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Hague School is a small, friendly primary school in London’s East End. We have 220 boys and girls aged 3 to 11 with one class for each age group from Nursery to Year 6. Our size enables us to treat each pupil as an individual, of whom we have the highest expectations. Pupils regularly tell us they enjoy learning and coming to school. Hague is a successful one-form entry primary school, with a Deaf Provision for up to 16 pupils from 3-11 years. It serves a multicultural community in Bethnal Green, the heart of London’s East End. Pupils are at the heart of everything we do. We want everyone to enjoy learning, so every effort is made to ensure that the curriculum is relevant to our pupils and inspires them. Visitors to Hague often tell us how happy, hard-working, and well-behaved pupils are. We are very proud of them. They all make good and outstanding rates of progress as a result of great teaching and support for learning. We challenge pupils to achieve their best, develop, knowledge, skills, and attitudes which will help them to become successful learners and develop long and lasting friendships. At Hague School, the mission is to ‘enjoy learning and achieve great things for yourself and others. Every day at Hague School, staff and governors are working to ensure that by the time pupils leave Hague they will: Have learned how to make friends and get along well with people. Have developed a range of skills to communicate their needs and ideas effectively. Feel proud of their achievements and found their artistic, scientific, musical, or sporting talents. Know how to have a go, try new things, problem-solve, reason, and learn from mistakes. Understand that they have ‘rights and responsibilities to learn, to be safe, and to take responsibility for their words and actions. Have done things for others locally and globally which make a small but real difference which they can feel proud of. Through a commitment to our vision, aims, and values staff and governors aim to support and challenge our pupils to achieve their potential. Adults have a responsibility to ensure pupils maximize their future life chances and those of others through Hague’s commitment to rights-respecting behavior, an inspirational curriculum which secures and develops literacy and numeracy skills, teamed with promoting pupils’ understanding of the school values responsibility, communication, collaboration, creativity, and achievement. We want children, families, and staff to feel valued, safe, and able to make choices that will contribute to a healthy lifestyle. By supporting the vision and school improvement plan, everyone works towards becoming even better leaders, managers, teachers, learners so that Hague secures and celebrates improvements for all. The core purpose, vision, and aims are reviewed annually at Whole School Conference by staff and Governors. Pupils review the aims and values in lessons and assemblies. Hague School staff and Governors aim to work in partnership with parents, the local authority, educational support agencies, and relevant others to achieve these aims. If a child has a special need or disability they will be treated no less favorably than other children. We will make reasonable adjustments to ensure that pupils are not placed at a substantial disadvantage. Our Accessibility Plan describes the arrangements we have already made to accommodate those with additional needs and identifies further proposals planned to improve the physical access to the school and written information. All classrooms are particularly well adapted to the needs of deaf and partially hearing children. If your child has additional learning needs or a disability it is helpful to fully inform the school of the exact nature so that we can plan to effectively meet the needs of the child allowing them to access the curriculum and life of the school. Our aim is for all children to have access to all aspects of school life as far as reasonable and practicable. Hague has a stimulating and interesting topic-based curriculum that focuses on developing creative lessons based on pupil inquiry about their learning. We value, ‘experiential learning’ which promotes learning from first-hand, practical experiences. We believe this supports the learning of all children and is complimented through off-site educational visits, handling artifacts, and inviting ‘specialists’ into school. Creativity is a way of meeting the learning objectives through imaginative, purposeful, and original tasks using the arts and ICT to research and communicate learning. We aim for the work to be progressive throughout the school, and be challenging to all. View full school

In 1983, Het Nederlands Lyceum, the oldest Lyceum group of schools in the country, opened the international stream at their school in The Hague. In 1991, the school was closed and taken over by the Rijnlands Lyceum Wassenaar (RLW). The school was renamed The International School of The Hague and maintained its original building in The Hague while being affiliated to RLW as their international stream. The school was for 11–18-year-olds. The International School of The Hague (ISH), both Primary & Secondary, is part of the Rijnlands Lyceum Foundation, an educational organization for secondary and primary education in The Hague and Leiden. The schools within the foundation offer national and international programs. The eight schools which are part of this organization are overseen by the Chairman of the executive board for Rijnlands, Mr. Arjan Kastelein. As a partially subsidized school, which is also supported by the Ministry of Education, besides receiving fees from parents, ISH operates by the rules and regulations for Primary & Secondary education in the Netherlands. Both the Primary and Secondary schools at ISH have their School Principal who reports directly to the executive board's Chairman. They are supported in the day to day running of the campus by the Director of Operations. Each Principal has a leadership team for their school, and the administration team for both sections is under the supervision of the school's Senior Leadership Team. ISH is very much one school and ensures that there is parity (where possible) with curriculum issues between the schools and that there are ample opportunities for school-wide events in which all stakeholders are included. The staff at The International School of The Hague (ISH) in Primary and Secondary are a committed group of professional teachers. Like our student population that comes from all over the world, so do our teachers. All teachers at ISH are university graduates and have teaching qualifications. Many of our teachers have international experience and are experienced curriculum practitioners in International Primary Curriculum (IPC) and International Baccalaureate (IB). We are open-minded, critical thinkers who learn through inquiry, reflection, and engaging with different perspectives. We learn about ourselves and the world around us through service and experiential learning. We are independent and interdependent life-long learners. We take pride in the strength of our community and the diversity within it. We value our identities and celebrate cultural diversity. We connect with local and global communities through our learning. Our Primary program seeks to develop the child's intellectual, social, and emotional, physical, and aesthetic potential. Our philosophy is to help students reach their full potential as individuals in the local and global community. ISH recognizes that all students can learn and that they learn at different rates and have different learning styles, abilities, and interests. We encourage children to learn through inquiry, reflection, and engaging with different perspectives on lifelong learning. The International Baccalaureate Middle Years Programme (IB MYP) is a curriculum framework designed to offer inclusive, challenging, and age-appropriate education to students aged 11 to 16. The MYP aims to develop students' personal, social, and emotional wellbeing as they acquire the knowledge, skills, and attitudes that will support their further learning. The curriculum is underpinned by the IB Learner Profile, which consists of 10 attributes that embrace the whole person's development. Students learn through inquiry, action, and reflection across eight subject groups connected through key concepts and global contexts. They develop approaches to learning skills across the different subjects that empower them to manage their learning, meet the different subjects' objectives, and prepare them for life-long learning. In all years of the program, students are required to engage in the school's Service and Action program that develops their awareness of local and global issues and their commitment to helping others. In the final year of the MYP students complete the Personal Project, an independent piece of work. The MYP provides an excellent foundation for the IB DP. View full school

The Secondary school opened in September 2014 with Years S1-S3. We now offer secondary education up to and including S6. New year groups are opened annually, culminating in our first European Baccalaureate in summer 2019. Secondary education in the European Schools lasts for a total of seven years, divided into three cycles: The Observation Cycle S1-S3, The Pre Orientation Cycle S4-S5, The Orientation Cycle S6-S7. At ESH, we aim to provide a modern, stimulating, and relaxed learning environment. Our ethos and educational philosophy are to create and nurture multicultural, multilingual, responsible, tolerant, and aware European citizens. The European Schools have the two objectives of providing formal education and encouraging pupils’ personal development in a broader social and cultural context. Formal education involves the acquisition of competencies – knowledge, skills, and attitudes across various domains. Personal development takes place in a variety of spiritual, moral, social, and cultural contexts. It involves an awareness of appropriate behavior, an understanding of the environment in which pupils live, and their identity development. These two objectives are nurtured in the context of an enhanced awareness of the richness of European culture. Awareness and experience of a shared European life should lead pupils towards greater respect for the traditions of each country and region in Europe while developing and preserving their own national identities. The syllabuses in all the language sections of the European Schools, including the European School The Hague, are – except for mother tongue – identical, and the same standards are insisted on. All programs of study in the different sections lead to the same examination: the European Baccalaureate. To ensure that the European Baccalaureate is recognized, syllabuses are designed to meet the minimum requirements of all the member states. Since these vary, the contents have been established by negotiation between national experts – more particularly by the members of the Boards of Inspectors – based on scrutiny and comparison of national curricula. The Joint Teaching Committee then approves the syllabuses of the European Schools, the pedagogical supervisory authority. The following text is taken from the document “New structure for all syllabuses in the European Schools" system” 2011-09-D-47-en-3. The European Schools have the two objectives of providing formal education and of encouraging pupils’ personal development in a broader social and cultural context. Formal education involves the acquisition of competences – knowledge, skills, and attitudes across a range of domains. Personal development takes place in a variety of spiritual, moral, social, and cultural contexts. It involves an awareness of appropriate behavior, an understanding of the environment in which pupils live, and the development of their identity. These two objectives are nurtured in the context of an enhanced awareness of the richness of European culture. Awareness and experience of a shared European life should lead pupils towards greater respect for the traditions of each country and region in Europe while developing and preserving their own national identities. View full school

Early Years and Primary education at our school consist of two years of the Early Years cycle and five years of the Primary cycle. The Primary school has five language sections: English, Dutch, Spanish, French, and German. Our SWALS pupils (Students Without A Language Section) are placed in the language section of one of the official vehicular languages: English, German, French, or the host country language (Dutch). ESH also currently offers Italian, Greek, Slovenian, Polish, and Finnish mother tongue tuition. At the ESH, the youngest and oldest pupils in the Early Years classes work together in a mixed group. In this way, the pupils learn from each other and with one another. There are also combined year group classes in the Spanish language section due to the lower number of pupils in a year group in the school. Pupils take the majority of the subjects in their language section but encourage playing and learning together and facilitating the children in making friends with children from the other sections at a young age. Several lessons are organized in mixed language groups. In the Primary cycle, these mixed groups occur during PE, Music, Art, and European Hours lessons. In the Early Years, pupils have combined activities during Friendship Zone. The basis for our school curriculum is the established curriculum of the European Schools. All curriculum documents can be on the official website of the European Schools (www.eursc.eu). All pupils in the English, French, German and Spanish language sections also receive lessons in Dutch as a foreign language. As there is no official curriculum for Dutch as a foreign language within the European Schools curriculum, we have developed a curriculum available below. At ESH, our children and families are warmly welcomed into a specialized learning environment that supports the play and Learning of the Early Years children, before the children enter the Primary section of the school. It is a multi-cultural, multi-lingual community that enables the children to play and learn alongside different languages and cultures in a community spirit. The Early Years curriculum is play-based, aiming to facilitate learning the knowledge and skills and experiences required by the children for the formal curriculum that they will follow in the Primary cycle. The Early Years classes are co-located so that the children can play and mingle together indoors and outdoors in the playground. Children lunch together in the canteen and classes join together for unique visitors or excursions to places of interest that support their Learning. There is also ‘Friendship Zone’ where the children focus and share Learning and play in mixed cultural groups. Young children learn through experimentation, exploration, and play where subject areas are not separated. Early Learning is a fundamental part of life-long learning. Play is the highest form of research and the brain’s favorite way of Learning. All children are born as creative beings learning through their senses curious about the world and keen to experiment and discover new things. Play helps children socialize, wonder, think, feel, and make sense of the world around them. At ESH, holistic teaching and Learning occur through play with hands-on experiences, exciting, creative, and engaging learning environments, numerous materials and resources, and passionate Early Years Teachers and Teaching Assistants. Besides the Early Years class teachers and teacher assistants, the children have specialist teachers for PE, Music, and Mother Tongue. The school has a Support Section with specialist expertise to support the Early Years children when necessary. Parent support and involvement in the Early Years is valued. Each class has one or two Parent representatives who coordinate and support the class activities during the year. Parents and grandparents often offer support by visiting the class to help with cooking or reading activities, sharing individual items from home, or coming in to talk to the children about an interest, hobby, or job. These home and school links are valuable in supporting the social, emotional, and cognitive development of the children. The collaborative relationship between home and school is vital for the success of each child’s well-being and Learning. Young children benefit significantly from the close understanding, clear communication, and the respectful, supportive relationship between home and school. View full school

Let us change. You. Us. The world. That is our message at The Hague University of Applied Sciences (THUAS). We want to empower our students to change and improve the world they live in, but this can only happen if we work together – if we evolve and change. We continuously need to apply new perspectives and solutions to resolve present and future challenges. We will find the answers more quickly if we are prepared to share and apply each other’s insights, skills, and methods. We encourage our students, lecturers, and partners to develop into open-minded global citizens – to stand firm in their convictions and face the world. We realize that our professional commitment makes a difference, and we must work together to develop and apply creative solutions. THUAS is a secure, hands-on environment where we can develop and innovate as global citizens – to come together to share in development, networking, and practice. This is how we plan to shape and change the world we live in a while, developing our knowledge and skills. Our lecturers, partners, and 26,000 students from nearly 150 different countries are dedicated to this development every day. Our global, innovative attitude is reflected throughout our curricula and in our four central themes: The Next Economy, Quality of Life: People and Technology, Good Governance for a Safe World, and Connected Learning. We also work closely with over 300 exchange partners from more than 50 countries, from Brazil and China to Australia, the USA, and several European countries. The Hague University of Applied Sciences consists of faculties, research groups, and service departments. More than 25,000 students are enrolled in a Bachelor, Master, or postgraduate program at one of the four sites. More than 1900 people work at The Hague University of Applied Sciences, 65% of whom are in an education-related 35% support position. The THUAS Alumni Network is the perfect informal way to expand your network. It is both worthwhile and relevant when looking for your first job or making a career move. We already have more than 80,000 alumni worldwide in our network, which is enormous and valuable and offers a wide range of knowledge and experience. The Study & Career Centre at The Hague University of Applied Sciences organizes various activities, such as the Open Day, to help you choose a degree program that’s right for you. Education at Masters and postgraduate level for companies, institutions, and individuals. The Academy of Master’s & Professional Courses takes care of them all. View full university

Our mission at the Royal Academy of Art, The Hague (KABK), is to educate students to become independent and self-aware artists and designers with investigative mindsets and unique visual and conceptual abilities. Our graduates can produce original and in-depth creative work that advances their chosen discipline and contributes to society's well-being as a whole. Founded in 1682, the KABK is the oldest academy in the Netherlands and one of Europe's oldest. For centuries we have trained individuals who have made a name for themselves in the international art and design world. We embrace this important history while exploring the future of the professional field. We are proud to say that we are a player in the international arena, represented in our curriculum, our teacher and student populations, and our partnerships. The KABK provides intensive, structured, and small-scale teaching while providing students with a significant degree of freedom to shape their interests and personal ambitions. The KABK forms a community where a wealth of knowledge is synonymous with passion and offers a School for Young Talent, preparatory courses, seven bachelor and six master programs, a double degree program, Ph.D. trajectories in collaboration with Leiden University, and a partnership with the Royal Conservatoire. We offer an inspiring environment for our 850 students from more than 40 countries worldwide, with 18,000 square meters of learning space in The Hague center. Our various facilities and state-of-the-art technology allow our students to express their creativity and develop to their full potential truly. The Royal Academy of Art, The Hague (KABK) educates students to become independent and self-aware artists and designers with investigative mindsets and unique visual and conceptual abilities. They can produce original and in-depth creative work that advances their chosen disciplines and contributes to society's well-being. The Royal Academy of Art, The Hague (KABK), is founded on a vision of educational excellence. Our students' and staff's commitment, passion, and curiosity come together in a respectful and tolerant learning environment in our culturally diverse academy. Our intensive, structured, and small-scale curriculum revolves around experimentation and personal guidance. We provide students with a significant degree of freedom to shape their interests and personal ambitions. We value skill and disciplinary expertise as well as an interdisciplinary practice. We encourage innovation through collaboration and facilitate critical reflection on artist's and designers' ever-changing roles in our societies. Our graduates can become leaders in their fields, produce outstanding creative work, and dare to disturb. They can innovate, collaborate, and generate new knowledge. We inspire our students to question how art and design shape contemporary societies and contribute to cultural, economic, and social well-being in a global context. We look outwards from the academy, interacting with the communities of The Hague, the Netherlands, and beyond, and aim to contribute to an inclusive debate on issues relevant to art, culture, and society. The Royal Academy of Art, The Hague (KABK), is continuously striving to warrant and improve its education quality in the broadest sense of the term. Students, teachers, supporting staff, and management are expected to get the best out of themselves to create an optimal environment for higher art education. A quality culture characterizes the KABK: we aim for excellence in every aspect of learning. We participate in an international peer group of like-minded art academies to share experiences with quality enhancement policies and procedures. The Royal Academy of Art, The Hague (KABK) educates students to become confident artists and designers, making a meaningful contribution to their discipline and society through their passion, their in-depth expertise, and their experimental approach. We reach out to the professional field, immerse ourselves in societal trends, and seek confrontation with the audience. We do this through joint projects with external partners from various disciplines, ranging from government institutions to the cultural sector and business world. View full university

We are proud that Hotelschool The Hague is one of the last independent single sector Universities of Applied Sciences in The Netherlands. Hotel school The Hague was founded and funded in 1929 by the hospitality industry to create a central place where industry partners could gain and share new insight, skills, and knowledge. Since its foundation, Hotel school has become an international school specialized in hospitality management, offering a 4-year Bachelor's degree in Hotel and Hospitality Management. This degree course is also available as the accelerated International Fast Track program. The statutes of the Stichting Hotelschool The Hague lay down the basic rules and provisions of the foundation. It describes the school's goals and statutes and the responsibilities and tasks of the Board of Directors and the Board of Trustees. Hotelschool The Hague will strengthen its ties with its hospitality students, employees, alumni, and the industry. In the Strategic Vision 2012-2018 Hotel school The Hague will focus on these core issues: intensification of education a stronger relationship with the industry internationalization After researching and consulting with our current students, faculty, and management, we recently introduced Hotel school The Hague's new Values. It is a values-based ethical code, created by us for us. This means our values will be heart-felt, not just head-stored, accentuating our identity and culture, our mission and vision, and not least, our passion for the industry, which needs leaders not only of high competence but also of excellent character. Our Values appeal to the individual's responsibility and moral competency, calling for all those in our community to make sound moral decisions based on values we can all identify with. View full university