Wednesday, 28 November 2012



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We are Antigua Luberri and we are an ELOS school!

Antigua-Luberri BHI" is a state secondary school in San Sebastian in the Basque Country. Donostia (our city's Basque name) is a coastal town set in the north of the Iberian peninsula in the Bay of Biscay. The city has a population of about 180,000 inhabitants.

In our school, there are 835 students and 100 teachers. We cover compulsory Secondary Education (12-16 years old) and post- compulsory education (16-18 years old), both in Arts and Sciences. We also have education for students with special needs (16-20 years old).

Our Linguistic policy is centered in our native language, Basque. It is a School where Basque is our everyday language and Spanish is taught as a subject. But all our students are bilingual; Spanish is strongly rooted.

But we are not just bilingual, we are polyglot! 

We have English as the first foreign language and French comes as the second one, we carry out a multilingual optional project where 12-16 year old students can choose two subjects in French and another group of 16-18 year old students who can choose to study 20 % of the curriculum in English.

Since the beginning of the century... we have developed the former Lingua and Comenius projects in bilateral and multilateral student exchanges with schools from Germany, France, Norway, Ireland...
We are also working in different projects: ELOS European network, Agenda21, Basque Language normalization, ICT Premia project...
For more information click on our school website.




 Here it is a presentation on our school:

Antigua Luberri an Elos School

We are an ELOS school and we are proud of it! Their link

 ELOS Educatication Streching borders

Here you have some of the subjects we work on:

A. Education Process and Learning Environment

B. School curriculum and policy

C. Staff competence and institutional capacity

D. International cooperation

E. Quality assessment


We include a European and International Orientation (‘EIO’) not oly in a variety of subjects (as we detailed in the inventory) but we have a multilingual offer. We also focus on EIO through international activities and exchanges, so students can develop their ‘Europe Competence’ during their whole school career. Students learn and acquire knowledge, skills, and attitudes that they will need for their future as ‘European and international citizens’.

A.1. Inventory of EOI in school subjects.

We have completed an inventory on EIO in all programmes of learning that include European and international topics.

Based on this inventory, we have discussed, in the head departments and also in the specific departments meetings, how to better streamline the EIO elements in the relevant subjects across school years and across subjects and programs of learning.
Here it is the document presented at the meetings (in Basque):

With the collaboration of the different departments, we completed next inventory:

A.2. Subjects that meet Elos

Here you can see some examples of how some school subjects contribute to meeting Elos objectives.
Next we add the short planning for some subjects (In Basque): European and International Studies, English, French, History.

School Subject Short Planning

(The level of EOI is specified in the Inventory of A.1)

A.3. Original teaching material.

In these subjects, both teachers and students use teaching/learning materials in English.
An example is "My Europe" didactic material, the lesson plan is in Basque but the material is in English. It is used in 'European and International Studies' subject.

Another example is the next Blog, made by students.

A.4. International Activities



In "European and International Studies" we are very much involve in Elos.
We students and teachers use the target language and focus on communication skills in international cooperation.
An example is the next  activity: a workshop made by "Emaus" NGO about Fair Trade based on a project from India:

Tara Project Workshop

A.5. Our students self-evaluate their foreign language skills

Students use the next self-evaluation grid to monitor and plan their work. They fill in the grid with the level they think they have at the beginning of the course (1st row) and then again at the end of the course (2nd row).
They do it based on the Common European Framework of Reference for Languages: A1, A2, B1, B2, C1.
Then they realize which level they have in each of the languages. As they can see the evolution in their learning process, they can actively involved in Elos and understand that learning languages will allows them to communicate and to study or to work abroad.







The grid document

Here it is an example of the students portfolios

A.6. Students are recording activities of Elos

They learn to describe, evaluate and record their European and international activities regardless of whether these activities have taken place in a formal, non-formal or informal learning environment.

A.7. Our students are encouraged to learn a second foreign language

The second language allows them to communicate with students abroad.
We have a multilingual programme in the school

We even tried  a bit of German

A.8. Students are actively involved ELOS

Students take part in the development of subjects and activities from preparation to follow-up.
Here we have their activities blogs
Students Blogs

This is an specific activity where we can see students involvement.

This is our European and International Studies Blog:
Blog of the Subject

Third level students Magazine includes a long article about Minority Languages
Students Magazine


We are striving towards embedding the Elos goals in the school curriculum and in the school policy to ensure coherence and sustainability.

B.1. Elos in the school

Elos is present in the school material such as school policy documents and information material for parents and students.

An example (in Basque)

In the school we have a noticeboard for news and activities related to Elos
                                                                           ELOS TXOKOA 

B.2. Programme of special EIO activities in our school

We participate yearly in international contests, we contact with foreign  institutions, we do take part in the European language day and in the day of Europe celebrations. We try to offer those activities to different age groups and classes.

  • The first activity we present is a blog on Minority languages in Europe. We made it for the European Day of Languages. We prepared some presentations and a questionnaire on te subject, for the diffusion we sent e-mails to different minority schools in order to have varied answers to the questionnaire. Then we shared some of our presentations with other students levels of our school.

Here it is the link to the Blog :

Minority language Blog

  • As we said we work with NGO 'Emaus' in a workshop on 'fair trade'. The central subject is a project in India, 'Tara' project, as the main point we have an interview by skype with one of the people in charge of the organization in India. To finish the workshop we had a contest of short videos about faitr trade. If you want to know more about it, here it is a more detailed account on the subject:

Tara Project

We will take part in the CIVIS contest where we have been preparing school activities for the Day of Europe on 9th May.

Some activities on the subject:

B.3 Discussion of the CFEC and EIO objectives.

Teachers discussed CFEC and EIO, to allow students’ progression at school. The European and international dimension is always in our mind, it is always on my were always on my mind!

The evidence provided may include a brief report or minutes of a meeting in which this was discussed.
Batzorde Pedagogiko acts.
Batzorde Pedagogiko dokumentoa.
Klaustro Meetings acts

B.4. Recognizing student's achievements

We recognize students’ achievements with respect to European and International Orientation. The multilingual studies are recognize.

Another official certificate they receive.


We are building our school's internal capacity to achieve ELOS goals.

C.1. Our school management supports Elos among the teachers

Headship in the school supports the Elos Coordinator and Team and encourages other staff members to participate in Elos.
An example of an intranet letter sent by the Headmaster team encouraging teachers to take part in a exchange and a Comenius project.

Free hours for ELOS
Batzorde pedagogiko acts

C.2. Teachers involved in Elos.

The evidence provided may include a testimony of the persons as mentioned above.

Teacher's Videos

C.3 Elos is a regular item on the agenda of our meetings.

The evidence provided includes agenda of meetings of the Elos-team

ELOS Meetings Minute

C.4. We are backed by the School Management

The school management facilitates the coordination of the project, its development and implementation, as discussed with the Elos Coordinator (such as time for the coordination activities, attending Elos events abroad, EIO teacher training, materials, etc.).

C.5. Our plans for teacher's training

The School's headship plans specific training courses to pay attention to the needs of teachers (with regard to EIO). They can be related to specific subject or to general knowledge level.

Other courses will be oriented to the improvement on foreign language knowledge (as required for their involvement in international education projects). Like the ones offered by the Basque Government Education Department     GARATU

Another area it is the ICT.
Here it is the course of 9 hours on the use of Digital blackboards organized at the school by the school management and taught by Iñigo.
A popular course as you can see!

Digital blackboard course for teachers.

We also organize courses for parents
French Course for student's parents

Monday, 26 November 2012


We think that exchanges programs are really educative activities for the students, because they can learn things that usually are out of bounds in formal education. They get an immersion in another country's culture, not only they learn the language but also about different food, habits and even ways to understand life.
So we try to get involved in as many international exchange activities with schools abroad as is it possible.

D.1 In contact with European parters

We organize every year at least exchanges with two steady international partner schools. We have contacts with Wilson Hospital School from Ireland and Emile Zola Lycée from France. Before and after the exchange Students maintain contact via internet with their partners. We use social networks or e-mails for that. When in Comenius we used the provided learning electronic environment of Twinspace to develop the project.


D.2. Our Group School Exchanges

We love to travel and to have new experiences, so our favorite activity is the foreign exchange. Students and teachers participate in Exchange activities with the partner schools; we stay with our partners host family while we visit them, and we host them in our families when they come to visit us. We like the experience of visiting interesting places, working together, trying different food, making new Friends!!

Here is a blog about our 2013 Students Exchanges:

Our partner school in Ireland's web page

Our exchanges

Exchange with Mullingard (Ireland)

Our vist to Minden (Germany)

  • Last Years exchanges had been with Germany, we had a Comenius project and here it is the final result:

European and International Sustainability

D.3. Our personal school exchanges

We also have students involved in individual exchange programs. They can follow part of their study programme in France, and they receive credit for the work completed abroad, in this case we have an agreement with Emile Zola School in Chateaudun. 

  • Three of our students made an exchange with Emile Zola school in Chateaudun (France)

Monday, 19 November 2012


It is very important for us to take part as a school in general monitoring and evaluation activities at different levels: school, national or international.

E.1. The evaluation process.

We consider very important the evaluation process. Self-evaluation comes first; we complete self-assessment documents for students and teachers , but also we consider external reviews.
This time we asked a training teacher that came to our school a personal analysis about our ELOS project.

Itziar's analysis

We have other sources for self-analysis, like next quetionnaire we do to students once they took part on a Comenius project:

Questionnaire on Comenius

Or this other one for ELOS students:

The purpose of this procedure is to get feedback through the answers students have regarding Elos project. This way we are giving students the opportunity to comment on the education they receive and to us to do the necessary modifications in response to their comments.

Above are the results of the questionnaires:


E.2. To take part in a Quality Review.

 We completed this Blog with relevant information for the Quality Review.

Antigua Luberri Blog 

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