Editorial. APEEE Luxembourg Secretariat. Editorial. Ad Parentes contributions. Dear parents, dear members,

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1 Ad Parentes Journal of the APEEE, the Parents Association of the European Schools in Luxembourg Journal de l APEEE, l Association des Parents d Elèves de l Ecole Européenne à Luxembourg No. 3 / Well done!

2 2 Ad Parentes No Dear parents, dear members, Editorial It is with great pleasure and a small measure of pride that we focus this issue of Ad Parentes on some of the activities that make our two schools so very special. First of all, we would like to draw your attention to the article about the Model European Council, which was taking place in Munich as this journal was being completed. You will be able to read about how the school s team prepared for the event, including their meeting with one of Luxembourg s MEPs, Mr Goerens. You can also read about this year s Classe de neige in Zinal, Switzerland, for the 5 th year primary students. We present this year s school musical, Bye-Bye Birdie. The musical features a cast of no less than 60 students and a great number of students working behind the scenes to realize the large-scale production. There will be performances every evening from Wednesday 21 March to Saturday 24 March This issue of Ad Parentes also includes an article about the Autobiography of Intercultural Encounters, which is an innovative educational activity promoted by the Council of Europe. In addition, you can read about the recent introduction of the virtual learning environment Moodle at Luxembourg I. Recognizing how critical the topic is to the well-being and proper functioning of the families of pupils that will attend the new school in Mamer/Bertrange from September 2012, the president of our association, Ian Dennis, addresses the state of play for the transportation solutions presented so far. Finally, we include in this issue the minutes of the Annual General Meeting of the Association on 28 th November Please also note the invitation to the Extraordinary General Meeting, which will be held on 19 th March The meeting will determine how the school split should eventually be reflected in the organization of our association and the statutes. Enjoy the reading, your editorial team APEEE Luxembourg Secretariat Bâtiment Jean Monnet Bureau C1/004 L-2920 LUXEMBOURG Tel , Fax Web: Ad Parentes contributions Liebe Eltern, Dies ist Ihre Zeitschrift. Wenn Sie etwas veröffentlichen möchten, bitte schicken Sie es uns. Dear parents, This is your journal. If you would like to publish something, please send it to us. Chers parents, Voici votre journal. Si vous souhaitez publier, veuillez nous envoyer votre contribution. Editorial Chers parents, chers membres, C est avec grand plaisir que nous centrons ce numéro de Ad Parentes sur quelques unes des activités qui rendent nos deux écoles si spéciales. Nous souhaitons tout dabord attirer votre attention sur l article décrivant la préparation du «Model European Council» qui se tiendra à Munich lorsque ce numéro sera sous presse. Pour cette occasion, les élèves ont pu rencontrer à l école l Euro-Député luxembourgeois Mr.Goerens. Vous trouverez aussi le récit de la classe de neige des 5ièmes années à Zinal en Suisse. Nous vous annoncons la comédie musicale de cette année, «Bye-Bye Birdie». Cette «super production» met en scène plus de 60 élèves et en mobilise un grand nombre dans les coulisses. Les représentations auront lieu du mercredi 21 au samedi 24 mars. Ce numéro vous présente aussi un outil pédagogique innovant soutenu par le Conseil de l Europe, l Autobiographie de Rencontres Interculturelles et la récente mise en place d une plateforme de gestion de cours en ligne «Moodle» à Lux1. Le sujet étant particulièrement important pour les familles qui enverrons leurs enfants à la nouvelle école Mamer/ Bertrange en septembre 2012, notre Président Ian Dennis nous fait le point sur les transports à ce stade. Enfin, nous avons inclus dans ce numéro le compte-rendu de notre Assemblée Générale du 28 novembre Nous vous invitons à participer à notre Assemblée Générale Extraordinaire, qui se tiendra le 19 mars 2012, où nous discuterons de l impact de la scission de l école sur notre organisation et nos statuts. Bonne lecture. Votre équipe éditoriale. Contents Editorial reminder Rappel... 3 SMS Alerts... 3 Euro MP visits MEC students... 4 School Musical Bye-Bye Birdie!... 5 Snow trip to Zinal... 6 Gifted Children / enfants précoces... 6 Upcoming events... 7 "Volunteer pedestrian crossing supervisors"... 7 Comité Action Tiers Monde Thirld World Committee... 8 MOODLE... 9 The Autobiography of Intercultural Encounters AGM Minutes Extraordinary General Meeting School Transport Solutions Délégués Secondaire / Secondary representatives Petites Annonces APEEE contact information

3 Ad Parentes No.3 / reminder Rappel Among other benefits, becoming a paid-up member of the APEEE allows you to access the members only pages of the APEEE website. In order to do so, when you have registered as a member with the APEEE s secretariat and have paid your membership fee, you will be given member code (the one given if you have registered on the extracurricular activities website). You then have to register yourself on the website ( ). This registration procedure allows you to be recognised by the website in future as an authorised member and to access the members only information. If you are a paid-up member and you have not been able to register on the website so far, please contact the APEEE secretariat for guidance (tel: or ), as more and more information will be made available via the website in the future. Un des avantages à être membre de l APEEE est d avoir accès à la section réservée aux membres du site internet: De façon à pouvoir accéder à ces informations, une fois que votre adhésion est effective au secrétariat, votre cotisation enregistrée, vous recevez un «code membre» (identique à celui utilisé pour les inscriptions aux activités périscolaires). Grâce à lui vous pouvez alors vous enregistrer sur le site. Lors de vos prochaines visites, lorsque vous vous enregistrerez le site vous reconnaitra comme membre et vous autorisera l accès à ces sections réservées aux membres. De plus en plus d informations seront diffusées par le bais de notre site, si vous êtes membres et que vous n avez pas pu vous enregistrer sur le site jusqu ici, contactez le secrétariat qui pourra vous guider dans la procédure. SMS Alerts Please note: the word PARENTS should be send without the. Le mot PARENTS doit être envoyé sans les. Ce service sera utilisé afin de communiquer aux parents une information urgente/de dernière minute concernant l école. Vous êtes libre de vous inscrire ou non. Ce service est gratuit une fois que vous vous êtes inscrits (coût habituel d un SMS).

4 4 Ad Parentes No Euro MP visits MEC students th On Monday 9 January 2012, Mr. Goerens, Euro MP for Luxembourg visited the school s delegates for this year s MEC meeting which will take place in Munich, from 27th February to 1st March. This year, the pupils got lucky. They will represent Estonia and Luxembourg! This means they have easy access to all the data they need to best prepare for their roles as Members of Government. Mr Goerens spent two hours with the group of 20 pupils and their teachers, Mireille Marciano, Julian Archer and Trevor King. Alex Schwabbauer and Zsofia Paulikovics, journalists for MEC Munich, report. Mr Goerens started by stating: Europe is not well and pointed out the urgency of finding a solution to the financial crisis. He then took a closer look at the beginning of the European Union and gave the students a brief overview of its history and development. After that, the MEP approached Luxembourg as a topic and highlighted its exceptional position as one of the founding members and creators of the European spirit. th He selected certain personalities of the 20 century who helped to shape modern Europe, such as Helmut Kohl or even Stalin who passively contributed to its growth. Continuing with comparing German chancellors, he gave his opinion on Angela Merkel after shortly commenting on Gerhard Schröder and Helmut Schmidt. Subsequently Mr Goerens looked at Europe s current situation. In doing so, he always had an eye on Luxembourg, thus helping the students who will represent the Grand Duchy during this year s MEC. Unfortunately, there were only a few words spoken about Estonia, which was a pity for the students who will represent this country in Munich*. The meeting eventually evolved into an open conference and Mr. Goerens patiently answered all the questions the students asked. Towards the end of the meeting, all the main topics of the Model European Council had been discussed. The MEP gave final advice to the journalists: he pointed out which questions he would ask the different heads of state and revealed some of the weaknesses of the countries in question. The European School of Luxembourg has been sending teams of student politicians and journalists to the MECP program since the beginning, almost thirty years ago. This was the first occasion that we have had the privilege of a two-hour session with a real-world MEP, and we are very grateful to Mr Goerens for his time, his courtesy and his humour. Mr.le député Européen Charles Goerens avec la délégation de l Ecole Européenne Luxembourg du MEC 2012 Euro Deputy M.Charles Goerens and the MEC 2012 European School of Luxemburg delegation. Monsieur Goerens a ouvert la séance en déclarant: l Europe va mal et a souligné l urgence de trouver une solution à la crise financière. Puis il a balayé l historique de l Union, ses débuts, son évolution pour se concentrer sur le rôle du Grand-Duché, rôle particulier dû à son statut de membre fondateur. ième Il a commenté l impact de certaines personnalités du 20 siècle sur la construction de l Europe, de Helmut Kohl à, plus étonnamment, Staline qui en ne s y opposant pas laissa le projet se développer. Il commenta sur les chanceliers allemands de ces dernières décennies, de Angela Merkel à Gerhard Schröder et Helmut Schmidt. Par la suite, Monsieur Goerens s est attaché à décrire la situation actuelle.

5 5 Ad Parentes No.3 / En se faisant il s attacha toujours à présenter le point de vue luxembourgeois. Cela aida grandement les élèves devant représenter le Luxembourg lors du prochain MEC. Ceux représentant l Estonie ont été moins chanceux*. Enfin, ce fut le temps du débat et Monsieur Goerens répondit patiemment aux questions des élèves. À la fin de la rencontre, une fois l ensemble des points du MEC abordés, le député pu donner quelques conseils aux journalistes en leur indiquant quel type de questions il poserait à chacun des chefs d état et des indications sur les points sensibles pour chaque pays. L École Européenne Luxembourg participe aux MEC depuis les débuts de ce projet, il y a près de 30 ans. C était la première fois qu il était donné aux élèves l opportunité de rencontrer pendant deux heures un Euro député et nous sommes très reconnaissants à Monsieur Goerens de son temps, sa bienveillance et son humour. For more information on the MEC: The meeting was organised in collaboration with the European Parliament Information Office in Luxembourg. Le Bureau d'information de Luxembourg du Parlement Européen en collaboration avec les six Députés européens luxembourgeois lance une campagne d'information à destination des lycéens en classe de deuxième. Cette campagne intitulée "Mir sinn derbä." comporte deux volets qui ont pour objectif de les sensibiliser au pouvoir qu'ils disposent : décider de l'europe de demain! Ainsi, d'ici à 2014, le bureau d'information de Luxembourg parcourra tous les lycées du Grand-Duché. Parlement européen / Bureau d'information au Luxembourg Maison de l'europe/ 7, rue du Marché-aux-Herbes L-2929 Luxembourg *Contacts with Estonian Euro Deputies via s are underway. Estonian teachers at school have also been contacted to help the Estonian delegation to prepare. / Les Euro députés Estoniens sont contactés par courriél et les professeurs estoniens à l école sollicités afin que la délégation Estonie puisse se préparer. School Musical Bye-Bye Birdie! 2012 is here and with it comes the school musical again, a project supported by the APEEE s Extra Curricular program. This year s musical is a particularly poignant one for several reasons: it is the last one where students from Luxembourg 1 and Luxembourg 2 are together on Kirchberg, and is also the last one to be organised by the same production team. Poignant too because this time we will no longer have the invaluable artistic and creative input from our recently departed and much missed colleague Patricia Ehlers. The new musical is called Bye Bye Birdie and features a cast of 60 students with a formidable number of students helping in make-up, costumes, props, technical wizardry and the myriad of different tasks involved in a large-scale production such as ours. The show is produced by Mrs Miriam Bligh and directed by Mrs Kay Phillips and the musical direction is in the capable hands of maestro Mr Noel Morgan. The show will be on stage every day from Wednesday 21st March to Saturday 24th inclusive. Publicity will start appearing at the end of February just to remind you to book your tickets early. You will be able to reserve tickets online and collect and pay for them on the night. Reservations are always necessary for the last three performances which are generally sold out before the evening shows. The production team looks forward to welcoming you to yet another joyous and colourful evening of singing and dancing by our amazing multi-lingual, multi-cultural, multi-age troupe of talented students! Miriam Bligh

6 6 Ad Parentes No Voici 2012 et sa Comédie Musicale, projet soutenu dans le cadre des activités périscolaires de l APEEE. Cette année sera particulière car ce sera la dernière fois que les élèves de Lux 1 et 2 seront réunis et encadrés par l équipe qui jusqu ici animait ce projet. Cette équipe aura aussi une pensée émue pour Patricia Ehlers récemment disparue qui avait apporté son soutien artistique indéfectible dès les premiers projets. Cette année les élèves s affrontent à «Bye-Bye Birdie», comédie musicale des années 60. Comme à l habitude de très nombreux élèves chantent, dansent mais aussi participent aux aspects techniques du montage du spectacle, son, décors, maquillage, costumes, etc. Les représentations auront lieu du 21 au 24 mars inclus. Les réservations peuvent se faire en ligne et le paiement et la collecte sur place le jour de la représentation. Les réservations sont TOUJOURS nécessaires pour les trois dernières représentations car elles font toujours salle comble. Quelques malchanceux n ont pu assister au spectacle l année passée Alors soyez prévoyants et venez admirer et partager l enthousiasme de l équipe multiculturelle, polyglotte et talentueuse des élèves de l école! From March 1 st 2012 Tickets on sale in school every day at in room C250 or can be reserved by contacting the booking office at Ouverture du guichet de vente des billets à l école, en salle C250 à 11h10 chaque jour ou par le biais de Snow trip to Zinal Raoul Precht visited Zinal as representative of the APEEE to meet with the chidren and their teachers staying there for the annual ski trip. Lot s of snow and plenty of activity as his reports show. Raoul Precht, représentant l APEEE, a rendu visite à la Classe de neige à Zinal. Foison de neige et d activités comme le décrit son compte-rendu. APEEE members can access them on our website / Les membres de l APEEE peuvent lire son rapport sur notre site internet : A network for gifted Children Un réseau pour les enfants intelectuellement précoces What? Since the summer of 2010 a group of parents at the European Schools in Luxembourg have formed an informal network for gifted children. Immediately a large number of children joined the network and by autumn 2011, more than 50 children are included. Why? Because sometimes gifted children and their parents need extra support in order to meet the challenges life brings when you are highly gifted. In the network the parents find opportunities to talk either individually or at relaxed café meetings and the children have the possibility to meet new friends, that might think and learn in the same way. En 2010 un groupe de parents de l Ecole Européenne Luxembourg ont organisé un petit réseau pour les enfants intellectuellement précoces. Dès le départ de nombreux enfants ont rejoint le réseau et à l automne 2011 plus de 50 d entre eux s y retrouvaient. Parce que parfois les enfants et leurs parents ont besoin d un soutien supplémentaire pour faire face aux défis que pose la précocité, les parents peuvent, au sein du réseau, discuter de leur situation. Les enfants quant à eux ont l occasion de rencontrer de nouveaux amis. If you would like more information / Pour toutes demandes d informations You are welcome to talk to members before you join in / Vous pouvez discuter avec des membres du réseau avant de nous rejoindre.

7 Ad Parentes No.3 / Upcoming events Conférence «Parler pour que les enfants écoutent - Ecouter pour qu ils parlent» Lundi 5 mars h Salle E009 (secondaire) Mérite Jeunesse. Remise des insignes The Award Ceremony. Wednesday 7 th March 2012 Athénée, Luxembourg Battle of the Bands Friday 9 th March Salle des fêtes, European School You will find further information on each event on our website Vous trouverez des informations complémentaires sur ces évènements sur notre site internet UGDA. Music School diplomas Sunday 12 th February 2012 Kehlen Information Transport Lux 2 Mercredi 29 février 19h Salle des fêtes, Lux 1. First Aid Ceremony Tuesday 13 th March h E009 (secondaire) EGM APEEE statutes Monday 19 th March h Canteen, Lux 1. School musical "Bye-Bye Birdie!" Wednesday 21 st -24 th March Salle des fêtes, Lux 1. and please note our Annual Summer School fête Sat 16 th June 2012 (We will soon be calling for helping hands!) "Volunteer pedestrian crossing supervisors" At the APEEE Annual General Meeting on 28 th November 2011 it was agreed to launch a call for expression of interest in joining a rota of parent volunteers to supervise pedestrian crossings in the vicinity of the school. If you think you may be able to spend some time on this task please contact the APEEE secretariat. More information on our website : Lors de la dernière Assemblée Générale de l APEEE, le 28 novembre dernier, il a été décidé de lancer un appel aux parents volontaires pour surveiller les passages piétons et croisements autour de l école. Si vous pensez pouvoir vous engager pour cette action, merci de contacter le secrétariat de l APEEE. Plus d information sur :

8 8 Ad Parentes No Comité Action Tiers Monde Thirld World Committee Attribution d aides ponctuelles Le Comité Action Tiers Monde des Écoles Européennes de Luxembourg attribue, une fois par an, des aides ponctuelles à des projets qui lui sont soumis. Ces projets doivent avoir un objectif humanitaire d'aide à l'enfance en difficulté à travers le monde, ils doivent être sérieux et fiables. La date limite est le 27 avril 2012 à 16h30. Requests for financial aid Once a year, the Third World Committee of the European Schools of Luxembourg, grants financial support to projects. To be considered, these projects must have a humanitarian objective, aimed at helping children in th need. Requests for financial aid should reach the committee by April , 16h30. Gezielte Unterstützung einzelner Projekte Die Dritte Welt Gruppe der Europäischen Schulen Luxemburg gewährt einmal pro Jahr einzelnen Projekten eine finanzielle Unterstützung. Diese Projekte müssen der humanitären Hilfe für Kinder, die irgendwo auf der Welt in Not sind, gewidmet sein. Die Anträge sollten spätestens bis Freitag, 27. April 2012,16h30 gestellt werden. Pour les informations sur la procédure à suivre / For information on how to send an application/ Alle weiteren Informationen *** Par ailleurs, en début d'année 2012, à l école et dans le cadre du Comité Tiers Monde et du Mérite Jeunesse, une nouvelle activité a été organisée. Les élèves sont invités à créer et réaliser le nouveau nom, le nouvel habillage et le nouveau packaging du Comité. Le but est de développer les compétences des élèves en communication et gestion de projet. Par ce biais, ils pourront valoriser leurs talents qui seront utiles pour leur vie professionnelle et universitaire. Déjà plus de 15 élèves ont répondu présents. Nous espérons admirer leurs réalisations prochainement. At the beginning of 2012 the school has organised a new activity in collaboration with the Committee and the Mérite Jeunesse, pupils are invited to imagine and create the new name, look and packaging of the Committee. The aim is to develop their communication and project managing skills that will prove useful for their future. 15 pupils are taking part in the project and we are hoping to present the result of their work soon. (Coordinator : S.Coté)

9 Ad Parentes No.3 / MOODLE at school Cette année, une plateforme de gestion de cours en ligne, Moodle, a été mise en place à Lux 1 et administrée bénévolement par une équipe de professeurs. Nous faisons le point sur cette récente initiative. This year, a Virtual Learning Environment, Moodle, has been organised and put into place by volunteer teachers at Lux 1 school. We present this new initiative. Au cours de la journée pédagogique des professeurs organisée en début d année scolaire, 30 professeurs ont pris part à l atelier «Moodle». Par la suite, une petite équipe de professeurs bénévoles s est mise en place afin de mettre en route le projet Moodle au sein de Lux 1. Certains en avaient déjà l expérience. Il s agit de développer les pratiques professionnelles en phase avec l utilisation accrue des nouvelles technologies. 16 professeurs à ce jour organisent et développent leurs cours avec Moodle. Ce sont 65 cours qui sont en ligne et alimentés par les professeurs mais aussi par les élèves. Ce système, ultra flexible, s adapte aux méthodes d enseignement de chacun des professeurs et des matières traitées. Qu'est-ce-qu une plateforme de gestion de cours en ligne? C'est un service internet qui permet de mettre à la disposition des élèves: - tout type de documents liés aux cours : textes, images, animations, vidéos, liens, etc. qui viennent en complément des activités en classe. - des exercices ou des préparations aux tests, les corrections des exercices, - des outils de communication (forums, chat,...), - des informations regardant l organisation des cours (tests, sorties, devoirs). Les avantages: - Moodle est accessible de n importe où par Internet mais nécessite un mot de passe. Seuls ceux inscrits à un cours par le professeur peuvent y accéder et contribuer au contenu (les parents peuvent utiliser le code de leurs enfants). Actuellement, et parce que l activité n en est encore qu à ses débuts, c est le coordinateur Moodle de l école qui créé l espace du cours sur demande d un professeur. Cela permet de garder l unité du site. - Une fois intégrée à Moodle, l information est disponible en permanence, les élèves, les parents, les professeurs peuvent y retourner dès que souhaité ou nécessaire. - Les documents remis par les professeurs aux élèves sont mis en ligne, ils ne peuvent plus être «égarés». - Une section entière peut créer une banque de données commune à l ensemble des professeurs de cette section pour une matière donnée. Chaque professeur peut ainsi partager ses ressources et ses informations avec ses collègues. - La communauté pédagogique partage un espace structuré similaire, permettant les échanges et les collaborations. Au-delà des cours, des projets pédagogiques intersections peuvent être envisagés. - Les universités utilisent de plus en plus ces systèmes pour la gestion des cours, des agendas et des examens. La mise en place de Moodle au niveau du secondaire prépare les élèves à l utilisation de ces systèmes de façon progressive et leur apprend les nouvelles règles d interactions qu ils auront à appliquer au niveau supérieur. Pourquoi choisir Moodle? C'est la plateforme la plus utilisée dans le monde et elle est libre de droits, cet argument a permis la mise en place du projet à l école. Elle dispose d'une très large communauté d'utilisateurs. Très actifs ceux-ci permettent l évolution de l outil et son adaptation au plus près des besoins des professeurs. Ceux qui démarrent trouvent l interface assez intuitive et grâce à la multitude de formations en ligne, et les échanges entre collègues, les progrès dans l utilisation de l outil sont très rapides. Après avoir essuyé les plâtres et réglé les problèmes techniques inhérents au démarrage d un tel projet, l équipe Moodle Lux 1 envisage de se réunir de nouveau lors de la prochaine réunion pédagogique pour partager trouvailles et «petits trucs» afin de promouvoir de nouveau l outil et élargir ainsi la communauté Moodle de l école.

10 10 Ad Parentes No Et Lux 2? Il est prévu d'avoir une plateforme pédagogique à LUX2. Le projet est en phase de préparation au niveau des organes consultatifs de l'école où il sera décidé du système choisi et de son organisation. *** Following this year s pedagogical day for teachers, at the beginning of the school year, during which 30 teachers took part, a small team of volunteer teachers took on the project of introducing Moodle into Lux1. Helped by the experience of some and the will to develop teaching methods in line with increasing use of new technologies, 16 teachers to this day manage 65 courses online. The flexibility of the system allows content to be adapted to each teaching method and subject matter. What is a Virtual Learning Environment (VLE)? It is an Internet based tool designed to enhance a student's learning experience. The principal components include curriculum mapping (breaking curriculum into sections that can be assigned and assessed), online support for both teacher and student, electronic communication. Users are assigned either a teacher ID or a student ID. Both can feed curriculum content by uploading: - documents, images, videos, etc. linked to the course, indicate Internet links to outside curriculum resources, - exercises, test preparation and corrections, - information regarding lessons: excursions, homework, tests, etc. There are many advantages in using a Virtual Learning Environment such as Moodle - It is accessible from the internet and access is secured by an ID code. As the project is still at its starting phase, the Moodle coordinator is in charge of creating the dedicated space for each course. This allows for the site to stay organised and coordinated promoting further collaboration between teachers and cross section projects. - Once integrated on Moodle, the information given is accessible by all authorised members and on a permanent basis, it is possible for pupils to go back to it as often as needed or wanted. - No more I wasn t there / I ve lost the photocopy excuse! - A group of teachers from a section can create a data bank for this section making all resources available for all teachers. - More and more universities are using a VLE. By introducing Moodle to the secondary pupils, teachers help them to learn the new ways of studying and interacting that are now required in many university courses. Why Choose Moodle? It is the largest virtual platform in the world and is free of rights, this clinched the deal with the school. Its extended users community is very active and keeps the tool up to date with the latest teaching methods and needs. Teachers discovering the system find it intuitive enough that in case of questions, exchanges with colleagues help fast progress. Having solved the inevitable technical problems that always arise at the beginning of such projects, the Moodle Lux1 group is hoping to hold another workshop at the next pedagogical day to promote the tool further and enlarge the School s Moodle community. VLE and Lux 2? A Virtual Learning Environment is planned for Lux 2. Discussions are under way to decide which tool will be selected. Visitez le site web en français qui explique très bien et simplement l'utilisation et la configuration de Moodle: Moodle.org is the community site where Moodle is made and discussed. Moodle Coordinators Lux : Tell us what you think:

11 Ad Parentes No.3 / Developing interactive tasks For example, an English teacher organises a collective glossary. Pupils can add entries in the classroom or from home. These are then discussed in class, put in perspective with the studied text. Développement d activités interactives Par exemple : le professeur d anglais organise un glossaire collectif. Les élèves peuvent y faire des entrées, à la maison ou pendant le cours. Les entrées sont ensuite commentées en cours et mises en perspective avec le texte étudié. Moodle Lux /2012 At present 16 teachers manage 65 courses using Moodle. Moodle volunteer coordinators linked with school s ICT team. 16 professeurs pour 65 cours en ligne. Une équipe de coordinateurs bénévoles en lien avec avec les services informatiques de l école. Free platform / Plateforme libre de droit Managed by school staff / Gérée par les professeurs MOODLE Controlled access via the internet / Accès par internet en mode protégé Developing / Évolutive Interactive Preparing, training for and correcting tests online For example, a Maths teacher uploads extra exercises for pupils to practice for their tests. Corrections are also provided so pupils and parents can see answers and follow the method. Corrections to tests are also uploaded. Préparation et correction des tests Par example, le professeur de Mathématiques met en ligne des exercices pour que les élèves puissent réviser en vue des tests. Les corrections sont aussi disponibles de façon à ce qu élèves et parents puissent suivre le raisonnement. Creating and managing lessons Managing resources Uploading course contents: Reference texts, slide presentations, images, maps, exercises, videos, podcasts. Indicating links to referenced websites. Pupils are encouraged to find or create relevant material to upload for the class. Mise en ligne de documents, présentations, images, cartes, vidéos, podcasts. Liens avec des sites de référence. Les élèves sont encouragés à créer ou trouver des contenus pour les cours. We would like to make this article available in other languages so that as many parents as possible can read about Moodle. If you can help us with translation, please contact us, we will put results online on our website. De façon à ce que le plus grand nombre de parents puisse découvrir Moodle nous aimerions proposer cet article dans plusieurs langues. Si vous pouvez nous aider à traduire cet article merci de nous contacter.

12 12 Ad Parentes No The Autobiography of Intercultural Encounters The Council of Europe has produced a thought-provoking educational activity that is not just for teachers «La société luxembourgeoise se distingue avant tout par son caractère multiculturel. La population du Grand-Duché est composée de plus de 40% de ressortissants étrangers. 65% dans sa capitale. En tout, on compte aujourd hui plus de 150 nationalités différentes au Luxembourg». This is what we read on the Grand Duchy s website. Living and working here we all have this incredible feeling we live in a permanent multicultural experience. No doubt we discuss this with our families and friends back home. At the European School, children can meet, work, play with children from all over Europe. But how might children reflect and build upon these encounters to forge intercultural skills? How can adults help them transform an everyday, at the risk of becoming banal, experience into a competence? It is often said language skills are the gate to all intercultural exchanges, well, yes certainly, and we see pupils acquiring a second, third or even fourth language very soon after they arrive at the school (making adults feel a little slow!). However, language skills are not the only skills needed to be intercuturally competent, aware, and at ease with meeting others from different cultural backgrounds. The Council of Europe s Autobiography of Intercultural Encounters is designed to encourage personal reflection about any intercultural encounter that has made an impression or had a lasting effect. An intercultural encounter can be an experience between people from different countries or it can be an experience between individuals from other cultural backgrounds in the same country, for example, from other regional, linguistic, ethnic or religious backgrounds. Users of the Autobiography develop understanding and competences for the future by reflecting critically on their experiences. They select and explain specific intercultural encounters which they have been part of, analyse their experience individually, and identify different aspects of their current intercultural competences as a stimulus to developing their competences further. Sensitivity is an important element in attempting to understand another s way of life. However, part of the reflective process is to relate new understanding to one s own values and beliefs. The Autobiography is for everyone not just educators; it can be used across the curriculum in schools or any other educational context contributing to lifelong learning. It can also be used outside formal educational contexts as a self-evaluation and development activity, at home for example. For children of any age, the tool is particularly interesting after a holiday or a school trip, particularly if staying in a host family where there are children of a similar age. Working on how the experience might be different from home allows children to better adapt and understand the differences they might encounter. For older pupils, this tool can be useful when preparing for a vocational training placement or study abroad. There are two versions of the autobiography: - a version for younger learners, up to around age 11, including those who are not yet able to read and write. - a standard version suitable for children in secondary school and beyond. Despite its appearance, the Autobiography is NOT a questionnaire; the relevance of the questions depend on the type of event analysed and can be used privately almost as a log book or part of a diary. It is a tool designed to follow individuals in their progress towards acquiring stronger intercultural competences all through their lives. The Autobiography is accompanied by a range of supporting materials, all of which may be downloaded, saved to your computer and used freely: The Autobiography of Intercultural Encounters is a response to the recommendations of the Council of Europe s White Paper on Intercultural Dialogue Living together as equals in dignity (http://www.coe.int/dialogue) and more specifically to Learning and teaching intercultural competences : Complementary tools should be developed to encourage students to exercise independent critical faculties including to reflect critically on their own responses and attitudes to experiences of other cultures. The Autobiography of Intercultural Encounters is available in French and English, the two official languages of the Council of Europe. Translations formally approved by the relevant authorities in the member states may be made available on-line at the Council of Europe s Language Policy Division website. For further information, please contact

13 Ad Parentes No.3 / L'Autobiographie de rencontres interculturelles Le Conseil de l Europe propose un outil éducatif qui n est pas réservé qu aux enseignants. «La société luxembourgeoise se distingue avant tout par son caractère multiculturel. La population du Grand-Duché est composée de plus de 40% de ressortissants étrangers. 65% dans sa capitale. En tout, on compte aujourd hui plus de 150 nationalités différentes au Luxembourg». Voici ce que nous pouvons lire sur le site internet du Grand-Duché. Travaillant et vivant ici nous avons tous cette sensation incroyable de vivre une expérience multiculturelle permanente. Nous avons sans doute évoqué cette particularité avec nos familles et amis. À l Ecole Européenne les enfants rencontrent, travaillent, jouent avec des enfants des tous les pays de l Union. Mais comment utilisent-ils ces rencontres pour se forger une réelle compétence interculturelle? Comment nous, adultes, pouvons-nous les aider à utiliser leur quotidien, quasi banal, pour se construire des éléments de savoir-faire, de savoir-être? Il est souvent dit que c est l acquisition d une langue qui ouvre les voies de l échange interculturel. Certainement et nous voyons des élèves arriver qui apprennent une deuxième, troisième, voire une quatrième langue très rapidement (en comparaison les adultes se sentent parfois un peu lents!). Cependant, apprendre une langue n est pas le seul élément nécessaire pour être interculturellement compétent, à l aise dans la rencontre avec autrui. L Autobiographie de rencontres interculturelles est un outil conçu par le Conseil de l Europe pour encourager les utilisateurs à la réflexion sur les rencontres interculturelles qui les ont frappés ou durablement marqués et à en tirer des enseignements. Une rencontre interculturelle peut prendre la forme d une expérience partagée par des personnes de pays distincts ou par des individus du même pays mais d origines culturelles différentes, qu elles soient régionales, linguistiques, ethniques ou religieuses. Les utilisateurs de l autobiographie de rencontre interculturelle sont amenés à porter un regard critique sur leur expérience et en cela améliorer la compréhension et les compétences qui leur seront utiles ultérieurement. Ils choisissent et décrivent certaines de leurs rencontres interculturelles, analysent individuellement leur expérience et identifient divers éléments de leurs compétences interculturelles actuelles, une démarche qui les encourage à développer davantage ces compétences. L Autobiographie est destinée à tout le monde: elle peut être utilisée à l école ou dans tout contexte éducatif contribuant à l apprentissage tout au long de la vie. C est également un outil d auto-évaluation et de développement personnel qui peut être utilisé en dehors de tout contexte éducatif formel. Pour les enfants, quelque soient leurs âges, l outil est particulièrement intéressant à la suite de vacances, ou d un voyage avec l école où ils seront hébergés en famille et où ils rencontrent des enfants du même âge qu eux. En analysant ce qui est différent pour lui l enfant s adapte mieux mais aussi apprend à gérer ces différences. Pour les élèves plus âgés, l outil peut être particulièrement utile lors de la préparation à un stage ou à la vie universitaire à l étranger. Il y a deux versions de l autobiographie: - une version pour les apprenants les plus jeunes, jusqu à l âge de 11 ans environ, y compris ceux qui ne savent encore ni lire ni écrire; - une version standard pour les autres utilisateurs, scolarisés ou non. Malgré son apparence, l autobiographie n est PAS un questionnaire; la pertinence des questions dépend du type d expérience analysée. Elle peut être utilisée comme élément d un journal de bord personnel par exemple. Cet outil est destiné à accompagner les enfants dans leurs progrés et permet de consolider l acquisition de compétences interculturelles tout au long de la vie. L Autobiographie s accompagne de divers documents d appui que vous pouvez télécharger, sauvegarder dans votre ordinateur et utiliser librement. L Autobiographie de rencontres interculturelles (ARI) a été conçue pour donner suite aux recommandations du Livre blanc du Conseil de l'europe sur le dialogue interculturel «Vivre ensemble dans l égale dignité» (www.coe.int/dialogue), en particulier : «Des outils complémentaires devraient être développés afin d encourager les élèves à exercer un jugement critique et autonome y compris à porter un regard critique sur leurs propres réactions et attitudes face à d autres cultures.» L Autobiographie de rencontres interculturelles est disponible dans les deux langues officielles du Conseil de l'europe, le français et l anglais. Des traductions officiellement approuvées par les autorités compétentes des Etats membres peuvent être mises en ligne sur le site de la Division des politiques linguistiques du Conseil de l'europe. Pour de plus amples informations, veuillez contacter

14 14 Ad Parentes No AGM Minutes 28 November 2011 at 19:00 Salle des Fêtes at the European School Attendees: (a) Management Committee (MC) Present: Ian Dennis (ID), Monique Loos (ML), Michele Retter (MR), Maria-Elza Papasideri (MP), Jenny Janietz (JJ), Raoul Precht (RP), Luca Martinelli (LM), Fabienne Berthelot-Ertl (FB), Margarita Gonzalez (MG), Marjo Kasanko (MK), Petia Manolova (PM), Barbara Zaleska (BZ), Maria Härdin Howat (MH), Siemon Smid (SS), Mateja Prajs (MPr), Johannes Madsen (JM, responsible for minutes). Excused: Roberto Stabile (RS), Rhonda Wilkinson (RW), Reza Razzavi (RR), Isabel Leite (IL), Birgitte Holst (BH) (b) Secretariat: Tania Dennis-Soto, Fiona Goodwyn (c) Members: 73 present (including members of the MC and members present via proxy). (d) Auditor: Mr Romain Zimmer (RZ) (e) School representatives: Mrs Vassilacou (Luxembourg 1 Director), Mr De Tournemire (Luxembourg 2 Director). (f) Guest speakers: Ms Weycker (Luxembourg Ministry of Sustainable Development and Infrastructure), Mr Kies (Luxembourg Ministry of Sustainable Development and Infrastructure) and Mr Blommaerts (President of the School Transport Association). The meeting started at 19:15. Summary of discussions and actions decided: Please note that while paragraph numbers below refer to points in the agenda, they were not discussed in the same chronological order at the meeting: 1. ID reminded the members that there could be no simultaneous interpretation this year. It was agreed to conduct the meeting in English, with translation provided by speakers themselves or other participants when needed. 2. No points were added under Any other business and the agenda was approved (see Annex I). ID drew the members attention to the documents made available at the entrance, including the Ad Parentes (No 3/ ) with the activity and financial reports. 3. The minutes of the last AGM on 11 February 2011 were approved. 4. Ms Breton, Ms Gaudissart, Mr Courtel were elected as tellers. 5. ID invited the members to comment on the detailed activity reports of the Association presented on pages of the special edition of Ad Parentes which was circulated to members before the meeting. There were no comments or questions. 5. ID then presented the financial report on pages of Ad Parentes, noting the additional effort which had been made to provide explanations in the form of Notes to the Accounts, and a Statement of Accounting Policies. He invited members to comment. The following questions/queries and answers were exchanged (in summarised form): Member question/query (Q.)1: A lot of money has been donated to musical instruments this year (Note #6 to the accounts: EUR 9,679 + EUR 15,000 = EUR 24,679) and in the past. Still, I have never heard from my children that they had access to instruments. Should they not have that? ID: Yes. In fact there is a detailed syllabus for music in both primary and secondary cycles, and the instruments are purchased on advice of the music teachers and should be being used in the music classes. Some of the purchases represent expenditure items such as pianos and tympani which would not otherwise be purchased, and are considered to enrich the opportunities for pupils.

15 Ad Parentes No.3 / Q.2: The financial situation has changed dramatically with the inclusion of the extracurricular activities as part of the APEEE s activities. As it now appears as if the APEEE is a commercial enterprise would the European Commission not consider withdrawing its support through the CAS? Are the expenses for material costs not spread over several years? ID: There are a number of issues here. First and foremost, whilst the APEEE actively seeks to conduct its operations efficiently and economically, the APEEE is certainly not a commercial organisation. It does not set out to make a profit. Sound financial management requires the APEEE to set fees and contributions at a level to ensure operations break even, and to make prudent provision for foreseeable costs. Last year, it happened that we got more in than we had budgeted for from the extracurricular activities programme, and spent slightly less. The reserves are not excessive: we have a lot of commitments, including obligations under Luxembourgish employment law towards secretariat staff and the extra-curricular trainers. I sincerely hope that the CAS will not withdraw its support. If it did so, it is sure that the APEEE would not be able to continue in its current form. If anything, with the coming division of the school, there is a need for additional financial support. Concerning material costs, information is provided in the Statement of Accounting Policies: few payments made during the year are fixed assets but are more often consumables that are used in the course of the year. Items which are donated to the school are not capitalised in the APEEE accounts. Q.3: Would it not be better if the extra-curricular and the other APEEE revenues and expenditure were kept separate in the accounts? Why and for what do we keep the big reserve? It would be good to have a clearer picture of what the funds will be used for. ID: In fact we do not have a lot of money - we need to build up a reserve to meet future commitments to employees and to face up to the challenges posed by the relocation of Lux.2 to buildings in Mamer. This point is confirmed by our external auditor. Whilst many costs are incurred centrally in the secretariat, as you will see on page 66 it will be made more clear in future what the breakdown will be between extra-curricular and other activities. Q.4: Why are the purchases of materials such as the musical instruments not covered by the schools own budgets? ID: We are not replacing the school's budget. Instead we seek to supplement that budget by buying things that the school would otherwise not buy. It is done to further improve the quality of the children's experience at school. Q.5: Is the APEEE increased budget for donations to the school in fact not linked to the school s budget cuts? ID: I would not say so as we simply do not have the resources to compensate for budget cuts. Whilst economic conditions are difficult at present, the school budget is supposed to be set on a long term perspective in order to satisfy the obligations under the curriculum. Q.6: Are the bank fees not rather high, some 7%? ID: For inscriptions by credit card the fee is charged on the total revenue at a standard rate around 3.5%. Q.7: What will be the costs for administering the extra-curricular activities? ID: The budget is summarised on page 66 of Ad Parentes. Q.8: There are many additional costs associated with the extra-curricular activities such as books. This ought to be mentioned included in the course description. ID: A distinction should be made between standard extracurricular activity courses, the private music lessons and the UGDA course. - For the standard courses (sport, dance, art, language, etc), the prices are meant to be inclusive and any additional expenditure is at the discretion of the participants (children are assumed to have basic equipment already for normal school purposes). - For the UGDA theory course, this is run by the same organisation which provides courses to pupils in the national education system, in exactly the same way. UGDA occasionally ask children to buy standard texts. - For the musical instrument courses, each enrolment is an individual one. The children are training on different instruments, at different ability levels, in different languages, and their tastes and preferences also differ. Some follow international examinations, others not. It is difficult to charge an average price. However, the point is taken that additional costs might be required, and this will be highlighted in the course description in future. Q.9: Concerning the purchase of calculators, why is there a difference between the amounts received and the amounts paid for the calculators? (Note B#3 to the accounts page 16) ID: The amount asked from parents includes a small charge to cover administrative expenses, in particular the credit card fee (3.5%) and a EUR 2 contribution towards the secretariat costs. Q.10: Thank you for a great service in organising the group purchase of the calculators. Why do there seem to be different versions and does that mean that older versions can no longer be used? ID: There should be no significant distinction between the different language versions beyond the fact that a manual is provided in

16 16 Ad Parentes No different languages. As I understand it, all the machines can be programmed into language version of choice. On the other hand, it is clear that Texas Instruments are a commercial company and bring out a new model each year. Current software version is Ms Vassilacou: While there is a new model of the calculator the teachers know how to use all models. Training is indeed provided to the teachers to ensure this. In fact there will probably also be another version next year, which should also not cause a problem. Statement from the external auditor (RZ): Concerning the comments about the Association s reserves: The Association need to have cash in its accounts. At peak times it has 20+ staff on its payroll. While it is indeed a non-profit organisation it needs to create a considerable reserve in order to be able to meet its commitments, e.g. to staff. Break even is in fact not an option. The current financial position it is a proper one. The members unanimously approved the accounts for the financial year ending 31 August ID invited the members to comment on the APEEE s priorities for the coming year as presented on page 65 and the budget presented on page 66, and to take note of the planned working groups for the coming year on pages There were no comments or questions. 7(a). Modification of the Statutes ID introduced RP and explained the background for the work to prepare new statues and for the discussion paper and the need to establish a roadmap towards reaching a possible decision. RP explained that the APEEE needs a new structure when the school split will be realised. The basic choice is between maintaining a single overall or two entirely separate APEEE structures. In accordance with the local law regulating the governance of non-profit organisations the Association has to have an extraordinary General Meeting to adopt new statutes as alternatively two thirds of the members should approve the changes. The extraordinary General Meeting will be held next Spring (provisional date: 19 March 2012). A lot of work has already been done. The MC s working group of the new statutes have convened and discussed the matter on several occasions and has agreed that several models should be presented to the extraordinary General Meeting to consider. Comments on the discussion paper and a 6-column analysis (which will be circulated later) are welcomed, preferably by the end of January. RP requested ID to formally establish that quorum (two thirds of members or 809) cannot be established at this AGM. ID: Documentation will be made available on the APEEE website before the extraordinary General Meeting. Please take part in the consultation. The topic is dry but important! Q.11: What solution did they chose in Brussels? RP: Entirely separate APEEEs but work in extremely close collaboration, with regular meetings and a common committee. MP: Situation is however different as there will be even more overlapping and common issues to tackle for the Luxembourg schools compared to the Brussels schools. Both the completely separated and a common overall structure will have their strengths and weaknesses. Q.12 How will the extra-curricular activities and course options be managed with the split? ID: This is indeed one of the key things that need to be considered. This will be partly discussed under the next agenda item. ID asked the members to raise their voting slips and the tellers to count the members present in order to formally establish that the quorum required for a change of statutes could not be established. 73 members were present (736 short of quorum). 7(b). Attribution of pupils, staff, resources ID welcomed and introduced the guest speakers and the topics. Mrs Vassilacou explained the procedure for handling the requests for transferring pupils between the two schools, emphasising that each individual case is duly considered. Parents will shortly receive a letter announcing the formal decision. Concerning the criteria used are: Siblings will go to the same school. Not in all cases could the geographical criteria be respected (proximity of the school for pupils belonging to vehicular language sections) as some consideration also had to be given to the balance of the number of pupils in each class. In the primary school 26 transfers requested have not been granted. In the secondary school 22 transfers requested were not granted. Overall 78 transfer requests were granted. The existing enrolment policy clearly set out criteria. ASK yesl1+l2 NO MAT PRI SEC TOT Mrs Vassilacou explained that Teachers have been assigned according to the needs of the schools. Some Chargés de Cours (CdC) have not yet been assigned. The aim is to ensure that both school will have good teachers.

17 Ad Parentes No.3 / Concerning materials, some 5,600 books belonging to the sections that will move to Mamer/Bertrange will be moved with them. For other materials the staff has been asked to complete an inventory by 10 December. Concerning the musical equipment, the inventory is particularly important as so many things have been donated by parents. No laboratory equipment will be split as it is simply too old. - Concerning the subject options, Latin will be taught in only one of the schools: A navette service will ensure that pupils will be transported to the classes at the other school. Mrs Vassilacou explained the complexities and the limitations imposed by time of timetabling and why completely harmonised timetables between the two schools would not be possible. Q.13: Concerning the library: How will be the English, French and German books be split between the two schools? Mrs Vassilacou: I have not received a reply from the librarian yet. A good budget for books will be needed for the school in Mamer/Bertrange. Q.14: What will you do for the two students that want to continue with Dutch? If in 6th cycle they will continue. 6th and 7th cycle are treated as one cycle and the school is obliged to offer this. Q.15: Will the new school not get the best material? Mr De Tournemire: We have foreseen a special budget for English, French and German books and they have been purchased. Mr Schiltz prepared this many years ago, also for the secondary school cycle as well as for computers and laboratories. Students will not have the impression of going to a less privileged school. LM: It will take time to build a library. I am not entirely satisfied with the reply from the Directors. An inter-school loan system would be useful. Certain services could be shared. Another important area that could be kept common between the two schools: the extracurricular activities. An agreement between the APEEE and the school on shared space between the schools. Synergies should be explored. ID: In fact, the two schools' management is obliged to ensure proper cooperating in their own interest for a smooth transition and healthy future, and we all are committed to working in the best interest of the pupils. I am optimistic that good relations and structures can be put in place to ensure this and APEEE will do its utmost in this regard. Mr De Tournemire: We have already bought many English, French and German books. Mrs Vasillacou: Catalogues being prepared. We are interested in helping each other. Teachers currently preparing needs descriptions. No problem with cooperation. Q.16: Will the options offered be more limited in Luxembourg 2? Mrs Vassilacou: The basic offers on the two schools will be the same. However, it will be the number of pupils signing up for courses that eventually determines if the course will be established, e.g. economics in German may disappear. Yet, it may still be offered in e.g. English or French. [Secretary's note: under the rules adopted by the BoG in April 2011, 7 pupils are now needed to run a course in years 1-5, and 5 pupils in years 6+7, although some special rules apply for 'Other National Languages'. Information evenings will be organised in Spring 2012.] Q.17: Will there be new school fees? Ms Vassilacou: Category III will be the same price for both schools. Also, Category II should be the same. Mr De Tournemire drew attention to the fact that the construction of the school is paid for by the Luxembourg authorities, which represents a huge saving for the European School system. 7(c). Mobility plan for Mamer ID introduced the representatives from the Luxembourg ministry responsible for developing transport solution and presented a screen summarising target expectations (Summer 2011): 200 Local walk/bicycle 500 Car (all nursery/crèche goal is to minimise this figure for other ages) 500 Train (only suitable for secondary) 500 Public bus (no supervision) 1000 Private bus 2700 Ms Weycker thanked the schools, ATSEE and APEE for effective cooperation and presented latest plans. The number of pupils going to Luxembourg 2 in Mamer/Bertrange from different parts of the country was now laid down. The concentration of pupils in the areas surrounding the school was shown. - Members were informed that two security staff and video surveillance will be provided at the train station. The timetable of some trains will be adjusted to suit the school hours. - As a supplementary offer navettes from EU institutions will be established. Also, assembly points for navettes that will go to and from Glacis will be established. - An extra bus-line, Steisel - Walferdange - Kostal towards Luxembourg 2 with arrival time 8:35, will be established.

18 18 Ad Parentes No Kiss & Rides and more bicycle tracks will be established. ID: A lot of progress has been made although a lot still remains to be resolved and it will be important to continue discussions to ensure solution is in place in time. Mr De Tournemire: Thank you. Good proposal from the Luxembourg authorities. Mr Blommaerts: Thank you. ATSEE want to underline we want the greatest possible flexibility. Together with the schools management and the authorities have discussed and aimed to ensure that the safety has the highest priority. There will be no change for the parents working on Kirchberg. We would like to encourage that all the public transportation options are being used. Q.18: Concerning trains: How will transition at the main train station in Luxembourg City be organised? Will new lines be established? Will personnel be present at the central station to supervise train shifts? Ms Weycker: There will be video surveillance and the usual presence of personnel on the station but no personnel to specifically monitor pupils to the European School. [Secretary's note: APEEE will not recommend use of the train by pupils below secondary level.] Q.19: Pupils will inevitably seek to walk to Belle Etoile and pavements should be extended to allow safe, direct access. How will the safety of the transport shift at Belle Etoile be ensured? Mr Kies: Buses arriving at Belle Etoile from Luxembourg centre could extend to the school, but only once road development works are completed. It is foreseen that pavements and cycle paths in the vicinity of the school will be improved. Q.20. The buses on the existing buslines are already full? How can it be avoided that buses will be are delayed? The options from the east do not seem to be sufficient. Mr Kies: We hope to improve services. The jumbokaart will be valid for all public means of transportation. Mr Blommarts: Some practical aspects are still to be decided. We are still trying to determine what are your needs and wants. The train is probably not the best option for the small children. Q.21: Will it be possible to establish a train stop at Gasperich? Ms Weycker: While it is under consideration it will not be established for another 5-6 years. Q.22: Maybe parents could escort children on the train to Mamer? How could their transport on to place of work in Luxembourg be accommodated? Mr Kies: Meetings will be held with the Institutions to address the issue of connections back to Kirchberg. Q.23: Children could come from local area: Could a pedestrian tunnel under the train track be established? Ms Weycker: The expansion of existing tunnel is not foreseen in the near future. RP: Important to remember that the school is not a lycee but a school with many small children: The train platform does not appear to have the capacity to safely accommodate the large number of children. 1,500 children is not the same as 1,500 adults. What has been or will be done about the platform. Ms Weycker: The platform has been constructed according to norms used by CFL. It is not expected that more than 300 pupils will be on it at the same time. We will wait to see actual use before investing in additional shelters. MP: We cannot leave it to a third party public transportation body to provide surveillance of small children. It is our own responsibility. There is pressure from staff associations (of commission) to establish CPE in Mamer. Mr Kies: cannot provide transport from the local neighborhoods of Luxembourg. This is provided by the city of Luxembourg in cooperation with ATSEE. EdT: There has been meeting with local authorities of Lux. Ministry of Transport and EdT. We have the same goal as you as we want as many as possible to use public transport. Safety is of utmost importance and a common goal. Q.24: The solution offered in the city is not clear at all. The train option does not work for small children. The private bus network will not run to Mamer. This means that Luxembourg 1 and Luxembourg 2 are indeed not treated equal when it comes to transport facilities. Q.25: There will be too little time to pick up and take children to school. ID: Different solutions will be needed for different children. Clearly parents of younger children cannot be in two places at once, ie. arriving at work and delivering children to school. We cannot expect public solution to meet all needs. Something more directly tailored to the needs of small children is still needed. Mr De Tournemire: The idea with the supervised navette is indeed to ensure that parents can keep travel pattern and safely bring their children to school, via Kirchberg. ID thanked Mr De Tournemire for adding this information about surveillance on the navette, which is very important. Finally, in response to a separate question from a member, ID drew attention to the bad safety situation on Boulevard Adenauer. He stated that over time many requests had been made to improve safety there but with only partial success. ML added that responsibility for this situation was also on parents as traffic rules were not respected, which seemed to be ignored by the police. MP: We are reiterating this to the police regularly, but

19 Ad Parentes No.3 / have so far not managed to get them to react. ID: We do however get some results. ML: We need more parents to volunteer. A call-for-expression-of-interest will be launched to see if there is support to establish a rota of parent volunteers. Meeting ended at 22:10. Johannes Madsen 5 December 2011 Extraordinary General Meeting An Extraordinary General Meeting of the APEEE will be held on 19 th March - 7 pm - Canteen Refectory Lux 1. The meeting will be devoted to the modification of the statutes regarding the future organisation of the APEEE L Assemblée Générale Extrordinaire de l APEEE se tiendra le 19 mars - 19h - Réfectoire, Lux 1 Elle sera consacrée à la modification des statuts concernant la future organisation de l'apeee Open to members of the Association / Elle est ouverte aux adhérents. Please see our website for more information Plus d information sur notre site internet We decided to hold an Extraordinary General Assembly on 19 th March concerning a change of statutes of our Association, as the current statutes have to be modified following the opening of the Luxembourg 2 school in Bertrange-Mamer. The current statutes include some transitory rules (art. 18), decided in a previous General Assembly, which made room for the representation of Luxembourg 2 parents once this school had been officially opened, and now we'll have to replace those rules with something more "permanent". We'll also have to make a fundamental choice between two models, a single association covering both schools, or two separate associations, one for each school, which could then have some more or less tight links which we we'll have to imagine and discuss in the same context. Following this choice, we'll have to adapt our statutes as well. Nous avons décidé de tenir une Assemblée Générale Extraordinaire le 19 mars prochain, concernant un changement des statuts de notre Association, parce que les statuts actuels devront être modifiés suite à l'ouverture de l'école de Luxembourg 2 à Bertrange-Mamer. En fait, les statuts actuels inclus des dispositions transitoires (art. 18), qui avaient été décidées par une précédente Assemblée Générale pour permettre la représentation des parents de l'école de Luxembourg 2 lorsque celleci a été ouverte formellement, et maintenant nous devons les remplacer par quelque chose de plus "permanent". Nous devrons faire aussi un choix fondamental entre deux modèles, celui d'une seule association qui couvrirait les deux écoles ou bien celui de deux associations séparées, une pour chaque école, entre lesquelles on pourra par la suite imaginer des liens qui sont, eux aussi, à discuter et définir. Sur la base de ce choix nous devrons alors modifier également nos statuts.

20 20 Ad Parentes No School Transport Solutions Whilst it is difficult to argue that the daily commute is as difficult here in Luxembourg as it is in other capital cities around Europe, as parents we all know that getting our children to school safely and on time can sometimes be a challenge. In Luxembourg, as elsewhere, increasing freight and passenger transport over time is creating pollution and congestion risks. Policy at European level (see website promotes transport and mobility solutions which are sustainable, energyefficient and environment-friendly. Some parents may have no realistic alternative to driving their children to school. However, in the prevailing context, it is worth taking a few moments to review the various transport alternatives for the European Schools in Luxembourg. As part of the preparations for the 29th February 2012 information evening which will discuss the specific mobility plan for the eventual new school in Mamer/Bertrange, this article aims to highlight some of the issues involved. It includes the following sections: 1. Looking back, forging ahead (user requirements 2007, APEEE survey 2011, first draft mobility plan) 2. Walking and cycling to school 3. Mass transit passenger transport solutions in Luxembourg 4. ATSEE history and current structure 5. Choosing bus routes and stops 6. Financing arrangements 1. LOOKING BACK, FORGING AHEAD Transport issues relating to the eventual new school in Mamer/Bertrange have been being discussed for some time. The APEEE raised concerns since 2001, once the Board of Governors proposals for the structure and location of the new school were first made public. Some subsequent milestones in the process have included: Press conference 2007 presents budget envelope adopted by Luxembourg authorities and architectural plans. APEEE transport principles and user requirements, Construction of new school begins, School provides anonymised data on residence, Spring APEEE mobility survey, Spring APEEE/ATSEE/School first draft mobility plan, June Detailed presentation by Luxembourg authorities at APEEE AGM, November School presentation at CALUX meeting, December Strategic review at Luxembourg II school administrative board meeting, 13 February Next step: Information evening, 29 February 2012 In 2006 the Luxembourg government foresaw EUR for transport arrangements relating to the Lux.II school (out of a total budget of EUR ). This includes the construction costs of the bypass tunnel and flyover which are intended to facilitate road transport access to the new site. The completion date of these projects is not currently known with certainty. The survey in Spring 2011 compiled important information about travel patterns to school, reasons for travel choices, barriers and potential opportunities for change. A summary of the survey results can be found on the APEEE website. Together with the analysis of residence patterns, this provided important input to the first draft mobility plan for the new school (June 2011). On the basis of the first draft, discussions have been taking place with the Luxembourg authorities. The big issue which now remains to be solved concerns the financing of the complementary private bus service. Definitive arrangements can only be made once the school actually opens. FIRST DRAFT MOBILITY PLAN SUGGESTION (JUNE 2011) UPDATED FOR SUBSEQUENT DISCUSSIONS The following table is an update of the one agreed by the school management, APEEE and ATSEE in June It has been prepared by APEEE in an attempt to reflect subsequent discussions, but has not yet been discussed with other partners. It is recognised that following opening of the school, pupil numbers will subsequently grow until full capacity is reached. It will be important that passenger transport times reflect not only school start and end times, but also periscolaire and CPE timings.

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