Scandinavian School of Brussels provides a Nordic education with a European profile that prepares students for success back home and abroad. The school achieved high academic results and ensures students develop important life skills. Teachers work to give each student individual attention through dynamic learning experiences inside and outside the classroom.
The document discusses problems with the current education system and proposes an alternative "Canvas School" approach. It outlines the Canvas School's environmental focus, diversified curriculum, and goal of improving education quality. Details provided include the school's objectives, educational process, business benefits, project timeline and budget, personnel plan, and eco-focused activities. The school aims to teach children to live sustainably and increase local environmental awareness.
The 2012 annual report from DeKalb Community School District #428 provides information on the district's goals and achievements over the past year. It discusses the opening of a new high school, improvements to other schools, continued focus on student achievement, and maintaining strong community partnerships. Financial restraint and improved communication with stakeholders are also priorities. Test scores and graduation rates are reported. The district continues partnerships with NIU and emphasizes programs in music, athletics, and early childhood education.
The document discusses online learning and technology integration in the Bedford Area School District. It describes the roles of the coordinator of the Bedford Online Academy in managing three affiliated online programs, as well as being a classroom for the future coach helping to integrate technology into classrooms. The online academy provides various online learning opportunities for students, including cyber charter, home school, alternative education, special needs, gifted education, dual enrollment, AP courses, credit recovery, tutoring, remediation, test prep, and professional development.
shapexcareersandcourses is the best for SSB Interview Coaching. We are making bright future of students, we are making good platform and this is very helpful for SSB Interview Coaching.
This document provides information about the interview technique used in the Services Selection Board (SSB) process. It describes the interview as a one-on-one interaction between the candidate and interviewing officer to assess the candidate's officer-like qualities through a series of structured background questions. Typical questions examine the candidate's education, family, work experience, hobbies, and reasons for joining the defense forces. The interview lasts 45 minutes to an hour and takes place indoors on day 3 or 4 of the SSB process.
The document provides information about the selection process for the Indian armed forces. It discusses the various Services Selection Centres located across India where the Selection Board Interviews are conducted. It then describes the three-pronged selection system used which involves an Interviewing Officer, Psychologist and Group Testing Officer. The six day selection process is outlined including the various tests candidates undergo on each day. Finally, the document lists the 15 Officer Like Qualities that are assessed during the selection process.
The document describes a group planning exercise scenario involving students who encounter several urgent situations while traveling to an inter-college fest: an injured tea shop owner is attacked by smugglers planning to loot idols; the smugglers then flee in the owner's jeep; a man reports smugglers plan to land arms by boat. The group must divide tasks to help the injured man, stop the loot and arms landing, and still make it to their event on time. They split into three teams to address each issue and regroup by the deadline.
The PIQ document contains essential personal information used by psychologists and interview officers (IOs) to evaluate candidates for the SSB selection process. It includes sections on personal details, family/social background, education history, interests/hobbies, and previous SSB appearances. By reviewing the information provided, psychologists and IOs aim to understand candidates' personalities and predict traits like sociability, leadership, and career focus based on their backgrounds. It is important candidates provide complete and truthful information that reflects their character.
The document discusses problems with the current education system and proposes an alternative "Canvas School" approach. It outlines the Canvas School's environmental focus, diversified curriculum, and goal of improving education quality. Details provided include the school's objectives, educational process, business benefits, project timeline and budget, personnel plan, and eco-focused activities. The school aims to teach children to live sustainably and increase local environmental awareness.
The 2012 annual report from DeKalb Community School District #428 provides information on the district's goals and achievements over the past year. It discusses the opening of a new high school, improvements to other schools, continued focus on student achievement, and maintaining strong community partnerships. Financial restraint and improved communication with stakeholders are also priorities. Test scores and graduation rates are reported. The district continues partnerships with NIU and emphasizes programs in music, athletics, and early childhood education.
The document discusses online learning and technology integration in the Bedford Area School District. It describes the roles of the coordinator of the Bedford Online Academy in managing three affiliated online programs, as well as being a classroom for the future coach helping to integrate technology into classrooms. The online academy provides various online learning opportunities for students, including cyber charter, home school, alternative education, special needs, gifted education, dual enrollment, AP courses, credit recovery, tutoring, remediation, test prep, and professional development.
shapexcareersandcourses is the best for SSB Interview Coaching. We are making bright future of students, we are making good platform and this is very helpful for SSB Interview Coaching.
This document provides information about the interview technique used in the Services Selection Board (SSB) process. It describes the interview as a one-on-one interaction between the candidate and interviewing officer to assess the candidate's officer-like qualities through a series of structured background questions. Typical questions examine the candidate's education, family, work experience, hobbies, and reasons for joining the defense forces. The interview lasts 45 minutes to an hour and takes place indoors on day 3 or 4 of the SSB process.
The document provides information about the selection process for the Indian armed forces. It discusses the various Services Selection Centres located across India where the Selection Board Interviews are conducted. It then describes the three-pronged selection system used which involves an Interviewing Officer, Psychologist and Group Testing Officer. The six day selection process is outlined including the various tests candidates undergo on each day. Finally, the document lists the 15 Officer Like Qualities that are assessed during the selection process.
The document describes a group planning exercise scenario involving students who encounter several urgent situations while traveling to an inter-college fest: an injured tea shop owner is attacked by smugglers planning to loot idols; the smugglers then flee in the owner's jeep; a man reports smugglers plan to land arms by boat. The group must divide tasks to help the injured man, stop the loot and arms landing, and still make it to their event on time. They split into three teams to address each issue and regroup by the deadline.
The PIQ document contains essential personal information used by psychologists and interview officers (IOs) to evaluate candidates for the SSB selection process. It includes sections on personal details, family/social background, education history, interests/hobbies, and previous SSB appearances. By reviewing the information provided, psychologists and IOs aim to understand candidates' personalities and predict traits like sociability, leadership, and career focus based on their backgrounds. It is important candidates provide complete and truthful information that reflects their character.
The document provides website URLs for guidance on SSB interviews, specifically www.lakshyaindia.co.nr and www.ssbcrack.com. The document repeats the www.ssbcrack.com URL multiple times and contains no other text.
psychological technique used in SSB for areer as an officer in DefenceCol Mukteshwar Prasad
1. The document discusses various psychological tests used in the SSB, including the Thematic Apperception Test (TAT), Word Association Test (WAT), and Situation Reaction Test (SRT).
2. In the TAT, candidates are shown pictures and asked to create stories based on them. Their responses are analyzed to understand their unconscious motivations and relationships. The WAT presents words and measures initial responses, bringing thoughts from unconscious to subconscious levels. The SRT poses questions to confirm traits measured in other tests on a conscious level.
3. The tests aim to evaluate candidates on the 15 qualities measured in the Officer Like Qualities (OLQ) framework through their stories, word associations,
Picture Perception and description Test -Sample Pictures for SSB screening ...Col Mukteshwar Prasad
This document provides instructions to start writing for a test that will begin 10 seconds after the document is displayed. The test-taker is prompted repeatedly to start writing for the test that will commence shortly after viewing the instructions.
The Indian Army was founded on August 15, 1947 and is the largest branch of the Indian Armed Forces, with over 1.3 million active personnel. It is responsible for defending India from external threats and for maintaining peace and security within its borders. The army is organized into divisions, brigades, battalions and smaller units and is overseen by the Chief of Army Staff and Ministry of Defence.
The document provides an overview of the Indian Army, including its organization, roles, history, and involvement in nation building. It discusses the Army's primary mission of ensuring national security and defending against external threats. The Army is organized under various commands and has over 2 million active and reserve personnel. It has participated in several wars with Pakistan and one with China. The Army also plays a key role in internal security, disaster relief, and UN peacekeeping missions. The document outlines the process for joining the Army through different commissioning schemes and roles for men and women.
Inspiring motivational ppt of indian army.Varun Gandhi
The Indian Army is the land-based branch and the largest component of the Indian Armed Forces. It is responsible for defending and protecting India's borders. Some key points about the Indian Army are that it is headquartered in New Delhi and consists of highly trained soldiers and para-commands who work tirelessly to ensure the security of India, including engaging in conflicts like the Kashmir War and Kargil War along the Pakistan border. The Indian Army also has many advanced weapons, powerful tanks and aircraft, and is considered to have some of the best hill climbers.
Army Day is celebrated on 15 January to recognize Lieutenant General K. M. Cariappa. It marks a day to salute soldiers who sacrificed their lives protecting India and its people. The Indian Army, Air Force, Navy, and Coast Guard work tirelessly to defend the nation's borders and interests.
The Scandinavian School of Brussels provides a Nordic education with a European profile. It prepares students to be responsible citizens through creative and critical learning. The school emphasizes safety and aims to certify as a Green School in 2013. It communicates regularly with parents through meetings and works closely with students, staff, and parents to achieve its mission of student success.
The Scandinavian School of Brussels provides a Nordic education with a European profile. It prepares students to be responsible citizens through a creative and critical learning environment. The school is updating its curriculum to focus on European aspects through study trips, collaboration with other schools, and ensuring student influence over curriculum goals. It also aims to support students' well-being through measures like its Student Care team and new traffic rules to foster a safe community.
The Scandinavian School of Brussels provides a Nordic education with a European profile in a safe and supportive environment. It aims to equip students with creative and critical thinking skills to become responsible environmental citizens. The school emphasizes multilingual learning, technology integration, and study trips abroad to foster European aspects. It also focuses on meeting student needs through tutoring and specialized support.
Thanks David Hawley IB chief academic officer presentation 2015Mick Purcell
The document discusses initiatives and innovations across IB programs. It outlines the IB's mission to develop inquiring, knowledgeable and caring students. It then discusses the IB's strategy from 2015-2019 which focuses on setting high standards, engaging educators, providing flexibility, excellent service, and delivering the IB mission. Specific program reviews and developments are then outlined for the Primary Years Programme, Middle Years Programme, Career-related Programme, and Diploma Programme.
Dipping our toes in water: eBooks as part of No Hidden Costs at Coventry Univ...Talis
The document discusses Coventry University's "No Hidden Extras" program which provides students with up to £250 per year of learning materials, including textbooks. In 2012-2013, the university distributed 20,000 print textbooks to 3,400 students. To make this process easier, the university piloted ebooks with some students and courses. While uptake of ebooks was not high initially, it increased over time as students grew accustomed to the format. The university plans to continue piloting ebooks and increase their use over time to reduce the logistical challenges of distributing print textbooks to thousands of students each year.
Global Learning and Professional Development in eTwinningAnne Gilleran
The document discusses implementing a whole-school approach to global education and international learning. It provides examples from two schools in the UK, Southwater Infant Academy and Shawlands Academy, that have successfully adopted eTwinning projects. At Southwater Infant Academy, all teachers are registered on the eTwinning portal and have international project goals. An example project between Italy and Southwater focused on sharing playground games. At Shawlands Academy, over 16 teachers are active on eTwinning, leading cross-curricular international projects in subjects like food technology, drama, and geography. Both schools saw benefits for students and teachers, including innovative teaching practices and opportunities for professional development.
Closing plenary - Connect more with the future - Andy McGregor and Dr Michael...Jisc
The final session of the day will incorporate two keynote speakers.
The first is Andy McGregor, Jisc’s deputy chief innovation officer. Andy will focus on Jisc’s visions for the future of its work across the education and research sectors.
The second is from Dr Michael Malone, director of curriculum and information services, South Eastern Regional College (SERC).
Jisc Connect more in Northern Ireland, 23 June 2016.
The document summarizes the first meeting of the Hands on CLIL Erasmus+ project, which took place in Slovakia in October 2017. Representatives from schools in Portugal, Spain, Turkey, and Slovakia attended the three day workshop to discuss project methodologies and plan future activities. Participants observed a CLIL music lesson, learned about each other's education systems, and provided positive feedback about the organization, hospitality, and opportunities for collaboration provided by the meeting.
This document proposes new measurable goals for a school district to align with its vision, mission, and values. It outlines 11 proposed goals in areas such as student achievement, attendance, behavior, college readiness, and surveys. Metrics and targets are provided for each goal from 2009-2010 through 2014-2015. Key strategies are identified to achieve the goals, and next steps are outlined to finalize and implement the framework.
The document summarizes survey results from 2013 about students in grades 8-10 at the Scandinavian School of Brussels. Approximately 88% of students responded. Survey results showed that students were generally satisfied with their learning environment and safety at the school. Areas identified for improvement included strengthening the school's learning cycle assessment tool and ensuring students feel motivated in their work. The analysis noted that recent class reorganization affected some students' satisfaction by separating Norwegian students from other nationalities.
This document proposes a choice program at the Northern Learning Centre that focuses on project-based and personalized learning with a focus on 21st century skills. It would start with grades 8-9 and potentially expand later. Key aspects include applied learning through student-selected projects, use of digital tools, a low student-teacher ratio, and an emphasis on collaboration, communication, creativity and health. Research suggests 21st century learning involves meaningful projects, school as a base for inquiry, collaboration over individual work, and taking advantage of digital technologies. The timeline proposes information sessions, hiring staff, and professional development over the next school year.
This document discusses embedding eTwinning, an online platform for school collaboration, into whole-school policies. It provides examples from two schools: an infant academy and secondary school in the UK. At the infant academy, eTwinning is led by the headteacher and a core team. Teachers partner on projects integrating practical and collaboration skills. Benefits include engaging students and improving technology. At the secondary school, eTwinning is integrated into the curriculum across subjects. Teachers collaborate internationally to share ideas and expertise. Students learn about diversity and global issues. The document also outlines the development of a training pack for eTwinning Ambassadors to establish mentoring models and quality projects.
The document discusses linking technical and vocational skills development (TVSD) to national strategic initiatives to fuel economic growth and job creation. It outlines key aspects of Finnish vocational excellence including its focus on image, quality, relevance, employability, governance, flexibility, and lifelong learning. The document advocates for collaboration between national strategic initiatives, educational planning, and institutional strategies with a common goal of ensuring jobs. It also discusses potential paradigm shifts for the future of TVSD, including recognizing informal learning, schools serving as regional development centers, authentic learning experiences, and awarding learning regardless of location.
The document provides website URLs for guidance on SSB interviews, specifically www.lakshyaindia.co.nr and www.ssbcrack.com. The document repeats the www.ssbcrack.com URL multiple times and contains no other text.
psychological technique used in SSB for areer as an officer in DefenceCol Mukteshwar Prasad
1. The document discusses various psychological tests used in the SSB, including the Thematic Apperception Test (TAT), Word Association Test (WAT), and Situation Reaction Test (SRT).
2. In the TAT, candidates are shown pictures and asked to create stories based on them. Their responses are analyzed to understand their unconscious motivations and relationships. The WAT presents words and measures initial responses, bringing thoughts from unconscious to subconscious levels. The SRT poses questions to confirm traits measured in other tests on a conscious level.
3. The tests aim to evaluate candidates on the 15 qualities measured in the Officer Like Qualities (OLQ) framework through their stories, word associations,
Picture Perception and description Test -Sample Pictures for SSB screening ...Col Mukteshwar Prasad
This document provides instructions to start writing for a test that will begin 10 seconds after the document is displayed. The test-taker is prompted repeatedly to start writing for the test that will commence shortly after viewing the instructions.
The Indian Army was founded on August 15, 1947 and is the largest branch of the Indian Armed Forces, with over 1.3 million active personnel. It is responsible for defending India from external threats and for maintaining peace and security within its borders. The army is organized into divisions, brigades, battalions and smaller units and is overseen by the Chief of Army Staff and Ministry of Defence.
The document provides an overview of the Indian Army, including its organization, roles, history, and involvement in nation building. It discusses the Army's primary mission of ensuring national security and defending against external threats. The Army is organized under various commands and has over 2 million active and reserve personnel. It has participated in several wars with Pakistan and one with China. The Army also plays a key role in internal security, disaster relief, and UN peacekeeping missions. The document outlines the process for joining the Army through different commissioning schemes and roles for men and women.
Inspiring motivational ppt of indian army.Varun Gandhi
The Indian Army is the land-based branch and the largest component of the Indian Armed Forces. It is responsible for defending and protecting India's borders. Some key points about the Indian Army are that it is headquartered in New Delhi and consists of highly trained soldiers and para-commands who work tirelessly to ensure the security of India, including engaging in conflicts like the Kashmir War and Kargil War along the Pakistan border. The Indian Army also has many advanced weapons, powerful tanks and aircraft, and is considered to have some of the best hill climbers.
Army Day is celebrated on 15 January to recognize Lieutenant General K. M. Cariappa. It marks a day to salute soldiers who sacrificed their lives protecting India and its people. The Indian Army, Air Force, Navy, and Coast Guard work tirelessly to defend the nation's borders and interests.
The Scandinavian School of Brussels provides a Nordic education with a European profile. It prepares students to be responsible citizens through creative and critical learning. The school emphasizes safety and aims to certify as a Green School in 2013. It communicates regularly with parents through meetings and works closely with students, staff, and parents to achieve its mission of student success.
The Scandinavian School of Brussels provides a Nordic education with a European profile. It prepares students to be responsible citizens through a creative and critical learning environment. The school is updating its curriculum to focus on European aspects through study trips, collaboration with other schools, and ensuring student influence over curriculum goals. It also aims to support students' well-being through measures like its Student Care team and new traffic rules to foster a safe community.
The Scandinavian School of Brussels provides a Nordic education with a European profile in a safe and supportive environment. It aims to equip students with creative and critical thinking skills to become responsible environmental citizens. The school emphasizes multilingual learning, technology integration, and study trips abroad to foster European aspects. It also focuses on meeting student needs through tutoring and specialized support.
Thanks David Hawley IB chief academic officer presentation 2015Mick Purcell
The document discusses initiatives and innovations across IB programs. It outlines the IB's mission to develop inquiring, knowledgeable and caring students. It then discusses the IB's strategy from 2015-2019 which focuses on setting high standards, engaging educators, providing flexibility, excellent service, and delivering the IB mission. Specific program reviews and developments are then outlined for the Primary Years Programme, Middle Years Programme, Career-related Programme, and Diploma Programme.
Dipping our toes in water: eBooks as part of No Hidden Costs at Coventry Univ...Talis
The document discusses Coventry University's "No Hidden Extras" program which provides students with up to £250 per year of learning materials, including textbooks. In 2012-2013, the university distributed 20,000 print textbooks to 3,400 students. To make this process easier, the university piloted ebooks with some students and courses. While uptake of ebooks was not high initially, it increased over time as students grew accustomed to the format. The university plans to continue piloting ebooks and increase their use over time to reduce the logistical challenges of distributing print textbooks to thousands of students each year.
Global Learning and Professional Development in eTwinningAnne Gilleran
The document discusses implementing a whole-school approach to global education and international learning. It provides examples from two schools in the UK, Southwater Infant Academy and Shawlands Academy, that have successfully adopted eTwinning projects. At Southwater Infant Academy, all teachers are registered on the eTwinning portal and have international project goals. An example project between Italy and Southwater focused on sharing playground games. At Shawlands Academy, over 16 teachers are active on eTwinning, leading cross-curricular international projects in subjects like food technology, drama, and geography. Both schools saw benefits for students and teachers, including innovative teaching practices and opportunities for professional development.
Closing plenary - Connect more with the future - Andy McGregor and Dr Michael...Jisc
The final session of the day will incorporate two keynote speakers.
The first is Andy McGregor, Jisc’s deputy chief innovation officer. Andy will focus on Jisc’s visions for the future of its work across the education and research sectors.
The second is from Dr Michael Malone, director of curriculum and information services, South Eastern Regional College (SERC).
Jisc Connect more in Northern Ireland, 23 June 2016.
The document summarizes the first meeting of the Hands on CLIL Erasmus+ project, which took place in Slovakia in October 2017. Representatives from schools in Portugal, Spain, Turkey, and Slovakia attended the three day workshop to discuss project methodologies and plan future activities. Participants observed a CLIL music lesson, learned about each other's education systems, and provided positive feedback about the organization, hospitality, and opportunities for collaboration provided by the meeting.
This document proposes new measurable goals for a school district to align with its vision, mission, and values. It outlines 11 proposed goals in areas such as student achievement, attendance, behavior, college readiness, and surveys. Metrics and targets are provided for each goal from 2009-2010 through 2014-2015. Key strategies are identified to achieve the goals, and next steps are outlined to finalize and implement the framework.
The document summarizes survey results from 2013 about students in grades 8-10 at the Scandinavian School of Brussels. Approximately 88% of students responded. Survey results showed that students were generally satisfied with their learning environment and safety at the school. Areas identified for improvement included strengthening the school's learning cycle assessment tool and ensuring students feel motivated in their work. The analysis noted that recent class reorganization affected some students' satisfaction by separating Norwegian students from other nationalities.
This document proposes a choice program at the Northern Learning Centre that focuses on project-based and personalized learning with a focus on 21st century skills. It would start with grades 8-9 and potentially expand later. Key aspects include applied learning through student-selected projects, use of digital tools, a low student-teacher ratio, and an emphasis on collaboration, communication, creativity and health. Research suggests 21st century learning involves meaningful projects, school as a base for inquiry, collaboration over individual work, and taking advantage of digital technologies. The timeline proposes information sessions, hiring staff, and professional development over the next school year.
This document discusses embedding eTwinning, an online platform for school collaboration, into whole-school policies. It provides examples from two schools: an infant academy and secondary school in the UK. At the infant academy, eTwinning is led by the headteacher and a core team. Teachers partner on projects integrating practical and collaboration skills. Benefits include engaging students and improving technology. At the secondary school, eTwinning is integrated into the curriculum across subjects. Teachers collaborate internationally to share ideas and expertise. Students learn about diversity and global issues. The document also outlines the development of a training pack for eTwinning Ambassadors to establish mentoring models and quality projects.
The document discusses linking technical and vocational skills development (TVSD) to national strategic initiatives to fuel economic growth and job creation. It outlines key aspects of Finnish vocational excellence including its focus on image, quality, relevance, employability, governance, flexibility, and lifelong learning. The document advocates for collaboration between national strategic initiatives, educational planning, and institutional strategies with a common goal of ensuring jobs. It also discusses potential paradigm shifts for the future of TVSD, including recognizing informal learning, schools serving as regional development centers, authentic learning experiences, and awarding learning regardless of location.
Dialogmöte på Högskolan Gävle 5 december 2017 om flexibelt lärande och blended learning med utgångspunkt i deras projekt om flexibelt lärande och min ICDE rapport om Blended learning
Dialogmöte på Högskolan Gävle om flexibelt lärande og blended learning med utgångspunkt i deras projekt om flexibelt lärande och min ICDE rapport om Blended learning
The Waituna Creek School Annual Plan for 2012 outlines goals in six key areas:
1) Developing inquiry learning and improving literacy and numeracy programs.
2) Reviewing curriculum and developing new strategic goals through community consultation.
3) Ensuring staff development and compliance as a good employer.
4) Monitoring the budget, implementing property maintenance, and preparing for the 2013 budget.
5) Ensuring health and safety compliance and practicing emergency procedures.
6) Monitoring policies and procedures, and promoting inclusion of Māori students and families.
The document summarizes Cardinal Newman High School's efforts to implement Scotland's Curriculum for Excellence. It discusses interdisciplinary projects connecting multiple subjects for students in S1-S3, use of ASDAN qualifications, and a homeroom system to support students. Evaluation found the initiatives improved student engagement and reduced disciplinary issues. The school aims to continue and expand these programs to fully realize the goals of the Curriculum for Excellence.
The survey of parents at the Scandinavian School of Brussels from 2010-2013 showed low participation rates, making the results difficult to interpret statistically. Overall feedback was positive on safety, bullying prevention, and encouraging parental engagement. However, reorganization to comply with Norwegian regulations caused worry among parents and took the school's focus away from pedagogical development temporarily. With the reorganization completed in 2013, the school is now refocused on strategic planning and quality improvement.
This document discusses St Aidan's Community School, which has 445 students and 60 teachers. It participated in a project called CONNECT that provided laptops and other technologies. The goals were to improve attendance, engagement, and educational outcomes. Teachers received training to integrate technology into lessons. Results included improved student participation, independent learning, and exam scores. However, teachers did not fully utilize all technology capabilities and pedagogy guided the technology integration.
Sir Jonathan North Community College is a girls' state school in Leicester that serves over 1200 students aged 11-16. It has specialized in visual arts, science, maths, and applied learning. The school was rated "good" by OFSTED in 2008 and has successful partnerships with other schools and organizations. It aims to help students achieve high standards, develop skills for employment and life, and demonstrate personal and social understanding. Recent GCSE results show over 70% of students achieved A*-C grades including English and maths.
Background
We can search for evidence of past, or even present, life forms within our own solar system, find
evidence of simple life on planets around other stars –- a planet where water could be present has
recently be found –- or even detect an intelligent signal from an alien civilization. The speaker was
a project scientist in the most sensitive search, Project Phoenix, ever undertaken. Sadly, no signals
were detected but a new 10 year search using two of the world’s largest radio telescopes is about
to begin and, during the next decade, a giant radio telescope, the Square Kilometer Array, will have
the sensitivity to detect alien signals from across the galaxy.
The document discusses grades and assessment in courses. It provides details on the purpose, abilities, content, and knowledge criteria for different grade levels. It includes statistics on pass rates for subjects like English, math, and Swedish for different school levels. It also discusses formative and summative assessment, fair assessment practices, expectations around keeping students and parents informed, and answers frequently asked questions about grades, assessments, and homework.
College Process - How to get a Sports ScholarshipKristy Lundstrom
This document provides information for students on pursuing college athletics. It discusses Darlington School's academic and athletic programs. It then offers extensive guidance on the college recruitment process, including visiting over 225 college campuses, creating player profiles, making initial contact with coaches, taking unofficial visits, and maintaining communication throughout the process. The goal is to help students maximize their potential for being scouted and earning athletic scholarships to respected universities.
This document contains an agenda for a meeting on June 3, 2013 in Room 22. The agenda discusses students, teachers, schedules, and preparations for the upcoming school year. It lists the students and teachers for the different language classes in Class 1. The Class 1 schedule is also outlined, showing the daily classes from 08:15 to 15:15 on Mondays, Tuesdays, Thursdays and Fridays, and workshops from 11:45 to 14:00 on Wednesdays. The document also discusses the differences between preschool and Class 1, and ways for children to prepare such as becoming more independent and reading more.
This document summarizes survey results from Scandinavian School of Brussels (SSB) students in grades 10-13 (GYM students) from 2010-2013. It shows the students rated various aspects of their learning environment, instruction, and school goals on a scale of 1-4. Across all categories, the average ratings were between 3-4, indicating students viewed their school as having a safe, respectful learning environment with clear rules and feedback. Areas rated highest included the quality of dialogue with teachers (3.5/4) and feeling motivated in their work. The analysis found students to be very satisfied with their learning environment and high levels of cooperation between staff and students.
The document summarizes the results of a survey given to students in classes 4-7 at the Scandinavian School of Brussels. Approximately 84% of students responded. The survey asked students questions about different aspects of their learning environment, feelings at school, use of technology, and more. Overall, students reported being satisfied with the level of support from teachers and feeling happy at school. However, some areas for improvement were identified, such as the learning cycle and tools like Schoolsoft, period planning documents, and transition week. The majority of students said they would recommend SSB to a friend.
The document summarizes the results of a staff evaluation survey conducted at the Scandinavian School of Brussels from 2010 to 2013. Approximately 85% of teaching staff responded. The survey covered several areas including values and learning environment, school goals, instruction and learning, school results, management and organization, and evaluation and quality control. Overall, staff expressed satisfaction with the learning and working environment, and felt they have opportunities to provide feedback and influence the school. However, supporting students with special needs was identified as an area for improvement. The school aims to enhance support for these students through additional coaching, improved documentation, and dedicating more conferences to the topic.
This document discusses developing critical thinking skills. It defines critical thinking as reasonable, reflective thinking focused on deciding what to believe or do. A critical thinker is open-minded, well-informed, and able to judge arguments and develop reasonable positions. The document then discusses generating critical thinking through asking questions, sorting information, debate, journaling and using different perspectives. It also covers building critical thinking by asking effective questions, looking for patterns, and using tools like T-charts. Assessing critical thinking involves defining learning objectives with verbs describing cognitive processes and objectives describing acquired knowledge.
The document summarizes planned changes for the Scandinavian School of Brussels for the spring term of 2013. It notes that inspection reports for the Norwegian, Swedish, and IB programs are pending or have identified areas for development. Classes 1-7 will have language, art, music, and sports grouped differently. Norwegian students in classes 8-10 and upper secondary will be taught most subjects together. Some teacher and schedule changes are outlined. Students have been or will be informed through meetings. The next parent meeting will be in February 2013.
The document summarizes updates on inspection reports from Norway and Sweden that may impact SSB's academic program. Key points:
- SSB submitted a response to Norway's inspection report in October and expects a response in late November/early December, with possible appeals and a final decision by June 2013.
- SSB is still awaiting a final decision from Sweden's inspection report, promised in June but with an unknown delivery date.
- The academic program is not expected to be affected for the spring 2013 term but may see changes to schedules, groups, fees and required national courses for the fall 2013 term depending on the inspection outcomes.
- Recruitment efforts should continue with all acting as ambassadors for
Technology Integration Information Parents Meeting - May 2012Kristy Lundstrom
The document is a summary of a technology information meeting at the Scandinavian School of Brussels. It discusses the school's plans to transition to a 1-to-1 learning environment where each student will have an individual computer. It outlines what has been done so far, plans for the upcoming year including upgrading infrastructure and providing training for teachers. It also discusses computer requirements, safety and responsibility policies, and expected benefits and methods of measuring success.
This document lists and summarizes various digital tools that can be used for science and math teaching, including videos, simulations, and interactive functions. It discusses how these tools could be used in the classroom, such as for bell-ringers, starters, assignments watched anytime via mobile devices. Specific resources highlighted include Khan Academy, Mathpickle, Shodor interactive labs, Algebra tiles for factoring, and YouTube science channels. The document advocates learning from colleagues and using real-world examples to engage students.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
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2. Scandinavian School of Brussels provides a dynamic Nordic education
with a European profile in a safe, supportive learning environment where
every student applies the creative and critical skills needed to become a
responsible and environmentally aware citizen.
3. BOARD OF DIRECTORS
During School Year 2011-2012
Full members:
Janecke Aarnæs (N) Chairman
Anders Lauren (F)
Mikael Schmidt (S)
Jette Nielsen (D)
Vidar Legreid (N)
Anne-li Wiklund (S) Representing Swedish school authorities
Mikael Sjöholm (S) Representing the staff
Anette Juul-Pedersen (N) Representing Parents´ Association
Deputy members:
Jørgen Moland (N) Janecke Aarnæs, Chairman
Ewa Nordström (S)
Adjunct members: “Our vision is to prepare students for success back
home and abroad. We are therefore proud of the
*Kristy Lundström Head of School high academic results obtained by our students and
*Bengt-Åke Edwardson Responsible Finance
we will continue to ensure that they perform well.”
The board of directors has had 8 meetings during the school year 2011-2012.
*According to bylaws ”the right to be present and to speak”
Content
Page 4 Head of School’s report
Page 5 Preschool and Extended Care
Page 6 Compulsory, class 1-7
Page 7 Compulsory, class 8-10
Page 8 Upper Secondary, Gym I-III and IB - International Baccalaureate Diploma Programme
Page 9 Academic Results
Page 10 Student Care and Staff Competence Development
Page 11 Beyond Academics
Page 12 Facilities and Finance
Page 13 Quality Assessment
Page 14 Parents´ Association and other partners
SSB Annual Report 2011/2012 3
4. Report from
The Head of School
Kristy Lundström
Email: kristy.lundstrom@ssb.be
Tel: +32 2 357 06 70
Dear SSB Community,
The 2011-2012 academic year has been filled with many exciting developments.
Our school has implemented an ambitious evaluation system – for students, staff, and
the school’s overall quality assurance. The school grounds have been improved with a
new nature trail perfect for enjoying our wonderful school environment. We have
developed true partnerships with schools in Norway, Sweden, Finland, Denmark,
Belgium, and the Congo. Our students have studied and visited Belgian and European
landmarks such as Versailles, Breendonk, European Commission, and more. Our staff
has learnt about successful integration of technology in learning. All of these activities and more have contributed to a richer
educational experience for all students at SSB.
This year has also been marked by multiple inspections from external partners. An ongoing Swedish inspection, a Norwegian
inspection, a 5-year self-evaluation survey with IB, and our annual Belgian audit have lifted our school to an aware organiza-
tion focused on performance, results, critical analysis, and development. Students, staff, parents, and the School Board have
worked together to provide all of our visitors with a true picture of our organization. Happily, I can report that all of the feedback
we have received so far is very positive.
I would like to thank our staff, board members, Parents Association, students and parents for your time and multiple efforts this
year. Our community is strong.
Together, we ensure that everyone learns every day.
Celebrating important achievements from our Strategic Plan
In 2010, the Board approved the strategic plan for 2010 – 2013. This plan is based on annual feedback surveys, academic
results, and national expectations. As we finish year 2, here are a few highlights:
ADMINISTRATIVE PRACTICES INFORMATION TECHNOLOGY
• Implementation of Schoolsoft on all levels • SSB teachers equipped with laptop
• Revised budget procedures • Professional Development - Effective Integration
• Annual reporting calendar for national requirements of Technology
• Developed Period Planning • Trained Tech Team of teachers to coach peers
• Revised Learning Cycle • Development of multimedia uses
• Implementation of Period IV ICT Project for every student
STAFF DEVELOPMENT
MARKETING
• Developed SAP (Staff Appreciation Program)
• Implemented new Learning Cycle for staff • Launch of new website
• Professional Development - New Swedish Curriculum • Development of social media outlets – Facebook, Twitter,
• 2 out of 3 steps in the implementation of new Salary YouTube, and blogs
Scale • Direct marketing to Finnish companies and families
• Direct marketing in Swedish & Norwegian Upper
GREEN SCHOOL Secondary schools
• Host annual events: Danish Christmas market,
• Acceptance in certification process for GREEN SCHOOL Norwegian National Day, Valborg
recognition • Welcome Nordic Ambassadors from Denmark, Finland,
• Green team established Norway and Sweden to SSB
• New on-campus running track • Multiple articles published in local and Nordic media
SAFETY & SECURITY
• Establishment of strategy focused on safety and security
for all students, parents, and staff at SBB, to be
implemented August 2012
4 SSB Annual Report 2011/2012
5. Current number of students: 44
The Deputy Head of
Preschool Country # of students
Danish 7
Pirjo Kortelainen Finnish 4
Email: pirjo.kortelainen@ssb.be Norwegian 14
Tel: +32 2 352 64 28 Swedish 19
“At Preschool, we focus on every student’s mother tongue language development”.
Mother tongue and Mathematics Extended Day Care
At Preschool, we focus on every student’s mother tongue About a fourth of the children at Preschool and some children
language development. We offer both language and commu- from Compulsory classes 1-2 attend extended day care. The
nication activities that strengthen the students’ skills. extended school day is from 08.00 to 17.00 in the Preschool
facilities. We offer supervision and learning activities before
We have also focused on everyday mathematics. How we and after the normal school day. This is an important service
count everything around us, how we order, how we group for SSB families where both parents are working.
like items, how we estimate, and more. Active learning with
laboratory exercises inside and outside make Math real at
Preschool.
Nordic Profile
At other times in our schedule, we focus on our Nordic profile.
We combine all nationalities in music, sports, and outdoor
learning. We celebrate all of our major events as one big
Nordic family. This year, we have celebrated the following
themes: Nissedag, Lucia, Fastelavn, Finnish National Day,
Pre-Olympics, just to name a few.
Study Trips
Farm visits and other visits outside school open up the world
and give our students experiences beyond the classroom. The
children play an active part in planning their own activities as
well as in the evaluation/reflection at the end of each period of
learning.
Play inside and outside have a big role in developing fantasy,
communication and social skills.
(mini) Wednesday Workshop
Preschool also offers Wednesday Workshop in French. This
is an extra-curricular activity with 19 children participating. The
focus is to develop the students’ vocabulary by using fairytales
as a theme. The children listen to stories and then they work
with drama, art, and ICT to develop their own learning.
“92% of Preschool parents agree they have good
contact with their child´s teacher.”
- Preschool Parent Survey, 2012
SSB Annual Report 2011/2012 5
6. Current number of students: 119
The Deputy Head of
Country # of students
Compulsory
Danish 15
Finnish 10 Class 1-7
Norwegian 34
Swedish 60 Eva Haaland
Email: eva.haaland@ssb.be
Tel: +32 2 352 64 24
The Learning Cycle and the Period Plans
The introduction of Period Planning has highlighted an impor-
tant focus on assessment this school year. Last year’s intro-
duction of the Learning Cycle created a base for this year’s Nordic and Multicultural exchanges
Period Planning. We’ve successfully merged the two into a
complete documentation cycle. The school year begins with Nordic Christmas traditions are nothing without the Lucia.
students and teachers discussing and documenting expecta- Faithful to tradition it was celebrated with a Christmas concert
tions, continues through implementation of overall goals into where students from 4-7 were performing together with the
the everyday learning, continuous measurement and dialogue school’s choir. Students in 1-3 have also worked with sharing
about student progress between school, parent, and student, Nordic traditions in their exchange with the Japanese School
and ending with students passing final exams and being given of Brussels. All students participated in the ECOLOCOS
their summative assessments at the end of each school year. project with Belgian students from HUB. Learning about
Nordic traditions, Belgian traditions from our host country,
More Study Trips and cooperating with other international groups in Belgium
enriches the learning in Compulsory at SSB.
An increase in study trips this year created a great way
to move learning activities outside the class
rooms for our younger learners! Trips to
The War Museum, Musée de la bandes
dessinée, Folon (art), Ramioul (prehistory) Would you recommend SSB to a friend?
are just a few of the examples of real and
relevant learning at Compulsory.
I feel confident with my teacher !"#$
%&$
Comenius
I have learned to plan and take responsibility for my
schoolwork
In the final year of our Comenius project
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
with Berlaymont and schools in Finland
and Denmark, we have had many exciting Student Survey, 2012
exchanges and projects. Teachers and students in cl. 6/7;
both sports teachers and class 6/7 has been visiting Finland.
We’ve also welcomed visitors from Denmark and participated
in online projects with our partner schools.
“We offer a dynamic curriculum - fantastic
learning environment – modern technology
tools with effective teachers, inside and outside
of school and through study trips.”
6 SSB Annual Report 2011/2012
7. Current number of students: 39
The Deputy Head of
Country # of students
Compulsory
Danish 1
Class 8-10 Finnish 4
Norwegian 7
Mats Borgmästars Swedish 27
Email: mats.borgmastars@ssb.be
Tel: +32 2 352 64 49
“Teachers and students alike have worked hard to make this year one to
remember. There have been many challenges, both academic and extracurricular,
and I am proud to say that we have pulled together and succeeded in our efforts.”
21st Century Learning Social environment and personalized goals
With greater student influence comes also greater We have conscientiously worked on creating a harmonious
responsibility. I have seen many memorable exchanges learning environment where everyone is given the opportu-
between students and teachers. Discussing anything from nity to achieve their own personalized goals. Respect and
conjugations to best classrooms methods, practices the over- responsibility are keywords in this process. Every day I am
all vision of the school. Students have continued to provide impressed to see the openness and helpfulness among our
teachers with valuable feedback on the challenges of being students and in the wider school community. This welcoming
a 21st century learner. This has inspired teachers to come attitude shows a deep understanding of the value of words
up with alternative learning methods bringing in more social such as empathy and international understanding. It is clear
media and digital learning. our students are great ambassadors in spreading the mes-
sage. This friendly atmosphere makes Lower Secondary a
Students have been engaged in assessing themselves and great place to learn and SSB a fantastic community to be part
each other’s movements in sports, recorded readings of of.
anthologies in mother tongue, blogs and even 3D modeling.
Student Council
I am inspired to see our students
embrace the opportunity to actively change
The students take part in setting the goals for their school work
their own learning environment and a big
thank you goes out to the Student Council
for their active role as initiators especially Students and parents are aware of the school’s goals.
in connection with classroom routines, )*+#
,-#
sports tournaments and not least the
student ball! The school has clear rules for school work and behaviour.
Safety and security is evident in the school.
!"# $!"# %!"# &!"# '!"# (!!"#
Student Survey, 2012
“With us, you can reach your highest
potential - individual attention for every
learner from every teacher allows our
students to reach higher goals.”
SSB Annual Report 2011/2012 7
8. Current number of students: 97
# of students The Deputy Head of
Country # of students
15
10 2
Upper Secondary
Danish
Finnish 3412
Norwegian 1626 Gym I-Gym III
Swedish 57
Christina Newport
Email: christina.newport@ssb.be
Tel: + 32 2 357 06 81
“At Upper Secondary, we broke the 100 student mark at the start of the autumn term. The
mix between guest students and day students is around fifty-fifty. This makes for a good
environment for the students and is good for greater stability in student numbers at SSB.”
New Swedish Curriculum Student influence
We have started implementing the new Swedish curriculum for Our period planning has also given a clearer structure to the
the gym 1 students. We have been preparing for the imple- way students have influence over their own learning. This
mentation since the autumn of 2010 and our teachers are year’s student survey shows that the changes have given
ready to take on the changes in both the school law and the results and the students feel that they have a real opportunity
curriculum. By introducing the period planning, we have been to influence their learning, not only during the planning phase,
able to make the goals and the new grading criteria more vis- but also throughout the school year.
ible to the students. The Period Planning also applies to the
students not affected by the curriculum changes. We also see student satisfaction when it comes to how well
the teacher follows up each student in their learning process.
The school has good routines and procedures for following up the
student’s learning results. “- The teachers at SSB follow up each student´s
learning every lesson and they know if we
Students work actively and together and take responsibility for their
own work. )*+#
are managing every step...”
,-#
Norwegian Gym II student
There is a high quality dialogue between teachers and students.
The school environment is good
!"# $!"# %!"# &!"# '!"# (!!"#
Student Survey, 2012
The IB coordinator
The International Baccalaureate Diploma Programme
Marianne Hafvenström
Email: marianne.hafvenstrom@ssb.be
Tel: +32 2 352 65 12
In line with our mission and aim to prepare students for success back home and
abroad, we offer the International Baccalaureate (IB) Diploma Programme.
This programme is recognized as being academically challenging and prepares the
students in the best possible way for university studies.
The Diplomas awarded at SSB are bilingual as the Mother tongue studied (one of the
Nordic languages) is different from the language of instruction (English). Our results
consistently exceed the World Average; especially within foreign languages our
students achieve excellent results.
Average SSB English (2009 – 2011) 6,3 / 7, World Average = 5,6
Average SSB French (2009 – 2011) 5,4 / 7, World Average = 4,9
8 SSB Annual Report 2011/2012
9. Excellent Academic Results
“We offer a multilingual environment -
English & French, Nordic languages.”
2011-2009 2008 - 2006
DELF Diplôme d'études en langue française
French A2 100% passed 100% passed *B2 exam qualifies students
proficiency B1 94% passed 100% passed for further studies at
exams B2* 100% passed 100% passed a French speaking university
International Baccalaureate
% passed diploma 100% 97% minimum passing score = 24
average score 33 32,7 maximum score = 45
Norwegian
class 5 2011-2009, school average 2008-2007, national average
Reading 2,3 2,5 National Exams
Mathematics 2,3 2,2 minimum score = 1
English 2,6 2,8 maximum score = 3
*SEN students scores are omitted
class 8
Reading 3,9 3,4 National Exams
Mathematics 3,7 3,7 minimum score = 1
English 4,2 3,6 maximum score = 5
*SEN students scores are omitted
class 10 2011-2009 2008-2006
Norwegian 4,2 N/A National Exams
Mathematics 4,3 3,9 minimum score = 1
English 5,2 5,3 maximum score = 6
Natural Science 4,8 5
Norwegian Upper Secondary
Norwegian 3,9 N/A National Exams
Mathematics 2,8 N/A minimum score = 1
English 4 N/A maximum score = 6
Foreign Language 4,6 N/A
Social Science 4,5 N/A
Natural Science 3,2 N/A
Swedish 2011-2009 2008-2006
class 4, åk 3
Swedish 100% reached course goals* N/A
Mathematics 98% reached course goals* N/A
* exam was first given in 2010
class 6, åk 5
Swedish 99% reached course goals 97% reached course goals
Mathematics 98% reached course goals 96% reached course goals
English 100% reached course goals 97% reached course goals
class 10, åk 9
Swedish 15,9 16,4 G = 10 points
Mathematics 15,5 15,2 VG = 15 points
English 18,2 17,8 MVG = 20 points
Natural Science 15,1*
*exam was first given in 2010
final grade average 275 265 maximum score = 320
Swedish Upper Secondary
Swedish 15,4 N/A G = 10 points
Mathematics 13,9 N/A VG = 15 points
English 18 N/A MVG = 20 points
French 15,8 N/A
final grade average 17,1* N/A
*2011 average
SSB Annual Report 2011/2012 9
10. Student Care
Thirty students at SSB have received extra support in their learning
this year. Each of these students has an individual plan of special
measures. This plan focuses on the goals in the curricula, student
progress is evaluated and the plan for further support is updated
regularly. Some students have a student assistant to support them
in their learning. This year, we have begun a co-operation with a
Swedish speaking speech therapist. She works at SSB with indi-
vidual consultations and support/further education for parents and
staff. The student care team meets weekly and is responsible for the
overall student care at school. The team has the competences to do
learning screenings and WISC tests. The Student Care Team also
supervises the Friendship Supporters. This student group helps in
the preventative work with our Zero-plan.
At SSB, alot is done to counteract and prevent bullying.
)*+#
,-#
Is there a positive spirit and good atmosphere at school?
Have you received the support and help you needed from
your teachers?
Staff Development
!"# $!"# %!"# &!"# '!"# (!!"#
Student Survey, 2012
“At SSB, we work under the motto - STAR
– Staff Together, All Responsible.”
“The student works in a supportive and
Staff development is carried out on many different levels to meet the
safe learning environment, characterized by
needs of the individuals and the needs of the group as a whole. respect and responsibility.”
During this school year, the staff has had six In-Service days, with
focus on:
• Technology integration into the learning, 1-to-1, Smartboards,
I-pads, online tools
• Curriculum work with the new Swedish curriculum
• Development of the period planning system
• Implementation and further development of our assessment
matrices
• Special education methodology
The professional development of staff also includes:
• Co-operation with/visits to schools in our home countries and
Nordic schools abroad
• Study visits to other schools in Belgium
• Further education for independent study,
8 teachers have participated in the following subject areas:
Norwegian, Mathematics, Special education, Religion, Dyslexia
The Staff Appreciation Group and the Cooperation Group, together
with the administration, have further developed the team atmo-
sphere at SSB by:
• Implementing two out of three steps leading to a new Salary
Scale, third and final step - August 2012
• Offering monthly social gatherings for informal team-building
• Serving staff breakfast once a week
• Offering Friday morning gatherings, a weekly
opportunity to celebrate birthdays and other important events
10 SSB Annual Report 2011/2012
11. Beyond Academics
Culture School
83 students participate in our Culture School program.
The program offers:
• Music Club cl 1-3
• Music Club cl 4-7
• Individual instruction in piano, guitar, singing, drums,
violin, cello, clarinet, recorder
• Small group instruction in singing, piano and guitar.
In addition to weekly lessons, the Culture School also offers
four Music Cafes each year where our students perform what
they have learned in front of our school community. We have
also started a SSB music blog where we regularly publish
recordings, including students own compositions.
Sports Club
Wednesday Workshops 175 SSB students participate in our after school sports
program. The program offers class in:
• Football • Volleyball
53 SSB students participate in our after school academic • Gymnastics • Basketball
program. This year, the program offered: • Judo • Tennis
• Swimming • Dance
• Mathematics/Problem Solving • Zumba/Body pump • Handball
• French • Floorball
In the past, we have also offered Advanced English and
Homework Help. This two hour program offers students a The Sports Club teams also represent SSB in multiple school
chance to stay after school on Wednesday – eat lunch, play competitions. For the 10th year in a row, SSB has participated
together, and then participate in 60 minutes of extra in the Brabant-Wallon School tournaments. Our participa-
instruction. tion and success earned the SSB Sports Department a prize
of 800€ to invest in new sports equipment. Taught mostly
by Belgian instructors, sports in French offer our students an
excellent opportunity to practice their French language skills
and stay healthy!
SSB Annual Report 2011/2012 11
12. Report from the Financial Manager
Facilities and Finance
Bengt-Åke Edwardson
Email: bengt-ake.edwardson@ssb.be
Tel: + 32 2 357 06 72
”…the accounting records are maintained
in accordance with the legal and regulatory
requirements applicable in Belgium.”
The Statutory Auditor
PwC Reviseurs d’Entreprises SCCRL
16 May 2012
Revenue Buildings and investments
SSB received a total of income of 6.637.000€ to support Total investments during 2011 amounts to 173.000€
our operational and capital expenditure requirements for
2011-2012. Eighty-eight percent of SSB’s income was Major investments for 2011-2012 include:
derived from school fees and subsidies.
• New website and promotional films about the school.
The global revenue per student is 21.800€. • Fire curtains on the elevator doors in the castle and ad-
ditional fire doors
Expenses • School restaurant has been refurbished
• Laptops for every teacher
From 2010-2011 to 2011-2012, SSB has reduced
costs by 487.000€. Staff expenses represent 64%
of the total expenses. For the second year in a row, How the money comes in...
pedagogical staff received a 2,5% salary increase in ! Financial revenue
addition to the mandated cost of living index increase. 2%
Staff costs correspond to an average expense of
14.000€ per student. Various school products
1% Other
revenues
The global cost per student is 21.800€ 9%
The result for the 2011 year shows a loss of 1.000€,
compared to a 2010 loss amounting to 182.000€.
School fees Subsidies
28%
School fees
60%
In August 2011, the school fees for the national
programmes were reduced by 5%.
State subsidies
The National Agency of Education in Sweden
(Skolverket) withheld 20% of the subsidies from
April 2011 pending a further plan to decrease the How the money is used...
school fees. The amount withheld for 2011 is ap- Depreciation Financial expenses & taxes
proximately 200.000€. This money is expected to 7% 3%
be repaid in June 2012. Scholarships
2%
School food
Facilities 6%
The overall cost of maintaining our facilities is Administration and
538.000€. A major expenditure this year has been a Technology
5%
30% increase in the price of oil compared to 2010.
Facilities Staff
8% 64%
Classroom materials
5%
12 SSB Annual Report 2011/2012
13. Inspection - An Ongoing Process of Development
At SSB, inspection is a process where external agencies exactly. Our multilingual school profile and integration of
come in and assess the quality of our program. Nordic student groups set us apart from all of the other
SSB is inspected by: schools. At times, this can make interpreting results confus-
ing. There is often a lively dialogue to help our visiting inspec-
• Swedish national authorities tors truly understand our school.
• Norwegian national authorities
• Finnish national authorities What does SSB get out of all of these inspections?
• International Baccalaureate Organization
• Price-Waterhouse Coopers for accounting practices
• Mensura for Belgian human resources practices A continued focus on our mission and our objectives. Our
staff is challenged to comply with national standards within our
These inspections require our board, administration, and staff local environment. Our board is challenged with interpreting
to conduct a self-study that measures our success against and applying the national expectations within a Belgian legal
the standards set by the different agencies. The results and context. Our students are challenged to critically reflect over
analysis of the results are submitted in written form annually their own learning and how we can better support them.
or in accordance with an evaluation cycle. The written reports Thanks to all of the members of the SSB community for their
can be followed up by on-site visits. generous commitment of time and effort during this process.
During this year, we have been inspected by the Swedish and
Norwegian educational authorities. Both inspections have
provided us with invaluable feedback as to how we can further
develop our programs. A series of follow-up discussions “At SSB, we believe that all feedback leads
allow us the opportunity to participate in the national education
to development. We want our development
debates in both home countries.
to be governed by active, continual, and
Being a Nordic school abroad where we combine the national systematic assessment. Critical observation
educational program of Finland, Norway, and Sweden with and analysis are key.”
the Danish and International Baccalaureate programs means
that we do not fit into any one national inspection framework
Quality Assurance
The Board and staff of SSB have introduced the KFF-KSS Every checklist has a reference to the relevant school law or
Quality Assurance program this year. This is a Norwegian guiding document from Norway and Sweden. (Belgium and
system adapted for SSB to include Finnish, Swedish, and Finland’s law references will be added in year 2) At each
Belgian quality demands as well. monthly board meeting, the results of one module’s check-
list are presented showing if the requirement from our home
The process includes a thorough risk analysis done through a countries is met or not. If not, the school administration pres-
360◦ review. The risk analysis highlights areas the administra- ents an action plan to meet the demand.
tion and the board need to further study.
The first year results showed that our routines are still in
In this system, data defining the quality of program at our development. We need to be more systematic in our routines
school is collected in two ways: through routine checklists to guarantee quality throughout the entire program. In addi-
and through analysis of ad-hoc occurrences. This year has tion, we have to identify the appropriate areas where students
focused on developing a system for collecting information from should and can have real influence over their own learning.
routine checks.
In the second year, we will further develop this tool to
A control group made up of staff, students, and parents has include all three Nordic school curricula and school laws, as
worked through a series of checklists – measuring and iden- well as the Belgian employee and accounting laws. Once
tifying areas of strengths and areas of needed improvement. fully tailored for our school, this tool will be invaluable for the
The six modules of the program include: administration and the board to measure continued quality at
SSB.
• Working environment for employees
• Students’ academic learning environment
• School-based assessment
• Information practices “At SSB, we also believe in transparency and
• Staff Competence development openness. We believe this leads to honest
• Students’ psycho-social environment dialogue. When dedicated students, staff,
• Follow-up of national assessments: grades and tests and parents engage in how to improve our
school program – that is when the best
possible results can be reached.”
SSB Annual Report 2011/2012 13
14. Report from the Chairman
Parents´Association
Anette Juul-Pedersen
Website: pa.ssb.be
At SSB, there is a great Politics, The Student Care team at SSB, The Battle at
deal of engagement in Waterloo and a meeting for newcomers.
the parent community,
and some of them are in In 2011-2012 year, we have arranged two movie nights, with
the PA. We have also different movies, mainly for the age group 5-12. At the end of
established a Parents term ceremony before Christmas, we served “gløgg” and “pep-
Pool. Our goal in the PA perkaker”, and at the end of term ceremony before the sum-
is to make SSB an even better place for students, staff and mer holiday we also serve a drink and a snack. We have also
parents. arranged a Garage Sale and, in cooperation with the school,
we have taken part in the SSB-Day. Our profits from this day
The PA was represented at the SSB Open Day in August. will go towards the new running track at SSB.
This gave us an opportunity to introduce ourselves to the new
families and provide them with our information guide ”In and The PA has a very good cooperation with the school, and we
around Waterloo”. Reaching out to new families is an impor- are happy to help out with different events, like Lucia, concerts
tant task for the PA. We try to give all new families a host and other activities. We have also signed the European break
family, with children about the same age. fast pledge, which supports the “Breakfast is Best” program,
helping to support the school in this important work.
At our Coffee meetings, 6-8 times a year, we try to create an
arena where parents can meet. We have different topics of
discussion, and this year we have heard about Belgian
“SSB offers a community of support - a safe and
supportive network of friends, teachers, and
caring adults surround every student.”
Sponsors of SSB
During 2011-2012
• Brussels School
• DAVIDA Clothing
•
Partners of SSB •
Lee Jeans
Christine Wegenhoff
During 2011-2012
• Eat.Learn.Live
Fonds Reine Astrid • EAB Insurances
• Scolarest
Nordic Churches in Brussels • Medicover
• How to Kiss a Frog Clothing
Music Chapelle Reine Astrid
• Birgitta Asp
Svenska Kulturfonden • AB Copie
• Waterloo Flor
Suomi Koulu – Finnish Home Language School • Gourmet Food & Gifts
Icelandic Home Language School
• Foodstock
• Profile Pilates
Nordic Clubs in Brussels • SWEA
• JM Construction
• IMMO-V
• M-JOY Cupcakes
• SIMON & FILS
• Health City
• Scanshop
• WDR Insurances
• Lancon
14 SSB Annual Report 2011/2012
15. Highlights 2011-2012
All Upper Secondary students participated in SSB MUN – Model United Nations. Topics of debate:
Migration and Human Trafficking.
Mikael Sjöholm, Social Science teacher, named EU School Ambassador.
SSB became a Learnit24 school focused on effectively implementing technology in a 1-to-1 learning environment.
New environmentally friendly running track on campus.
Finnish Home Language School – Suomi Koulu.
Icelandic Home Language School.
Swedish Home Language School - Kompletterande Svenska.
All four Nordic Ambassadors visited SSB this year.
SSB offers online video courses in Spanish to students in Petelax, Finland.
IB CAS students, Anna Nyberg and Fanny Wingårdh are recognized for their outstanding work with the
World Food Programme.
SSB is selected as a pilot school for the Eat.Learn.Live nutrition programme.
Students in Classes 1-3 participate in a cultural exchange between the Japanese School of Brussels and SSB.
Students and teachers in Classes 6-7 participate in a two year Comenius project together with students from
Berlaymont, Sejs School in Denmark, and students from Rukka, Finland.
SSB is accepted into the Green Schools Certification programme.
SSB partners with Kashobwé school in the Congo.
16. Celebrating 40 years of success
in 2013!
Square d’Argenteuil 5
1410 Waterloo, Belgium
www.ssb.be