540

10+

Italian

2/3

Yes

Yes

French, Spanish and Latin

25

22

Yes

iPad 1:1 programme

Yes

No

Invalsi and ISA

Higher than the Italian average.

Yes

1 hour per day

100%

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.

Our teachers will encourage our gifted students to join special events, competitions, tournaments to challenge their skills.

Yes

Yes

All applicants interested in enrolling in our Primary or Middle School are invited at school for an assessment, which will be held by a Native English Teacher and a Native Italian Teacher.

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

There is no deadline, students can enrol anytime, provided there are still places available.

Yes

8:30 am

4:00 pm

We have sports and clubs after 4:00 pm.

Yes

Yes

Yes

Yes

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

P.E. includes all sorts of sports (flag football, tennis, swimming, volley, climbing, cross-fit, etc.)

Yes

Knowledge Centre (Library), Art Lab, Science Lab, Music Room, Lunch Room, Garden.
From Year 4 onward, students also use external facilities for P.E.

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.