Bloom. Educating for wholeness. Imagine the Possibilities
The high school programme in Bloom differs very much from the elementary Montessori classroom programme mainly because of the very different needs and personal preferences of adolescents who favour interactions with friends and adults.
For ages fifteen to nineteen, when the rapid growth of adolescence is slowing, a more rigorous intellectual schedule is implemented, combined with social work and apprenticeships in the work world. In recognition of the needs of adolescents, and the multi-dimensional approach to learning, the programme in Bloom High School is designed to be flexible, maximise access to resources and optimise student-learning opportunities via an integrated thematic approach.
Study of subjects is interrelated and emerges from the kind of things students need to do to facilitate their everyday life, such as increasing the production of honey, starting a small income generating projects and building a new green house. Students are asked to participate in fieldwork – a combination of land-based studies, community service, and internship experiences in the business, professional, or public-interest communities.
Overall, learning in the high school continues to be active rather than lecture driven. Students learn from participating in seminars, meeting with guest speakers, conducting research, building models and dioramas, and organising field trips and internships.
Students and teachers gather every day in meetings, where they learn how to work together, express their thoughts clearly and honestly, resolve disagreements, compromise, and reach consensus. There is a real sense of community.
Teacher-initiated group lessons are usually brief. Seminars and specialist classes are scheduled in such a way as to allow students large blocks of time to work without interruption. The schedule for group activities is flexible and allows the teachers to set aside the amount of time most appropriate for given activities.
Students are allowed to select from among several optional learning strategies and assignments or to propose another option. Using this approach, students continue to learn how to prioritise, pace themselves, and take responsibility for their work. These are skills that are critical to success in university and life.
Students will be asked to participate in field work – a combination of land-based studies, community service, and internship experiences. At certain points of the programme, students will engage in internships in the business, professional, or public-interest communities. Students will develop their own resumes and will be expected to find their own internship position.
The aim of our high school programme is to enable our students to approach challenges in an entrepreneurial way that brings together relationship skills with practical solutions in their private lives as well as in business and the greater community. Our programme helps students recognise that civic responsibility and meaningful community service enriches their learning experience as well as strengthens the whole community.
" The need that is so keenly felt for a reform of secondary schools concerns not only an educational, but also a human and social problem. Schools, as they are today, are adapted neither to the needs of adolescents nor to the times in which we live. Society has not only developed into a state of utmost complication and extreme contrasts, but it has now come to a crisis in which the peace of the world and civilisation itself are threatened. More than to anything else it is due to the fact that the development of man himself has not kept pace with that of his external environment. " Dr. Maria Montessori, From Childhood to Adolescence
OUR HIGH SHOOL PROGRAMME PROMOTES INDIVIDUALS WHO ARE:
• Self-motivated and self-reliant;
• Creative and entrepreneurial;
• Have a global and holistic approach;
• Have a life-long love of learning.
OUR HIGH SCHOOL PROGRAMME EMPHASISE:
• Intellectual rigour and high academic standards;
• Critical thinking;
• Inter-relatedness of disciplines;
• Inter-cultural awareness;
• Communication in one’s own language and another;
• Competence in Information Technology;
• Intellectual and social development;
• Service Learning.
Milomir Kovacevic Strasni
Milomir Kovačević (1961) is a photographer from Sarajevo with a prolific career both in Bosnia and Herzegovina and in Paris, where he has been living and working since 1995.
Rémy Ourdan is a war correspondent, reporter for Le Monde newspaper, documentary filmmaker, and president of the WARM Foundation on contemporary conflicts.
Damir Sagolj is Reuters photographer whose photographs have been published in leading international magazines and newspapers such as Newsweek, The New York Times, The Washington Post, Le Monde and Spiegel. Damir joined Reuters as a staff photographer in 1997.
Ali has been surrounded by music his entire life. Growing up in Chile and traveling around South America and the Caribbean, he has been exposed to many different musical expressions, many of which find a place in his own music. Ali studied classical guitar in Chile before moving to Argentina to pursue a degree in music therapy. His musical curiosity and love for diversity combine to make him a versatile and original composer and performer, blending genres, instruments and cultures into a unique sound.
Bojan Stojčić born in Sarajevo, Bosnia and Herzegovina. His work is based primarily on interventions in public space (both physical and virtual). Positioned in particular places or set on different objects coming from artist’s living space, all his works carry a message that is clear, sometimes painfully realistic, sarcastic and most of the time funny.
Bojan Stojčić, among other prizes and recognitions, was a ZVONO award finalist (2014.) and a winner of National drawing competition (2014.)
Amela Ivković O’Reilly
Amela was born in Sarajevo, where she completed medical high school and also began her medical study. Amela is a member of the Irish Association of Nutritional Therapist, Association of Nutritional Therapist of Great Britain and the Royal Medical Association of Great Britain. She is also developing educational programs for children and adults.
Tim Clancy was brought to the Balkans by a simple twist of fate in late 1992. Tim worked in refugee camps with women and children from all over Bosnia, Croatia, and Kosovo. After several years of development work following the war, Tim spent a year hiking through the mountains and learning more about the highland cultures. Since then he has been dedicated to environmental activism, ecologically responsible development of BiH’s cultural, historical and natural heritage.
Ela Jurko is a political science student at the University of Zagreb. She is an experienced debater with results at numerous national and international tournaments. Since 2013 she has trained elementary and high school debate teams. Ela works and volunteers for different NGOs including the Croatian Debate Society and the Croatian Educational and Developmental Network for the Evolution of Communication where she delivers trainings on human rights and history.
Our admissions process begins in the month of June prior to your desired year of attendance and according to state regulations in vigour in the Canton of Sarajevo. When places are available, we accept new applications during the course of the academic year. Places are given according to availability. First come, first served!
Tours are an integral part of our admissions process and are the first point at which parents, children and our program leaders can begin to connect.