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Foreign Languages

In the modern multicultural environment, acquiring one or more foreign languages ​​it is particularly important. In our School, learning English with an enhanced program starts already from the pre-school years and the second foreign language, French or German, from the 3rd grade of Primary School. The educational program we implement is certified by internationally recognized bodies.

EducationForeign Languages

Objectives and Targets

The objective of the Department of Foreign Languages ​​is to teach English, French and German at all levels of the School – Kindergarten, Primary, High School and Senior High School – following the needs of the students.

The target is to offer quality language services through quality certification processes by participating in the EVALUATION AND ASSESSMENT FOR QUALITY LANGUAGE SERVICES – EAQUALS association. The EAQUALS certification of the Department of Foreign Languages is renewed at regular intervals, as it meets the standards of the Association, with high quality teaching, course organization programs, educational resources, written tests and assessment methods.

Also, by participating in the EUROPEAN ASSOCIATION FOR LANGUAGE TESTING AND ASSESSMENT-EALTA, we ensure the objectivity of the evaluation in terms of students’ performance and educational work.

We have partnerships with the following examination bodies: Cambridge ESOL, University of Michigan (English), INSTITUT FRANÇAIS (French) and Goethe-Institut Athens (German).


																																	

																										

							

						

					

		        	
		        		    		        			    	
			    	

						

														

								

									
Educational program

								

							

														

								

																		

										

																					

									

																											

										

											

												
    
																										
  • Proficiency Levels
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  • Native Speakers – Bilingual Students – English
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  • Enhanced English Program at all Levels
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  • Content & Language Integrated Learning – CLIL
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Foreign language teaching has a common starting point for all. It is however completed at different times for each student due to each child’s different mental and physical maturation pace. Therefore, our educational effort must follow the normal pace of the child’s growth and development in order to lead to the expected results. Thus, by grouping students in Proficiency Levels in the Foreign Languages classes, we strengthen and enhance the efforts of each of our students, so as they all achieve their goals and are satisfied with their progress and achievements.



													

																										

														
Children whose mother tongue is English and who use it extensively at home, grew up in an English-speaking country and attended Kindergarten or attended some primary school classes there, can attend English in Primary School in special Native Speakers classes. Children who have attended an English-speaking Kindergarten in Greece and their language skills are supported by the continuous use of English at home can also attend these classes, where we use specially designed educational material to enhance students’ language skills, using methods similar to those of English-speaking education and based on the knowledge of English they already have.



													

																										

														
English is taught every day and intensively through an enhanced and enriched program.



Kindergarten: Parallel teaching of thematic units in Greek and English for the smooth connection between the 2 vocabularies.



Primary School: In addition to the everyday classes of English as a Foreign Language, the following courses are taught in English: Music, Music Theatrical Education, Digital Skills, Visual Arts.



High School: In addition to teaching English as a Foreign Language, the following courses are taught in English: Music, Digital Skills, Technology, STEM, Home Economics.



													

																										

														
Content and Language Integrated Learning – CLIL is an educational approach to using English to teach content and develop language skills. It is applied in our school in various cognitive subjects depending on the grade and age of the children.



The program aims to improve the course content and communication in English, to develop critical thinking and to shape the personality of a Global Citizen.



English teachers’ training and certification is a prerequisite for the completion of the objectives of the program, and our students are provided with certifications for the CLIL program.



													

																									

											

										

									

																	

							

						

					

		        
		        		    		        			    	
			    	

						

														

								

									
Certification Exams

								

							

														

								

																		

										

																					

									

																											

										

											

												
    
																										
  • CAMBRIDGE ASSESSMENT EXAMINATION CENTER
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  • ΤIPS
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Doukas School, Marousi (GR806)

151 Mesogeion str., Marousi, 15126, Greece



For more information contact the Head of Examinations

Mr. Th. Iosifides at [email protected]  or at 2106186000 (ext. 0305)



Exams offered

Cambridge English: Preliminary (B1)

Cambridge English: First (B2)

Cambridge English: Advanced (C1)

Cambridge English: Proficiency (C2)

CAMBRIDGE ASSESSMENT ENGLISH exams are the oldest and most prestigious form of language proficiency certification, recognized worldwide. Doukas School has been organizing exams for its candidates since 2004 and has been awarded a FULLY COMPLIANT GRADE for supporting and conducting exams in 2015.



													

																										

														
Tip #1 – The Importance of the Screening Test



The Screening Test aims to assess the candidate’s level of knowledge and skills at a time that has a significant distance from the official examination for the purpose of making specific corrective adjustments to the time and manner of preparation.



The Screening test is brief (about 40 minutes) and concise (the range of questions is limited, but targeted (includes questions that have a high degree of difficulty for candidates) and objective (does not allow misinterpretations and personal interpretations of the result).



The Screening Test tries to rule out failure by calculating the period of time until the official exams, taking into account pre-existing knowledge and skills.



The Screening Test tries to diagnose indications and symptoms in the process of preparing for the examinations that may not have been manifested yet and which need special care and attention.



The Screening Test must be reliable, ie it must be applied to a wide population of candidates.



The decision for the next steps belongs to the candidate, namely the change in the manner and the frequency of study, the adaptation to the range of the preparatory activities and the intensity in the cultivation of language skills which are the goal.





Tip # 2 – The need for the Screening Test



The Screening Test is a necessary component of a candidate’s preparation because in addition to the information it offers, it also substantiates the counselling offered to the candidate. Early diagnosis provides the safest background for a change in the course of preparation and the avoidance of unpleasant surprises.



Specifically, an effective Screening Test

- Identifies areas that require more attention as soon as possible. 

- Can be carried out and gives results quickly and accurately.

- Has low cost and effort for all involved.

- Leads to specific suggestions for improving preparation and outcome.

- Is widely available to all involved.

- We remind you that the purpose of the screening test is to determine the candidate’s level of knowledge and skills at a time that has a significant distance from the official examination for the purpose of making specific corrective adjustments to the time and manner of preparation.

In Doukas School, the screening test is brief (about 40’) and concise (the range of questions is limited). However, it is targeted (includes questions that have a high degree of difficulty for the candidates) and objective (does not allow misinterpretations or subjective interpretations of the result).



Tip # 3 – The Importance of Mock Test



A Mock Test uses all the procedures, conditions and restrictions of the actual test in order to familiarize candidates. The emphasis is mainly on the process and secondarily on the result. It incorporates all the characteristics of the actual conditions (day and venue, start and end times, arrival and departure time restrictions, entry and exit process, permitted documents and supplies).



The main benefits are two: on the one hand, answering the questions and calming the concerns of the candidates and on the other hand, practicing time management.



Time management is perhaps the most important skill a candidate brings to the exam. It concerns the organization of actions to achieve the goals that the candidate is called to achieve, the prioritization of actions required, the planning of actions that will optimize the result and the management of the stress that inevitably develops in all those directly or indirectly involved.



It is important to understand that proper time management is just as important as preparing for the exams content.



Knowledge needs space and time in order to be adequately presented, organized and evaluated. Time can support or influence knowledge. The reverse happens rarely.



Warning: We must not underestimate the value of the full and adequate preparation. However, we must prepare the candidates to present it within the existing restrictions and specifications.



Candidates should familiarize themselves with them through the Mock Test.





READ



“How to select the right exams for your students” | Read HERE the article of Theodore Iosifides, Coordinator of Doukas School CAMBRIDGE ASSESSMENT ENGLISH Examination Center in ELT NEWS



“Human Rights: Children dream of their rights” | Read HERE the article by Ath. Tassiopoulou & D. Primalis, English Language Teachers – Doukas Primary School in ELT NEWS