Here are some tips for conducting the inventory: - Meet with subject teachers to discuss EIO elements - Review curriculum documents and lesson plans - Consider knowledge, skills, attitudes per CFEC domains - Note activities like projects, visits, exchanges - Determine materials and timeframe for each element - Compile all information into a clear overview table The inventory will help analyze current EIO provision and identify areas for strengthening the international dimension across your school's curriculum.

1. How to make your school more international?
education stretching borders
an example from the Netherlands
Erasmus+ KA1. Course ’How to make your school more international’
Oliveira de Azeméis (Portugal) october 2015

2. What is Elos?
• A school concept
and
• A European network
(with support of LLP of EU – the granted period stopped at the end of 2014!)

3. Elos – the three pillars
1. Strengthened education in modern languages: more
and at a higher level (based on the Common European
Framework of Reference for Languages – CEFR)
2. EIO in the lessons: European and International
Orientation: knowledge, skills and attitude (based on the
Common Framework for Europe Competence - CFEC)
3. EIO activities (Spring Day, Language Village,
excursions, virtual and ‘fysical’ exchanges with pupils
from partners schools)

4. School standard (1)
Elos defines a quality standard for schools.
Requirements are:
• Including a European and International Orientation
(‘EIO’) in a variety of lessons and through activities
abroad  development of Europe Competence
(including use of portfolio)
• Striving towards embedding the Elos goals in the
school curriculum and in the school policy to ensure
coherency and sustainability

5. School standard (2)
• Being involved in structural international
exchange activities with international partner
schools/colleges and - if applicable - other
organisations abroad (> Erasmus+ KA2)
• Building the institution’s internal capacity to
achieve these goals
• Taking part in general monitoring and evaluation
activities

6. Elos means a lot for …
• … the students:
- preparation on learning, working and living in an international
environment
- self-confidence and social development
- a certificate
• … the teachers:
- international training
- exchange of experiences with colleagues from abroad
- insight in educational systems in other countries

7. Elos means a lot for …
• … the school:
- an international learning concept
- a label of quality
- strengthening of identity (> public relations)
- participation in a national (and an international) network
- new (crosscurricular) forms of work

8. The ‘added value’ of the Elos programme
a scientific study – August 2015
Compared with other pupils, pupils from Elos-schools:
-have more knowledge of European and international topics, as a
result of the cross curricular EIO-continuing learning line
-participate more often in exchanges; have earlier contact with pupils
from partner schools; are travelling more often
-develop more intercultural competences: knowledge, attitudes, skills
and critical awareness
-are more forward-looking and up to a possible follow-up study in
higher education
-are aware of the benefit of language certificates for the admission to
higher education.

9. The ‘added value’ of the Elos programme
a scientific study – August 2015
As a result of physical exchanges and stays in a host family, where
Elos-pupils come into contact with different cultures and persons,
they have learned to adapt to new situations, are more self
supporting and confident.
Schools often choose Elos to give themselves a distinctive profile,
also to attract more pupils!

10. nformation
www.eloseducation.info >>
http://www.europeesplatform.nl/eloseducation
> Elos Tools
•Common Framework for Europe Competence (CFEC)
•Elos international School Standard
•Flyer for schools
•Flyer for students
•School manuals per country

11. Elos / EIO
Let’s take a closer look to the second and third one of the
Elos-pillars: EIO in the classroom and EIO activities:
• Including a European and International Orientation
(‘EIO’) in a variety of lessons and through activities
abroad  development of Europe Competence
(including use of portfolio)
Do you have an idea how to achieve an embedment of international
themes in the regular curriculum?
And how to start with this?

12. Elos/EIO in the classroom
In lessons:
• make an inventory of all European themes in your
(existing) programmes of (all) subjects and
• rearrange the themes over the schoolyear(s) and avoid
overlap
• work together in lessons and projects with other
subjects and schools (abroad) in order to create a
cross curricular and coherent offer for students

13. Elos/EIO in activities
In activities:
• include an international perspective
• organise excursions / visits abroad
• start email and internet projects (etwinning)
• stimulate student and teacher exchanges
• do projects with partner schools
prepared and evaluated in school / lessons

14. EIO and the CFEC
Common
Framework for
Europe
Competence
developed by the Elos – Europe network
Erasmus+ KA1. Course ’How to make your school more international’

15. EIO and the CFEC
A student
is able to speak and write (knowledge) – also in a foreign language
in a critical way (attitude)
about EIO (skills)
and he/she can defend his/her own view (skills);
is able to function in an international group
and can give information about his/her own country and culture
and he/she can show some background information about the country of
the partnerschool
Erasmus+ KA1. Course ’How to make your school more international’

16. EIO and the CFEC
Erasmus+ KA1. Course ’How to make your school more international’

17. EIO and the CFEC
In the CFEC there are 4 domains:
• EIO-1 knowledge
• EIO-2 communication
• EIO-3 collaboration
• EIO-4 informal learning / entrepeneurship
Every domain includes three fields:
- knowledge (x.x.1)
- skills (x.x.2)
- attitudes (x.x.3)
Each with 6 levels (pupils from 12 >> 19 years old)
Erasmus+ KA1. Course ’How to make your school more international’

18. EIO and the CFEC
Erasmus+ KA1. Course ’How to make your school more international’

19. EIO and the CFEC
Domain EIO-1: I am an informed European citizen
who can access, process and evaluate knowledge
relevant to Europe and the wider world, and act
upon it.
1.1.1 I have basic knowledge of the geography in Europe and a
general idea of European history
1.1.2 I can collect and organise general information on Europe and the
wider world
1.1.3 I am aware of the principles of democracy in European countries
> 1.1.3 means: domain 1, level 1, field 3 (attitude) <
Erasmus+ KA1. Course ’How to make your school more international’

20. EIO and the CFEC
Another example, the levels:
Domain EIO-1: I am an informed European citizen who can access,
process and evaluate knowledge relevant to Europe and the wider world,
and act upon it.
1.1.1 I have basic knowledge of the geography in Europe and a general idea of European history.
1.2.1 I have an idea of the variation within Europe (per country: natural condition, size of population,
language, affiliation to EU or other supranational institutions).
1.3.1 I understand shared concepts such as democracy, citizenship and the international declarations
expressing them.
1.4.1 I understand the structure and function of European and international institutions (EU, CoE, UN,
Nato etc.; in relation to each other and to national/regional affairs).
1.5.1 I have informed opinions on the whole process of European integration and the social / economic /
environmental problems which arise from that, for Europe and the wider world.
1.6.1 I know in which fields European and international institutions exert an important influence, and can
explain the consequences for citizens, giving concrete examples.
> 1.3.1 means: domain 1, level 3, field 1 (knowledge) <
Erasmus+ KA1. Course ’How to make your school more international’

21. EIO and the CFEC
EIO-portfolio year 1 VWO TTO
subject Theme or title of the
assignment
Products for the EIO portfolio EIO
domain
(CFEC)
Deadline for
uploading in
portfolio
Who?
- Build up your portfolio and
personalise it
- Year 1 (1st
of February) Class teacher
ACD EIO logo - Picture of your logo
- homework assignments
- reflection
1.1.2 Year 1
(1st of February)
Teacher ACD
English Little Victorians -Report on the Little Victorians. A picture
of the play included
1.1.1 Year 1 (1st
of April) Teacher
English
History Charlemagne -Worksheet Charlemagne
- Preparation for debate
- Personal opinion on statement
1.1.1
1.2.1/1.2.3
3.1.1
Year 1 (1st
of June) Teacher History
PE Cricket Questionnaire/report on cricket
- pictures of cricket tournament
1.1.2
2.1.3
Year 1 (1st
of June) Teacher PE
Geography countries, landscape and
climate
Report (based on key question) +
personal reflection
1.1.1
1.2.1
Year 1 (1st
of June) Teacher geo
Maths Metric system - imperial
system
Personal story: The imperial system in
my daily life
1.1.2
1.2.1
Year 1 (1st
of June) Teacher maths
project project ‘Explore your city’ Link to your movie
Interview with Canadian students
Year 1 (1st
of July) Class teacher
Reflection
and grading
grading your EIO-portfolio
(portfolio afternoon)
Grading form Portfolio-afternoon n.v.t. Year 1 (1st
of July) Class teacher
Other
activities*
* Other activities might include:
* Other activities might include:
- Speaking Contest
- Maths Challenge
- High tea
- (webbased exchange) projects

22. EIO and the CFEC
EIO-portfolio year 2 VWO TTO
Erasmus+ KA1. Course ’How to make your school more international’
subject Theme or title of
the assignment
Product for the EIO
portfolio
EIO domain
(CFEC)
deadline Who?
- Exchange Report on exchange 1.1.2/1.2.3
2.1.1/2.1.2/2.1.3
2.2.1/2.5.3
2.3.1/2.3.2/2.3.3
3.1.1/3.2.1/3.2.2/3.2.3
3.4.3/4.2.2
Year 2 (1st
of
January)
Class teacher/
teacher English
ACD Artists Fact sheets, sketches,
painting
1.1.1
1.1.2
1.2.3/1.4.2/1.2.1
Year 2 (1st
of June) Teacher acd
PE Floor ball Report on floor ball 1.2.3/1.3.3 Year 2 (1st
of June) Teacher PE
Biology Global warming Report 1.1.2
2.3.2
3.2.2/3.4.1
Year 2 (1st
of
June)
Teacher bio
Theology&Philosophy Holy Sunday? essay 1.2.3
3.2.3
Year 2 (1st
of April) Teacher T&ph
History Napoleon report 1.1.1
1.2.1
Year 2 (1st
of June) Teacher his
Geography European Union (picture of )Display +
personal reflection
1.2.1
1.3.1
Year 2 (1st
of June) Teacher geo
Reflection and grading grading your EIO-
portfolio
(portfolio afternoon)
Grading form Portfolio-
afternoon
n.v.t. Year 1 (1st
of July) Class teacher
Other activities*
*Other activities might include:
- Speaking Contest
- Maths Challenge
- (webbased exchange) projects

23. EIO and the CFEC
Erasmus+ KA1. Course ’How to make your school more international’
Example: part of a fictive page ‘continuing EIO - learning line’
Grade Subject Period EIO-knowledge component CFEC H EIO-activities component CFEC H Materials Notice
in the regular curriculum O O (if relevant)
U U
R R
S S
3-vwo Geography 3 Globalisation: 1.3.2 3 * Exchange Germany A Project book, A: 2x one week
(pre- differences between poor (German, English, History, reports,
uni- and rich countries Art) presentations
versi- History 1 World War I in international * Email-project B B: part of regular
ty) perspective 1.2.3 3 lessons
2 Membership EU / NATO 1.1.1 3 * CCP 'One World' C CCP: pupil and C: each subject 3h
(History, Geography, teacher books
Economics)
Economics 1 The society, chapter 2 2 * CCP 'Three Cities' D D: each subject 5h
(English version) (French, German, English,
History, Art)
incl. 'Language Village' E E: half a day
* Visit to Brussels F F: one day
(History)
CCP = cross curricular project

24. EIO and the CFEC
Erasmus+ KA1. Course ’How to make your school more international’
Assignment: Inventory of (existing) EIO - elements in the subjects in
your school / in a project in your school
Grade Subject Period EIO-knowledge component CFEC H EIO-activities component CFEC H Materials Notice
in the regular curriculum O O (if relevant)
U U
R R
S S
Geography
History
Art
….
….