Our educationStructure, and Routines
The educational system at EBS Online is characterized by regularity, structure, and routines. We have a fixed daily schedule for all classes, which provides stability and predictability. When children know what to expect, they feel calm and secure.
Every six months, each student is assessed to ensure they are receiving appropriate instruction. This prevents students from working above or below their level for too long, which could lead to boredom or insecurity.
Learning at one’s own level Challenging every student sufficiently
Every child learns at their own pace and in their own way. Therefore, our lessons are taught at three levels. This allows us to offer sufficient challenge to students who already master the material, while allowing time for additional instruction from the teacher for students who need more support. Because we keep the daily schedule the same for grades 3 through 8 in the morning, a student can join a math class in a different grade (at a higher or lower level) and work at their own level.
Some children need to be challenged or supported in a way that goes beyond what can be provided within regular lessons . We aim to offer customized learning opportunities for these children within our school.
Independent learning Learning to Take Responsibility
In all groups, we use a weekly planner and/or planning board to help students grow in independence and to teach them to take responsibility for their own work. With a set of tasks that allows students to solve problems independently, they learn to take ownership of a task. The teacher guides students in finding solutions by teaching them to think and act in a creative way.
Half-yearly progressionIn line with the child's development
At our school, the school year is divided into two equal parts of approximately 20 weeks. Twice a year, each student is assessed to ensure they are receiving the appropriate level of education. We consider their learning style, their skills and talents, and what they need in order to be able to learn. This prevents students from working above or below their level for too long, which could lead to boredom or insecurity.
Bible-Based Education Living out our faith
As a school we want to provide a safe environment for our students, based on our Christian identity. Our teachers actively live out their faith and show students how to live as followers of Christ. This is reflected in how we interact with each other, in our lessons, in the atmosphere at school and in our Christmas and Easter celebrations.
Throughout the whole school we use the ‘Startpunt’ method, a Bible-based method that teachers use as a guideline for Bible teaching. We read from the Bible and help our students to understand and remember God's word. We want to show our students how to apply these words in their daily lives. Every day, we pray and thank God for each other, for the people around us, and we ask Him to bless our work. We frequently sing songs of praise to God; we teach our students how prayer and worship can bring you closer to Him and how the Holy Spirit can help you here and now.
Based on our faith in God, we teach our students to deal with sexuality in a positive way. We use the method “Wonderlijk gemaakt” (Wonderfully Made), which addresses self-image, sustainable relationships, values, social norms and resilience. The method offers interactive work formats to address sex education in a positive way, using the Bible as a guide and fostering a sense of wonder towards the Creator and each other.
Thematic learning Creative thinking and finding connections
By integrating the subject areas of reading comprehension, science & technology, arts & culture, and global citizenship into our thematic curriculum, our students learn to think creatively and to see connections. Students work in small groups, pairs, or individually, with challenges tailored to each student's learning level. The investigative and exploratory learning process fosters greater student engagement. They learn to see connections in the world and to apply that knowledge in practice.
A challenging learning environment for preschoolers Learning through play and discovery
Learning through play is central to our preschool classes. In an inviting learning environment, preschoolers are encouraged to explore and develop their talents. The preschool classrooms are furnished with various play and discovery areas, such as a math corner, reading corner, home corner, and construction corner.
The theme that the groups are exploring is also reflected in the play areas. This allows preschoolers to playfully experience and discover the world around them. By combining ages in our kindergarten classes, children learn to help each other and work together.
Every child is different, so we offer preschoolers the opportunity to choose their own activities. This teaches them to make their own choices. They discover what they like and don't like, and who they enjoy playing with. Preschoolers start the morning with an activity from the choice board. Language, math, and expression activities are offered as group lessons whenever possible, so children can help each other, learn to listen to each other, and learn from each other.
Dutch as a new languageAdditional language support
We offer Dutch lessons to children from abroad, either individually or in small groups with peers. A specialized NT2-teacher provides them with lessons in speaking and understanding Dutch several days a week.
Children who require additional language support receive this support at least twice a week. Classroom exercises are practiced beforehand (‘pre-teaching’) in small groups. This form of language support is very effective. Repeating the exercises helps with development and boosts the child's self-confidence.
Additional challenge or support Tailored to each child’s educational needs
For gifted and highly gifted students, we offer education that is personally tailored to their specific educational needs. Starting in Group 1, gifted and highly gifted students can work together on weekly advanced projects. This focuses on broadening and deepening the curriculum, "learning to learn" and developing executive functions. In the advanced groups, they further develop their talents and receive support from the teacher in independently completing projects. A specialized teacher also supports the group teachers with guidance and advice.
Students in Group 8 who have already mastered the curriculum and need more challenge can apply for additional programs that we offer in collaboration with various secondary schools.
Students who need more support than the classroom teacher can provide are eligible for placement in the Mosaic group, starting from Group 6. These students receive personalized instruction in small groups, on one or more subject matters, under the intensive guidance of a teacher and a teaching assistant.
Healthy School A safe and healthy environment
We consistently address the topic "Health" in our lessons. We encourage our students to bring healthy snacks and a healthy lunch. Every Wednesday is "tap water day" – this means we only drink water on Wednesdays, and we encourage this on other days as well. For this reason we provide all new students with their own reusable water bottle.
As a school, we highly value sufficient physical activity and actively work to create a socially and emotionally safe and healthy environment.
Talent developmentDiscovering and exploring one’s talents
At our school the students are taught that God is their Creator and that He has created each of them with unique talents in all sorts of areas. We support them in discovering, developing, and utilizing their talents. This strengthens their self-confidence and teaches them that the differences between children are valuable. Students can participate in workshops in various areas, from physical activity to math, from nature to language. This allows them to discover their personal talents and to develop them. By doing so, they honor the Creator with the gifts He has given them.
Taakspel’Encouraging desired behavior
Taakspel (‘task game’) is used in every classroom. With this ‘game’ we encourage desired behavior (e.g. not talking over someone), which contributes to a positive atmosphere in the classroom. When the game is being played, the teacher purposefully gives compliments and ignores inappropriate behavior. Students are responsible for their own behavior and encourage each other to follow the rules. The application of this method leads to a reduction in restless and disruptive behavior, allowing classes to work more efficiently and on task.
Media Literacy Positive media development
Digital technology and (social) media play a major role in our society. To prepare our students for the future, we introduce them to the digital world from an early age. In a safe environment, that aligns with our Christian identity, students are taught how to use computers, tablets, the internet, and how to safely and responsibly navigate the digital world. For this purpose we have installed a filter on our network and established guidelines for healthy screen use (e.g. taking timely breaks, moving around occasionally, and maintaining good posture). We discuss with students how to use the internet, social media, group apps, and AI responsibly. In this way, we work together to ensure positive media development for students.
Students complete educational exercises on a tablet (grades 1, 2, and 3), work with digital learning resources and from the Cloud on a Chromebook and some tests are administered digitally (from grade 4 onward).
Aspiring Brainport School Entrepreneurial, investigative, and design-based learning
‘Brainport Schools’ is a collaboration between schools to develop their education. These schools place emphasis on both the students and the region. As an aspiring Brainport School, we offer future-oriented education - students are encouraged to develop an entrepreneurial, investigative, creative mindset. These skills will be valuable when looking for a job in this region, as this is characteristic of many companies within Brainport.
Students can learn to program, create their own newspaper, or participate in the PSV Brainport Challenge. We are also affiliated with the ASML Junior Academy, where all classes receive technology lessons several times a year from a Mad Science instructor or an ASML employee. When students are given the space to discover their talents, they are more engaged and motivated to learn.
English in practice Speaking and writing lessons
From kindergarten onwards, students receive English lessons for half an hour to an hour per week. During English lessons, the teachers speak only English. They sing songs, tell stories, and have group discussions. With the help of a narration by a native speaker, the children are taught both vocabulary and proper pronunciation of these words. From grade 5 onwards, students also learn to read and write in English.
After-school activities Activities in different areas
Talent development in an important part of our curriculum. Additionally, we strive to offer a diverse range of after-school activities. Students can voluntarily participate in fun and educational activities that further develop their creative, athletic, and social skills. To develop their musical skills, students in grades 7 and 8 can audition for our school band. Our PE teacher offers various sports activities and helps us to explore suitable offers from Eindhoven’s sports clubs. Every year, we review other after-school activities to provide children with a diverse range of options.
Student council A voice within the school
Children have their own unique perception of reality. They are the reason our primary school exists, and it's important to have their voices heard. The Student Council was established to ensure that students have a voice within the school and can actively contribute to the quality of our education and to a positive learning environment.
In grades 6, 7, and 8, elections for the Student Council are held at the beginning of each school year. One student from each class is elected to represent the group. They are invited to contribute ideas about school organization and to submit ideas, complaints, or compliments. By actively involving students in school organization, they learn to take responsibility, playfully explore democratic principles, and discover what is realistic and achievable.