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Formación AICLE, metodología en idiomas y reducción del fracaso escolar
Start date: Jun 1, 2015, End date: May 31, 2017 PROJECT  FINISHED 

1. Context of the project: I.E.S "Gabriel Alonso de Herrera" in Talavera de la Reina has developed a strong linguistic and European profile for the last few years and at the same time is preoccupied by the high school drop-out levels of our students in Secondary Education. We consider that we have great experience in organizing European Projects, above all since 1996 when our school was granted the first Socrates/Comenius project. Since then, our school has participated in consecutive international experiences. In 2009, we started the progressive introduction of a Bilingual Programme in English in Secondary Education following CLIL methodology and, since 2014, we have extended this Linguistic Programme to 'Bachillerato'. This year we have applied for the implementation of another Linguistic Programme in French for Secondary Education and it is now confirmed and due to start in September 2015. On the other hand, the Careers Department of our school is developing programmes to support students who have not fully dropped out of school, analyzing early school leaving and proposing actions to correct this current situation. Due to the fact that our school is fully open to innovation as well as our previous experience, this new framework proposed by the European Union through Erasmus+ assures the continuity of social inclusion of our students and the development of full European citizenship. 2. Number and profile of the participants: This will depend on the necessities previously detected by our school, being a must to carry out a selection process to be sure that these have the adequate profile, taking into account the following: - Motivation. - Availability to travel abroad. - Compromise to share the learning achieved. - Compromise to disseminate the results as well as meeting periodically for planning strategies. - Compromise to evaluate the project and perform a process of continuous evaluation. 3. Description of Activities. a. Five training courses to update linguistic, scientific and technological methodology of teachers to take place in The United Kingdom, Belgium, Finland and France. b. Two job-shadowing visits in schools of the United Kingdom and Turkey. c. A study visit to Finland. Our linguistic coordinator will support and collaborate in the management of all the activities mentioned always and will work closely with the school leadership team. We will make sure that these mobilities will take place in such periods as the beginning and end of the course or during summer holidays, providing the substitution of the participating teachers in their ordinary classes. 4. Project Methodology. This application has emphasized on a careful analysis of the school context and on a conscientious needs analysis, key for the success of this project. We have equally focused on connecting objectives and activities. And finally, we have endeavoured to secure widest and long-lasting impact within our institution, while fostering maximum dissemination among the wider community. 5. Description of results and expected impact. The achievement of the objectives proposed will mean a significant change in the educational work of the teachers of our school, improving methodological strategies and getting a better quality in education. We will try to get better results in: early school leaving, students’ and teachers’ motivation and inclusion of students with Special Needs (SEN). These new methodological strategies we want to develop point directly to a loss of prominence of teachers in the classrooms, changing their role to someone who guides and strengthens students’ motivation to learn, while students investigate and share the results with their partners. 6. Long-Term Benefits. The change for the better in this new methodological strategy will undoubtedly make students more interested in taking part in the Bilingual Programmes already successfully established in our school. Our next target would be the implementation of the International Baccalaureate. Increasing the degree of internationalization of our school will directly benefit its quality due to the sharing of experiences among teachers from different European countries.
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