associations, the
APEEE is the only organisation which officially represents
parents in dealings with the school, and is best placed to
coordinate such actions. This representational role applies
to all parents, although only those families who pay the
(small) annual membership contribution are regularly
informed about and able to influence policy. The APEEE is
governed by a democratic constitution and internal rules of
procedure. To ease the flow of communication to and from
members, the APEEE coordinates the network of class
delegates. The senior decision-making body is the
Management Committee with a maximum of 21 elected,
voting members (under certain conditions, additional nonvoting members can also be co-opted). Management
Committee members are elected for a two-year term of
office. Every year, typically in April, around half of the
Management Committee members stand down. Some of
these retiring members offer themselves for re-election:
others leave the committee altogether. The elections are
publicised as widely and as early as possible in order to
allow new candidates to register their interest. If sufficient
candidatures are received, a formal election is organised
(each family who has paid their annual subscription has one
vote).
Motivation for candidates:
Candidatures are welcomed from all language sections and
all categories (I/II/III). The only formal constraint is that
they should be fully paid-up members. However,
registration as a candidate should not be undertaken lightly.
The following comments are based on the cumulative
experience of past and present members of the
Management Committee. In recent years, efforts have been
made to make the Management Committee more effective,
focussing on strategic issues such as pedagogical quality,
infrastructure adequacy, improving the flux of information,
etc. – whilst continuing to manage operational and tactical
responsibilities
such
as
canteen
management,
extracurricular activities, school trips. This implies mastery
of some or all of the following: analytical skills;
communication skills; negotiating skills; planning skills;
management skills. Professional backgrounds in law,
accountancy, management, psychology, education are
obvious assets for certain roles. But just as important are an
interest in the subject, the capacity and motivation to learn
new skills and the ability to devote the necessary time and
energy to solving problems. The European Schools in
Luxembourg are excellent schools – but that is no reason
for complacency: they could be many times better! What
better motivation can there be for a parent than the
knowledge that they are making a direct contribution to
improving their children’s welfare?
Some guidance for aspiring candidates:
The Management Committee operates on a basis something
like “from each according to their abilities, to each according
to their needs”. Formal committee meetings are scheduled
about once per month, usually on a Monday evening, which
is not too onerous a burden…even if they do sometimes
overrun their allotted time! But whilst participation at such
meetings is essential, simply turning up is obviously not
enough. The APEEE has many working groups, and
management committee members are urged to get involved
in as many of these as possible. Depending on their subject
matter, such groups may meet at frequent intervals and can
require much work during the interim. Whilst participation at
lunchtimes, in the evenings or during work hours is not
feasible for everyone, the bare minimum responsibility is an
active contribution to email discussions.
Priority distinctions can perhaps be made between the
preparations for formal meetings of Interparents, the
Administrative Board, the Primary and Secondary Education
Councils, the Safety Council, etc.; secondary groups such as
the Canteen Committee, School Trips Committee,
Extracurricular Activities Committee, attendance at
Disciplinary Committees, etc.; and tertiary groups such as
production of the school magazine
AdParentes;
maintenance of the APEEE website; planning of the School
Fête; etc. Nevertheless, all the working groups are
considered important. They reflect actions and strategies
agreed by the membership in General Meetings. Without the
results they generate, the school lives of our children would
be infinitely poorer.
Some members of the Management Committee cumulate
mandates, depending on their experience, aptitudes and
interests - and their ability to juggle life/work/APEEE
commitments. Others may take on fewer roles. Special
responsibilities are borne by the chairpersons of working
groups in terms of coordination and representation. The
executive bureau (president, vice-presidents, treasurer,
etc.), can have a particularly heavy workload.
Other ways to get involved:
These include becoming a class delegate (many
management committee members are either former class
delegates or current class delegates); organising an
extracurricular activity; helping out at the School Fête;
helping out with Mots-de-Zaza (the primary school library)
or the Friends-of-the-Secondary school library; operation of
the Teaching Materials Fund (eg. the Anglophone Section
and certain others); assisting with class excursions; and
there are many other ways to get involved. The effort will
not be wasted! Like any such institution, The European
Schools cannot hope to achieve their true potential without
the support and collaboration of parents.
31
50 ways you can help
Help the parents’ association with its work
1. Join the APEEE and pay the annual subscription!
2. Use your vote to participate in the democratic process.
3. Attend the Annual General Meeting.
4. Volunteer to count votes at the Annual General Meeting.
5. Help provide an interpretation service at the Annual General Meeting and other parent meetings.
6. Help translate information produced in English/French/German into other languages, and vice-versa.
7. Organize transport to-and-from meetings to ease the burden on fellow parents.
8. In collaboration with other parents, organize childcare to facilitate participation in meetings, etc.
9. Attend parent information evenings organized by the APEEE.
10. Write an article for publication in the school magazine Ad Parentes, or submit photographs of events.
11. Volunteer to help the APEEE draft brochures and other documents.
12. Help distribute handouts and other documents (by hand; help the secretariat put in envelopes).
13. Stand for election to the APEEE management committee.
14. Volunteer to be a class delegate.
15. Serve as a member of a ‘telephone tree’ or as an ‘email hub’ to distribute information quickly.
16. Talk to other parents about APEEE actions; explain the benefits of membership; defend childrens’ interests.
17. Support official action campaigns by attending demonstrations, signing petitions, writing letters, etc…
18. Inform the management committee about issues arising (via the network of class delegates).
19. Assist with the organization of the annual school fête (contacting sponsors in advance, coordinating a ‘national
stand’ or other activity, contributing to a ‘national stand’ or other activity, coming along on the day).
20. Help supervise children for the annual ‘coupe scolaire’ cycling proficiency road test.
21. Assist with the organization of other events, such as bookfairs, sports competitions, discothèques, concerts, etc.
22. Help to design or conduct or process or analyse a survey amongst parents and/or children.
23. Provide a friendly welcome to new families to help integrate them in the school community.
Come to school to assist
24. Share information with a class about a hobby.
25. Share information with a class about a career/occupation.
26. Share information with a class about a country you have lived in/visited.
27. Help students work on a project or exhibition.
28. If you have teaching qualifications and/or experience, offer yourself as a supply teacher.
29. If you have relevant qualifications and/or experience, offer to help class teacher to supervise children during
workshop activities such as art, cookery, music, woodwork.
30. Help class teacher and school librarian and Mots-de-Zaza coordinators to supervise children during library sessions.
31. If you have relevant skills, offer to help school technical staff (eg. painting classrooms, building playground games,
putting up shelves, installing computers).
32. Organize a transport rota to-and-from school to ease the daily burden on fellow parents.
33. Attend parent information evenings organized by the school.
34. Join the Mots-de-Zaza primary library association or ‘friends of the secondary school library’ and promote reading.
35. Join the ATPEE and help coordinate school buses.
36. Join the Study Centre parents’ association and help monitor before- and after-school care.
Facilitate learning opportunities in the wider community
37. Help class teacher to supervise children during an organised outing.
38. Take a few days holiday time and help class teacher to supervise children during a residential study trip.
39. Organize a one-day study visit to your organization.
40. Create/operate an internship, apprenticeship or work placement opportunity in your organization.
41. Contact a local business or other organization regarding possible cooperation.
42. Help arrange a visit to the school by someone famous in politics, business, science, literature, art, music, sport, etc.
43. Help promote school concerts, school plays, etc. to a wider public.
44. If you have relevant qualifications and/or experience, offer yourself as a private tutor.
45. If you have relevant qualifications and/or experience, organize an extracurricular activities course.
46. Encourage someone else to offer themselves as a private tutor or extracurricular activities course coordinator.
47. Share information (strengths and weaknesses) with class teacher about interesting things to do in the local area.
Increase financial resources available to the school
48. Help write a proposal that would bring new resources to the school.
49. Donate materials to the school.
50. Arrange for a business or other organization to donate materials to the school.
If you wish to take any of these suggestions further, please contact the APEEE secretariat.
32
50 astuces pour vous engager
Aider au travail de l’APEEE
i)
Devenir membre et payer la contribution annuelle!
ii)
Utiliser votre vote et participer au processus démocratique.
iii)
Assister à l’Assemblée Générale annuelle.
iv)
S’offrir comme scrutateur des votes à lAG.
v)
Fournir une service d’interprère à l’AG et d’autres réunions de parents.
vi)
Traduire des informations produites en anglais/français/allemand vers d’autres langues, et vice-versa.
vii)
Organizer des transports pour soulever le poids de vos parents confrères.
viii)
Organizer un système de garde d’enfants pour faciliter la participation aux réunions, etc.
ix)
Assister aux réunions d’information organizées par l’APEEE.
x)
Rédiger un article pour publication dans la magazine de l’école Ad Parentes, ou nous transmettre des photos.
xi)
Aider à la rédaction de brochures et d’autres documents.
xii)
Diffuser les fiches d’information et d’autres textes (à la main ; les mettre sous envelope).
xiii)
Vous proposer comme candidat pour le comité de gestion.
xiv)
S’offrir comme délégué de classe.
xv)
Communiquer les informations par téléphone ou par email.
xvi)
Parler avec d’autres parents concernant les actions de l’APEEE ; les avantages d’être membre ; défendre les intérêts
des enfants.
xvii)
Soutenir des campagnes d’action en participant aux manifestations ; signant les pétitions ; écrivant des lettres...
xviii)
Tenir au courant le comité de gestion des sujets du jour (par voie du réseau des délégués de classe).
xix)
Aider à l’organization de la fête d’école annuelle (contacter les sponsors ; coordonner un stand national ; contribuer à
un stand ; assister aux spectacles).
xx)
Aider à la surveillance des enfants lors du coupe scolaire vélo annuelle.
xxi)
Aider à l’organization d’évènements tels les ventes de livres ; compétitions sportives ; discothèques ; concerts ; etc.
xxii)
Participer au dessin ou travail du champ ou traitement ou analyse d’une enquête entre parents et/ou enfants.
xxiii)
Assurer un accueil chaleurex aux nouvelles familles pour faciliter leur intégration dans la communauté scolaire.
Venez à l’école pour aider
xxiv)
Partager des informations avec une classe sur un passe-temps favori.
xxv)
Partager des infromations avec une classe sur une carrière/occupation.
xxvi)
Partager des informations avec une classe sur un pays que vous connaissez.
xxvii)
Aider aux enfants avec un projet, monter un exposition.
xxviii)
Si vous possedez le statut d’enseignant, s’offrir comme remplaçant.
xxix)
Si vous possedez des qualifications/de l’expérience pertinent, vous offrir pour surveiller des enfants lors des ateliers
d’art, de cuisine, de musique, de travail en bois.
xxx)
Aider au titulaire de classe et bibliotécaire et coordonnateurs Mots-de-Zaza à surveiller les séances à la bibliothèque.
xxxi)
Si vous possedez les talents pertinents, aider au service technique de l’école (par ex. repeindre les salles de classe ;
construire les jeux dans le cours ; afficher les étagères ; installer les ordinateurs).
xxxii)
Organizer un tour de role pour transporter les enfants à l’école et vers la maison.
xxxiii)
Assister aux réunions d’information organizées par l’école
xxxiv)
Devenir membre de l’association Mots-de-Zaza pour encourager la lecture.
xxxv)
Devenir membre de l’ATPEE et aider à coordonner les buses scolaires.
xxxvi)
Devenir membre de l’assocation des parents du CPE et aider à la surveillance des enfants avant et après école.
Facilitate learning opportunities in the wider community
xxxvii) Aider au titulaire de classe à surveiller les enfants lors d’une sortie en classe.
xxxviii) Prendre quelques jours de congé afin d’aider au titulaire de classe à surveiller les enfants lors d’un voyage scolaire
(séjour résidentiel).
xxxix)
Organizer une visite d’étude à votre lieu d’emploi.
xl)
Créer/gerer un secondement, apprentissage, stage, etc. au sein de votre organization.
xli)
Contacter des sociétés ou d’autres organizations concernant une collaboration potentielle.
xlii)
Arranger une visite à l’école par quelqu’un reconnu dans la domaine de la politique, les affaires, les sciences, la
litérature, l’art, la musique, le sport, etc.
xliii)
Promouvoir les concerts, pièces de théatre, etc.
xliv)
Si vous possedez des qualifications/de l’expérience pertinent, vous offrir comme professeur pour leçons particulières.
xlv)
Si vous possedez des qualifications/de l’expérience pertinent, vous offrir comme coordonnateur d’activité périscolaire.
xlvi)
Encourager à d’autres personnes de s’offrir en tant de professeur privé ou coordonnateur d’activité.
xlvii)
Partager des informations (atouts et faiblesses) avec le titulaire de classe concernant les choses d’intérêt dans la
localité.
Augmenter les ressources financières de l’école
xlviii)
Aider à la rédaction d’un projet pour apporter des ressources à l’école.
xlix)
Faire un don de ressources à l’école.
l)
Arranger pour un don de ressources par une société ou d’autre organization.
Si vous souhaitez poursuivre ce genre d’actions, veuillez prendre contact avec la secrétaire de l’APEEE.
33
Annual General Meeting – Assemblée Générale – Jährliche Generalversammlung
VERY IMPORTANT !
TRÈS IMPORTANT !
SEHR WICHTIG !
*********************************
MONDAY 27th NOVEMBER 2006
LUNDI 27 NOVEMBRE 2006
MONTAG 27. NOVEMBER 2006
from/à partir de/von 20.00 H
**********
ANNUAL GENERAL MEETING
ASSEMBLÉE GÉNÉRALE ANNUELLE
JÄHRLICHE VOLLVERSAMMLUNG
**********
Bâtiment Jean Monnet - Salle M1
**********
A.P.E.E.E. MEMBERS ONLY !
RÉSERVÉ AUX MEMBRES DE L’A.P.E.E.E. !
NUR FÜR MITGLIEDER !
Association des Parents d’Elèves des Ecoles Européennes
Tel. 4301 33105
Email [email protected]
**********
More information will follow in due course
Des renseignments complémentaires suivront
Weitere Orientierungen folgen im gegebenen Moment
34
Délégués de Classe - Class representatives
(Maternelle/Primaire/Secondaire – Nursery/Primary/Secondary)
Each year the APEEE coordinates a network of class delegates with the primary aim of promoting the flow of information to and from
parents and within the School community at large.
Nursery and Primary class teachers/delegates who have not yet submitted contact details to the APEEE secretariat for 2006-2007 are invited
to do so as soon as possible, using the notification form included in this edition of Ad Parentes (the form is also available for download from
the APEEE website). An uptodate list of contacts will then be published in a subsequent edition of Ad Parentes.
Secondary delegates will be confirmed during the November parent-teacher meetings. In the meantime, contact details for 2005-2006 apply.
6
7
35
APEEE management structure
There is no official organigramme for the APEEE – and in practice the bureau makes every effort to work as a team – but if
there were one, an extract might look something like the following:
Treasurer
Secretary
President
Vice-President
Lux.2
Vice-President
Admin.
Vice-President
Primaire
Vice-President
Secondaire
Groupes de Travail 2006-2007 Working Groups
(version 01.10.06)
Principles:
(a) 7 broad themes, each headed by a Vice President who is the formal contact for the school (and others) on that theme.
(b) Each theme comprises a set of specific related working groups. The precise list can change from one year to another. Some
are formal (eg. Conseil d’Education, Comité Voyages Scolaires, Comité Bibliothèque), others are informal.
(c) Each working group has a nominated chairperson, to convene preparation meetings, coordinate document drafting, etc.. In
absence of Vice President, that person can substitute as formal contact for the school (and others) on that theme.
[ NB. In accordance with the Statutes, only the President, and in his absence the VP Admin or VP Lux.2 can validly represent
the APEEE externally and bind it with regard to third parties. ]
(d) For internal use of management committee, the list shows persons attributed to each working group…
Decisions to be made:
(i) For publication on website/in magazine, just short list with chairpersons and ‘other members’ ?
(ii) Do we keep the ‘statuts’ working group ?
(iii) Do we keep the ‘sports’ group ?
(iv) Should we combine ‘health’ with ‘buildings and security’ ?
(v) Do we need a specific Lux.2 building plans group ?
(vi) Should Interparents be combined with Information and Communication ?
1. Pédagogie maternelle et primaire – Nursery and primary education
Chef de groupe : Isabel Leite.
Conseil d’Education Maternelle et Primaire
- Nursery and Primary Education Council :
Voyages scolaires (organisation et suivi)
- Residential school trips (organisation and monitoring) :
Santé et sports
- Health and sports :
Enfants à besoins spéciaux
- Children with special needs :
Autres membres : Alexander
Geurtz,
Forough
Karlberg,
Sandra Schroeder, Rhonda Wilkinson.
2. Pédagogie secondaire – Secondary education
Isabel Leite, Ian Dennis, Luca Martinelli, Raoul
Precht, Rhonda Wilkinson.
Ian Dennis, .
Luca Martinelli, .
Birgitte Holst, Rhonda Wilkinson.
Raoul
Precht,
Antonella
Salerno-Almendros,
36
Chef de groupe : Pasquale Cristallo.
Conseil d’Education Secondaire
Pasquale Cristallo, Daniela Amodeo-Perillo,
- Secondary Education Council :
Monique Loos.
Bibliothèque
Gerard Hanney, .
- Library :
Santé et sports
Birgitte Holsti, .
- Health and sports :
Enfants à besoins spéciaux
Birgitte Holst, Markku Pottonen, Rhonda
- Children with special needs :
Wilkinson.
Autres membres : Reza Fardoom, Monique Loos, Rodolfo Maslias, Costas Popotas, Markku Pottonen, Gabor Somogyi, Oliver
Steinmetz, Rhonda Wilkinson.
3. Questions administratives Luxembourg II – Administrative issues (Luxembourg II)
Chef de groupe : Ian Dennis.
Ian Dennis, Luca Martinelli, Marika Papasideri.
- Administrative Board Lux.2 :
Bâtiments / Sécurité Lux.2
Luca Martinelli, Marika Papasideri.
- Buildings and Security Lux.2 :
Coordonnation avec groupes d’action (GUDEE, CLP, ESPAC)
Marika Papasideri, Gerard Hanney, Oliver
- Coordination with action groups (eg. GUDEE, CLP, ESPAC) :
Steinmetz.
Autres membres : Raoul Precht, Antonella Salerno-Almendros, Sandra Schroeder, Gabor Somogyi, Rhonda Wilkinson.
4. Questions administratives Luxembourg I – Administrative issues (Luxembourg I)
Chef de groupe : Daniela Amodeo-Perillo.
Daniela Amodeo-Perillo, .
- Administrative Board Lux.1 :
Bâtiments / Sécurité Lux.1
Luca Martinelli, Marika Papasideri.
- Buildings and Security Lux.1 :
Autres membres : Reza Fardoom, Alexander Geurtz, Gerard Hanney, Forough Karlberg, Monique Loos, Markku Pottonen, Oliver
Steinmetz.
5. Questions administratives communs – Administrative issues (common)
Chef de groupe : Costas Popotas.
Enfants Catégorie III
- Category III children :
Activités Périscolaires
- Extracurricular activities :
Cantine
- Canteen :
Statuts
- Statutes :
Fêtes et manifestations
- Fêtes and events :
Echanges Linguistiques
- Language exchanges :
Enfants SWALS / Accueil nouveaux pays membres
- SWALS children / Welcome new countries :
Autres membres : Reza Fardoom, Alexander Geurtz, Gerard Hanney, Forough
Steinmetz.
Rhonda Wilkinson, Alexander Geurtz, Sandra
Schroeder.
Daniela Amodeo-Perillo, Raoul Precht, Markku
Pottonen.
Rodolfo Maslias, Daniela Amodeo-Perillo, Ian
Dennis, Isabel Leite, Monique Loos, Raoul
Precht.
-, .
Costas Popotas, .
Ian Dennis, .
-, .
Karlberg, Monique Loos, Markku Pottonen, Oliver
6. Information et communication – Information and communication
Chef de groupe : Costas Popotas.
Ad Parentes
- Ad Parentes :
Site web
- Web site :
Fiche d’infos
- Newsletter :
Délégués de classes maternelle/primaire
- Class delegates (Nursery/Primary) :
Délégués de classes secondaire
- Class delegates (Secondary) :
Contacts avec d’autres associations (MdZ, ATPEE, CPE)
- Contact with other associations (MdZ, ATPEE, CPE) :
Autres membres : .
7. Interparents
Chefs de groupe : Costas Popotas, Daniela Amodeo-Perillo.
Working group on primary pedagogy :
-
Ian Dennis, .
Gerard Hanney, Ian Dennis.
Gerard Hanney, .
Ian Dennis, .
Daniela Amodeo-Perillo, .
Ian Dennis, .
37
Autres membres :
Ian Dennis, Birgitte Holst, Raoul Precht, Rhonda Wilkinson.
Other contacts / Autres contacts
1. The European Schools in Luxembourg
Lux 1 ............................................................................... (tel) 4320-821 (secrétariat)
......................................................................................... www.euroschool.lu/luxschool/index.php
Lux 2 ............................................................................... (tel) 26685900 (secrétariat)
......................................................................................... www.eursc-mamer.lu/index.html
2. Web links to other European Schools
Board of Governors ......................................................... www.eursc.org/
Alicante ............................................................................ (email) [email protected]
Bergen.............................................................................. www.europeanschool.nl/
Bxl 1 (Uccle) .................................................................... www.eeb1.org
Bxl 2 (Woluwé) .............................................................. www.eeb2.be/
Bxl 3 (Ixelles).................................................................. www.ee3.org
Culham ............................................................................. www.esculham.com
Frankfurt .......................................................................... www.esffm.org/european_school_web/english/home_en.htm
Karlsruhe ......................................................................... www.eskar.org
Mol.................................................................................... www.esmol.net
München .......................................................................... ()
Varese .............................................................................. www.scuolaeuropeadivarese.it
3. Web links to other European School Parents’ Associations
Alicante, Spain ................................................................ membres.lycos.fr/apeeea/
Bergen, Netherlands ....................................................... www.europeanschool-parents.nl/
Bxl 1 (Uccle) .................................................................... www.apeee-bxl1.be/
Bxl 2 (Woluwé) .............................................................. www.eeb2.be/indexparents.html
Bxl 3 (Ixelles).................................................................. www.ee3.org
Culham, UK ...................................................................... www.cespa.org.uk
Frankfurt, Germany ........................................................ www.esfparents.org/index.cfm
Karlsruhe, Germany ........................................................ www.eskar.org/en/people/parents/index.html
Mol, Belgium ................................................................... www.pa-esmol.be/index.htm
München, Germany ......................................................... www.ev-esm.org
Varese, Italy .................................................................... digilander.libero.it/agsev
[Heraklion, Crete] ........................................................... [Parma, Italy].................................................................. -
4. Other
ATPEE (Association des Transports) ............................. (tel) 4300-23945, (email) [email protected]
Mots-de-zaza (Library Association) .............................. (tel) 26431057 (Mme. Agnès Marx)
Comité Tiers Monde (Third World Committee) ........... (tel) 308680 (Mme. Corinne Cougnon)
.......................................................................................... (website) www.restena.lu/ecole_europ/tiers_monde/home.html
APCPE (Association des Parents du Centre
Polyvalent des Enfants) .............................................. (tel) 4300-22041, (web) http://homepages.internet.lu/Assoc._Parents_CPE
Euresco (Alumni Association) ........................................ http://www.euresco.org/app/pub/
Comité des Elèves (Local Pupils Association)............... -, ()
COSUP (Interschool Pupils Association) ....................... www.cosup.org
Action Committee for Fair School Fees ......................... [email protected] (Mme. Marleen Watte)
European School Parents Action Committee ................ http://homepages.internet.lu/ESPAC_luxembourg/
Comité de Liaison et d'Action des Etrangers ................ http://www.clae.lu/
Association de Soutien aux Travailleurs Immigrés
- Pôle pour une école démocratique............................ http://www.asti.lu/
Kannertelefon (Luxembourg child helpline)................. 12345
Association de parents d’enfants toxicomanes ............ 545444
38
APEEE – Association des Parents d’Elèves de l’Ecole Européenne
web site: http://www.apeee.lu
e-mail: [email protected]
Ad Parentes e-mail: [email protected]
Bulletin d’information / Newsletter: inscription par voie du site web / subscription via web site
COMITE DE GESTION 2006-2007 MANAGEMENT COMMITTEE
(version 01.10.06)
Membres du Bureau / Executive committee members :
Président:
Costas POPOTAS
[email protected]
Vice-Présidents:
VP. Administratif et Financier / Administration and Finance:
Daniela AMODEO-PERILLO
[email protected]
VP. Luxembourg 2:
Ian DENNIS
[email protected]
VP. Pédagogie Primaire / Primary Pedagogy:
Isabelle LEITE
[email protected]
VP. Pédagogie Secondaire / Secondary Pedagogy:
Pasquale CRISTALLO
[email protected]
Secrétaire / Secretary:
Monique LOOS
Trésorier / Treasurer:
Markku POTTONEN
4303-4432, Fax 4303-2424
4303-3323, Fax 4303-3697
4301-35129, Fax 4301-35979
4300-23250, 317868
4303-3640, Fax 4303-2577
[email protected]
4303-2316
[email protected]
4398-45969, Fax 4398-48809
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
4301-33907
426694
4301-34929
4300-23177, 357834
4301-38101
4300-23872
4301-35817
4300-23351
4300-3280
021-366209
4303-4100, 26432995
4379-3057, 26094080
458152
Autres Membres / Other members :
Reza FARDOOM
Alexander GEURTZ
Gerard HANNEY
Birgitte HOLST
Forough KARLBERG
Luca MARTINELLI
Rodolfo MASLIAS
Marika PAPASIDERI
Raoul PRECHT
Antonella SALERNO-ALMENDROS
Sandrine SCHROEDER
Gabor SOMOGYI
Oliver STEINMETZ
Rhonda WILKINSON
Total : 21. Il n’y a pas de membres co-optés / There are no co-opted members
SECRETAIRE PERMANENTE 2006-2007 PERMANENT SECRETARIAT
(version 01.10.06)
Bureau / Office address : Bâtiment Jean Monnet, Bureau C1/004, L-2920 LUXEMBOURG
Tel: 4301-33105, Fax: 4301-34869
Ouverture du bureau / Office opening hours :
Lundi / Monday : 8.30 - 16.00
Mardi à Vendredi / Tuesday to Friday : 8.30 - 12.30
Présence à l’école / Presence at school :
Lux.1 – Nouveau Bâtiment Primaire / Lux.1 – New Primary Building : n/a
Lux.2 – Village Pédagogique / Lux.2 – Pedagogical Village : n/a

AdParentes 200607 no1 v3

Transcription

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