online brochure ais 2012-2013 - arnhem international school
TRANSCRIPT
Arnhem International School
“We aim to enable and encourage all our pupils to achieve their full educational and social
potential within an international environment”
primary and secondary
Preface 3
Arnhem International School – What to expect 4
Who are we? 5
Our Philosophy 6
IB Learner Profile 7
Educational Programmes 8
Primary Programme 8
Secondary Programme 9
Parents and Contact/International Parents’ Council (IPC) 13
Memberships 13
Primary Department 14
The Primary Schoolday 15
Secondary Department 16
Mission Statement 17
Class tutors and care 17
Careers Counselling 17
Subjects & Timetable 18
EAGLE and Extra Curricular Activities 20
Model United Nations 20
Learning Resources Centre (LRC) 21
Student Council 21
Practical Matters 22
Insurance 22
School Fees 22
Travel Information 22
Holiday Schedule 23
Application and Admission Procedures at AIS 23
Placement 23
From Primary into Secondary 23
From MYP to DP 23
Further Information 23
TABLE OF CONTENTS
2
This is the brochure of Arnhem International School. It
has been written for prospective pupils and their par-
ents and everyone else who has an interest in Arnhem
International School.
Primary and Secondary departments, even though being
currently physically separated by a 600 metre walk, can be
seen as one in terms of programme, population, faculty,
finance and administration.
We wish all pupils a successful academic year, in terms of
both education and their personal and social development.
Ms. G. Eaton Mr. J. Katzer
AIS Primary Department AIS Secondary Department
PREFACE
3
An International School with a Dutch character. Being
within a Dutch school the pupils are in daily contact with
normal Dutch school life.
Dutch festivals, traditions, and cultural events play a major
part in the International School calendar.
The International pupil population is truly International
arriving in Arnhem from all over the world. The Interna-
tional Community bids a warm welcome and the seemingly
contradictory phrase “To be different is normal”, truly applies
in The Arnhem International School, where friends from
all over the world are made for life.
ARNHEM INTERNATIONAL SCHOOL – WHAT TO EXPECT
4
The Secondary Department is an IB World School following
the International Baccalaureate Middle Years Programme
(IB-MYP) and the Diploma Programme (IB-DP). Both
Primary and Secondary curricula are flanked by extended
activities and group learning experiences taking place every
other week.
We offer small classes in which teachers work closely with
pupils. This enhances pupils’ individual success. The language
of instruction is English. Extra support is available to pupils
with English as an additional language. We also organize a
wide range of trips and excursions in the Netherlands and
abroad.
The school is well equipped: All classrooms have interactive
whiteboards, computers and educational software is avail-
able and used in and outside the classroom. Both Primary and
Secondary pupils have access to a sports hall, in addition to
a neighbouring sports facility providing a range of sporting
opportunities. There are swimming lessons for two year
groups in the Primary Department. There are digital learning
opportunities in the Primary school. There are several science
labs with full-time lab technicians and multimedia learning
resources centres available in the Secondary, too.
AIS is offering a school year with great variety for pupils
to further prosper in different realms. For this is what
international education is all about – enriching the world
of learning.
Ms. G. Eaton Mr. J. Katzer
AIS Primary Department AIS Secondary Department
Arnhem International School was set up in 1986. The school
caters for the needs of the expatriate population in the region
of Arnhem, the Netherlands, and the border area with
Germany. We have pupils from over 45 nationalities in our
Primary and Secondary Departments.
The Primary Department is located in the Dr. Aletta Jacobs
School, a Dutch state primary school, comprising a Dutch
Department and the International Department. The Second-
ary Department is part of the Lorentz Lyceum, a Dutchy
comprehensive school with a long tradition. This situation
enables the pupils in our care to benefit from the richness
of the many cultures in the International Department and to
learn about the Dutch way of life and the Dutch language.
The Primary Department has 9 groups covering eight year
groups with approximately 140 pupils from the ages 4 – 12
years old.
The Secondary Department has approximately 160 pupils,
45% in the upper school (age 16 – 18 years; DP1 and DP2) and
55% in the middle school (age 12 – 16 years; MYP2 – MYP5)
and 35 teaching staff.
The Primary educational programme is based on the Na-
tional Curriculum for England and Wales, adapted for use
with our International children. The staff continuously
evaluates and compares the school’s curriculum with the
current International curricula on offer from the IPC, IB
and Cambridge University.
WHO ARE WE?
5
Due to a very favourable pupil-teacher ratio the teachers
are able to build up a close relationship with children and
identify specific individual needs.
All teachers are trained and qualified and have educational
materials and support readily available.
Within each class there are pupils from many different cul-
tural, social and educational backgrounds, and children may
arrive or leave at any time during the year. Some children
will not speak English upon arrival and many children have
first languages other than English.
Staff development is encouraged and the International
Department works in conjunction with 12 other Dutch
Inter national Primary and Secondary Schools in the
Netherlands to provide “In Service Training” opportunities”
for staff. The schools also cooperate in curriculum develop-
ment and exchange experiences on educational methods
and materials.
As part of the continuous development and monitoring of
the curriculum, the international staff take an active part in
workshops, presentations and seminars with other Inter-
national and local Dutch schools.
As a participant of the European Council for International
Schools (ECIS), the school is able to review and assess the
latest developments in international education. Teachers
have access and participate regularly in IB workshops for
the Primary Years, the Middle Years, and the Diploma Pro-
gramme. This is in addition to meeting the requirements
specified by the Dutch Ministry of Education.
Staff of the Primary and Secondary school liaise on a regular
basis for the specific purpose of curriculum development
and the transfer of children.
OUR PHILOSOPHY
6
� Open-minded
They understand and appreciate their own cultures and
personal histories, and are open to the perspectives, values
and traditions of other individuals and communities.
They are accustomed to seeking and evaluating a range
of points of view, and are willing to grow from the expe-
rience.
� Caring
They show empathy, compassion and respect towards
the needs and feelings of others. They have a personal
commitment to service, and act to make a positive
difference to the lives of others and to the environment.
� Risk-taker
They approach unfamiliar situations and uncertainty
with courage and forethought, and have the independ-
ence of spirit to explore new roles, ideas and strategies.
They are brave and articulate in defending their beliefs.
� Balanced
They understand the importance of intellectual, physical
and emotional balance to achieve personal well-being
for themselves and for others.
� Reflective
They give thoughtful consideration to their own learning
and experience. They are able to assess and under stand
their strengths and limitations in order to support their
learning and personal development.
Both Primary and Secondary subscribe to the IB Learner
Profile. We aim to foster the development of these qualities
in our pupils. A successful pupil will identify with them.
The 10 elements are:
� Inquirers
They develop their natural curiosity. They acquire the
skills necessary to conduct inquiry and research and
show independence in learning. They actively enjoy
learning and this love of learning will be sustained
throughout their lives.
� Knowledgeable
They explore concepts, ideas and issues that have local
and global significance. In so doing, they acquire in
depth knowledge and develop understanding across a
broad and balanced range of disciplines.
� Thinkers
They exercise initiative in applying thinking skills cri-
tically and creatively to recognize and approach com-
plex problems, and make reasoned, ethical decisions.
� Communicators
They understand and express ideas and information
confidently and creatively in more than one language
and in a variety of modes of communication. They work
effectively and willingly in collaboration with others.
� Principled
They act with integrity and honesty, with a strong sense
of fairness, justice and respect for the dignity of the
individual, groups and communities. They take respon-
sibility for their own actions and the consequences that
accompany them.
IB LEARNER PROFILE
7
primary programmeThe Primary’s educational programme is based on the
National Curriculum for England and Wales and has been
adapted for use with our international children. Full details of
this curriculum can be found on www.nc.uk.net or www.
geo.org.uk.
Language is taught at the level appropriate to each child’s
needs. When children have specific needs they receive help,
and as they become competent in specific skills, they are
able to reach the next level. In this way, each child progresses
at the most suitable pace for his/her individual needs and
abilities.
Mathematics is taught with each child individually linked
to a core scheme at the appropriate level. Mathematical
activities in project work reinforce subject knowledge.
Language is developed through an individual approach
derived from a variety of sources to include reading, writing,
spelling and comprehension. This is complemented by a
substantial amount of language activity incorporated within
project work and is supported by a variety of drama activities.
Other curriculum areas, including science, geography, his-
tory and creative art are grouped within project work. Each
group covers one major topic per term, which over the school
year gives a balanced cover of all the major curriculum areas.
EDUCATIONAL PROGRAMMES
8
For International children, covering these major subject areas
in a “themed framework” becomes more relevant and inter-
esting. They are often able to benefit by being able to exchange
first-hand experiences from both their own countries and
other countries where they have lived. Out of school field
trips for all year groups are an important feature of the pro-
ject. A great emphasis is placed on creativity in all areas of
the curriculum.
Younger groups have more educational play activities with
reading and writing being taught in the infant’s group.
Children have regular Dutch lessons given in small differ-
entiated groups given by native Dutch speaker. English as a
second language is offered to children who require extra
English language tuition. The younger groups have one
swimming lesson each week in addition to one physical
education lesson. The other groups have two lessons of
physical education. A music teacher provides a lesson for
each class per week.
Special needs expertise is available within the school, to assist
those children who need educational support, or for those
needing accelerated learning programmes.
secondary programme
International Baccalaureate
Founded in 1968, the International Baccalaureate Organisa-
tion (IB) is a non-profit educational foundation, a recognized
leader in the field of international education, encouraging
students to be active learners, well-rounded individuals
and engaged world citizens. The IB works with 3,001 schools
in 139 countries to offer the three IB programmes to approx-
imately 837,000 students aged 4 to 19 years. Please visit y
www.ibo.org for more information.
The Secondary Department offers the IB Middle Years Pro-
gramme and the IB Diploma Programme.
IB Middle Years Programme (age 11 – 16)
The IB Middle Years Programme (MYP) is designed to help
students develop the knowledge, understanding, attitudes
and skills necessary to participate actively and responsibly
in a changing world.
It is designed for students aged 11 to 16. This period,
encompassing early puberty and mid-adolescence, is a
particularly critical phase of personal and intellectual
development and requires a programme that helps students
participate actively and responsibly in a changing and
increasingly interrelated world.
Learning how to learn and how to evaluate information
critically is as important as learning facts.
What does the curriculum contain?
The curriculum is illustrated by an octagon with eight
academic areas or subject groups surrounding the five areas
of interaction. The IB learner profile appears at the centre.
9
Students learn subjects from each of the eight subject groups
through the five areas of interaction: approaches to learning,
community and service, human ingenuity, environment,
and health and social education.
The overall philosophy of the programme is expressed through
three fundamental concepts – intercultural awareness, holistic
learning, communication – that support and strengthen all
areas of the curriculum. The emphasis is on the fluidity of the
curricular framework and the interrelatedness of the subjects.
Aspects of the areas of interaction are addressed naturally
through the distinct disciplines.
10
What are the five areas of interaction?
Approaches to Learning (AtL): Through AtL teachers
provide students with the tools to enable them to take
responsibility for their own learning, thereby developing an
awareness of how they learn best, of thought processes and
of learning strategies.
Community and Service: This component requires students
to take an active part in the communities in which they live,
thereby encouraging responsible citizenship.
Human Ingenuity: Students explore in multiple ways the
processes and products of human creativity, thus learning to
appreciate and develop in themselves the human capacity to
influence, transform, enjoy and improve the quality of life.
Environments: This area aims to develop students’ awareness
of their interdependence with their physical, and other,
environments, so that they understand and accept their
responsibilities.
Health and Social Education: This area deals with physical,
social and emotional health and intelligence – key aspects of
development leading to complete and healthy lives.
IB Diploma Programme (age 16 – 18)
The International Baccalaureate (IB) Diploma Programme is
a challenging and demanding two-year curriculum, primarily
aimed at students aged 16 to 19. It leads to a qualification that
is widely recognized by the world’s leading universities.
11
What is in the curriculum?
The curriculum contains six subject groups together with a
core made up of three separate parts. This is illustrated by a
hexagon with the three parts of the core at its centre.
Students study six subjects selected from the subject groups.
Normally three subjects are studied at higher level and the
remaining three subjects are studied at standard level.
All three parts of the core – Extended Essay, Theory of
Knowledge, and Creativity, Action and Service – are central
to the philosophy of the Diploma Programme.
Extended Essay (EE): The Extended Essay offers the opportu-
nity to investigate a topic of individual interest, and acquaints
students with the independent research and writing skills
expected at university. It has a prescribed limit of 4,000 words.
Theory of Knowledge (TOK): The interdisciplinary TOK
course is designed to provide coherence by exploring the
nature of knowledge across disciplines, encouraging an
appreciation of other cultural perspectives. It is assessed
through an essay and a presentation.
Creativity, Action, Service (CAS): Participation in the
school’s CAS programme encourages students to be involved
in artistic pursuits, sports and community service work,
thus fostering students’ awareness and appreciation of life
outside the academic arena.
12
The school maintains close contact with parents. All teach-
ers are available for consultation should parents have any
questions or concerns. Parents receive regular information in
newsletters.
Moreover, there is an International Parents’ Council. It works
closely with the teaching staff and school management. The
IPC is active in many areas including supporting the school
in maintaining high educational standards. It also assists in
facilitating extracurricular activities and providing some
financial resources. To strengthen the sense of community,
social activities are organised throughout the school year for
pupils and their parents. For parents new to Arnhem Inter-
national School, the IPC is often the first port of call.
MEMBERSHIPS
PARENTS AND CONTACT/INTERNATIONAL PARENTS’ COUNCIL (IPC)
AIS is an International Baccalaureate Organisation World
School as well as a member of the European Council of
International Schools, ECIS.
Moreover, AIS is an active member of the Dutch Interna-
tional Schools organisation, DIS. DIS is a network of some
twenty primary and secondary schools in the Netherlands,
all supported by the Dutch Ministry of Education. These
schools work with each other to improve the quality of inter-
national education in the Netherlands.
13
PRIMARY DEPARTMENTThe class groups or year groups are organised in accordance with the
U.K. curriculum and the entry age to Dutch Secondary Education,
that being reaching 12 years of age before 31st October in the relevant
school year.
International Primary Organisation a
Reception rising 5 year olds
Year 1 rising 6 year olds
Year 2 rising 7 year olds
Year 3 rising 8 year olds
Year 4 rising 9 year olds
Year 5 rising 10 year olds
Year 6 rising 11 year olds
Year 7 rising 12 year olds
Dutch Lessons All years
Learning Support All years
Music Teacher All years
P.E. Teacher All years
14
the primary schooldayEach day, before or after the morning playtime, the children
have “fruit break”, a time when children may eat a healthy
snack. We ask parents to help us to encourage healthy eating
habits by providing something nourishing for both “fruit
break” and lunch.
All children eat packed lunches in the classroom and then,
depending on the weather, play inside or outside under
supervision.
At the end of school, children meet their parents/guardians in
the playground. Children in Group 1 are not allowed out of
the schoolbuilding until there is some-one to meet them. Older
children are requested to go back into school and inform a
teacher if no one has arrived to meet them.
At the beginning of the school year, there is an information
evening organised where class teachers give individual pre-
sentations to parents on the daily routine relevant to their
class. The class teacher will also provide a “class information
booklet” to parents.
Daily Timetable
Monday, Tuesday, Thursday, Friday
08.15 Staff on duty outside the school
08.20 School opens
08.30 Morning lessons start
10.00 – 10.30 Fruit break and play time
12.00 – 12.50 Lunch time
13.00 Afternoon lessons start
15.00 End of schoolday
Wednesday
08.20 School begins
08.30 Morning lessons start
10.00 – 10.30 Fruit break and play time
12.15 End of schoolday
15
The Secondary Department is part of Lorentz Lyceum, a
Dutch comprehensive school going back 140 years. Nobel
Prize winner Hendrik Anton Lorentz, after whom the school
is named, was a Mathematics teacher here for some time.
AIS Secondary is located on a separate floor within the
Lorentz building; the B10-hall. Most of our classrooms are
SECONDARY DEPARTMENThere and our hall provides space for silent study – it can also
be described as the social focal point of AIS. Some school
functions take place here, too. We have our own Learning
Resource Centre (LRC), well equipped with computers and
books and the offices of management in this area. We share
science labs and gym facilities with Lorentz Lyceum.
16
mission statement Enabling and encouraging all our students to achieve their
full educational and social potential within an international
environment, by providing a supportive secure community
that develops each student’s interest, abilities and awareness
of responsibilities, in the evolving, information – centred,
global community.
class tutors and care The family plays an important role in a child’s development;
we therefore encourage parents to maintain close ties with
school and teachers. Form tutors are the first contact between
pupils, parents and school. After mid-term evaluations and
reports, parent teacher evenings are scheduled to discuss a
pupil’s academic and social development with tutors and
teachers. Parents can meet teachers or their child’s tutor at any
time during the school year.
careers counsellingDuring their time at school, the Careers Counsellor will stay
in close contact with the pupils, to help them decide about
their future. This involves a long process of orientation,
collection of information, visiting of open days and finally
making a decision.
All pupils have access to a computer-based job and professions
test in school that will help them develop ideas about their
future options. The Careers Counsellor will encourage pupils
to work with this programme and will discuss results with
them. Pupils will receive assistance with their applications to
institutes of higher education in the Netherlands and abroad.
careers counselling
17
Subject/Form MYP2 MYP3 MYP4 MYP5 DP1 DP2
English first language HL 4 4 4 4 5 5
English first language SL 3 3
English Second language 2+3 3 3 3 3 4 4
English Second language 4+5 3 3 3 3 3 3 3 3
Support English 1 1 1 1
Dutch First Language 3 2 2 3 5 52 3 3 2
Dutch Second Language 1+2 3 3 3 3 4 43 3 3 3
Dutch Second Language 3+4 3 3 3 3 3 3 3 3
French Second 2 2 2 2 4 4
German Second Language 4+5 5 52 2
Spanish Second Language 4+5 4 42 2
Self taught 1 1
Mathematics 4 4 4 4
Maths HL 55
Maths SL 33
Math Studies 33
Math support 1 1
Coordinated Science (bio) 4 4 2 2
Coordinated science Physics 2 2
Coordinated Science chem 2 2
subjects & timetableLessons may be timetabled differently according to the demands of the changing situations.
18
Subject/Form MYP2 MYP3 MYP4 MYP5 DP1 DP2
Biology SL 3 3
Biology HL 5 5
Physics HL/SL 5 5 5
Chemistry HL/SL 5 5 5
Economics HL 5 5
Economics SL 3 3
History HL/SL 5 55
Geography HL/SL 5 55
Hum - Geo 2 2 2 2
Hum - His 2 2 2 2
Hum - Ec 2 2
Physical Education 2 2 2 2 2
Physical Education Theory 1
Technology & ICT 2 2 2 2
Arts 2 2 2* 2* 2* 2*
Drama 2 2 2* 2* 2* 2*
Music 2 2
Theory of Knowledge 2 1
Tutorial 1 1 1 1 1 1
Eagle 1 1 1 1 1
Elective, i.e., either Arts or Drama
colour indicates possibly combined classes
hours allocation depends on class size and might be less than stated.
19
The school has a very active Model United Nations tradi-
tion. AIS hosts its own Model United Nations, ARMUN,
conference in autumn being linked to the Airborne Youth
Conference in which DP1 and MYP5 are involved as or-
ganisers and participants. We are proud to be the only
Dutch school represented at the annual Student League of
Nations in Geneva, and we participate in a number of
MUN Conferences in the Netherlands, often in combina-
tion with the Bilingual Department of Lorentz Lyceum.
Preparation for and participation in MUN conferences give
pupils an opportunity to develop public speaking, debating
and organisational skills, as well as a wealth of knowledge
and understanding of current affairs.
model united nations
EAGLE is short for Extended Activities and Group Learning
Experiences. Every second Tuesday EAGLE is planned for all
classes. These afternoons make up a vital and integrated
part of the programme. Pupils will take part in a wide range
of workshops and other activities. Some of these will be linked
to the curriculum or will even be seen as an inextricable part
of that programme, while other events may have a more
festive character. Sports also make up a fair part of EAGLE.
Pupils and parents will receive an overview of the pro-
gramme in September.
Moreover, a variety of school-trips within the Netherlands
and abroad are part of the educational experience at AIS.
eagle and extra curricular activitiesDaily Timetable
Period Times
1 08.30 – 09.15
2 09.15 – 10.00
3 10.00 – 10.45
Break 10.45 – 11.10
4 11.10 – 11.55
5 11.55 – 12.40
Break 12.40 – 13.10
6 13.10 – 13.55
7 13.55 – 14.40
Break 14.40 – 14.55
8 14.55 – 15.40
9 15.40 – 16.25
10 16.25 – 17.10
20
Our pupils elect from amidst themselves our active Student
Council. The Student Council organises a number of events f
during the year and often functions as an intermediary
between the staff and the pupils. They regularly meet withy
the management of the school.
The Learning Resources Centre provides a wide selection of
materials to support and enrich the curriculum.
All resources whether text or audio-visual are indexed and
managed by the AURA Library System. As well as the more
traditional sources, a range of CD-ROMs and the Internet
are available for information searches.
During class times the LRC can be accessed by pupils and
teachers. These times can be used for research, completion
of homework, or reading for leisure.
Information Literacy & Media Awareness lessons are
taught within the context of the curriculum. Resource
based units are planned and taught co-operatively with
pupils’ independent learning. The LRC is a silent area.
learning resources centre (lrc)
student council
21
PRACTICAL MATTERSinsuranceThe school has insurance for pupils and accompanying
teachers for day trips and school trips.
school feesThe current school fees for Primary and Secondary are
contained in the respective application packages.
travel information Public transport in the Netherlands is good. Pupils living in
towns such as Ede, Deventer, Zutphen and Oss take the train
or the bus to Arnhem Central Station.
Buses only take ten minutes from Arnhem Central Station to
the school. Line 7 (direction Rijkerswoerd) runs approximate-
ly every 10 minutes and stops near the Groningen singel.
The bus to Elst leaves the station twice hourly and passes by
the school as well. From Nijmegen there is an excellent ex-
press bus service, the Interliner, which stops at the nearby
Kronenburg shopping centre.
The Netherlands is relatively flat with many dedicated cycle
paths or lanes making cycling very popular. Many inter-
national parents living reasonably close to the school take
advantage of this environmentally friendly means of school
transport.
The two departments of the AIS are within easy walking
distance of each other. The AIS organizes a door-to-door
bus service for pupils living in the district of Kleve in
Germany. Pupils from other areas in Germany can join the
bus at a collection point in the district of Kleve.
22
In the Primary Department, placement is essentially made
according to age, with children being placed in groups with-
in their own age range.
The school reserves the right to make the final decision
concerning group placement.
from primary into secondaryDuring their last year in the Primary Department pupils
will visit the Secondary Department and spend a day there. An
information evening for parents regarding Secondary will y
follow. Parents are then asked to apply for entry into the
Secondary Department should they wish so.
from myp to dpThe IB DP is an academically rigorous and challenging
programme. Transition from MYP into DP is not automatic
– entry requirements must be fulfilled in order to be admitted.
Students apply with their grades from Report 2 in MYP5.
New students will have to provide documentation that shows
their level of performance and achievement.
further information� For procedures and policies regarding Arnhem Inter-
national School: www.arnheminternationalschool.nl.
� For information regarding the International Baccalau-
reate Organisation (MYP and DP Programme):
www.ibo.org.
� For information regarding International Education in
the Netherlands: www.sio.nl.
� The European Council of International Schools can be
found here: www.ecis.org.
� More information on Dutch International Schools:
www.dutchinternationalschools.nl.
holiday schedule
Summer Holiday: six or seven weeks (may vary)
Autumn Holiday: one week
Christmas Holiday: two weeks
Spring Holiday: one week
May Holiday: one or two weeks (may vary)
Detailed lists containing all holidays are available on the
website from school, and are included in our application
packages.
application and admission procedures at aisThe application procedure is straightforward. Parents should
contact the school to request application documents and
make an appointment to start the intake procedure. In a per-
sonal meeting placement and programme (DP only) will
be discussed and decided. The availability of places will be
communicated, too.
An application form should then be sent to the school by
e-mail or post. Once the school has received the application
form together with any other necessary documentation
the school will confirm your place. The financial process
begins once the child arrives at the school.
placementRelevant information and education background information
are taken into consideration in order to determine the correct
placement of a child.
23
arnhem international schoolsecondary department Lorentz Lyceum
Groningensingel 1245
6835 HZ Arnhem
The Netherlands
Tel : +31 (0)26 – 320 28 40
Fax : +31 (0)26 – 320 01 13
Email : [email protected]
Website : www.arnheminternationalschool.nl
www.lorentzlyceum.nl
arnhem international schoolprimary department Dr. Aletta Jacobs School
Slochterenweg 27
6835 CD Arnhem
The Netherlands
Tel : +31 (0)26 – 323 0729
Email : [email protected]
Website : www.arnheminternationalschool.nl
AIS Primary is part of De Basis
AIS Secondary is part of Quadraam
Group for Education in Gelderland