Prepare for secondary school by practising the journey and daily organisation together, then sharing planning responsibilities in small steps. Offer support at the start without taking over assignments and decisions. Find out what the new school actually expects before building an extensive preparation programme.
In Flanders, primary school is lager onderwijs and secondary school is secundair onderwijs. The eerste graad is the first two secondary years. For expat parents, these terms need explaining rather than directly equating with a system from another country.
What may change in the first weeks?
Your child may encounter several teachers, different classrooms, new materials and a different journey. Do not expect every part to become easy at the same time. Ask which aspect feels least clear.
Klasse's transition guidance highlights everyday adjustments such as the schoolbag, timetable and journey. These details can shape how the day begins. Preparation is therefore broader than studying future subject content.
For example, Noah may be excited about lessons but worried about missing the bus. Telling him to work harder does not answer that concern. Practising the route responds more directly to the need.
How can you practise the school journey?
Try the route together before the first day where possible. Discuss the stop, what happens if there is a delay and whom to contact. Include getting ready and changing transport rather than looking only at the journey shown on a map.
Ask your child to describe the next step. Following an adult is different from understanding the route. Let them explain how they will recognise where to get off or turn.
Agree a backup arrangement. This might include informing an adult, having the school's contact details and knowing where to wait safely. Choose steps that suit the actual journey.
How do you organise the schoolbag?
Use the school's own materials list. Select what the timetable requires rather than filling the bag with everything. Distinguish items needed daily from those needed for particular lessons.
Choose a simple evening sequence: inspect tomorrow's timetable, select materials and make a final check. Gradually reduce reminders as the child can manage it. The sequence should remain understandable without you directing every item.
If something is forgotten, identify the missed checking step. You do not necessarily need to take the whole process back. A mistake can show how to make the routine clearer.
How should the school diary or portal be used?
Ask how assignments are communicated. A paper diary, digital portal and spoken classroom instruction may have different roles. Do not assume every Flemish school uses the same platform in the same way.
Look at one actual task together. What must be done, when is it due and which materials are needed? Ask your child to explain those points. Opening the portal is different from planning the work.
Separate parental access from pupil responsibility. Discuss what your child needs to check and what you will review. The goal is a usable habit, rather than you monitoring every notification on their behalf.
How can several tasks fit into one plan?
Start with deadlines and split larger work into manageable actions. A project might need research, a draft and a check. Saying it will be done on Friday leaves those decisions hidden.
Listen to your child's time estimate. Judging how long work takes is a skill that develops through experience. Compare the estimate with what happened and adjust the next plan.
Include rest and ordinary free time. See spaced repetition for avoiding a single last-night study session. Filling every gap with work is not the same as making a sustainable plan.
How should your support change?
The table is an example of shared responsibilities, not a fixed timetable for independence. Return to more support when a new task requires it.
| Stage | Work on together | A possible child responsibility |
|---|---|---|
| Starting out | Journey, timetable and instructions | Select tomorrow's materials |
| Building a routine | Identify busy days | Order a few small tasks |
| More independent use | Review difficult areas | Follow the plan and explain help needs |
A child may manage travel confidently while needing planning support. Avoid handing over every responsibility with one announcement that they are older now. Decide separately where support can reduce.
What do A-stroom and B-stroom mean?
The first stage includes A and B routes. The official Flemish structure page explains the role of the primary certificate and the class council in particular situations. Discuss current arrangements with the school and CLB for your child's circumstances.
Do not describe the routes simply as good and bad labels. Ask about learning needs, documents and available options. A general family guide cannot establish individual admission eligibility.
Ask why an option is recommended and when it will be reviewed. Request plain-language explanations of unfamiliar terms. Keep the discussion about the next suitable educational step rather than a single verdict on your child's future.
What can you ask about friendships and feelings?
Use a calm opening rather than a daily interrogation. Asking what felt easy and what felt confusing lets your child choose a starting point. Sometimes the difficult part is the playground rather than the lesson.
Allow mixed feelings. Excitement and uncertainty can exist together. Your own school memories can be shared without expecting the child's experience to be identical.
If marked difficulty persists, do not dismiss it automatically as settling in. Share concrete observations with the school's support person. Discuss further guidance with the CLB where needed.
How might phone and screen rules change?
The new school may require more digital tasks. Distinguish required school use from entertainment. A computer being open does not reveal the purpose of every activity.
At the start of homework, choose the tools that are needed. Reduce unrelated interruptions where possible. Primary study skills describes goal-setting and checking steps that can be adapted to new school demands.
If a first phone is discussed, begin with the communication need. Contact during travel and access to every social app are separate decisions. Check the new school's device policy before finalising the arrangement.
How can a school conversation stay specific?
Describe the day and task where difficulty appeared rather than saying your child cannot keep up with anything. Include what they manage independently. This prevents the conversation becoming only a list of weaknesses.
Agree the next action and who will take it. What will happen at home, what will the school observe and what will the child try? Preparing for a parent-teacher meeting can help organise the discussion.
At the end, repeat your understanding of the plan. If the school terminology or language is difficult, ask for clarification. A shared example is often more useful than leaving with an unfamiliar label.
A checklist for the first term
- Has the route and backup arrangement been practised?
- Can your child access the timetable and tasks?
- Is the schoolbag routine clear?
- Does the plan include rest?
- Is the relevant school contact known?
- Have you agreed which support may reduce next?
Do not require every point to work perfectly on the first day. Start with the most disruptive uncertainty, then move to the next. Your child needs to experience both reliable support and opportunities to take increasing responsibility.
Frequently asked questions
What is the eerste graad?
It is the first two years of Flemish secondary education. It should not be assumed to match the stage names used in another country.
Should I check every assignment?
Initially, look at the plan together and hand over steps your child can manage. Offer support without completing the work for them.
Who can explain A-stroom and B-stroom for my child?
Ask the school and CLB about current admission arrangements using your child’s documents and circumstances. Do not decide from a general online summary alone.
Whom should I contact if the transition is difficult?
Start with the class tutor or the support person identified by the school. The pupil guidance centre, CLB, may also be involved where appropriate.
How Atlas helps
Atlas offers teaching content matched to the year and Flemish curriculum. Product information says coverage is currently most complete in the first two years of secondary school. Weekly learning reports can help you discuss topics that need support. This gives you a way to follow learning without completing schoolwork for your child.
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