25

23

Yes

Yes

French, Spanish and Latin

iPad 1:1 programme

Yes

Yes

Yes

Yes

All applicants are invited to spend a day or half of a day (depending on the age of the applicant) in a BES classroom, to allow us to observe the applicant in our learning environment. On this day the applicant will be interviewed by BES Coordinators and will be assessed for readiness for the BES bilingual program. This assessment is designed to help the school evaluate the applicant’s ability to access the BES bilingual curriculum. No decision on entry can be made until the Application Process is completed and the Educational Leadership Team has met to discuss the results of the application. It is the aim of the ELT to admit all students who can benefit from the bilingual educational program offered by the school and the school strives to create an inclusive school community.

Yes

100%

No

Yes

BES is an inclusionary school and accepts students with a wide variety of skills and abilities. However, students with special physical, academic, emotional and/or behavioral needs will require careful consideration prior to admission. BES has limited resources to devote to children with special needs and a child may not be admitted if it is felt that the school cannot provide an ongoing program of instruction that meets the needs of the student.

Yes

8:30 am

4:00 pm

Lego, Extra English, Choir, Drama, Minigames, Ping Pong, Karate, Judo, Modern Dance, Ballet, Chess, Calcio, Latin, Guitar, Piano.

Yes

Yes

Gym

BES provides a challenging dual language program that engages learners through inquiry and collaboration. We encourage our students to think critically, to take risks and to be creative. We challenge learners to strive for personal excellence, and we value the intellectual, social, artistic and physical development of each student, which have a significant impact on his/her academic achievements and personal growth. We aim to provide a stimulating environment that fosters a life-long love of learning. We assist students in developing strength of character by learning to make appropriate choices and by taking responsibility for their actions. We expect BES students to embody the attributes of the learner profile, to take thoughtful and appropriate action, and to develop their unique potential. We seek to inspire the compassion and international mindedness necessary for learners to contribute responsibly to the global community.

Constructivist learning theory suggests that people develop their own understanding and knowledge of the world through experiencing things and reflecting on those experiences. When learners encounter something new, they have to reconcile it with their previous ideas and experience, sometimes changing what they believe, or sometimes discarding the new information as irrelevant. Learners, then, become active creators of their own knowledge rather than passive recipients of ideas gleaned from the textbook or from the teacher. In order to construct new knowledge, students must ask questions, explore, and reflect on what they have learned.
In the classroom, the constructivist approach takes the form of engaging students in hands-on, minds-on learning activities like experiments and real-world problem solving in order to create more knowledge. Students then reflect on and talk about what they are doing with their peers and identify how their understanding is changing.
The teacher is a facilitator who assesses the students' preexisting conceptions and guides the activity to address and build on the students’ ideas. By designing problem-solving and inquiry-based learning activities, the teacher encourages students to formulate and test their ideas, draw conclusions and inferences, and communicate their new knowledge in a collaborative learning environment.