Bloom. Educating for wholeness. Imagine the Possibilities.
We implement the official Canton Sarajevo curriculum from pre-school until the end of primary school. However, we are authorised to teach in English and to use the Montessori philosophy and method. Bosnian/Serbian/Croatian is taught as a second first language for native speakers.
Specialist subject teaching is introduced in primary school from the grade 6 upward. The school also runs the Cambridge Secondary 1 programme alongside the official cantonal curriculum in grades 7, 8 and 9. At the end of this cycle, the children may choose to sit for the following exams: Eksterna Matura, Cambridge Checkpoint or both, depending on the parent's and student's decision.
Bloom high school offers a range of Cambridge IGCSEs and International A and AS level to students. The high school curriculum is unique to Bloom in design. The children have a few core subjects that are mandatory for all and can then expand on this foundation to add breadth and cross-curricular perspectives according to their interests. The curriculum offers a broad view of the world, emphasising ecological interdependency, the historical development and inter-connectedness of ideas and events, and an international/transcultural perspective.
The curriculum is developmentally based and appropriate to meet the intellectual, social, emotional, and physical needs of adolescents. It teaches students to think for themselves and develop logical reasoning, research skills and higher-order “formal” thinking skills rather than having students memorise pre-digested concepts, theories, and information presented in lectures and textbooks.
The course of study goes beyond the traditional curriculum, teaching students how to think clearly, do their own research, express themselves in writing and speech, and apply their knowledge.
The course of study is an “integrated thematic approach” that ties separate disciplines of the curriculum into studies of the physical universe, the world of nature, and the human experience. This integrated approach is one of Montessori’s great strengths.
Montessori secondary programmes do not emphasise academic competition among students. The programme evaluates students on a logical, objective basis. Students are not graded on a curve but rather are evaluated individually against clearly stated academic objectives through a wide variety of authentic assessment techniques, including portfolios, long-term projects, and self-evaluation. We encourage students to value the process of learning, especially the ability to learn from their mistakes.
A Global Perspective
The goal is for children leaving the school at the end of any three-year cycle to be extensively prepared for integration in any other educational institution in BiH or abroad. Thanks to the right content, multiple languages and an appropriate developmental approach, and also to the fact that we incorporate two worlds – local and international - we uniquely prepare children for the challenge of living in a multicultural and globalised society.
In the fragmented setting of BiH, where children are usually divided from each other on an ethnic basis, and schools tend to prioritise the majority ethnic group, Bloom offers an environment uniquely open to children of all backgrounds and beliefs. The festivals of the four major religions of Bosnia and Herzegovina, Islam, Catholicism, Orthodox Christianity and Judaism are respected and children enabled to learn about all faiths on a non-confessional basis.
Bloom consequently enjoys a uniquely high intake of children from diverse backgrounds, including national minorities. This is reinforced by the inclusive philosophy and method of the school, in which each child is recognised as a unique individual and his or her specific needs supported. Thus children of all backgrounds and their parents are enabled to contribute their own life experiences and cultural heritage to the school community on an equal basis.
Multi-ages classrooms and the three year cycle
All age groups are mixed, each group spanning three years from the youngest to the oldest child. Successful learning takes place when children spend three consecutive years in each safe and nurturing classroom where a sense of “family” is quickly formed with teachers and peers.
As children progress in this unique way older children are given opportunities to practice leadership, patience and confidence while teaching well-mastered skills to their younger classmates. Younger children learn to seek help and guidance from, and observe and model those who are more experienced. This optimum learning experience supports social development and promotes a sense of community.
Local Faculty investment
Bloom staff are predominantly local and educated both according to the standards set by BiH law and regulations and to fully child-centred philosophies and methodologies. We have high quality staff, and stability and continuity in our classrooms, because we are investing in local people who are given a unique opportunity to grow within their country. Therefore we have committed teachers who will grow and stay with us.
For any further information regarding the school's curriculum, please contact school pedagogue Dženita Omerčić on email@example.com to make an appointment.
Educating for wholeness
Whilst implementing educational programmes “Bloom” as an institution and every educator and teacher in particular must respect the holistic dimension of the Montessori Philosophy and Method.
Holistic education is the art of cultivating the moral, emotional, physical, psychological and spiritual dimensions of the developing child.
Holistic education is based on the premise that each person finds identity, meaning, and purpose in life through connections to the community, to the natural world, and to spiritual values such as compassion and peace.
Holistic education aims to call forth from children an intrinsic reverence for life and a passionate love of learning. This is done, not only through an academic “curriculum” that condenses the world into instructional packages, but also through direct engagement with the environment.
Holistic education nurtures a sense of wonder. There are many paths of learning and the holistic educator values them all; what is appropriate for some children, in some situations, in some historical and social contexts, may not be best for others. The art of holistic education lies in its responsiveness to the diverse learning styles and needs of evolving human beings.