If you’re not able to work, please complete this form available on the EIGT portal. This is the only way to notify management of your absence. Ensure that you provide all required information marked with a *. You can also include any substitute materials that need to be handled by the replacement teacher, and you have the option to enter instructions or to upload files for the substitution person.
Please notify us of your absence before 07:30 am. If your absence extends beyond the initially expected duration, please submit the form again. For any absence exceeding three days, a medical certificate is required and the original version must be submitted to Ms Sandra Oberweis, our HR representative.
To request an absence, please fill out the form available on the EIGT portal. Your request will be submitted to the school management, and you will be notified via email once your request has been approved.
You can choose from the following reasons for your absence:
- Social leave
- In service
- School trip
- In training
- Personal convenience
The teacher Onboarding Programme pairs new teachers with experienced colleagues. This scheme provides an opportunity to share best practice, discuss classroom management strategies and curricula, and help with integration into the team. The programme strengthens the school culture by fostering positive relationships, empathy and cohesion within the educational community.
For questions about the onboarding programme, please contact Ms Celine Perrot for the primary and Ms Brigitte Collard for the secondary.
Establish a relationship of trust with students and support their academic and social development
- Help students identify their strengths and weaknesses and foster personal growth
- Guide students in becoming responsible, independent citizens
- Perform administrative tasks, such as monitoring student attendance
- Organise class delegate elections
- Ensure students adhere to the school’s code of conduct
- Act as a coordinator between students, management, subject teachers, parents, and other school authorities
- Serve as the main point of contact for communication among various stakeholders in the school community
- Seek support from the principal and colleagues when the workload becomes challenging
Your buddy is here to assist you as you get started at our school. They will provide guidance on navigating the building, understanding pedagogical matters, and adjusting to daily school life.
Your reference person supports you during your required internship, which must be completed either within the first two years or during the first year of your employment, as mandated by the Ministry of Education. They will offer guidance, keep you informed of important dates, and answer any questions you may have about your internship.
The 8 key competences are defined by the European Commission as a combination of knowledge, skills and attitudes appropriate to the context, and where:
a) knowledge is composed of the facts and figures, concepts, ideas and theories which are already established and support the understanding of a certain area or subject;
b) skills are defined as the ability and capacity to carry out processes and use the existing knowledge to achieve results;
c) attitudes describe the disposition and mind-sets to act or react to ideas, persons or situations.
You will use the 8 key competences in your forward planning and they are also the foundation of the school project on Game-based learning.
The 8 key competences are:
- Literacy competence
- Multilingual competence
- Mathematical competence and competence in science, technology and engineering
- Digital competence
- Personal, social and learning to learn competence
- Civic competence
- Entrepreneurship competence
- Cultural awareness and expression competence
All copies must be made through the ecopy platform. Please submit your document as a PDF file to https://ssl.education.lu/eCopy/ at least 48 hours before you need it for class. The printed copies will be placed in your pigeonhole in the quiet room.
Click here for a guide on how to use the ecopy platform.
The mission of the subject coordinator is to ensure the effective implementation and consistency of the curriculum within their subject area. They support teachers by:
- providing guidance on instructional strategies
- manage resources
- coordinate assessments, and
- maintain high teaching standards.
Additionally, they serve as a liaison between their department and school administration.
Please inform your subject coordinator about your request.
The EIGT Event Planning Committee organises various events such as quiz nights, the Christmas and summer party.
At EIGT, the three programs are grouped within the Island. The mission of the programs are:
SEPAS helps students with their psycho-social difficulties, like loss of motivation, discomfort, mobbing, academic difficulties, conflict with a classmate or an adult, financial difficulties, difficult family situation. This offer is also the first point of contact for parents or guardians on psycho-social issues.
The SSE is made up of qualified and graduate educators. The SSE reports to the school director. It has the following tasks:
- Developing pupils’ social and personal skills through socio-educational projects in close collaboration with teachers
- Organising educational activities, extra-curricular activities and supervised studies
- Preventing school drop-out
- Preventing and resolving violence and conflict
- Helping students in difficulty
ESEB means “équipe de soutien des élèves à besoins éducatifs particuliers ou spécifiques”. They accompany and advise students with special needs.
The French Preparatory Class (PF) at EIGT is a three-year program designed to support individual student development, in compliance with the law of 4 September 1990. The PF class focuses on personalised learning, respecting each student’s abilities and personality, while incorporating the school’s core pillars: democracy, music, and digitalisation.
Students in the PF program progress through 36 modules over three years, covering French, Mathematics, German, and General Knowledge. The PF timetable includes 33 weekly units, with practical learning emphasized through workshops. The program is tailored for students
- aiming for a career in vocational training,
- who need additional preparation before advancing to S1,
- aged 12 or older by the end of cycle 4.2.
Students are assessed on cross-disciplinary skills, module completion, and socio-educational progress, with regular report cards issued. Parental involvement is encouraged, with regular discussions to track student progress.
PF students have opportunities to transition into higher levels or vocational pathways, depending on their progress. Weekly team consultations ensure that appropriate support is provided to each student. The PF coordinator, Ms Patrice Schmitt, oversees the program. General information about the preparation class can be found here.
The Grand Ducal regulation of 16 June 2009, based on the law of 6 February 2009, mandates the operation of reception classes for newly settled children in Luxembourg. The regulation aims to harmonise practices and ensure a high-quality welcome for each pupil, integrating them into regular classes as swiftly as possible.
Organisation of ACCU:
Each student in Luxembourg receives a personalized program tailored to their pace, needs, and skills, with flexible support and close monitoring. This individual approach helps students feel valued and supported. The ACCU program at EIGT ensures that every student, regardless of language ability, finds a place within the school community, with support from both teachers and staff throughout their academic journey.
ACCU Target Audience:
The French-speaking reception class at EIGT is designed for:
- Students from cycle 4.2 directed towards general education with a reception class focus.
- Students who have taken language tests at CASNA and have been referred to a reception class.
ACCU Timetable at EIGT:
The reception class consists of 33 weekly units of 45 minutes each, covering various subjects such as languages (French, English, German, Portuguese), mathematics, and physical education. The program emphasizes individualized learning plans, with a focus on enhancing language skills. Language A represents the student’s first language, while Languages B are those to be learned. Other subjects may be taught in these languages to reinforce language acquisition. Optional courses provide practical language use, while tutoring helps students develop personalized action plans. Physical education promotes group dynamics and integration.
Supervision of ACCU Students:
Students are supported by both a teacher and an educator, fostering both academic and social development. The program takes into account the emotional and social development of students.
ACCU Assessments:
Students undergo various assessments, including:
- Subject assessments at the end of each chapter.
- A socio-educational and cross-curricular supplement to the report card.
- A report card issued at the end of each period.
Relations with ACCU Parents:
Parents are actively involved in their children’s progress, with regular discussions held at least twice a term. They receive weekly reports to stay informed and engaged.
Post-ACCU Orientation:
Students in the reception class may transition to a preparatory class, a 5 ADF class, or an S1 or S2 class, depending on defined criteria.
ACCU Consultation:
The ACCU team meets weekly to review student progress and implement support strategies. The coordinator for the reception class is Ms. Patrice Schmitt
The guidance team is available for:
-
- Discussing a student’s need to change school systems due to academic issues
- Facilitating school changes
- Guidance on selecting courses in S4 to S7
- University access and related questions
- Assistance during parent meetings, especially when reorientation is involved
Click here for more information about the guidance team.
Here you find the procedure to request a change of language.
Teachers at EIGT may be assigned by the school management to provide support lessons to students.
A support lesson is compensated at the same rate as a regular lesson, meaning that one support lesson is equivalent to two working hours. Unlike regular classes, where test corrections are required, support teachers must create an individual learning plan for each student. This plan will be reviewed by the support coordinator and shared with parents at the end of the school year.
Communication between subject teachers and support teachers will be conducted via Teams, including the creation of the group learning plan or the individual learning plan.
Teachers’ schedules may include hours designated for availability. During these hours, teachers must be present in the school, specifically in the E0.04, to be ready for any potential replacements. Even if no replacement is needed, their presence is required in this room.
Team Times refer to team meetings that are an integral part of a teacher’s responsibilities. Teachers receive one hour off per week to attend these meetings (ACT 72 in secondary school). It is only included for teachers who passed the initiation phase.
The dates are listed in the school calendar and on WebUntis.
The purpose of the extracurricular activities (ACTPA) is to encourage students to explore subjects within our core pillars and beyond, while providing a learning environment in a non-formal setting. ACTPAs begin in early October each year and are organized on a half-termly basis. These activities are mainly provided by our teachers, the teaching team, or by external individuals and organizations. In collaboration with the Conservatoire de la Ville de Luxembourg, the school also offers activities led by Conservatoire staff.
Participation in the ACTPA program is optional, but enrolling requires each student to participate responsibly. To ensure optimal organization of ACTPA, the Management invites teachers to submit their ideas via Webuntis at the start of the school year for the first term and at the beginning of the calendar year for the second term. If an extracurricular activity cannot be held due to the absence of the person in charge, it will be canceled without a replacement, and students may either go home or stay at school, depending on parental consent.
At both the primary and secondary levels, the government provides all school books free of charge. The books are selected by teachers based on the curriculum and teaching objectives. Books no longer in use by students are passed on to the next group, so we encourage students to take good care of their materials.
In primary school, supplies are ordered in bulk by the school and distributed to students on the first day. Any additional supplies that need to be purchased are listed on the school’s website before the school year begins. Students must bring these supplies on the first day of school and replenish them throughout the year as needed, based on the teacher’s requests.
In secondary school, textbooks are managed through the mybooks platform. The list of books selected by the school’s teachers is available on the school’s website. Eva Markusdottir is the contact person for secondary school textbooks.
Subject teachers are responsible for purchasing their own books.
If a student is ill on the day of a long test, they must provide a medical certificate to their class teacher. Without a medical certificate, the student will not be allowed to retake the long test. The class teacher indicates in Webuntis if the medical certificate is present.
Here is the form to request a retake of a long test.
The official text about assessment is available here: Article 59 of the General Rules of the European Schools.
The latest syllabuses can be accessed here.
The student’s parents fill out this form to notify the student secretary about their child’s absence. The student secretary will then inform the class teacher, who shares the information in the specific student’s teachers’ Teams group.
The student must report their illness or their appointment to the student secretary. Concerning every medical appointment the class teacher indicates the absence of the student one week in advance in Webuntis. If the student is sick, the parents will pick them up at school.
You can reach out to the PBT if you have any questions about disciplinary actions for a student.
The mission of the Positive-Behavior-Team is
- to guide behavioral improvement through constructive interventions,
- to foster personal development by helping students achieve their goals, and
- to create a supportive environment that encourages responsibility and positive change.
The PBT members will assist you in determining the appropriate consequence for the specific student, aimed at encouraging a lasting change in their behavior towards school.
WebUntis is a digital class register that is essential for managing daily classroom tasks. It is mandatory to use WebUntis for several key functions, including:
- Recording student attendance and absences at the beginning of every lesson
- Logging course material covered in each lesson
- Assigning and tracking homework
- Scheduling and entering short and long tests
- Maintaining class registers
Compliance with WebUntis is mandatory to maintain an organised and efficient learning environment.
Extranet is the platform used for entering grades for the autumn report, spring report as well as for the first semester and final reports.
Here you can find a guide on how to use Extranet for entering grades and comments.
A pre-council meeting is held for each class before the class councils at the end of each semester. The purpose of the pre-council is to thoroughly discuss each student, focusing on their behavior and overall work attitude. Typically, a pre-council lasts about one hour, while a class council only takes 20 to 30 minutes. It is crucial that most discussions occur during the pre-council to ensure that decisions can be made efficiently during the class council.
Before the class councils, each class team meets for a pre-class council led by the class teacher, who will schedule the date and time for the meeting. Attendance in person is mandatory for all subject teachers, and a member of the support staff will also be present. All grades must be entered in Extranet in advance to allow the class teachers to prepare for the pre-class council.
The objectives of these pre-class councils are to:
– Prepare for the upcoming class council;
– Reach a consensus on each student’s effort and behavior;
– Discuss in detail any students identified by the class teacher for educational, personal, or subject-related reasons;
– Identify at-risk students and assess their participation in support programs;
– Gather feedback and information from teachers to prepare for meetings with parents;
– Discuss any language changes requested by parents, which have been evaluated through tests;
– Agree on the selection of two “élèves méritants”.
To ensure a smooth and efficient process, we ask that all teachers be ready 15 minutes before the pre-council begins. If you have a scheduling conflict with another pre-council, please notify the management and the concerned regents.
The class council consists of the class teacher, all subject teachers, and a member of the support staff, with the principal presiding over the meetings.
All comments and grades must be entered in Extranet in advance, allowing class teachers to prepare for the Pre-Council (SEC) and/or Class Council (PR and SEC). The class teacher must add a general comment before the Class Council.
To ensure the meeting proceeds efficiently, all teachers are requested to be ready at least 15 minutes before the meeting starts.
The first semester report and the final report will be printed and signed by the class teacher and the principal, at the conclusion of the Class Council. Those reports will either be handed directly to parents during the parent-teacher meeting or sent by post (a list should be provided to the secretariat).
Forward plannings in the EIGT enable teachers to align lessons with standardized curriculum objectives, support students from diverse educational backgrounds, and adapt to multilingual needs. It ensures structured progression, fosters collaborative teaching, and provides consistency in assessment. By preparing resources and setting clear milestones, teachers create an inclusive, responsive learning environment that upholds the high standards of European Schools.
Here you can find the list of the department coordinators and also the template for the forward planning.
The mycard is linked to your IAM and enables you to pay for lunch at various locations on campus. You can buy food in our school building (Blumm), the food truck or choose to go to the Forum Geesseknäppchen.
Here you can add funds to your mycard.
The school insurance covers personal accidents during the school day and on school trips. It also covers damages caused by students to others during school time.
What happens if a student is involved in an accident?
In the event of an accident, the school will inform the parents as soon as possible. If necessary, the school may call emergency services to take the child for medical care.
- Loss or theft of personal belongings and clothing: The school recommends that students avoid bringing money or valuables that are not needed for class, as these items are not covered by the insurance. If an item is stolen, the parents must contact the police.
- Damages incurred if a student leaves the school without permission: Any damage that occurs under these circumstances is not covered by the school insurance.
Who is responsible for material damage caused by students?
- Any material damage caused by students will be charged to the parents.
If you are travelling abroad for training or a coordination meeting, please contact Ms Sandra Oberweis three weeks before the start of your trip. The enclosed form provides detailed information about the procedure: Procédure frais de route et de séjour é l’étranger
The school insurance covers personal accidents during the school day and on school trips. It also covers damages caused by students to others during school time.
What happens if a student is involved in an accident?
In the event of an accident, the school will inform the parents as soon as possible. If necessary, the school may call emergency services to take the child for medical care.
- Loss or theft of personal belongings and clothing: The school recommends that students avoid bringing money or valuables that are not needed for class, as these items are not covered by the insurance. If an item is stolen, the parents must contact the police.
- Damages incurred if a student leaves the school without permission: Any damage that occurs under these circumstances is not covered by the school insurance.
Who is responsible for material damage caused by students?
- Any material damage caused by students will be charged to the parents.
L’Idée principale de l ‘ACCU
Deux mots clés définissent la classe d’accueil de l’EIGT :
Flexibilité et individualité.
Chaque élève venant au Luxembourg a besoin d’un programme presque personnalisé pour pouvoir avancer à son propre rythme, selon ses propres besoins et en se basant sur ses compétences personnelles. Aucun des élèves n’a choisi de venir dans notre pays. Ceci implique un support individuel et un suivi rigoureux, afin d’amener l’élève le plus loin possible.
Les nouveaux arrivants sont testés par le CASNA (Cellule d’accueil scolaire pour les élèves nouveaux arrivants) qui lui fait une proposition d’insertion dans une école.
Ce support individuel permet à l’élève de se sentir valorisé et fortifié.
La langue ne doit pas être un obstacle. Chaque élève, peu importe ses connaissances langagières, trouvera une place au sein de la communauté scolaire de l’EIGT.
Le personnel du service encadrement soutiendra l’élève dans son cursus scolaire au niveau du développement personnel.
Le Passage ACCU-S
Le passage d’un élève de la classe d’accueil vers une classe S se fait en deux temps :
- Insertion pour observation
- Insertion définitive
L’illustration dans le document ci-joint montre la procédure: Passage ACCU-S
