Those who cannot remember the past are condemned to repeat it.
George Santayana


History and the past are not the same thing. Nor is history the mere study of the past. History is a process of imaginative reconstruction and interpretation of the past. That’s why our students should have fun exploring and understanding past epochs and come to understand the existence of multiple viewpoints on certain historical events. Furthermore, they should develop critical thinking in their analysis of historical sources. By comparing different historical personalities, societies and cultures, they learn how to make their own connections and draw conclusions, such as realising that the world of today takes root in the past in many ways.



Whilst our historical subject knowledge and the ability to transmit it successfully is still at the core of our methods, ultimately getting students to take charge of their own learning is vitally important. Therefore, we try to develop teaching and learning strategies that create an opportunity for students to reach their true potential. We have found that the method of facilitating rather than relying too heavily on ‘chalk and talk’ exposition to be highly beneficial, enabling students to construct their own learning experiences. This helps young people to become reflective learners who are able to enter into a meaningful dialogue on how they learn.

Our courses are based on an approach that encourages students to work collaboratively and engage in constructive discussion with their peers about what they have discovered. We also try to free up as much lesson time as possible for varied activities suchas role-play and debates that foster higher order thinking skills and analytical discussion.

Another priority is given to classroom and homework activities that encourage students to become independent learners, using technology in an imaginative manner.



Educationally speaking, we prepare our students for history, history of art, archaeology, journalism and politics studies and all the professions related to these academic disciplines (e.g. historian, curator, archivist, teacher, journalist and politician). Studying history is also useful for many less obvious career paths. For example, many directors of leading companies have studied history.

In a more general perspective, we want to widen our pupils’ general knowledge and to make them understand our world of today by casting a critical eye on current events and developments through a historian’s mindset, because “those who cannot remember the past are condemned to repeat it (George Santayana)”. We aim to transmit general attitudes such as living as a responsible, tolerant and empathic person.

Studying history can also give a sound platform for the promotion of international understanding and, inherently, the intercultural awareness necessary to prepare students for European and global citizenship.


All our classrooms are equipped with state of the art facilities (such as wi-fi infrastructure, beamers, Elmo visual presenters and Apple TV) as well as with more traditional, but still very useful teaching material, such as wall maps and other visual aids. As tablets become more and more frequent as educational tools, the use of online platforms, video tutorials and learning apps is fully integrated into our teaching practice.



Currently, our team is composed of four historians who teach mainly in the Luxembourgish system (both subjects: History and Connaissance du Monde contemporain). Furthermore, our department includes two teachers that have experience of UK exam prep.
One additional teacher helps with transition in history from the primary to secondary school, teaching in Key Stages 2 and 3.

Joé Bellion – Stuart Kennedy – Michel Kohl – Yves Meyer – Oriane Rapp – Sarah Roper – Benjamin Wilson

This post is also available in: French