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.
With the collaboration of the different departments, we completed next inventory:
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/
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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.
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
Here we have their activities blogs
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
Third level students Magazine includes a long article about Minority Languages
Students Magazine
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