1 EdGATE Education GATE Stuart Simpson, Vienna

2 VISION

3 ERC ERC ERC ERC ERC ERC ERC ERC ERC ERC ERC ERC ERC ERC ERC ERC ERC ERC ERC ERC ERC ERC ERC ERC ERC ERC ERC ERC ERC ERC ERC ERC ERC ERC ERC ERC ERC ERC ERC ERC ERC ERC ERC ERC ERC ERC ERC ERC ERC ERC ERC ERC ERC NETWORK

4 ERC 1 Vienna, INTERIM FINAL DEVELOPMENT ERC 2 Cracow, ERC 3 Schwerin, ERC 4 Edinburgh,

5 LOGO (in progress)

6 1) MOBILITY OF COMMUNICATION 1) DOMINANT LANGUAGE (L1) + ENGLISH * (L2) + FURTHER EU LANGUAGE (L3) - integrated Vocational Orientation 2) MOBILITY OF THINKING 3) MOBILITY OF INTERACTION 2) EUROPE–CURRICULUM ORIENTATION - ADDITIVE (European Studies) - INTEGRATED (Pedagogic Principle) - integrated Vocational Orientation 3) SOCIO-CULTURAL ATTITUDE - GEOGRAPHICALLY (Projects) - SOCIOLOGICALLY (“European student population”) - PRODUCTIVELY (action and situation solving cross-over) - integrated Vocational Orientation PARAMETERS DYNAMIC COMPETENCES CONCEPT

7 Developing EUROPEAN COMPETENCE AWARENESS of Europe KNOWLEDGE about Europe PARTICIPATION in Europe RESPONSIBILITY towards Europe PARAMETERS DYNAMIC COMPETENCES 1) COMMUNICATION 2) THINKING 3) INTERACTION EUROPEAN COMPETENCE

8 1) MOBILITY OF COMMUNICATION Developing EUROPEAN COMPETENCE AWARENESS of Europe KNOWLEDGE about Europe PARTICIPATION in Europe RESPONSIBILITY towards Europe INTEGRATED PRINCIPLES 2) MOBILITY OF THINKING 3) MOBILITY OF INTERACTION BASIC COMPONENTS OVERALL CONCEPT How should EUROPEAN COMPETENCE be developed in Primary and Secondary Education including Vocational Orientation? underlying thoughts and goals practical implementation at school and in the classroom

9 PLAN OF POWERPOINT PRESENTATION PRIMARY Communication Thinking Interaction SECONDARY Communication Thinking Interaction integrated Vocational Orientation

10 PRIMARY EDUCATION CONCEPT 1) MOBILITY OF COMMUNICATION INTEGRATED PRINCIPLES Creating a language-friendly atmosphereCreating a language-friendly atmosphere Raising awareness of the plurilingual learning situation and potential of the pupils in classRaising awareness of the plurilingual learning situation and potential of the pupils in class Continually supporting the motivation and self-responsibility for language-learningContinually supporting the motivation and self-responsibility for language-learning BASIC COMPONENTS Fostering ICT competence in staff and pupilsFostering ICT competence in staff and pupils AWARENESS…KNOWLEDGE…PARTICIPATION…RESPONSIBILITY Developing EUROPEAN COMPETENCE Teaching the dominant national language (L1)Teaching the dominant national language (L1) Embedded teaching of the first modern language (L2) from Grade 1 onEmbedded teaching of the first modern language (L2) from Grade 1 on Supporting the mother tongue of the pupilSupporting the mother tongue of the pupil Optional offer of a further modern language (L3) at primary levelOptional offer of a further modern language (L3) at primary level Implementing the use of the new media in all subjects Early vocational orientation should start in primary education: - according to the curriculum, pupils are introduced to various professions -according to age group, pupils produce either posters or books/booklets about the knowledge and insights they have gained - parents visit school and talk about their professions. Early vocational orientation should start in primary education: - according to the curriculum, pupils are introduced to various professions -according to age group, pupils produce either posters or books/booklets about the knowledge and insights they have gained - parents visit school and talk about their professions.

11 PRIMARY EDUCATION CONCEPT 2) MOBILITY OF THINKING Implementing school projects focusing on “Experiencing Europe”Implementing school projects focusing on “Experiencing Europe” Embedded teaching of “European Studies” including basic vocational orientationEmbedded teaching of “European Studies” including basic vocational orientation Participating in European education projectsParticipating in European education projects Class and/or school cross-border partnershipsClass and/or school cross-border partnerships Integrating the European Dimension as a constant element in all aspects of teaching and learningIntegrating the European Dimension as a constant element in all aspects of teaching and learning INTEGRATED PRINCIPLES BASIC COMPONENTS AWARENESS…KNOWLEDGE…PARTICIPATION…RESPONSIBILITY Developing EUROPEAN COMPETENCE

12 PRIMARY EDUCATION CONCEPT 3) MOBILITY OF INTERACTION AWARENESS…KNOWLEDGE…PARTICIPATION…RESPONSIBILITY Developing EUROPEAN COMPETENCE INTEGRATED PRINCIPLES BASIC COMPONENTS Fostering class and pupil cooperative forms of teachingFostering class and pupil cooperative forms of teaching Ensuring that the classroom is perceived as an area of intercultural learningEnsuring that the classroom is perceived as an area of intercultural learning Integrating cross-border elements into everyday teaching and learningIntegrating cross-border elements into everyday teaching and learning Initiating cross-border individual student and pen partnershipsInitiating cross-border individual student and pen partnerships Initiating class partnerships (e.g. E-Twinning)Initiating class partnerships (e.g. E-Twinning) Participating in European school partnership projectsParticipating in European school partnership projects Visiting schools and supporting mobilityVisiting schools and supporting mobility

13 SECONDARY EDUCATION CONCEPT 1) MOBILITY OF COMMUNICATION AWARENESS…KNOWLEDGE…PARTICIPATION…RESPONSIBILITY Developing EUROPEAN COMPETENCE INTEGRATED PRINCIPLES BASIC COMPONENTS Developing communicative competence through teaching in the dominant language (L1) based on the knowledge gained at primary schoolDeveloping communicative competence through teaching in the dominant language (L1) based on the knowledge gained at primary school Raising awareness that communicative competence in modern languages is a basis for social and intercultural competenceRaising awareness that communicative competence in modern languages is a basis for social and intercultural competence Developing communicative competence in further modern languages (L2, L3,...)Developing communicative competence in further modern languages (L2, L3,...) Teaching two modern languages (L2 & L3) as compulsory subjectsTeaching two modern languages (L2 & L3) as compulsory subjects Implementing Content and Language Integrated Learning (CLIL) in L2Implementing Content and Language Integrated Learning (CLIL) in L2 Encouraging active plurilingualism in everyday communicationEncouraging active plurilingualism in everyday communication

14 SECONDARY EDUCATION CONCEPT 2) MOBILITY OF THINKING AWARENESS…KNOWLEDGE…PARTICIPATION…RESPONSIBILITY Developing EUROPEAN COMPETENCE INTEGRATED PRINCIPLES BASIC COMPONENTS Affirming openness to the world through teacher attitudeAffirming openness to the world through teacher attitude Fostering European consciousness as a fundamental principle in teaching and learningFostering European consciousness as a fundamental principle in teaching and learning Encouraging an understanding that national characteristics are part of European identityEncouraging an understanding that national characteristics are part of European identity Increasing awareness of the European job marketIncreasing awareness of the European job market Encouraging an understanding for vocational mobilityEncouraging an understanding for vocational mobility Interdisciplinary teaching of topics and contentInterdisciplinary teaching of topics and content Interpreting diversity in an overall European contextInterpreting diversity in an overall European context Appreciating and celebrating cultural and, in particular, linguistic diversityAppreciating and celebrating cultural and, in particular, linguistic diversity Compulsory teaching of “European Studies” as a basis for Mobility of ThinkingCompulsory teaching of “European Studies” as a basis for Mobility of Thinking Teaching vocational knowledge in the context of “European Studies”Teaching vocational knowledge in the context of “European Studies”

15 SECONDARY EDUCATION CONCEPT 3) MOBILITY OF INTERACTION AWARENESS…KNOWLEDGE…PARTICIPATION…RESPONSIBILITY Developing EUROPEAN COMPETENCE INTEGRATED PRINCIPLES Fostering an attitude of openness to the world in interpersonal contactsFostering an attitude of openness to the world in interpersonal contacts Encouraging personal interaction with cultural diversityEncouraging personal interaction with cultural diversity Fostering interest and curiosity in all theoretical and practical contacts with regional and national political, economic and social structuresFostering interest and curiosity in all theoretical and practical contacts with regional and national political, economic and social structures Fostering interest and curiosity to meet people in different professional situationsFostering interest and curiosity to meet people in different professional situations Fostering interest and curiosity to learn more about different professionsFostering interest and curiosity to learn more about different professions Fostering interest and curiosity to visit different workplacesFostering interest and curiosity to visit different workplaces Fostering interest and curiosity to learn more about other regions and countries in EuropeFostering interest and curiosity to learn more about other regions and countries in Europe

16 SECONDARY EDUCATION CONCEPT 3) MOBILITY OF INTERACTION AWARENESS…KNOWLEDGE…PARTICIPATION…RESPONSIBILITY Developing EUROPEAN COMPETENCE BASIC COMPONENTS Systematically supporting the principle of mobility through cross-border projectsSystematically supporting the principle of mobility through cross-border projects Fostering awareness of topical environmental, health, cultural and economic issues Fostering awareness of topical environmental, health, cultural and economic issues Implementing an ongoing discussion with representatives and experts from European regions and institutionsImplementing an ongoing discussion with representatives and experts from European regions and institutions Organising and supporting meetings with local companies, Chambers of Commerce and Industry, labour agenciesOrganising and supporting meetings with local companies, Chambers of Commerce and Industry, labour agencies Organising and supporting pupil visits to local companiesOrganising and supporting pupil visits to local companies Organising and supporting pupil job placements locally, regionally and even in other European countriesOrganising and supporting pupil job placements locally, regionally and even in other European countries Implementing the use of the “European Passport”Implementing the use of the “European Passport” Vocational orientation counselling centres should be established at school, not only giving advice but also preparing pupils for the world of work. As a part of vocational orientation at school, pupils participate in job placements (according to the age group lasting between 1 day to 2 weeks) to gain insight into: 1) how a company is organised; 2) how different members of staff work together; 3) which qualifications are needed for which jobs; 4) how different companies work together. This job placement should be recognised as part of school time i.e. as regular learning time.

17 SUMMING UP Teaching the dominant national language (L1)Teaching the dominant national language (L1) Embedded teaching of the first modern language (L2) from Grade 1 onEmbedded teaching of the first modern language (L2) from Grade 1 on Supporting the mother tongue of the pupilSupporting the mother tongue of the pupil Optional offer of a further modern language (L3) at primary levelOptional offer of a further modern language (L3) at primary level Implementing the use of the new media in all subjects Characteristics of a European Regional College (ERC) Primary School with Vocational Orientation … Implementing school projects focusing on “Experiencing Europe”Implementing school projects focusing on “Experiencing Europe” Embedded teaching of “European Studies” including basic vocational orientationEmbedded teaching of “European Studies” including basic vocational orientation Participating in European education projectsParticipating in European education projects Class and/or school cross-border partnershipsClass and/or school cross-border partnerships Early vocational orientation should start in primary education: - according to the curriculum, pupils are introduced to various professions -according to age group, pupils produce either posters or books/booklets about the knowledge and insights they have gained - parents visit school and talk about their professions. Early vocational orientation should start in primary education: - according to the curriculum, pupils are introduced to various professions -according to age group, pupils produce either posters or books/booklets about the knowledge and insights they have gained - parents visit school and talk about their professions.

18 SUMMING UP Characteristics of a European Regional College (ERC) Primary School with Vocational Orientation … Initiating cross-border individual student and pen partnershipsInitiating cross-border individual student and pen partnerships Initiating class partnerships (e.g. E-Twinning)Initiating class partnerships (e.g. E-Twinning) Participating in European school partnership projectsParticipating in European school partnership projects Visiting schools and supporting mobilityVisiting schools and supporting mobility

19 SUMMING UP Characteristics of a European Regional College (ERC) Secondary School with Vocational Orientation … Teaching two modern languages (L2 & L3) as compulsory subjectsTeaching two modern languages (L2 & L3) as compulsory subjects Implementing Content and Language Integrated Learning (CLIL) in L2Implementing Content and Language Integrated Learning (CLIL) in L2 Encouraging active plurilingualism in everyday communicationEncouraging active plurilingualism in everyday communication Interdisciplinary teaching of topics and contentInterdisciplinary teaching of topics and content Interpreting diversity in an overall European contextInterpreting diversity in an overall European context Appreciating and celebrating cultural and, in particular, linguistic diversityAppreciating and celebrating cultural and, in particular, linguistic diversity Compulsory teaching of “European Studies” as a basis for Mobility of ThinkingCompulsory teaching of “European Studies” as a basis for Mobility of Thinking Teaching vocational knowledge in the context of “European Studies”Teaching vocational knowledge in the context of “European Studies” Systematically supporting the principle of mobility through cross-border projectsSystematically supporting the principle of mobility through cross-border projects Fostering awareness of topical environmental, health, cultural and economic issues Fostering awareness of topical environmental, health, cultural and economic issues

20 SUMMING UP Characteristics of a European Regional College (ERC) Secondary School with Vocational Orientation … Implementing an ongoing discussion with representatives and experts from European regions and institutionsImplementing an ongoing discussion with representatives and experts from European regions and institutions Organising and supporting meetings with local companies, Chambers of Commerce and Industry, labour agenciesOrganising and supporting meetings with local companies, Chambers of Commerce and Industry, labour agencies Organising and supporting pupil visits to local companiesOrganising and supporting pupil visits to local companies Organising and supporting pupil job placements locally, regionally and even in other European countriesOrganising and supporting pupil job placements locally, regionally and even in other European countries Implementing the use of the “European Passport”Implementing the use of the “European Passport” Vocational orientation counselling centres should be established at school, not only giving advice but also preparing pupils for the world of work. As a part of vocational orientation at school, pupils participate in job placements (according to the age group lasting between 1 day to 2 weeks) to gain insight into: 1) how a company is organised; 2) how different members of staff work together; 3) which qualifications are needed for which jobs; 4) how different companies work together. This job placement should be recognised as part of school time i.e. as regular learning time.