2012-2013 – EDUCATION COUNCIL FOR SECONDARY 2
Date: 07.03.2013
Time: 16h00
Room: Building W, room 119
For Management / Pär Arvidsson FÄLDT, ChairWulf SCHLABE
For the teachers / Colm O’CONNOR
For the parents / Nigel FREAKE, APEEE
Sylvia KREUZBERGER
Yves SUSANNE
Sarah CONYERS BARBER
For the pupils / Bertram KRESS FUGL
1. / Designation of minute taker
Mrs. Sylvia KREUZBERGER is designated as minute taker.
2. / Apologies for absence
Mrs. GALLAS is excused.
3. / Approval of the agenda
The agenda is approved.
4. / Approval of the minutes of the previous ECS
5. / Matters arising from the minutes
6. Management
6.1. / Résumé since last meeting
Mr. SCHLABE starts the meeting with an intervention about the general situation and the structure of the Secondary. More concretely, he speaks about the importance of behaviour which must be improved among the pupils, as well as about the need to improve communication from the school to the parents.
He explains that there will be Level coordinators for S1 (Mrs. Schiavo and Mr. Laverny), S2 (Mr. MacAlister) and S3 (Mr. Duriez and Mrs. Leroy) who will be responsible for collecting data about behavioural problems and for harmonisation across language sections for their respective levels.
For pupils with already known “problematic behaviour”, each teacher should fill in lists describing the problem and the respective sanctions applied. These lists should be sent to the coordinators via the class teachers, who should then analyze them and find out if there are reasons for a certain type of behavioural problem in a certain language section (e.g. forgot very often to do his homework because there is always a lot of homework, and in another section there is very little homework, so that the problem doesn’t arise). The teachers should also communicate about behavioural problems via the agenda of the pupil, so that the parents are aware of this - and also about the sanctions applied. In case there is an improvement in the behaviour, this should also be mentioned in the agenda. In any case, there are only about 10 pupils per language section who really cause behavioural problems, but it is essential to address this issue – also to put a structure in place and set an example to the younger pupils.
All the pupils know the rules and sanctions in place, and Mr. Schlabe is of the opinion that the general atmosphere has improved since January.
The parent representatives acknowledge the interesting research presented to parents by Andrea Heering in the first Drug Information Evening about the physiological conditioning of developing adolescent brains for immediate/frequent rewards and positive feedback. In the light of this evidence, the parent reps ask whether there are plans to evolve the Secondary behavioural programme to incentivise and recognise good/improved behaviour through some kind of reward system (linked specifically to good behaviour and citizenship) and through positive communication to parents about such successes (as further encouragement to their children.) Answer: The programme will be evolved but there no plans (yet?) along these lines. The prospect of good academic results is seen as the main incentive for children to behave well. Feedback through termly face-to-face parent-teacher meetings is considered sufficient for now.
In order to fight the problem of too many pupils having "nothing to do" during the breaks, Mr. Schlabe tells the meeting that there are 6 teachers who want to organize different workshops (Arts, Music, Newspaper...). He points out that the teachers ("chargés de cours") will work for free to organize these courses.
APEEE is also encouraged to provide a complementary lunch-time périscolaire programme. The parent representatives affirm that planning for this is underway and that the APEEE team will continue to liaise with Mr Fäldt to ensure that it is additive and will not conflict with the teacher-led activities in any way.
Since the celebration of the “Chinese New Year”, there has been a lot of interest from the Chinese side to offer dance and music workshops in the school, and concrete steps have already been taken by the school to put this into practice. Mr Schlabe gives the parent representatives an information sheet from the EU-China Yangko & Yaogu Team (part of the EU-China Cultural Centre NGO) about two dance offers he has received. This is for follow-up by the APEEE périscolaire team in consultation with Mr Schlabe. Additionally, there are some parents with children from mixed marriages who want to organize language courses. In any case, there could be some money for projects via the EU-China-Dialogue. Mr. Schlabe also speaks about a possible Comenius project with other schools about the theme of “Music”.
All this information is very favourably received by the members of the Education Council. Mr. Freake points out that it is in the interest of parents to support all these initiatives, especially because some parents expressed their concern about the behavioural situation.
Concerning the question of bullying, Mr. Schlabe says that all religion/ethics teachers are advised to use about 6 hours of teaching time (over the course of a year) to address this theme (also using role plays).
A school Working Group on bullying will also be set up, for which parental participation will be welcomed and requested (through an invitation from the school to the APEEE Pedagogical Working Group to provide suitable parent participants.)
There is some brief discussion in the meeting about finding ways for S3+ students to develop their maturity by taking on responsible roles (possibly in the canteen and library.) To be discussed further.
Mr. Schlabe announces that he will write an information letter to all parents (about rules, sanctions, information about who children and parents can turn to for help regarding bullying, workshops etc.)
More items for information:
1) This spring, there will be a theatre play (with the Ixelles school) concerning the theme of children from a refugee camp in Nigeria (who went on to graduate from school despite having previously been prevented from studying on the basis of their ethnicity.)
2) Music performances at school:
March 19th – Yale Alley Cats (undergraduate a cappella singing group. No fee to school or APEEE, visit sponsored by a parent.)
May - Bulgarian pianist. APEEE is invited to invited to host this event as it will involve the cost of hiring a grand piano. Mr Schlabe proposes the cost is recouped by an entrance fee or request for donations on exit.
3) There is a second study hall open now for pupils who want to have a “quiet place”, recognising that the main study hall does not have enough capacity and is not always suitable for quiet study.
4) There will be a “stage de formation” on supervision, which should also include the bus supervisors (in the buses, the same sanctions should apply).
In any case, the Secondary needs “simplified rules” as they have in Primary! The APEEE is requested to work with the school on ensuring a common, simplified code of behaviour is applied everywhere.
Security risk scenario:
Mr. Schlabe presents a table where all the risks and the procedures in place are listed – it is very complete, covering risks relating to finance, infrastructure, personnel and health. So there are procedures for every possible situation (some parents were worried after the fire). Mr Schlabe is concerned about pupils' safety & the potential exposure to drugs etc. on the way to & from school. He therefore asks the members of the board present to encourage parents to use the APEEE
transport for as long as possible.
Mr. Freake offers to include a brief summary of Mr Schlabe's lunchtime plans (extra study room & activities) in an announcement of the disco to be put on the APEEE website. Mr Schlabe thanks him but asks that it not detract from the school's announcement.
In relation to financial risk, Mr Schlabe reminds the APEEE that the school is prevented from taking any financial risk, even to the extent that costs can only ever be reimbursed AFTER they are incurred and on production of receipts. He emphasizes that this has consequences for organising events at the school and underlines the importance of a collaborative relationship with the APEEE.
At the end, Mr. Schlabe asks Bertram about the current atmosphere among the Secondary pupils. Bertram says that it is ok, but some considered that it was unfair to cancel the disco on 23rd February.
After he leaves, there is a little time to talk about parents´issues. See the respective points below.
6.2. / Extra school activities
Covered above (6.1) by Mr Schlabe
6.3. / Trips
Not discussed.
6.4. / Project weeks
At the end of the school year, there is a plan for 2 weeks of cross-curricular “projects” which will still deliver all key elements required by the curriculum but in a particularly imaginative and engaging manner. Mr. O´Connor collects ideas from teachers. The parents welcome this initiative and thank the Secondary School for the time and effort they are taking to put it together.
6.5. / ESSS
Reiteration of invitation to parents and their children to visit the Science Symposium Expo (date confirmed as Monday 12th March, from 18h00.)
6.6. / Music options in S1 and S2
Mr Fäldt explains that the music teachers would like to offer three music options to S1&2 from September. The aim is to overcome the timetabling difficulties encountered in trying to develop a school choir and an ‘orchestra.’ The proposed solution is to devote some lesson time to a) choral or b) instrumental music-making (with a third, ‘balanced’ option offering some exposure to both disciplines but without the opportunity for participation in either the choir or band/orchestra). A letter to parents has been drafted to inform them of this matter (choices are for next year). The opinions of the parent representatives on the SEC are sought in the meeting.
The parents respond that:
- They respect the professionalism of the music teachers and so support the general idea if that is what the teachers feel would be best to develop music in the school.
- Given that the students will be expected to commit to a single option for a full year, additional detailed information about what is really involved in each option (ideally via a briefing/sample lesson from the relevant teachers) would enable students to make informed choices (to which they would then be more likely to remain personally engaged throughout the year.)
- They recognize that students already involved in music might find the choice rather difficult and limiting and so the parents ask the question: Will students opting for the instrumental or choral option still be given some exposure to the kind of music-making covered in the other course? The answer given is ‘yes’.
- What happens if one option is oversubscribed?
- Finally, the parents ask: As a number of parallel classes will needed to deliver this proposal, will there be some attempt to match language skills of teachers with those of students? (They explain that this question is prompted by reports of persistent class disruption as a result of current mismatches in language skills and some students (especially those new to the school) feeling/claiming they have totally inadequate levels in L2 to follow the lessons.)
On these last two points, the school answers that there will be a number of parallel classes to deliver the three options so it is hoped that all students will be able to follow the option of their choice and all factors will be considered in assigning the groups.
Mr. Freake adds that the APEEE has started a survey on parents´interest in music lessons organized by the APEEE – he will send the results to Mr. Fäldt.
7. Parents
7.1. / Behaviour How can parents help the school?
The parents explain that the APEEE Pedagogical WG continues to receive a number of expressions of concern from parents about behaviour in Secondary and acknowledge that parents have a role to play, both individually and as a parent association representing parents and delivering services used by students. Although there was no time left to discuss this point further in this meeting, it is agreed that the topic was partially covered earlier in the meeting (6.1) by the behaviour action plan announced by Mr Schlabe and by the school’s request to the APEEE pedagogical group to provide parents to participate in the anti-bullying Working Group being set up by the school.
7.2. / Working Groups –
See 7.1
7.3. / SELFES-TEAM - Scenarios/Films
The parents bring up a suggestion from the SELFES-Team for students to make little ‘role-play’ films about handling dilemmas involving drugs/alcohol, as a way of helping students to embed the messages contained in the Unplugged programme.
The teacher representative (Mr O’Connor) asks whether the intention is for these films to be used as a pedagogical resource or whether the learning is limited to the self-reflection and discussion integral to the production process.
As Mr O’Connor has experience of using films as teaching aids and in education about personal/social/health issues, the committee agrees that he has the appropriate expertise to engage with the SELFES-team on any possible development of this idea.
7.4. / Timetable changes - S3 lunch hours
The parents ask that any timetable changes for September 2013 address the lunch break currently felt to be too short by a number of S3 students. The school responds that 70% of S3 are not affected by the short lunch breaks of 30 minutes. Nevertheless, they undertake to try to avoid this situation for all pupils next year.
The student rep, Bertram, adds that the self-service has contributed to a better and swifter functioning of the canteen.
7.5. / Music & Drama provision
The parents ask about the possibility of a joint project with parents to
kickstart both school & périscolaire programmes for the coming year. The SEC members discuss that the answer may lie in the plans for the last two weeks of school which include ideas for just such cross-curricular initiatives.
7.6. / Option Choices
The parents raise the open question: What more can we do to prepare children for these important decisions? Background: Parents have expressed concerns that more information is needed concerning the options for next year because students and their parents cannot foresee all the consequences various options may have (e.g. timetable issues, free lessons etc), especially given:
- the lack of experience at EEBIV up to BAC (experience that is normally transmitted from ‘upper years’ of a fully grown school e.g. regarding failure/repeat rates for certain subjects, implications of choices for future post-school studies…)
- anticipating changes through ongoing reform of Secondary Studies (e.g. future limited options, regrouping, increasing use of L2 or HCL for more options…)
It is agreed the SEC members will think about ways to improve and augment information about the implications of options (that often must be followed up to BAC). It is meanwhile suggested that we find a way to help pupils to ask the concerned teachers directly about the content of the options (where possible).
7.7. / Standardisation of Text Books & published lists
The school confirms that this will be put in place before the end of the school year. Early publication of a standardized list will enable an academic book fair to take place and the APEEE to organise a sales of 2nd hand text books, both before the end of the summer term. The aim of having a single published list is also to avoid repetition of such problems as children not having the right books at the beginning of term, chasing books with inaccurate ISBN numbers or out-of-print text books and changes to book requirements occurring after parents have already bought them.
8. Miscellaneous
9.Teachers
There are no points from the teachers
10. / Date of the next meeting
Next school year (2013-2014)
No dates announced. The meeting closes at 6p.m.
B4-MN-094-en-1 – 2012-2013 - MN ECS 3 – 07.03.2013 (draft) Page 6/6