" 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
The high school curriculum in particular is developmentally–focused and tailored 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 thinking skills. Youth are enabled to learn how to apply their knowledge.
Students have 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. Using this approach, students continue to learn how to prioritise, pace themselves, and take responsibility for their work.
Youth participate in field-work – a combination of land-based studies, community service, and internship experiences. At certain points, students engage in internships in the business, professional, or public-interest communities. Students develop their own resumes and are expected to find their own internship position. These skills are critical to success in university and life.
Bloom’s High School 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 Program Emphasizes:
• 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.
Bloom is Cambridge Approved
Cambridge Assessment International Education prepares school students for life, helping them develop an informed curiosity and a lasting passion for learning. Cambridge international qualifications are recognised by the world’s best universities and employers, giving students a wide range of options in their education and career.
Cambridge programmes and qualifications set the global standard for international education. They are created by subject experts, rooted in academic rigour and reflect the latest educational research. They provide a strong platform for learners to progress from one stage to the next, and are well supported by teaching and learning resources. Through the Cambridge programme, Bloom develops learners who are confident, responsible, reflective, innovative and engaged – equipped for success in the modern world.
Bloom International High School is accredited by the Montessori Evaluation and Accreditation Board, which aims to ensure that all schools using the Montessori name offer high quality education and care to children and youth.
Bloom evaluates students on a rational, objective basis. Students are not graded on a curve, but are evaluated individually against clearly stated academic objectives through a variety of assessment strategies, including portfolio assessments, execution of long-term projects, exams, and self-evaluation. We encourage students to value the process of learning, and we particularly emphasize the value of learning from their mistakes. Ultimately, our goal is for students to develop the skills and competencies they need to put knowledge into action, and be of service to their community.
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.