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 dual 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 interdependence, the historical development and interconnectedness of ideas and events, and an international/transcultural perspective.
This highly accredited 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.
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.
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-Age 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 invest in local people who are given a unique opportunity to grow within their country. 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 at email@example.com, Elvira Spahić at firstname.lastname@example.org, or Džejna Hadžić at email@example.com to make an appointment.
At Bloom Sarajevo Schools, all children are taught in at least two languages, starting in the preschool community. Longstanding research has established that children can easily absorb more than one language spoken to them regularly, and are most competent to do so in early years. The acquisition of additional languages is a developmental advantage; it enhances their cognitive competences with a lifelong effect. Exposure to more than one language is achieved through lessons taught in the English language, the local languages, as well as French and German.
The mother tongue, where different, is reinforced when possible through special reading programs (including via parental involvement) and by ensuring that exploration of linguistic diversity is built into the curricular coverage of literature, language and culture, with a strong emphasis on languages spoken by individual children in the school.