Wednesday, 28 November 2012

A. EDUCATION PROCESS AND LEARNING ENVIRONMENT

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.

http://europefromdonostia.wikispaces.com/




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.


Basque
Spanish
English
German


Beg.End.
Beg.End.
Beg.End.
Beg.End
UNDERSTANDING

Listening

C1C1
C1C1
B1B1
00

Reading

C1C1
C1C1
B2B2
00
SPEAKINGSpoken
Interaction
C1C1
C1C1
B1B2
0A1
Spoken
Production
C1C1
C1C1
B1B2
0A1
WRITINGWritingC1C1
C1C1
B1B2
00


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

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