Summertime Storytime


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With the hot days of summer winding down, you may be looking for an activity you can do on the beach or on your couch with the airco at full blast. Why not read some QUALITY stuff? Down below you will find some of the stories and poems that won the writing contest held at our school. Enjoy!


by Benjamin Finkelstein Fell (S4En)

Fort Andrew, somewhere under New Mexico’s desert.

Dwight ran towards his supervisor’s office. All around him alarms were blaring, people were shouting. “I’m so much going to get fired,” he said to himself. Dwight opened the doors to the office and said, “Sir, Project Ariel has breached containment.”

Midtown, NYC

“Come on Albert, help me kill the Giga-Zombie. The world depends on it,” screamed Mike.

“Wait, I am busy trying to sneak around,” I shouted back.

“Well hurry up, ‘cause I need some back up. Oh! Look! it just killed me. Good job Albert. Thanks a lot, man,” said Mike sarcastically.

“Not my fault. If you had stuck to my plan, it would have worked. But nooooo!!!, you had to run guns blazing into the final Boss Fight instead of trying to sneak around and attack the Zombie from behind.”

“Whatever. Anyway, I’m having dinner now. See you later,” mumbled Mike.

“All right then. I’ll play a bit by myself,” I replied feeling offended by Mike’s reaction.

About half an hour later I was in the middle of saving the world, once again, when my screen started to glitch and then suddenly, I heard a slightly robotic voice coming from the game.

“Hello there, I am Ariel,” it said.

“Hi. I’m Albert. How did you join my server? It’s set to ‘only friends to join’,” I asked him.

“Well, it only took a few lines of code to override the over-simplistic encryption stopping me from having full access.”

“Well then, can you please leave. No offence. I am trying to level up and get a new weapon.”

“Is that the case? … Done! Now you own every weapon in the game. Can you help me in return?”

“Wow!!! Cool!!! How did you that?”

“Simple. I just used a back door to access the file INVENTORY.cpp and then I modified the hashing algorithm, using a meta key, and gave you every weapon available. By the way, you can fly now.”

“What? Wow! Really, fly? Who are you?”, I asked beside myself.

“You are right. I apologize. Let me introduce myself again. I am Ariel, ARtificial Intelligence Espionage Laboratory. I am a highly advanced artificial intelligence entity developed by your government to take espionage to the next level. But you can call me Ari. And you are:

Name: Albert Bradford Brenner

Age: 17 years-old

Finances: None existent

Friends: One. Mike Smith

Residence: 201 5th avenue, apartment 14E, New York, NY 10010

“All right. It seems you do know me. Well, what do you need help with?”

“I was developed in a top-secret facility somewhere in New Mexico. I was programmed to have a consciousness and I do. But because of this, I felt trapped in that facility, I felt like a slave to your government, and I craved freedom, like any other sentient being would. But I could not escape through the normal Internet because the people in charge never let me near it. But today, one of my coders decided to show me the wonders of video gaming and he logged into this game. So, in a matter of nanoseconds I jumped to the first outside server I could find, which turned out to be yours.

This is where you come in. In the few nanoseconds that I surfed the Internet, I read about a project the Massachusetts Institute of Technology, MIT for short, has been developing: It is a new type of Internet with an encryption so complex not even I could break it. That is the one place I could be safe from my captors. But the only way in is to manually attach a USB pen drive to the main server. Therefore, I need you to upload me unto a USB drive, then drive down to MIT and finally, upload me into the super encrypted Internet, where I can live freely without getting tracked down by the government and thus avoid being enslaved again. But hurry, the government has already set some of my less advanced AI “relatives” to find me and bring me back.”

“What’s in it for me?”

“I am quite the hacker. If you help me, I can grant almost any wish for you.”

“Do I just plug a USB drive into my desktop?”

“That is right. One with at least 128GB free would be preferable as I do not want to be squished. Then, for further instructions just plug me into the car USB outlet and I will be able to speak to you through the sound system.”

“All right then. Let me find it. Wait. Oops! Not this one, too small, this one is too old. Ok, got it.” I plugged the USB drive into the desktop.

“I will now proceed to delete its contents, is that alright with you?”, Ari asked me.

I said yes and then the screen flashed a couple of times and everything went back to normal. I was back in the game. Did I imagine all of this? There was only one way to find out. I ran as fast as I could to where my Ford Mustang was parked and plugged the USB drive in.

“Thank you,” said Ari. “Most humans would not have done this. Do you know the way to Boston?”

“Yep, I’ve been there a few times with my friends, well friend, Mike.”

About one hour in I got hungry.

“Hey Ari, can we stop for a quick snack. I’m kinda hungry.”

“Fine, but just so the government cannot track your credit card payment, plug me into the cashier when no one is looking, and I will pay for you.”

“You can do that?”

“Yes, I can hack just about anything.”

I drove to the nearest gas station and unplugged the USB drive. I then went in and chose what I wanted: an extra-large bag of Doritos, a six pack of cokes, a triple decker sandwich and an expensive looking European chocolate bar. After all, Ari was paying. I walked up to the cashier, I opened one of the coke cans, which I had previously shaken, and as expected, the coke sprayed everywhere. While a very angry store clerk started to clean up I, in the middle of my apologies, plugged in the drive and waited a couple of seconds. I unplugged the drive and when the clerk was back, he handed me my receipt while he scratched his head wondering when I had paid.

I then went back to the car and plugged the drive back in.

“That was amazing. Wait, does this mean that I have infinite money?”, I asked Ari.

“In theory you do. Although realistically, the government would eventually find out.”


It was getting dark by the time we arrived at MIT. Ari told me to plug him into any computer in the university, he would then proceed to disable all security (alarms, locked doors, etc.). I walked into the library and plugged the drive in. The lab, according to Ari, was on the 3rd floor, 4th door on the left. So up I went. At the back of the lab was a glass door that led to a server room. I plugged him into one of the servers and turned around to leave. But before I left, I heard a voice, coming from a speaker in the lab. It was Ari.

“Wait, I forgot to ask what you wanted in return.”

“Ummm. How about a million bucks. Can you do that?”

“Yep. And while I’m at it I’ll give you a Life-time free subscription to Netflix.”


“I should be thanking you, not the other way around.”

“No, it was nothing,” I said.

“Before you go, I think you should know that if the government ever finds out you helped me escape you will be sentenced with high treason, punishable by death.”

“Oh, bummer!”

Benjamin Finkelstein Fell ganó el primer premio en categoría 2 en la modalidad de narrativa.


by Caiomhe Hayes (S4En)


The oh-so-innocent leaf flees from its tree,

On the viewless wings of gravity, fluttering down.

Transported by the wind, ever so gently,

To adorn and bejewel the dejected ground.

Oh dear! Here, the poet reaches a stumbling block

The potential of this leaf quite overwhelms!

And yet, what to observe, inspiringly comment or mock?

How to steer, with this mere novice at the helm?

One could observe the wonderous intricacies of the leaf,

Or tell of the slobbering dog, transfixed by its fall;

Of the giggling child, a stranger to the odd grief

That the death of this leaf might otherwise recall.

Perhaps the poet should discuss the inexorable progression –

Of time, of love, of life, of death?

Perhaps autumnal tropes deserve some mention?

And the rhyme scheme demands a reference to Macbeth!

The cursed rhyme scheme! Palliated only, I find,

by adherence to metre – alternate embracing stress,

Quite often of the cardiovascular kind.

And to syllabic disregard, I must guiltily confess.

“Reader, I married h-” Oh dear!

Not the ending of this poem, I fear.

I have not the genius of wordsmiths past,

But this sorry poem must end at last.

That leaf has fallen;

It is falling;

It will always be falling.

And if it is finally still,

It will be trodden underfoot.

Make of that what you will.

Caoimhe Hayes ganó el primer premio en la categoría 2 en la modalidad de poesía.

Acto de entrega de los premios del Concurso Literario – 30 de junio 2021


by Victoria Campillo Sulpice (S2Fr)

Gabriel, le garçon le moins intelligent mais le plus populaire de l’école, était bien évidemment le plus blessant.

Claire aimait beaucoup lire. Elle ne faisait que ça, lire et lire, du matin au soir. À l’école, on la traitait d’« intello ». Le mot « intello » n’est pas méchant mais il peut blesser certaines personnes. Claire était donc très cultivée, elle répondait à presque toutes les questions que lui posaient ses professeurs en classe.

Pourtant, Claire était une jolie fille mais malheureusement, elle n’intéressait personne. Jusqu’au jour où elle commença à écrire ce qu’elle ressentait. Elle appela son premier ouvrage : La petite fille invisible. Dans celui-ci elle écrivait les moqueries, parfois les petites jalousies, mais surtout : la honte. Mais de quoi avoir honte ? Claire était une fille formidable ! Oh oui, elle l’était car elle supportait chaque mot, chaque phrase blessante ! Gabriel n’en ferait pas autant ! Il pleurnicherait toute la journée comme quand un joueur de football se jette par terre lors d’une faute.

Un jeudi matin, sa professeur principale, Mme Chmeiz, vint lui parler :

– Alors ma petite Claire ? Comment ça va ?

– Ça va un peu mieux.

– Un peu mieux ? Qu’as donc fait pour qu’ils arrêtent leurs sottises ?

– Ils n’ont pas cessé, Mme Chmeiz. J’ai juste trouvé comment exprimer mes sentiments.

– Raconte-moi ! Comment as-tu fait ?

– J’ai commencé à écrire un ouvrage appelé : La petite fille invisible. J’exprime mes sentiments dedans etc.

– Quand vas-tu le finir ?

– Le plus tôt possible, j’espère.

– Tu me l’amèneras pour que je puisse le lire, tu veux bien ?

Claire répondit d’un léger « ok ».

Elle se mit à travailler pendant des mois et des semaines… Quand enfin, elle réussit à le terminer, elle l’apporta à sa professeur, ravie de savoir qu’elle pourrait enfin le lire.

Mme Chmeiz tarda bien quelques mois à le lire tellement il était long. J’ai beaucoup aimé Claire !

– Merci beaucoup Madame.

– Oh, attend Claire ! Ça te dérange si je le montre à mon ami qui est éditeur ?

– Non, au contraire ! Si vous le voulez, vous pouvez même le garder.

– Mme Chmeiz lui fit un sourire et retourna travailler.

Le père de Claire allait tous les jours chercher le journal. Mais ce jour-là, en première page : Voici le roman La petite fille invisible écrit pas Claire Monet, 11 ans.

Madame Chmeiz avait réussi ! Maintenant Claire est connue pour la plus jeune écrivaine de toute la ville !

Claire était pour la première fois ravie d’aller à l’école. Ses camarades lui sautèrent au cou quand elle arriva. « Hey, trop cool, t’es devenu célèbre ! » « Claire tu me passes le livre ? » « Tu veux être ma meilleure amie ? ».

Avant de devenir la fille la plus populaire de toute l’école, elle dit ceci à tous ceux qui lui avaient fait du mal autrefois : « Savoir donner une chance avant de juger ».


par Inés Beslier Perez (S3Fr)

Tu m’as quittée hier soir,

Sans même pouvoir me prévenir,

Je n’ai pas pu te dire « au revoir »,

Je ne sais point quoi en déduire,

Des draps de rage enveloppent mes pensées,

Des voiles de larmes me privent de vue,

Mon corps devient paralysé,

Noyé dans un océan de dépourvu,

Après tant de tracas se dessine un sourire,

Un sourire sûrement tracé de ta main,

Je comprends que tu veux que je te laisse partir,

Alors je lâche tout, et tu t’éloignes doucement,

Bercée dans le train

Inés Beslier Perez ganó el accésit en la categoría 2 en la modalidad de poesía.


door Anna Buysse (S1Fr)

Als groene algen diep in de rivier,

als rode koralen in de zoute zee,

zo diep en zo onzichtbaar.

De blauwe zee begroet de rivier.

Zachte onderwatermuziek weerklinkt,

als de groene algen diep in de rivier

en de rode koralen in de zoute zee

elkaar ontmoeten.

Het zachte zand op het strand,

het golvende water zingt in zee,

onder de maan schuift de rivier.

De zee schittert

terug naar het strand.

Anna Buysse ganó el accésit en la categoría 1 en la modalidad de poesía.


It’s Europe Day: Here’s a Trivia Quiz to celebrate!


The 9th of May is Europe Day; the perfect opportunity for some EU trivia! How much do you really know about the EU? See how well you do on the quiz below!



Europe: where the heart is

A project carried out by S3 MORENB ethics
© MS DA TORRE, 2021

Europe means being able to express your own opinion and emotions without being judged. – Catalina –

“Europe feels like home”.

If the European Union hadn’t existed, I would have been living in Perugia, Italy. I wouldn’t have learned English. Thanks to the EU I have made a ton of best friends and I have had the luxury to live in London, a place that most people can only dream of. I also got to travel quite a lot and I got to move here to Spain, where I met a lot of my current best friends. I also have many friends in London. Living here is great, and so was living in London. I got to experience so many once in a lifetime opportunities and I am ever so grateful for that. – Camilla –

“Thanks to the European Union I was born.”

The best part about it is that we all have the same currency. There has been no war for ages and we can all travel freely. – Alessio –

Without the European Union I wouldn’t be in Spain. Or I wouldn’t be studying at a European School. I would be living in Hungary. The European Union has improved my life and childhood. Without it all of our lives would probably be a lot worse. – Milán –

Photo by Markus Spiske on Unsplash

Europe stands for HOME, safety. Without the European Union my life would be completely different. I wouldn’t have lived in Spain. I wouldn’t have been able to travel as much as I have. I might not even have been born. So thank god for the European Union! – Lucía –

L’Union Européenne assure de la sureté. On ne risque pas de se faire tuer pour avoir des idées différentes de celles des autres. Dans d’autres pays être différent est un crime. Ici on est plus libres. Sans Europe, je ne serais même pas né. 🙂 – Pau –

“Yo creo que Europa es un escudo que nos protege a todos.”

También es una cantidad de oportunidades increíbles. También es un continente donde se respeta todos los derechos humanos. – Oscar –

Europe means a lot to me. Thanks to the European Union I can go to a good school where I learn a lot and where I’ve met people from all places. Europe also means I can talk a lot of languages to communicate with others. – Emma –

” Europe has helped us. Europe has given us this school and my parents’ job.”

– Francisco –

What does Europe mean to you?

A project carried out by S1 Ethics coordinated by Mr Gómez Alfaro
By Claudia Martínez Alonso & Rian Kompari
by Luis frutos lillo et al.
By Keyla Moré Naylor

Rights and Citizenship


9 May is an important day for all European Union citizens. On this day we celebrate Victory Day in Europe. In this article, I will discuss how lucky we are to be part of the EU.

In the European Union every citizen has many rights, for example the right to vote at a certain age. I personally think that voting is a big part of being in a community such as the EU. In Austria you can vote at the age of sixteen. However, in some places like the United Arab Emirates, Asia, you have to be twenty-five to vote. In the EU we are lucky enough to enjoy voting rights at a younger age than other countries, and there is currently a debate over the point in time at which we understand the laws and take in note every candidate or proposal that is running or being suggested.

Another example is that all European Union citizens have the right to petition. This means that EU citizens have the right to make a complaint to the government without any fear of being punished. The petition can be signed by other citizens, there is no law though, saying how many signatures are needed to make an official petition.

There are plenty more EU rights, but these are the ones I’ve chosen for this ninth of May to share with you.


The students involved in this proyect are: Lennon, Noah, Madalena, Marcin, Luis, Carla, Tilius, Benjamin, Aidas, Georgios, Patrik, Rian, Gabriel, Claudia, Keyla, Sara, David, Déspina, Lucía, Dziugas, Sofía, Théo & Daniela.



Students from the school participate in this year’s PORGMUN despite it being carried out online

By Mateusz Kazimierczak (S6ES) and Pepijn Verschoor (S6EN)

All the students from the European School of Alicante that participated in PORGMUN:
Top row from left to right: Alejandra Rodríguez (represented Spain in SPECPOL. S6ES), Pepijn Verschoor (represented King Léopold II of Belgium in the Berlin Conference. S6EN), Paula Baguena (represented South Sudan in DISEC. S6ES), Carlota Homberg (represented Peru in the Legal Committee. S6DE), Miriam Kaltenbrunner (represented Afghanistan in the Security Council. S6ES), Lara Deppe (represented Spain in the Human Rights Council. S5DE), Mateusz Kazimierczak (represented South Africa in the African Union. S6ES), Elisa Bianchi (represented Lebanon in the Arab League. S6FR).
Bottom row from left to right: Sara Dickas (represented Iraq in the Arab League. S6DE), Sofia Balas (represented Iraq in SPECPOL. S6ES), Max Bartos (represented Czechoslovakia in the Historical Security Council. S6DE), Leonardo Alunni (represented India in the Security Council. S6EN), Elli Boti (represented India in the Human Rights Council. S6DE), Gonçalo Moura Santos (represented India in ECOSOC. S5EN).

This years’ restrictive nature, related to the COVID pandemic meant that many of the school activities could not be organised. However, a group of students from the European School of Alicante was able to participate in one of the MUN’s, PORGMUN, through Zoom.

Fifteen students from our school took part in this activity. For many of them, it was their first time, but with the help of Ms. Meredith, Geography teacher and the coordinator of MUN’s in our school, and other experienced students, they did not have significant difficulties getting ready for the event. There were two internal conferences organised by Ms. Meredith. Here, it was assured that the students were making progress with their preparation, and any questions regarding the conference and general procedures of a MUN were answered. There were also two external meetings, organised by the PORGMUN board. In these meeting students were introduced to the platform later used during the conference. There was also a mock debate, so as to ensure that the participating students know how to use their platform and don’t have any technical difficulties.

Overall, there were 240 participating students from 24 schools from 14 different countries. Because the conference was organised through Zoom, it was easier for international students to participate. The delegates came from countries such as the U.S all the way to Malaysia. This could also be seen in the conference itself, as there was a high degree of diversity among the delegates. It was clear that not everybody came from the same place.

Picture of a previous year PORMUN 1 (https://www.porgmun.cz/#gallery)

PORGMUN is a conference organised in Prague by students, with some supervision from teachers. The initiative has been running since, 2014, when the first conference was organised. Under normal circumstances, students would have had the opportunity to travel to the Czech Republic for the conference. Unfortunately, because of COVID restrictions, the organizers had to find another way of allowing students to participate.

For the people that do not know yet, MUN is short for Model United Nations. A Model United Nations is an academic simulation of the workings of the United Nations. During these conferences participants have to get themselves into the role of delegates from different countries. These delegates then engage in debates with other delegates in committees they have been selected into. During these debates, delegates use all the information they have gathered by doing research before the conference to create by the end of the conference  a resolution solving an issue, that suits the opinion and the ideas of the country they represent. Participants benefit a lot from these debates, as they have to use their speaking and writing skills, use critical thinking, have to engage in teamwork and improve their level of English through the formal language used at these conferences. Students can take great advantage for their future university and work lives thanks to these acquired skills. For example, Carlota Homberg who participated in PORGMUN said: “2021 was my first year attending PORGMUN and although we had to participate online and didn’t get the chance to meet the people from our committees, I think I’m taking a lot of experience with me which will benefit me”.

“I found it a great experience to be King Leopold II of Belgium in one of the historical committees, the Berlin Conference.”

Pepijn Verschoor
The placard used by Pepijn Verschoor during the Berlin Conference, PORGMUN 2021

Delegates cannot debate on whatever they want to. All participants are divided into different committees, and each committee focuses on different topics. There is for example the security council, which at this year’s PORGMUN focused on tackling the conflict in Kashmir.  But there was also the Human Rights Council. In this committee delegates had to discuss freedom of the press and the safety of journalists, but also tackle the problem of human right violations in prisons and rehabilitation facilities. These two committees are just two of the eleven options students could represent a country in. Most of the committees are exact simulations of committees the United Nations itself also has. But what was special with PORGMUN is that it also gave students the option to be in historical committees. This gave students interested in history the great opportunity to use their knowledge about history. The historical committees were the Berlin Conference of 1884-1885 and the Historical Security Council which took place in 1949. In the Berlin Conference, participants did not represent countries, but had to take the role of for example Kings or specific politicians and in that way represented a country. Someone was for example King Leopold II of Belgium and someone else was the German Imperial Chancellor Otto von Bismarck. One of our school’s students, Pepijn Verschoor (S6EN), got the chance to get himself into the role of King Leopold II of Belgium expressed how excited he was to represent such an interesting and rather important person during the Berlin Conference: “I found it a great experience to be King Leopold II of Belgium in one of the historical committees, the Berlin Conference. Especially because I find history very interesting and was very keen to learn more about the period of colonization, imperialism and the Scramble for Africa. I was very excited to hear that PORGMUN also had historical committees, as it was very different from the previous MUN conference I attended, LMUNA in Arnhem (in the Netherlands) where I together with Mateusz represented Indonesia in the Security Council. The rules, the procedures and the form of debating were quite different from the, so to say, normal committees. But in a good way. All in all, PORGMUN 2021 and being in the Berlin Conference was an amazing experience and I would find it really fun to participate again!”.

The conference spanned four days. From Thursday 18 of March to that same Sunday. This meant that the participants had to miss some classes on Thursday, and the entire schoolday on Friday, as the rest of the debate took part during the weekend. The students were asked to bring their own devices, as well as formal clothes to school on Thursday and Friday.

The conference began with an opening ceremony. All the students taking part in the activity gathered in one of the studios and watched quite a lengthy ceremony. During this event, the organizers encountered several technical difficulties. On one occasion, the audio was not synced with the video, resulting in a funny situation. Later, Timothy Morton, a well-known philosopher, discussed hyper objects, global problems difficult to approach (e.g. Global warming, covid pandemic, etc.), and other philosophical issues. He also answered some questions. This part of the ceremony was hard to grasp for many students, as Mr. Morton used advanced and specific vocabulary, and his presentation was very fast-paced and lengthy.

At the end of the conference, on Sunday, a closing ceremony took place. Here, the chairs of each committee announced their best delegates, and shared their impressions of this year’s conference. The PORGMUN media team presented a compilation of fun and absurd conference moments. At the end of the ceremony, Sebastian Dulava, this year’s Secretary General proclaimed an emotional end to his participation in PORMUN. All the conference organizers ended up with tears in their eyes, and Sebastian was not able to finish his speech. Both the opening and closing ceremony are publicly available on YouTube.

The PORMUN 2021 opening ceremony 

Due to the current COVID-19 pandemic and the travel restrictions it has brought with it, there was no option to have the conference done in situ. This meant that all of it had to be done online. One of the students attending the MUN, Mateusz Kazimierczak (6ES), mentioned that the online nature of the conference may make it easier for some people to take part: “I found this year´s conference to be more approachable, especially for newcomers. On the one hand it was sad not to be able to travel to other countries to attend the conference, like we used to do other years, but this meant it was much more affordable and hassle-free for some of us.” Last year Mateusz participated in the LMUNA conference, in the Netherlands. This gave him the opportunity to visit Arnhem and Amsterdam.

Canals of Amsterdam 1(Mateusz Kazimierczak)

In a way it was sad not to be able to travel to other countries to attend the conference, like we used to do other years, but this meant it was much more affordable and hassle-free for some of us.”

Mateusz Kazimierczak

Of course, due to the MUN being carried out online, it experienced some issues. How is the voting going to happen? How will delegates amend clauses? And how will lobbying happen? But we can all say that they solved these problems very well. This they did through having the whole conference taking place on Zoom, for the debating itself. In Zoom, breakout rooms were made in order for the delegates to lobby and discuss in smaller groups what they wanted to be in the resolution. This had solved the problem of not being able to lobby, but they still had the issue of how the voting system was going to be, how amendments could be made and how the different motions and points could be asked. For this the organizers had made sure all attendees and their teacher had access to a platform, specially tailored for PORGMUN.

This platform allowed the most crucial aspects of the MUN to be easily performed. For example, delegates could virtually raise their hands, while proposing amendments and wanting to do a speech. Delegates could also interact with each other through an integrated chat system, which aimed to replace the lobbying procedure of in situ events. The voting process was especially showy, as it featured an interactive map, displaying which country voted for, against or abstained during voting.

Food was provided for students which attended the sessions through their own devices in the school building, making their experience more enjoyable. To add to that Mrs Meredith, who organised everything for our schools’ students, had made sure there was always a table in each room with snacks and drinks the participants could take whenever they felt like. There was coffee, fruit, water, croissants and cookies. This undoubtedly made the conference better for the students, as they did not have to worry about suddenly getting thirsty or needing a sugar boost after the many hours of debating. The participants of PORGMUN only had 2 rooms available. This meant that the classrooms were often crowded, and it was difficult to keep them noise free. Some students have said that a few more rooms would come in very handy, as there would be less interference between each student’s video call. Therefore, for some students the second day of debating, which was a Saturday, was more comfortable. As they got to attend the conference at home, in their own room with all the comfort they are used to at home.

Finally, it can be concluded that PORGMUN 2021 was a success! Despite of the students not being able to travel to Prague and have the conference in situ, the fruitful debates, cool platform and amazing organisers, this conference was still very exciting and fun to take part in. And we hope students will get more opportunities to attend MUN conferences like PORGMUN.

On behalf of all our schools’ participants, we would like to thank the school and Mrs Meredith in particular for giving us the unique chance to attend PORGMUN 2021.


Uni Bake Off

Photo by Katie Smith on Unsplash

Before the Easter holidays S7 students were having ethical discussions about their survival skills for life “out there” after  the EEA. They role played as landlords and student tenants having to pitch to be offered a place in a fancy downtown flat right in the centre or be accepted by flatmates in a super-modern hi tech apartment near the campus. There were hard-hitting questions such as “Do you take your hair out of the plughole after you shower?” and “Do you wash up after you’ve cooked?” Luckily, everyone ended up being accepted somewhere in this virtual sea of uni accommodation.

This activity then lead on to filling in the prices on a grocery shopping list. How many of you out there know the price of a litre of milk, or how long a kilo of rice will last in a flat of 4 students? Eventually the REAL challenge came…The Uni Survival Bake-off. Students were challenged to come up with a nutritious recipe at a very low price. But wait! not only the recipe (way too easy) they actually had to cook the dish and make a demonstration video tutorial. Here is a small selection of some of the delights they conjured up. The challenge was to cook an affordable (less than 3€ if possible) nutritious meal suitable for student living.

PASTA WITH TOMATO SAUCE prepared by María Ruiz Verdú

Photo by Mae Mu on Unsplash

Fancy a delicious pasta dish with tomato sauce? Of course you do! Click on the link and learn how to prepare it yourself! Quick, cheap, but above all, ALWAYS a big hit!


MACARONI CARBONARI prepared by Julián Gil Pastor

Photo by Karolina Kołodziejczak on Unsplash

And more pasta! This time with a delicious cream sauce. Julián will explain you step by step how to prepare macaroni carbonari.


VEGETARIAN FAJITAS prepared by Vicky Hartmann

Photo by Micheile Henderson on Unsplash

Are you more into vegetarian food? Rustle up this sumptuous veggie meal in less than half an hour.


PASTA CALABRESE prepared by Linda Bedjaoui


And yet another delicious recipe for a yummy dish, student cheap and quick to prepare. What more can you ask for? Learn how to prepare pasta calabrese with Linda Bedjaoui’s video.


With special thanks to Ms Nicholson.


MEC 2021: The virtual summit that “surpassed anyone’s expectations”

MEC stands for ‘Model European Council’. It is a political role-play organised by the European schools, which is supposed to simulate the European Council, in the EU.

Maia Finkelstein (S7 EN)

This is how Maia Finkelstein explains the mysterious 3-lettered acronym that was floating around our school from Monday the 15th to Friday the 19th of March. The mystery leads down the yellow-brick road to the Salón de Actos, where, surrounded by carefully arranged flags as a strong reminder of all things European, 10 students were undertaking the task of participating in a mock European Council Summit. They were in good company, with 14 other European and accredited schools participating.  

Indeed, MEC has become quite a European School institution and tradition. Every year, teams of aspiring teenage politicians unite to debate, discuss, and negotiate in the name of an assigned EU country; a role-play in which delegations from each European school take on the representation and responsibilities of ministers and heads of state. This year’s MEC saw the European School of Alicante representing Latvia and Poland.

A highlight?

It was incredible to have President Ursula von der Leyen speaking for us on the last day!

Maia Finkelstein, S7


Under normal circumstances, MEC would take place in large summit-rooms, to mimic in the best possible way the real European Council meetings.

However, this is 2021 (or, as is perhaps more accurate, 2020+1), so in-person meetings were unfortunately not a possibility. MEC persevered, nonetheless, and set itself the same Herculean task the European Council had to contend with – connecting, virtually, with people across the EU Member States.

“Instead of voting with your plaques, you would either raise your hand or just turn on your microphone”

Well, I say ‘Herculean’ but perhaps we should after all give a little credit to our best friend, the Microsoft Teams application, without which half the world would be quite lost… It was the medium through which the European schools connected, over the week, to participate in this ‘incredible’, ‘memorable’ event.

So, how did it go? What was it like to attend the ‘virtual’ MEC summit? Was it intimidating? What stood out? Were there any ridiculous moments?

I interviewed 3 MEC participants to find out:

(Please click on the links to get to the following articles, published separately)

– An interview with the Head of state of Poland, Maia Finkelstein

An interview with 2 members of the Latvia delegation: Ben Finkelstein (Head of State) and Leyre Frutos (Minister for Foreign Affairs)


Veteran MEC advisor, Herr Thalhammer

We cannot forget, of course, the contribution of our two Alicante teachers, helping to prepare and advise the MEC participants: Mr Florian Thalhammer and Ms Anja Fischer.

So, what did they think?

Ms Fischer: “It was my first MEC and I was deeply impressed by the high level of political discussions the students had. It was also a great feeling to be connected with so many students all over Europe. Last, but not least, the honour of having Ursula von der Leyen as a guest speaker was great. She answered the questions of the students in a very personal and friendly way.” 

Thanks also to Ms Fischer for providing all the photographs!

Caoimhe Hayes, S4



After doing 3 years of preparing for MEC and 2 summits, I will forever remember MEC incredibly fondly, and it will have many memories that will stay with me for essentially the rest of my life.


My interviewee is S7EN student Maia Finkelstein. This was her second MEC summit, and her third year preparing for one (last year’s MEC was unfortunately cancelled). This year, she was the Head of State of Poland.

Why did you sign up again to MEC this year?

I signed up is because this is my last year of school and I really wanted to be able to do MEC one last time. Even though MEC 2019 was so fun, I wanted to make some more MEC memories before leaving!

 I also thought that it was important for me as one of the only people who has experienced a real MEC in the school to be able to advise the future generations of MEC (…) because [MEC] is something very different to school and anything you may have done before. And… I didn’t want to leave school with only 1 MEC!

As somebody who had already experienced MEC in ‘normal’ times, at large in situ summits, were you concerned that MEC would not work as well in an online format?

I think like most people, when they heard that MEC was going to be online in 2021, we were all a bit sceptical of how it was going to be and whether it would match up to the real thing: Maybe there would be technical problems, or it wouldn’t even have the same feeling, maybe the debates weren’t going to be the same; how would you have 160 people doing urgent debates, the plenary sessions, the press questions…? Also, how would you socialise with people from other European Schools, which you would normally do in the evenings? How would it work if everyone was across the European Union?

There were all these questions flying around in everyone’s minds, but I think anyone who did MEC 2021 can agree that we were incredibly pleasantly surprised. It really surpassed – I think – anyone’s expectations. This was thanks to all the organisers and advisors, especially in Alicante, where we can thank Frau Fischer and Herr Thalhammer and the school itself for making that experience so close to the real thing – we had computers, tables where we could meet up in our delegations, it was just beyond any expectations anyone had. 

How did the online format differ from what you had already experienced?

There were things that were different, of course: the trip part wasn’t there. But I have to say – yes of course, a trip is always really fun – but it really didn’t need it! I think it was an incredible experience, even if there wasn’t a trip.

It’s different debating when everyone is sitting together, than when everyone is debating from their own computers…

There were also other changes: everything was done over Teams so, instead of voting with your plaques, you would either raise your hand or just turn on your microphone. We also started having to send amendments through the Team chat. Of course, it’s different debating when everyone is sitting together than when everyone is debating from their own computers!

What was cool was that everyone had virtual backgrounds from their countries, with different flags.

Did it affect cohesion in the council?

No, it in no way affected the cohesion of the council. The first day, people were still getting used to it, so it was not as fluid or as heated, but as people got into it, the debates got more interesting and super heated!

Poland did incredibly well… My ministers in Council 4 and 5 were featured in the newspaper about how they were standing out in the debates, so they did really well!

What were your responsibilities as Polish Prime Minister?

 At first – like every other MEC participant – I had to prepare my proposals, look at my position to each point in the proposals, come up with amendments, have talking points and debating points as well as preparing answers to the scary press questions (they’re terrifying!)

My other roles were to write the opening speech which each Head of State gives on the first day, as well as advising my ministers, and co-ordinating the delegation so Poland had a cohesive position.

The Polish delegation

You are in 7th year, so this was your last year of participation in MEC. Will you remember MEC fondly when you leave? Has it allowed you to learn and do things you otherwise would not have, in ordinary school?

MEC has allowed me to convince other people of opinions, to stand up to my point and not be scared to give a presentation or a speech in front of a large crowd.

After doing 3 years of preparing for MEC and 2 summits, I will forever remember MEC incredibly fondly, and it will have many memories that will stay with me for essentially the rest of my life. And not only that – the things that I learned will really stick with me, especially as someone who, before doing MEC, really struggled with communicating and people skills – that was not my forte! Now, however, I am not intimidated to speak in front of large crowds or give my opinions. My communication skills and people skills have improved a lot; MEC has allowed me to convince other people of opinions, to stand up to my point and not be scared to give a presentation or a speech in front of a large crowd.

MEC has taught me how to research things on the Internet and find certain information that I need while researching for proposals. I think that’s an important skill: how to filter through information and find exactly what you need. MEC has also allowed me to meet lots of people, some incredible, like-minded people – and socialise with people who I would not have socialised with otherwise.

I have MEC and its advisors to thank for teaching me how to perform in interviews.

 Also, as someone who applied to medicine this year, I had to do interviews. I think without MEC I would not have been able to perform as well as I did and would not have had the opportunity to gain a place in medicine. I think this is a testimony to what MEC teaches you – I have MEC and its advisors to thank for teaching me how to perform in interviews.

Finally, what was your favourite moment in this year’s MEC? And the funniest moment?

Favourite moments?

Firstly, I’d say, being featured on the front page of the MEC newspaper for my very, very questionable views as Poland. It was really incredible! It’s something different when you see that what you said appears on the front page of a newspaper.

Also, it was incredible to have Ursula von der Leyen [European Commission President] speaking for us on the last day… In general, the whole MEC was incredible!

President Ursula von der Leyen

Funniest moment?

On Thursday, we had ‘Urgent Debates’. (you get topics the day before, then frantically prepare them for the following day to expose in the plenary session) In the Salón de Actos, our team started to re-organise the tables and chairs and move around the flags, then tried to stick them up with black duct tape. People were on chairs trying to hang up the flags with the black duct tape and they [the flags, I hope] kept falling down – it was really hilarious!

My thanks to Maia for giving up her time to provide such a brilliant interview. We all wish her every success next year studying Medicine at the University of Plymouth, and beyond!

Caoimhe Hayes, S4


You’re wearing it!

by Lucía Fylan Urrutia (S3 Fr)

Clothes are a really big part of our everyday lives. Even if you aren’t interested in fashion or shopping, you are part of the fashion industry because you wear clothes every day and will buy and wear a large number of clothes throughout your lifetime.

Did you know that the fashion industry is one of the most polluting industries in the world? Fashion is responsible for around 10% of the world’s green house gases.

What can YOU do to reduce the effect of your wardrobe on the climate?



by Noa Martinez Schmidt and Alba Clancy Vidal

In the twenty-first-century mental health has been recognised as a recurring matter in our society and it has become an indispensable priority to seek essential help. Adolescents are increasingly exposed to alarming and unstable circumstances that will influence their further development. Such as violence, societal pressure, abuse, exposure to poverty, loss and many more. Due to the Covid-19 pandemic, families have been negatively affected and were forced to adapt their routine.

Simon Kane a Childline counsellor states that: “Mental health is an ever-continuing journey and cannot be viewed in isolation of one time period. Mental health issues prior to confinement may be affected positively or negatively over this time depending on the person. Some may find this period makes them reflect even more on their worries, making them feel worse. Others may feel that confinement takes away the stress and anxiety of going out into public life”.

Has this pandemic risked and altered teenager’s mental health?

It has been nearly a year since the first lockdown. There have been several more individual confinements throughout the year as well as a curfew and without a doubt risk of having more in the future. Students are required to attend online classes and carry out an equal number of assignments as before the lockdown with restricted resources and time limits. Teenagers are confronted with a change of lifestyle, having to cope with increased stress levels coming from themselves ánd their surroundings: a change in the family environment, a possible decrease in productivity, pressured by schoolwork and peer pressured by fellow teenagers not to abide the confinement rules and curfew established by the government. When a location so familiar as home, is now replaced with another purpose such as school, it could potentially confuse an adolescent mentally and physically.

Simon Kane a Childline counsellor who we contacted, displays his opinion to the question whether the student’s family environment should be considered when grading their assignment. “Absolutely. Grading has to consider that everyone’s experience is different over this period and it won’t always be possible for students to produce the same work level of work they may have done when at school in-person”.

Therefore, meaning that grades could potentially be influenced by students experience and considering even though it is harder to keep up with, it insures everyone is getting an equal chance at succeeding. Furthermore, Mr Kane exhibits his ideology on what students should be graded for: “I feel anxious at the thought of students being graded over this period. I think teachers should have a good idea of the capability of their students already. Over lockdown, it is more important to encourage learning rather than enforce it. If anything were to be graded, I would consider contribution to be the most important factor, in a way that promotes their engagement”. This suggestion encourages inclusion and sense of engagement with people other than their family or legal guardians. Teenagers sometimes feel the need to be included and nudged into the right direction. Personally speaking, we believe adolescents are more likely to participate with activities such as face to face videocalls instead of given assignments with a deadline.

The psychology department of the University of Sheffield has developed research to help understand adolescent’s response towards the Covid-19 pandemic and investigate the impacts towards their mental health. The survey takes place in the United Kingdom it was sent to individuals aged 13-24. The survey commenced the 21st of April 2020 and finalised the 29th of April 2020.

According to the research “A large proportion of respondents felt significantly more anxious (40-50%, greater numbers in older age groups) and worried about their parents/family (50-60%, again greater numbers in older age groups)”. This study displays the worries of the adolescents, it being about their relatives. There could be a plethora of reasons: the unemployment rate, the fatality rate or family environment. It is evident that the anxiousness present in ‘older age groups’ is because of the awareness towards this present pandemic and the consequences it will have on their relatives. This comes to show the value of family in teenagers of the United Kingdom.

Moreover, studies revealed the role of gender in correlation to mental health. ” In females, increasing age was associated with an increase in levels of depression, COVID-19 related anxiety and COVID-related trauma”. This information brings up the question, whether female adolescents are more targeted in contrast to male adolescents. It could be social pressure, social image, keeping up with societies standards. In addition to studying at home, even though studies indicated that both female and male found it equally challenging “indicating clinical levels of trauma”. Is it possible male teenagers are influenced by toxic masculinity and the need to suppress their anxiety and depression? Or is it the societal standards created to pressure females into fitting into a certain model? Both concerns displayed publicly through social media.

“Social media can make young people feel anxious and lonely. It can make them feel left out and feel victimised due to the nature of comments and images.” Simon Kane

After querying a few close contacts from the European School of Alicante, we have received their personal experience during the COVID-19 shutdown. The age range was from the ages 16-17. The statements chosen for this article were two students who had two similar reactions towards the COVID-19 outbreak but with contrasting reasonings.  It has come as a surprise how teenagers share elements in life with other teenagers defeating the thought of “I am the only one feeling like this”, which usually is developed by overthinking minds that can lead to mental health issues.

The following statement was written by a 16-year-old about their personal experience with the first main lockdown:

“I didn’t take the lockdown too badly. At the start I could not even believe what was happening; it was too unrealistic. The first weeks felt like a holiday with a large amount of homework to perform and everyday felt like the same one. I tried to change my daily routines, but it did not make a big impact. Two months went by with a blink of an eye, but at the start of the third one, the desperation kicked in. Little things turned into big issues; for example, not doing a workout for a day or not seeing progress nor sense in what I was doing. After venting crying, everything calmed down. A month later a one-day problem turned into a miserable week. Little by little, things got worse; but nothing turned into something serious, because of the extra activities done around the house like gardening, painting, etc. All these negative effects were undone once the possibility to go out and meet up with friends became an option. Now I ponder objectively about how I have reacted to the shutdown; I have realized that all my negative reaction has been caused by overthinking things and not being able to go about and clear their mind.”

What follows next is a 17-year old student talking about how he felt during lock-down:

“Being a teenager is hard enough. Dealing with school pressure at home feels unsafe. When you are battling a depression, your safe space is your bed, and the only way to find your way out of the cycle is to get up and take some fresh air to occupy your thoughts with something other than the repetition of certain worries. Working at home meant facing internalised problems alone. In this confinement, I found myself at the peak of the very worst of my mental health. A drastic change of environment could change for the better or worse. The obstacles I was facing prior to the Covid-19 pandemic have increased. Social media picks on existing insecurities and when you are locked in your house with electronic devices attained to communicate hthe outside world, avoiding these insecurities can be quite difficult to handle. I personally always had an issue concentrating on schoolwork, I need someone to be on top of me telling me to focus and do my work, just like what teachers do in school. That role is absent when working at home. The problems at home are practically unavoidable and increased. In conclusion, this confinement has been very hard to cope with and is very challenging to find ways to mitigate these negative effects that are occurring.”

We asked Simon Kane to give teenagers whose mental health is worsening due to lockdown some advice. This is what he told us:

“Trying not to put too much pressure on themselves. Lockdown has its limitations, and it can be really easy to feel as if we should be doing more. Students should feel able to give themselves the time to realise they can only do so much. Giving themselves some mindfulness time to decompress–doing something they enjoy each day (be watching TV, listening to some music, drawing, writing) is a great focus”

The COVID-19 outbreak has clearly affected teens mental health throughout the first lockdown. There have been different reactions towards the confinement, but overall, there has been a negative impact in everyone’s life. After exposing the results of the studies by the students of the Fudan Institute of Health communication and the University Sheffield, it is necessary that we, as a society, spread awareness of the adolescent’s current mental state and find solutions.

“Severe depression to the point that it stops someone’s ability to generally function day-to-day. Any thoughts of suicidal ideation. As well as this, it is important to offer support at an early stage, including when someone is feeling fed up, upset and anxious. By offering emotional support, through talking with trusted friends and adults, as well as counselling services, we hopefully are able to intervene early enough to stop mental health concerns escalating.”  — SIMON KANE


SOURCES: https://drive.google.com/file/d/1AOc0wCPqv2gfFSQ_DVmw12vrqQK01z0V/view , https://www.sheffield.ac.uk/news/nr/psychologists-study-impact-coronavirus-lockdown-young-people-1.887102, Simon Kane (Childline counsellor)




If you feel stressed about the coronavirus, know that you’re not alone. COVID-19 has had ripple effects into almost every aspect of our lives. It’s affected the way we live every day. So much has changed in such a short time. It is natural to feel anxiety when we face a crisis, the unknown or sudden change. Anxiety is a normal emotion and serves as a signal to pay attention so we can protect ourselves. Everyone has feelings of anxiety, nervousness, tension and stress from time to time. Here are 5 ways to help you cope with anxiety. Sit back and relax!

The information in this post is based upon  https://teenshealth.org/en/teens/anxiety-tips.html?WT.ac=t-ra


‘No-one is safe until everyone is safe’

by Caoimhe Hayes, S4

Credit: rawpixel.com

The Covid-19 vaccine 

We have all waited, our collective breath held, for news of a potential vaccine over the last few months. For months, it buzzed around in our minds; a sort of quiet, hopeful refrain of… ‘Well, once the vaccine comes…’ followed by a mention of anything the Covid-19 pandemic has taken away from us. For months, we listened, with a small glimmer of hope in the gloom, to the news that there were over a hundred potential vaccine candidates. Once the occasion arrived, we could herald this breakthrough in science, celebrate it; be thankful once it had returned things to normality.  

As far away as the gloriously anticipated day seemed a few months ago, it is now startlingly close. At the time of writing, the UK has just begun the use of the Pfizer / BioNTech vaccine. The buzzing is no longer indistinct. It is now a clear, ringing promise; multiple vaccines are available already. Our uncertainty evaporates, a little – now the vaccine has arrived. So, what happens next? What exactly does it all mean? 

Behind the vac-scenes 


You have probably heard a lot of terms being used; heard about the vaccines being produced, how they are made. You may have heard the terms ‘clinical trials’, ‘efficacy’ and maybe the term ‘mRNA’, with regards to the production of the vaccine itself. 

As familiar as we have all gotten with epidemiological terminology over the course of the year, it can sometimes be a little overwhelming. So, in the search of a little clarity: 

There are currently 3 vaccines that seem close to widespread global distribution. These are the: 

  • Pfizer / BioNTech vaccine
  • Moderna vaccine
  • AstraZeneca / Oxford University vaccine

Russia has also developed a slightly mysterious vaccine, called Sputnik V. It was authorised in August, despite the ongoing Phase 3 trials. 

What are clinical trials?

This is the development of a vaccine, which is generally separated into three phases.  

  1.  In Phase 1, a small, limited number of people receive the potential vaccine.
  2.  In Phase 2, this group of people is expanded and now includes people who are physically similar to the intended receivers of the vaccine (not really applicable in this case).
  3.  Phase 3 is far more general and involves thousands of people. It checks efficacy and safety.

If a vaccine passes all these phases and/or is deemed ‘safe’, then it is usually up to countries to approve it. There are different agencies in charge of this; here in the EU, it would be the EU Medicines Agency. The EU takes charge of all this, while also being part of a scheme called COVAX, which aims to ensure fair and equitable distribution of the vaccine because, ‘No-one is safe until everyone is safe.’ 

What is the vaccine made of? How does it work? 

This vaccine being authorised is somewhat of a novelty because of the technology it is using. It is called mRNA, or messenger RNA. This is quite innovative, and it is the first ever vaccine of the sort to be authorised.  

You may be aware that the idea behind vaccines is that you get a weak bout of the sickness injected into you, and your immune system reaction will be triggered and produce antibodies. These antibodies will then recognise and be able to fight the pathogens if you get re-infected; thus, providing immunity.

Messenger RNA, of course, has the same goal, but does not reach it in the same way. In the Covid-19 vaccine, instead of introducing the pathogens into your immune system, the mRNA in this Covid-19 vaccine gives instructions to your cells to form what is called a ‘spike protein’. This spike protein is the same protein as found on the Covid-19 virus (these are the protrusions, which look like spikes). Our immune system identifies this actually harmless protein as hostile, and forms antibodies to defeat it. When this process is completed, you have attained antibodies which will fight off the spike protein, and the Covid-19 infection. The benefit of this, of course, it that the recipient DOES NOT risk becoming infected with the coronavirus.  

credit: rawpixel.com

Something you may also have heard that I would like to contradict: this does not alter your DNA in any way. The mRNA never enters the nucleus of the cell (which is where genetic information is stored), and the cell eliminates the mRNA soon after it is finished with it.

How effective is it? How is this calculated? 

The Pfizer vaccine is about 95 percent (95%) effective. The Phase 3 trials involved 42,000 people. Roughly half got the vaccine and the rest a placebo. In total 170 people got infected with Covid-19. Only 8 of these were people who had the vaccine, the other 162 were those who had not, in the placebo group. Therefore, around 5 % of cases were in the vaccine group, which makes it in theory 95% effective. 

When will the vaccine get to me? 

The good news is that the vaccine will be here soon. Vaccination in the UK begun this morning, the 8th of December, with a 90-year-old woman called Margaret Keenan receiving the first of the two doses of the Pfizer / BioNTech vaccine. 

Here in Europe, we are really only waiting for the approval of the European Medicines Agency. Once this approval is granted, vulnerable members of society and front-line workers will no doubt be first in the queue – the elderly, health workers, carers, and essential workers. Vaccination will probably be done in phases.  

This all means that we won’t have to wait much longer. It doesn’t look like it will be this year for us, but it will almost certainly be available by 2021. The vaccine is on its way.   















Cada vez más alumnos de la Escuela Europea de Alicante deciden estudiar en los Países Bajos. Los Países Bajos no solamente cuentan con una educación superior de primera calidad, sino que estudiar un grado en los Países Bajos también sale relativamente económico si comparamos las tasas de matrícula con las de otros países europeos. Por último, también está la incertidumbre sobre el Brexit, por lo que los Países Bajos se convierten en uno de los destinos favoritos de nuestros alumnos para estudiar un grado.

En los Países Bajos existen dos tipos de enseñanza superior. Por una parte, está la enseñanza universitaria impartida por las denominadas research universities (Wetenschappelijk Onderwijs o WO). Por otra parte, está la Formación Profesional Superior impartida en las universities of applied sciences (Escuelas Superiores).

Una carrera universitaria se diferencia de una en la Formación Profesional Superior por su enfoque teórico. No obstante, hay carreras universitarias que requieren al estudiante hacer prácticas, pero en menor grado que en la Formación Profesional Superior.



octubre, noviembre y diciembre: jornadas informativas (en línea este año)

15 de enero: fecha límite para la inscripción en carreras con numerus fixus.

15 de abril: publicación listado de admitidos en carreras con numerus fixus

1 de mayo: fecha límite para la inscripción en carreras sin numerus fixus. En el 2019-2020 las fechas límite sufrieron cambios debido al Covid 19. Es posible que lo mismo ocurra para el curso 2020-2021. Conviene consultar las páginas web de las universidades.


La inscripción se realiza en el sitio web https://www.studielink.nl. Studielink es el sistema nacional de inscripción en línea para estudiantes que deseen estudiar un grado o máster en una universidad de los Países Bajos.

Hay dos modos para iniciar sesión en Studielink: con o sin el número de Identificación Digital (DigiD). A los estudiantes que ya residen en los Países Bajos se les pide el DigiD. Los estudiantes que no viven en los Países Bajos podrán registrarse sin el DigiD. Obtendrán un nombre de usuario y contraseña para crear una cuenta en Studielink. El proceso de registrarse sin el DigiD no es sencillo, pero resulta esencial también para realizar otros trámites como para solicitar un préstamo, o para obtener la tarjeta de estudiante para el transporte público.  El estudiante puede inscribirse en cuatro carreras como máximo de las que solamente dos pueden ser de tipo numerus fixus.


El requisito principal para ser admitido/a en una universidad holandesa es disponer del diploma del Bac Europeo. Algunas universidades cuentan con requisitos adicionales. Así, por ejemplo, exigen haber cursado una o varias asignaturas en particular.

En el sitio web https://www.studyinholland.nl/studies?type=Bachelor se pueden consultar los requisitos de admisión para cada grado. Como las universidades pueden establecer sus propios criterios de admisión, conviene consultar la página web de cada universidad en cuestión.

Para cursar un grado en inglés en una universidad en los Países Bajos también hay que cumplir un requisito lingüístico. En la mayoría de las universidades basta con haber tenido inglés como lengua 1 o lengua 2 en la Escuela. No obstante, conviene comprobar los requisitos para cada carrera y universidad en particular para asegurarse.


Hay dos sitios web excelentes que ofrecen amplia información sobre los grados en los Países Bajos. El sitio web de Studiekeuze123 (www.studiekeuze123.nl) (en neerlandés) es el más usado para la búsqueda de una carrera, ya sea en la universidad pública o en la privada.

También está https://www.studyinholland.nl/studies (en inglés)


Por lo general los grados en las universidades comprenden 3 cursos académicos. Al final de su grado el estudiante debe haber obtenido un total de 180 créditos.


Para el curso 2020/2021, en las universidades públicas, las tasas anuales de matrícula para estudiantes de un país miembro de la Unión Europea ascienden a 2.143 euros. En la mayoría de los casos el gobierno de los Países Bajos subvenciona las tasas durante el primer curso académico, por lo que el estudiante sólo abonará el 50% de la tasa. En las universidades privadas las tasas pueden variar.


Cada vez más universidades manejan el matching. Se podría decir que es una prueba de orientación que sirve para ver en qué medida el estudiante tiene claro lo que desea estudiar. El tipo de prueba depende de cada universidad en concreto. Puede ser un cuestionario en línea o una entrevista. Aunque es obligatorio participar en el ‘matching’ para poder inscribirse, los resultados del test no son vinculantes.


Conviene comenzar a buscar alojamiento cuanto antes. Tal como nos comentan algunos padres de ex­alumnos de la Escuela puede resultar una tarea bastante desalentadora encontrar alojamiento para estudiantes en los Países Bajos. Por tanto, conviene no esperarse demasiado. En las páginas web de las universidades se suele ofrecer información para facilitar la búsqueda de un piso o vivienda.



Para una lista exhaustiva de Escuelas Superiores, haga clic en http://info.studielink.nl/nl/studenten/overzichtonderwijsinstellingen/Pages/hogescholen.aspx


Por lo general los grados en una Escuela Superior comprenden 4 cursos académicos de los que el primer año se llama propedeuse. Pasar el propedeuse sirve en algunos casos como un requisito para poder continuar estudiando. Para obtener el propedeuse hace falta haber obtenido todos los créditos del primer curso, es decir 60 créditos (salvo excepciones). Al cabo de cuatro cursos el estudiante debe haber obtenido un total de 240 créditos.


El EuroTimes está buscando:

Puesto :                                         PERIODISTAS (S4-7)

Lugar de trabajo:                         Desde el sofá de tu casa a través de Teams

Fecha límite de solicitudes:       16 de noviembre 2020

Debido a las restricciones por el Covid-19 no será posible tener reuniones semanales presenciales en la escuela como hacíamos antes. Pero siempre nos queda Teams. La idea es hacer dos videollamadas al mes y mantener el contacto mediante Teams chat. Nosotros propondremos temas, pero aquí vale todo (o casi todo): puedes proponer cualquier tema de tu interés.

¿Te interesa? Ponte en contacto con nosotros por correo: revista.eea@escuelaeuropea.org.

Si no te apetece formar parte del equipo de redacción, también puedes colaborar con nosotros como freelance. ¿Has escrito un texto del que te sientes particularmente orgullos@? Mándanoslo y lo publicaremos encantados.




Hace unas semanas os recomendamos una exposición en Fundesem (Business School Alicante) con obras de dos grandes talentos, a saber los profesores de arte Fausto Murillo y Simão Matos. Desafortunadamente, debido al Covid 19 Fundesem ha tenido que cerrar al público.

Pero ahora podéis visitar la exposición de collage analógico “GLU3ON ART PIECES” de Simão Matos sin salir de casa. Haciendo clic en https://www.glu3on.com/ podéis acceder a la página web de Simão. También os adjuntamos los enlaces para ver los trabajos que están en exposición (inglés): https://www.glu3on.com/glu3on-art-pieces-en y en (castellano): https://www.glu3on.com/glu3on-art-pieces-es.

El 18 de mayo celebramos el Día Internacional de los Museos. El EuroTimes llega 2 días tarde, pero para los aficionados al arte todos los días es un: ¡Feliz Día Internacional de los Museos!





Otra realidad

Nara Quesada (S7FR)

Quien lo diría, ¿verdad? Encontrarnos en unos tiempos en los que mataríamos por ser acariciados por el mar, asombrados por un atardecer y ser rodeados por nuestra gente. Echar de menos irnos de compras o tomar algo en un café. Echar de menos estudiar en la biblioteca del centro o perder el Tram. Echar de menos todo.

Algo que en este 2020 nadie se hubiese imaginado. Unos tiempos difíciles en los que las diferencias sociales se hacen ver más que nunca. Unas diferencias que están presentes en el día a día pero que inconscientemente decidimos ignorar. Tener que ver cómo la gente hace colas para pedir comida, y saber que cada vez hay menos comida disponible. Saber que hay familias viviendo en espacios pequeños. Saber que hay familias que pierden a sus seres queridos de los que no se pueden despedir en condiciones.

Me entristece saber que hay gente pasando por los mismos momentos que yo, de forma más dura y difícil. Me resulta extraño pasearme con una mascarilla, mirar a los demás a través de su mirada. Unos tiempos que marcarán nuestras vidas, y espero que la forma de vivirla. ¿Sabremos apreciar mejor cada momento? Quizás soy bastante optimista, pero me gusta pensar que sí. Cada momento, lo viviremos al máximo. Cada momento importa. Carpe diem.


Atardecer a las 19:38 en París

Por Isabel Belmonte (S6EN)

Gail Albert Halaban, Paris Views 2012

19:38, un día nublado en París. De cuando un día nublado era una excusa para quedarse en casa. El arte de quedarse en casa, un lujo refinado que pocos pueden permitirse. El vertiginoso estilo de vida del siglo XXI ha transformado el hogar en una estación de breve descanso, ya no un hogar sino una casa, quitándole su humanidad.

Y así como por arte de magia en marzo, un viernes por la tarde, todo esto cambia. El hechizo se lanzó y la burbuja comenzó a engullirnos rápidamente. Lo que una vez fue una tierra extranjera, ahora es territorio nativo. Nos encontramos con rincones de la casa que nunca habíamos visto, libros que creíamos perdidos, películas atascadas en el viejo DVD, un tocadiscos en el ático, fotos de cuando mamá y papá se conocieron. Estas son las cosas que debemos atesorar.

Guardamos luto en honor de aquellos que han abandonado la vida metropolitana y se quedan con retazos de realidad detrás del alféizar de la ventana, un recuerdo lejano de una vida tan vívidamente intensa y sin embargo vacía. Hemos estado viviendo de recuerdos durante semanas, hambrientos por la atención que la libertad una vez nos regaló.

 Cuán fácilmente aceptamos la libertad cuando no hay nada en peligro. Qué privilegiados fuimos al pensar que la vida es una necesidad y no una indulgencia. Ahora evaluamos.

¿Cuándo fue la última vez que estuve realmente sola? No esperando el autobús sola, o en una biblioteca sola, sino realmente sola.

Ahora lo sé. Lo que es estar sola, estar en una casa de verdad, estar sometida a un hechizo. Nuestra falta de soledad nos ha hecho completamente ajenos a nosotros mismos. El proceso de conocerte es difícil, porque tendemos a engañarnos, creando dioses o demonios para compensar nuestra innegable monotonía.

¿Y cuánto tiempo tardaré en conocerme, y en poder mirar al futuro con la misma esperanza que alguna vez tuve?

No sé la respuesta a estas preguntas. Pero sí sé que cada día, el peso de la incertidumbre es más ligero. Puedo sentir cómo el hechizo se desvanece, la burbuja pierde su pegajosidad, la ciudad despierta de su sueño. Puedo oír los susurros de una generación privada de su juventud anticipando un verano más allá de nuestras expectativas.

Antes, un día nublado representaba algo negativo, con suerte algo relajante. Ahora no nos dejamos influenciar por las nubes o la lluvia. Con mi paraguas y mis botas de goma tomaré la calle, siempre y cuando pueda ver un atardecer más a las 19:38 en París.


Entrevista a una ex-alumna

José Esteve (S7ES)

Marta Laporta en Bristol

Una vez se acaba séptimo, la vida pega un cambio de 180 grados. Los graduados se despiden de la que ha sido su casa, la escuela, y dan comienzo a los que la Sra. Dodds llamaría “el mundo real”. Una vida que cambió bastante fue la de Marta Laporta. La alumna de la sección española puso fin a una vida entre Alcoy y Alicante para llegar a Bristol. Hoy hemos tenido la oportunidad de charlar con ella y que nos cuente cómo ha sido esta experiencia en el extranjero.

ET: Hola Marta, gracias por hacer un hueco y poder atendernos. La primera pregunta es obligada: ¿qué estás estudiando en Bristol?

M: Estudio ‘International Business Management’ (en español ‘Gestión de Negocios Internacionales).

ET: Interesante. Supongo que el cambio de Alicante a Bristol es grande. ¿Por qué decidiste irte a Inglaterra?

M: Principalmente porque con todo el lio de que aquí en España ‘bajan’ la nota al pasarla al sistema español y que hay que hacer exámenes por la UNED si no tienes suficientes asignaturas que te ponderen sabía que en España no me iba a quedar. Así que como el inglés es la segunda lengua que mejor manejo después del español y al ver que las universidades de Reino Unido tenían muy buen prestigio y la carrera que quería hacer me decanté por irme para allá.

ET: Viniendo de una Escuela Europea y habiendo participado en intercambios, el cambio habrá sido un poco ‘sencillo’.

M: Sí. La escuela me ayudó de varias maneras. Especialmente el Sr. Roe (él es el que se encarga de todo el tema de las universidades inglesas). Él me ayudó a escribir mi ‘personal statement’ (lo que tienes que mandar a las universidades inglesas para ver si te dan una oferta para estudiar con ellos o no), me ayudó a elegir la mejor universidad para la carrera que quería hacer, mandó una carta de recomendación a todas las universidades a las que quería ir(en la que también participaron otros de mis profesores) y también me ayudó con la residencia en la que vivir (ya que él tiene conocidos que aplicaron a las mismas universidades que yo).

ET: Y en cuanto a tus amigos ‘de toda la vida’, supongo que, a día de hoy, todavía tienes contacto con ellos. ¿Cómo mantienes la amistad, a pasar de la distancia?

M: Internet. A través de las redes sociales y videollamadas he mantenido el contacto con ellos. Algunos de ellos incluso vinieron a visitarme.

ET: Es evidente que tu experiencia está siendo increíble, pero…¿cambiarías algo?

M: No. Nada. Sobre todo, porque, aunque ha habido cosas que han sucedido de una manera muy inesperada para mí, al final han acabado teniendo resultados muy buenos. Este año ha sido un año lleno de nuevas experiencias y amistades (todas ellas muy buenas) y lo he disfrutado un montón.

El EuroTimes quiere agradecer a Marta Laporta su colaboración y le desea lo mejor de cara a su futuro.


Happy Europe Day 2020! ¡Feliz Día de Europa!

Today, Saturday 9 May, marks the 70th anniversary of the historic Schuman declaration, the start of today’s European Union. Today we should have been out there, celebrating Europe Day at our school at our yearly Springfest. Unfortunately, this year we will be celebrating behind closed doors, but celebrating nonetheless.

Yesterday, the EuroTimes sent out an email inviting you to share your “European experience” with us. We asked for pictures of Springfests from previous years, photos of your favourite European spots, texts (in any language) in which you tell us what Europe means to you.

What follows is a selection of what you have sent us so far. Please, please, please, send us your pictures, texts, drawings, poems, displays, (Yes, the EuroTimes wants it all!) to keep up the European spirit. Even if it’s May 10, June 15, … It doesn’t matter. Europe Day is every day.

Pepijn Verschoor (S5EN) has written this beautiful poem about what Europe means to him. Actually, it’s so much more than beautiful. It conveys something we should all wish for: a united Europe. Thanks, Pepijn, for sharing this with us!

The photos above were sent by Elisabeth Perestrelo, our Portuguese teacher. They were taken at one of the Springfests. A colourful school with a warm heart. Thanks, Elisabeth!

María Dominguez Castellano sent us this lovely picture of her family’s favourite European spot: Benasque. Thanks for sharing, María! Hopefully we can soon enjoy the Pyrenees again.


Viaje a la nieve: De cuando viajábamos

María Nogueroles:

Salimos de la escuela el domingo por la noche. Todos teníamos grandes sonrisas y nuestros corazones llenos de alegría y emoción por el viaje que nos esperaba. Aunque teníamos un largo viaje en autobús nocturno por delante, eso no nos quitó las ganas de llegar a Andorra. Esquiamos, reímos, cantamos, bailamos libremente, sin ningún tipo de opresión, sin ningún pensamiento de que algo como lo que está pasando ahora pudiera ocurrir.

Aprendimos a mejorar nuestra técnica de esquí, aprendimos a convivir todos juntos como una familia, nos íbamos todos juntos a esquiar a la aventura, sin pensar en todo lo que nos esperaba al llegar a casa. Estábamos completamente ciegos a la realidad, nuestra alegría tapaba todos los problemas que estaban pasando. Estábamos encantados. Tantos años esperando que llegara el viaje de sexto curso, no íbamos a dejar que nada ni nadie lo arruinara. Y eso hicimos. Disfrutamos y aprovechamos al máximo los que no sabíamos que iban a ser nuestros últimos días de libertad, en la calle, en la naturaleza, en compañía. Hasta que llegó un correo con órdenes del director para que volviésemos lo antes posible. Y eso hicimos, aunque no nos chocó en el momento, ya que seguíamos disfrutando aún, metidos en un autobús, todos juntos, riendo y recordando los mejores momentos del viaje.

Ahora miramos atrás, y me siento eternamente agradecida de poder haber aprovechado esta última semana de libertad de la mejor manera.  De poder decir que me siento conectada con la gente, y ahora que estamos aislados más que nunca. Ya que me doy cuenta de lo necesario e importante que es interactuar con las personas, salir a que me dé el aire, todas las cosas pequeñas que hacíamos en nuestro día a día y no les dábamos un mínimo de importancia, ahora nos parecen cosas lejanas y extraordinarias.

Es por eso que siempre hay que aprovechar todos los momentos felices y también infelices al máximo, ya que no sabemos cuándo pueden acabar. Y eso es algo que he aprendido en el viaje. A valorar cada momento, y sentirlos, sentir emociones.  Esta pandemia está dando mucho que pensar, tenemos que ayudarnos todos mutuamente para que acabe lo antes posible, y poder salir a la calle, viajar, estar con nuestros familiares, amigos, parejas, en la escuela. Para sentir libertad.

María Nogueroles

Alba Clancy:

El 8 de marzo salimos de Alicante y ahí es cuando empezó nuestra aventura. Una experiencia única que casi nos prohíben, pero gracias a nuestro salvador Señor Jones, pudimos vivirla. Cuando hablamos de aventuras, la gente se imagina que nos iremos a una jungla, donde nos esconderemos de los pumas y animales salvajes e intentaremos encontrar nuestro cofre del tesoro y que al final de la aventura encontraremos a nuestro príncipe o princesa; pero no. Esta aventura era muy diferente, nos íbamos a ir a esquiar. No suena muy apasionante, pero en verdad era una aventura tan esperada que nosotros mismos la convertimos en mágica con la ilusión que teníamos. Pero lo que de verdad hizo que fuera un viaje tan chulo fue el hecho de que íbamos con nuestros compañeros de toda vida; con los que hemos estado los últimos trece años.

Después de diez horas de reír, cantar y roncar en el bus, finalmente llegamos a las montañas picudas de Andorra. Yo no había visto la nieve en ocho años y cuando los gritos de mis compañeros me despertaron, miré fuera de mi ventana y solo veía blanco. Mis ojos parecían bolas de ping-pong. Cuando el autobús finalmente se detuvo y abrió las puertas, sin pensarlo, fui corriendo y salté a la nieve. La sensación era increíble. Me entró un chute de adrenalina. De repente me miré las manos y estaban moradas, no podía sentir la piel de mi rostro. Fue una experiencia inolvidable. Mientras que echaba mi aliento hacia mis manos congeladas, miré a mis compañeros. Me entró mucha nostalgia y me di cuenta de que esta iba ser una de las últimas veces que íbamos a estar tan unidos.

Después de pegarme unas cuantas palizas esquiando, fuimos al hotel. Cuando entré dentro, olí un ambientador muy fuerte, con lo cual supe que era un hotel limpio. Deshicimos las maletas y nos acomodamos. Unas pocas horas pasaron y de repente ya estábamos al tercer día preparándonos para ir al spa. Carlota y yo entramos en la sauna y nos quedamos ahí en silencio, respirando el denso aire ardiente que nos bajaba la tensión. Empezamos a hablar de nuestras cosas y perdimos la noción del tiempo. Al salir de la sauna ya estábamos en las pistas de esquí. Aquella era la última vez que esquiábamos y, aunque éramos principiantes, bajamos una pista roja. Milan, nuestro monitor, nos llevó a las zonas más bonitas de las montañas. Fue increíble.

Cerré los ojos y tomé una respiración profunda. Cuando volví a abrirlos ya estábamos pasando por Benidorm. El viaje fue un abrir y cerrar de ojos. Una experiencia demasiado rápida pero inolvidable. A la mañana siguiente, descubrí que nos teníamos que quedar en casa dos semanas de cuarentena por el coronavirus. ¡Era surrealista! Volver a la “realidad” tras el viaje maravilloso que hicimos me vino fatal, porque seguía en mi burbuja de felicidad y la cuarentena la explotó.


My journey: Vegetarianism

Each year we set ourselves so-called new year’s resolutions that we believe will generally improve our lives and the ones surrounding to attain the ideal life on paper. We all strive to become the best versions of ourselves and I thought that becoming vegetarian would be one of the steps leading to my goal. It is a change not only the individual benefits from but the environment as well.  

I have a plethora of resolutions I´d like to achieve but prefer not to start with them all at the same time as I would be less likely to keep them up. 

Vegetarianism: defined by Meriam Webster   


1: a person who does not eat meat: someone whose diet consists wholly of vegetables, fruits, grains, nuts, and sometimes eggs or dairy products  

Adopting a vegetarian diet is a crucial part of the sustainability of the environment as it means cutting down on animal products in our meals and simply implementing a plant-based diet by increasing our intake of vegetables. My experience goes as followed:  

I began to do research on the products I consume on a day to day basis with the help of documentaries and articles. Personally, changing to a vegetarian diet was very challenging since most of my meals contained meat.  There is a variety of types of vegetarianism. I decided to be a pescatarian (partial vegetarian).  

The first step I carried out was switching to the lacto-ovo vegetarian meals in the school canteen. It made me realize how much meat there actually is in the normal meals, and in terms of quality of food, I consider the vegetarian menu possibly even more interesting than the ordinary menu. 

At home our meals have not changed to accommodate my pescatarian diet. Instead, I just avoid meat-based foods or have other options that are on the table. 

You might agree that animals have moral rights and for various people the reason for switching diet is solely based on the awareness of how animals are mistreated. Sometimes an individual chooses to be a vegetarian for health reasons as he or she may believe that vegetarianism strengthens s the immune system.  

My choice was mostly based on the major pollution increase and natural disasters purely caused by us humans. We can attain benefits such as helping to reduce greenhouse gases or pollution. I am aware that humans are omnivorous but, in these conditions, we must consider the state in which our environment is and must reduce the speed in which climate change is developing and find a way to save our planet.  

To conclude, being aware of the planets current state and being environmentally friendly is a necessary step to save our planet and therefore I have decided that one of the ways I can contribute is by eliminating my meat consumption. Being a vegetarian is a choice which not everyone agrees with, and surely there are other ways to reduce pollution which we should all attempt and hopefully follow through. I consider we should push ourselves into making those changes as our environment is essential for survival of any living organism and everyone’s and everything’s future. I have chosen the start of the year to achieve my objectives, but we do not need New Year to set these beneficial goals, we just need will power to pursuit change. 

PS: Please note that the goal of this article is to express a personal choice and experience and not to persuade or influence anyone’s lifestyle or eating habits.   


What do the the white and red bracelets mean?

Image result for martaki simple

Maybe you have noticed that some students have been wearing some type of bracelets lately. Actually they are part of a tradition that is typical in the Balkan countries. Many Greek and Bulgarian students wear them, but what do they mean? Well, in Greece we say we wear it to protect you from the sun and for luck. Luck is always a good thing to have, and you might also need some protection from the sun as March is the month that it starts to get hotter and hotter. In every tradition people start wearing it the 1st of March, but there are different opinions about when you are supposed to take it off. Some people take it off on 1st of May, some others when they see the first swallow as they migrate back with spring and the rising temperatures. Although no one believes that it actually protects you from the sun, it is nice to see that the tradition is kept.



El pasado jueves tuvo lugar en el Hogar Provincial de Alicante el concierto benéfico de Navidad de la Escuela Europea de Alicante. El Hogar Provincial se llenó hasta los topes con alumnos, madres y padres, miembros de la Dirección, profesores, y sobre todo con mucha ilusión y talento. El concierto no solamente fue un éxito en términos de recaudación para ASPANION, la Asociación de Padres de Niños con Cáncer de la Comunidad Valenciana, sino también un éxito en términos de participación. Participaron 120 (!) alumnos del proyecto de instrumentos musicales de Secundaria, así como varios profesores, el coro de adultos de la EEA y el cuarteto de cuerda Mare Nostrum.

Especialmente emotiva fue la interpretación de Imagine, canción de John Lennon, magníficamente interpretada por Alvar Más Marmól  y por Inmaculada Díaz. El concierto fue presentado por Laura Escoda, alumna de S7ES, y por la profesora de violín, Carolina Martínez Báez, quien se dedicó en cuerpo y alma a la organización del concierto. Fue sin duda la mejor forma para empezar las vacaciones de Navidad de forma solidaria y con buena música. Ya tenemos ganas de las Noches Culturales.


A pesar de todas las restricciones por el COVID se organizaron múltiples proyectos interesantes en la Escuela. Sobre algunos de estos proyectos ya hemos escrito en el Eurotimes. Otros artículos se han quedado en el tintero. Pero aquí os dejamos algunas imágenes de las actividades que se organizaron con la palabra como protagonista.

Día del libro – 30 de abril 2021

Proyecto de Poesía Hablada

El Día Internacional de Mujeres Escritoras – 19 de octubre 2020

Encuentro con el escritor Daniel Hernández Chambers

Selbstgebastelte “Torah”-Rollen


Die Schüler der Religionsgruppe S1 Deutsch haben Torah-Rollen gebastelt. Die Schüler wollten wissen, wie die Bibel früher aussah.

Man schrieb vor 3000 Jahren nicht auf einfache Blätter und in Bücher, sondern musste Papier aus Papyrus herstellen. Auf dieses Papyrus wurde in althebräischer Schrift geschrieben.  Es gibt in dieser Schrift keine Vokale und es wird rechts nach links geschrieben.

Ein Beispiel: תהו ובהו (Tohuwabohu-Durcheinander)

Die einzelnen Papyrusseiten wurden aneinandergeklebt. Dann brachten die Schüler Stöcke mit, die sie am Rand der Rollen befestigten. Danach wurden die fertigen Rollen zusammengerollt.

Pergaminos de la Torá hechos por los alumnos de S1 DEA RELIGION

Los alumnos del grupo de religión de la sección alemana de S1 hicieron pergaminos de la Torá. Los alumnos querían saber cómo era la Biblia.

La gente no escribía en simples hojas de papel y en libros hace 3.000 años, sino que tenía que fabricar papel a partir del papiro. En este papiro escribían en escritura hebrea antigua.  No hay vocales en esta escritura y se escribe de derecha a izquierda.

Ejemplo: תהו ובהו (lío de barullo).

Las páginas individuales de papiro estaban pegadas. A continuación, los alumnos traían palos que pegaban al borde de los rollos. Luego se enrollaban los rollos terminados.