Learning

A Day In The Life of a Bogaerts Student

We believe that
high-quality
learning

  • is focused on clear objectives and goals that are established by all stakeholders;
  • inspires motivation, action, risk-taking, questioning, decision-making, and reflection;
  • Learning that places students on a path of self-discovery;
  • creates passion, amongst staff, students, parents, and the community;
  • is assessed with purpose, and a focus on the process of development and growth, both as an intellectual and as a compassionate human being;
  • is integral to overall health and well-being;
  • is local and global in scope, and embraces a transdisciplinary approach;
  • is technologically balanced;
  • is socially oriented;
  • Incorporates collaboration as a strategy for learning and helps develop relationships.
Primary Years Program - International School in Brussels

PYP Curriculum

What does this mean for your child? If you place your child, age 3 to 11, with our Primary Years Programme, then you are providing your child with an education in the most recognized international curriculum in the world. 

Middle Years Program - International School in Brussels

MYP Curriculum

Bogaerts International School is proud to offer the IB Middle Years Programme. This programme, aligned with our PYP and DP offerings, provides our students with an education aligned with the most recognized international curriculum in the world.  

Diploma Program - International School in Brussels

DP Curriculum

The IB Diploma Programme (DP) is an academically challenging and balanced programme of education with final examinations that prepare students for success at university and life beyond. The programme has gained recognition and respect from the world’s leading universities as it prepares students for effective participation in a rapidly evolving and increasingly global society.

Deep and meaningful
learning occurs
when :

  • All members of the learning community recognize and utilize the difference between knowing, understanding, and doing;
  • All members of the learning community collaborate to create and maintain a process of great learning;
  • Learning is based upon the principles of inquiry-based education and critical thinking;
  • Learning is interesting, relevant and/or fun to the students, meaning that they have a reason to engage with the curriculum;
  • Learning is a respected process, and all members of the learning community understand the value of creating an education;
  • The learning process is valued as much or more than outcomes, and emphasis is placed on both academic and personal growth and development;
  • Learning builds on what students already know, value, and can do and contributes to their self-confidence;
  • Learning experiences challenge current knowledge, allowing learning community members to make mistakes, create new learning opportunities, and new local and global perspectives;
  • Teachers plan collaboratively, flexibly and with passion and dedication to the guiding statements of the school, the IB, and the principles of learning;
  • Learning experiences act successfully as either formative or summative assessment, and are used to measure growth and facilitate improvement for both teacher and individual learner;
  • Learning engages with the world around us.

We see and hear:

  • The asking and answering of questions, by all members of the classroom and/or learning community;
  • Curriculum and learning tasks inspired by and/or developed by inquiry-based means that center on student agency;
  • Active learning; spontaneity, flexibility and enjoyment.
  • All members of the learning community engaged in safe, respectful, and responsible interaction both on and off campus;
  • All members of the learning community committed to the objectives of the learning environment, and objectives that have been created using the voice of all members;
  • A level of enthusiasm and motivation from members of the learning community that suggests tasks and explorations hold interest and relevance;
  • Consistently communicated and applied expectations to the learning community both in terms of curriculum and community behavior;
  • A learning community that shapes itself using diverse voices and inputs, and that promotes equality, equity and justice for all in every part of its structure, maintaining the schools’ family spirit
  • Students of all age groups learning and growing together, caring for each other.

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