Definitions

Definition of Global Citizenship

Global Citizenship is a mindset that transcends borders, cultures, and personal interests, encouraging individuals to think critically, act responsibly, and work collectively to address global challenges. At the heart of global citizenship is the belief that we all have a role to play in shaping a better, more inclusive world for current and future generations.At the European School, we define a global citizen as someone who:

  • Is globally aware, understanding their role in the broader world and the shared responsibilities of all citizens.
  • Respects and values diversity, embracing different cultures, perspectives, and ideas.
  • Has a deep understanding of how the world works, including social, environmental, and economic systems.
  • Is passionately committed to social justice, advocating for fairness and equality in all aspects of life.
  • Actively participates in community efforts, both locally and globally, to address shared challenges.

Collaborates with others to create a more equitable and sustainable world.

Definition of Intercultural Learning

Intercultural learning is the process of developing the knowledge, attitudes, and skills needed to interact effectively and respectfully in a diverse and interconnected world. It involves recognizing and embracing cultural differences, fostering mutual respect, and promoting equality and anti-discrimination. Through intercultural learning, individuals not only gain insights into different cultures but also cultivate the ability to communicate and act appropriately across cultural boundaries. Intercultural learning empowers individuals to live and work harmoniously in a diverse, global society.

Definition of High Quality Learning and Teaching

High-quality learning and teaching at the European School is defined by a rigorous, innovative approach that maximizes each student’s potential. This model emphasizes comprehensive skill development, fostering both autonomy and teamwork. With a focus on digital proficiency and global citizenship, we create a dynamic environment that inspires excellence, instills responsibility, and cultivates resilience.
Our graduates emerge as knowledgeable, skilled, culturally aware, and ethical leaders, prepared to make meaningful contributions to local and global society with a deep respect for diversity and tolerance.
At the ES, we believe that high quality learning and teaching is an active process that takes place in a safe and supportive environment where the capacities of each learner are recognized and individuals are engaged in a meaningful and personally challenging learning journey.
High quality learning for students will include the ability to:

  • Build on prior learning and make good progress in line with their ability;
  • Take responsibility and ownership of their learning. They evaluate their work, reflect on the outcomes, and are stimulated and challenged to work towards targets that are understood and achievable;
  • Ask questions and develop an enquiring mind;
  • Value diversity, inclusivity, and equity, appreciate and care about the views and concerns of others within the school community and the wider world;
  • Use the latest educational technologies that support developing critical thinking and problem-solving skills. They become not only users but creators of new technologies.

At the ES teachers use a range of approaches to establish a stimulating and supportive environment that allows every student to feel safe, valued and challenged as a learner. They:

  • Have a deep understanding of the curriculum, and provide carefully planned lessons with the explicit teaching of knowledge and skills;
  • Use innovative resources, technology, and a variety of methodologies to conduct innovative lessons and support the learner experience;
  • Encourage learners to explore global and local issues and apply the skills received in the classroom to address world issues;
  • Make learners feel at the center of a process focused on their achievement and wellbeing;
  • Are aware of the learners’ individual needs and differentiate learning material when required;
  • Share the criteria for success, ensuring it is transparent and clear;
  • Benefit from existing evaluation framework that provides meaningful feedback, help them improve their practice, and allows them to grow professionally by engaging in relevant continuous professional development.