Pedagogical Working Group (PedGroup)

Coordinators: Talia BOATI, Monika VELIKONJA, Alex WILSON


The Pedagogical Working Group (PedGroup) works with the APEEE and the school to ensure the quality of the educational offer and to support, propose and help implement measures or initiatives to improve the current daily classroom experience of our children, and also their longer educational prospects. The group's target audience is the APEEE and the parents, through a fluid, transparent and frequent exchange of information with the APEEE Board (CA), Educational Council (CE) representatives and INTERPARENTS. The PedGroup aims to promote a close working relationship between parents, students, teachers, management, and the wider school community on issues of pedagogical import.

General Scope of Activities: The PedGroup provides analysis and consultation on pedagogical issues for the APEEE Board (CA) and Education Councils (CEs), responding directly to parent concerns on topics within its mandate. It also consults and advises the INTERPARENTS representatives on pedagogical issues raised at system level. It currently functions as an umbrella group for several issue-driven subgroups and dossiers:

  • SubGroup: Digital Learning & Educational Technology Group - EdTech
  • SubGroup: Languages
  • SubGroup: INTERPARENTS - IP (see also: INTERPARENTS and the European Schools)
  • SubGroup: Primary Trips
  • SubGroup: Secondary Trips, Projects & Project Weeks
  • SubGroup: Educational Support - EdSupp (see also: Parent Network for Educational Support)‎
  • SubGroup: Gifted Children Network (GCN) (see also:
  • SubGroup: STEM - Science, Technology, Engineering, Mathematics

Topics treated have included:

  • Baccalaureate, Evaluation, Orientation
  • Quality Assurance
  • Art & Music
  • Sport
  • Human Sciences
  • European School Language Policy and bilingual L2 classes
  • New secondary marking system
  • Distance teaching and learning
  • The school specific Guidelines on Educational Support
  • Cost Sharing and recruitment and evaluation of locally hired teachers
  • “180 Days” of schooling
  • Increased synergies between curricular and extra-curricular music and science programmes
  • Secondary teacher replacement
  • P5-S1 transition
  • European Baccalaureate parents' complaint system
  • “White Baccalaureate” student Bac oral training period
  • Use of Fabrication Laboratory (FabLab) in the curriculum
  • Improved communication on and participation in European Schools Programmes – Eurosport, Festival of Arts and Music of the European Schools (FAMES) and European Schools Science Symposium (ESSS)

PedGroup sport, music and STEM leads also participated in the organisation of the May 2018 60th Anniversary School Fête.

Participation and Working Methods: The PedGroup is open to Board Members and committed parents who have a strong interest the pedagogical programme in place at the school. Members may choose to work on a range of topics or focus closely on a specific dossier. All parent section representatives of the primary and secondary Education Councils (CEs) are likewise encouraged to take part in the PedGroup.

The PedGroup meets four or five times each year to hear reports from subgroup coordinators, task leaders and Educational Council representatives, to agree on proposed measures and to discuss future strategy. Otherwise, each subgroup and dossier has its own coordinator or lead and its working method is set to best fit the demands of the dossier and the group members. The PedGroup receives reports from CE representatives and provides consultation support to them, presents position papers to the Board, and may also oversee task forces created by the board to address specific topics. PedGroup coordinators or leads may likewise participate in bilateral meetings with the school administration in pursuit of the PedGroup mandate. Finally, the PedGroup issues non-binding opinions on requests for funding of projects within its scope. The group reports to the Board at least twice each year.

If you are interested in one or more of these activities, please contact our Secretariat at:

Mandate of the APEEE's Pedagogical Working Group (January 2023)

See related issues and positions: Pedagogical Continuity and Distance Learning, L2 Bilingual Classes, Projects, Trips and Project Weeks, 180 Working Days for Pupils, Replacement of Teachers and Mobile Phone Policy

See also: Devices for eLearning - BYOD

2022 Priorities

In 2022, the group will continue our work on several dossiers:

  • Implementation of the recommendations of the May 2018 EEBI Whole School Inspection (WSI) team: follow up on the eight identified weak areas with low performance scores:
  1. management ensures effective use of teaching time, including replacements
  2. education for sustainable development is fostered
  3. there is continuity and progression from year to year
  4. the planning within and across sections is harmonised
  5. individual needs of pupils are respected in planning
  6. teachers respect pupils’ individual needs in their teaching
  7. pupils develop the ability to assess their own work
  8. a structure for quality assurance and development is implemented.
  • Consultation of stakeholders: maintain the key role of Education Councils (CE) as a forum for consultation, strategic thinking and shared vision on a range of educational topics.
  • COVID / Distance Learning Strategy: Continue to push for a level-specific Digital Learning Strategy to ensure the quality of teaching during partial or full closure of the campus; ensure that vulnerable and affected children are ensured an educational offer on par with that of their classmates.
  • Educational support and gifted children networks
  • Oversee implementation of the European School Language Policy: ensure the provision of language teaching for a range of learners, in particular bilingual pupils.
  • Clear communication of course objectives and pupil results: seek to regularise distribution of course programmes, assignments and student results to parents and pupils through well-defined channels.
  • Implementation of the New Marking System: monitor implementation of the new system in the Baccalaureate cycle and pupil results at EEBI (compared with baseline) and closely follow the release of national equivalence formulas updated to reflect the new system.
  • School timetable and free hours: assure that timetables are feasible, equitable and balanced and that free hours are organised in the best interest of the pupils.
  • Use of teaching time: follow the implementation of the 180-day European School calendar and address the problem of non-replaced absences and lost teaching hours.
  • Baccalaureate cycle and career orientation: ensure that the arrangements for the PreBac and Baccaleaurate Exams meet system requirements, that results are transparently reported, and that students are well prepared for the next step in their education.
  • Digital teaching and learning: work with the school to implement a full-fledged BYOD policy, to encourage blended learning and the appropriate use of digital technologies in the classroom, and to train pupils on the safe and appropriate use of educational technologies.
  • Exploit synergies between curricular and extra-curricular programmes: explore possibilities to develop Music & Art, STEM, Humanities and Social Sciences, and Sport and to develop opportunities for project-based interdisciplinary work.
  • Promote involvement in the European Schools Programmes, including Eurosport, Festival of Arts and Music of the European Schools (FAMES), European Schools Science Symposium (ESSS), Model United Nations/Model European Council (MUN/MEC)