Students

The Berlin British School prides itself on its pastoral care. The emotional wellbeing of our students as well as their academic development is at the heart of the school. With around 500 children from over 60 countries, Berlin British School is home to a vibrant community of global international thinkers.

Early Years children sitting together in a group

Secondary students looking at book at the Secondary library

Student Support

House System

The house system is a traditional feature of schools in the English-speaking world, particularly in Commonwealth countries, originating in England. The house system enhances the school’s family atmosphere and the feeling of belonging to a community. It also encourages loyalty among house members and creates a healthy team spirit among the students. The Berlin British School is divided into four Houses (Amethyst, Emerald, Ruby, Sapphire), where each student is allocated to one house at the moment of enrolment. Siblings are always allocated to the same house.

We are aware that having a variety of students from many countries brings with it numerous interests and passions. The House System provides each and every student the opportunity to develop all aspects of their growth and learning.

The school assigns each student to one of the four Houses. Throughout the year, BBS holds regular house events such as Team Building, Inter House Football, Basketball, Softball and Sports Day, as well as other house events. House Points are awarded for academic, pastoral and extra-curricular activities.

Amethyst Emerald Ruby Sapphire

For more details about our system and for what activities points and merits are awarded to a House or House member, please take a look here: House Rewards

Student Council

The Student Council is made up of representatives from each year group in Primary and Secondary School and is chaired by the Head Student. The Council represents the student body, and student representatives are elected by each class at the beginning of the school year. A member of staff is selected by the Head of School to supervise/liaise with the School Council.

The purpose of the School Council is to provide a forum for student opinions and ideas for improving school life. It has the following aims:

Organise social events
Improve the environment
Raise money for charity

In School Council meetings, issues raised by the students are discussed, and then the Chairman reports suggestions to the Head of School.

The Council meets on a weekly basis.

Career Counselling

As part of our International Baccalaureate Diploma preparation and pre-university induction, the school sends Grade 10 and 12 students on a work placement for three weeks at the end of the Summer Term.

Work experience is intended to give students an insight into the job environment. It supports the application and consolidation of knowledge gained in school lessons through personal experience and actions. It also begins to give the students a foundation of the world of work and commerce.

The work experience programme helps students find out more about their professional plans and personal strengths, and the skills employers are looking for. It also helps the students to develop self-discipline and a sense of responsibility. They have the opportunity to develop new skills and acquire more self-confidence and orientation with regards to their professional careers.

Our aim is to encourage students to think about a placement that matches their interests and personal abilities. The school supports the students during the process of considering, applying and completing the work placement. Over the years we have established links with companies and institutions in the Berlin area, so that we have been able to place students very successfully in international companies, the media and academic institutions.

Learning Support

English as an Additional Language (EAL)

When necessary, additional support is available to help students whose first language is not English. Emphasis is on providing opportunities for students to use English in authentic contexts. While explicit teaching of grammar is given when appropriate, the main objective is in creating an environment in which students gain confidence, and ‘take risks’ by trying a new language in a supportive environment. Students are encouraged to communicate through reading, writing, listening and speaking to the necessary level in order to successfully access the curriculum in a variety of ways.

Withdrawal –Small groups of students are withdrawn from the classroom and given intensive English tuition during Literacy and/or Foreign Language lessons.
In-class support -Students are supported in classby trained teaching assistants.

Special Educational Needs (SEN)

At any point in their school life, students may experience educational, physical, emotional or behavioural needs that require additional educational provision. The school has a network of support staff that work to:

Ensure that needs are identified, assessed, provided for and reviewed
Enable all students to have full access to the school curriculum
Make clear the expectations of home, school and outside agencies in the process
Ensure that students have a voice in this process

Identification of students who are thought to have Special Educational Needs can come from arange of sources including class and single subject teachers, parents, information from previous schools and even students themselves. When a referral has been made, further assessment and diagnostic testing are usually necessary in order to initiate appropriate strategies. When a student receives some degree of ‘School Action’, the Learning Support Co-ordinator takes responsibility for monitoring and managing the student’s Individual Education Plan (IEP). This identifies specific targets to cater for individual needs. Provision for SEN is reviewed on a regular basis and information is shared with parents through reports and meetings as necessary.