IES MONTE NARANCO&EUROPA: LENGUAS EXTRANJERAS, CON..
IES MONTE NARANCO&EUROPA: LENGUAS EXTRANJERAS, CONVIVENCIA Y COMPETENCIA DIGITAL.
Start date: Jun 1, 2015,
End date: May 31, 2017
IES Monte Naranco is a school located in Asturias with a broad educational offering spanning compulsory secondary education, baccalaureate studies and vocational training. Vocational cycles centre mainly on IT and communications. The Centre has had a French bilingual-learning programme for the last ten academic years.
As one of its overarching priorities, our Centre's educational project seeks to improve foreign language proficiency while fomenting student mobility via internships in European companies. This all falls in line with the new EU strategy, which establishes a new reference parameter in language teaching, whereby "by 2020 at least 50% of 15 year-olds should know one foreign language and at least 75% should study a second foreign language."
The diagnostic evaluation conducted at the Centre in recent years shows that our students' English skills and their digital competence are lower than expected.
At the same time, the Centre is involved in the second phase of the Contrato programme, which includes among its objectives the improvement of language skills, digital competence and collaborative learning.
To this end, next year will see the launch of the Centre's Language Project as an overall response based on a holistic approach to foreign languages. It seeks to bolster students' language studies by offering participating students non-language subjects in French and in English. English modules would also be offered in the training cycles.
Within this project, the Centre has detected a need to continue training teachers so that they remain fully proficient in their skills, improve their language skills and observe educational methods at other European centres that have similar projects.
The activities proposed are as follows:
a) Mobility for teachers to receive training courses in CLIL in English in order to improve their language skills and methodological approach as regards the Project as well as in English-language professional training for the subjects to deliver in English in the innovation project.
b) Mobility for teachers to receive training on methodological practices relating to collaborative learning with a view to subsequent improves in the classroom, learning and coexistence at the Centre.
c) Mobility for teachers to receive training in digital competences.
d) Stays at and visits to Ireland and Finland to learn more about new approaches and methodologies and exchange good practices while creating future collaborative networks.
The teachers involved have experience in European programmes and exchanges regarding good methodological practices. Six teachers will participate over various periods and in various courses.
To carry out these activities, the eTwinning tool will aid in finding host partners, learning about new projects and creating a network of collaboration between centres. There are three partner institutions, including notably English Matters, since it has the most activities.
The planned schedule would be as follows:
To avoid organisational problems during the academic year, stays would mainly take place during holidays, although time may be spent abroad during the school year if so agreed by the related department,above all those relating to job shadowing.
The expected result subsequent to these activities will be to:
- improve teachers' language proficiency, in English (through the language project implemented at the Centre).
-improve our students' language skills with a view towards multilingualism, a skill necessary for their future careers.
-create a network of cooperation among teachers from other centres and thus promote educational modernisation and internationalisation.
-improve teacher skills and thus encourage quality teaching.
-create a benchmark language project in our region, one which may eventually be exported to other autonomous communities.
-improve digital competence.
The project is to be disseminated through workshops, informational sessions (IES and CPR) and a blog developed jointly by the host partner and Centre.
The expected long-term benefits are an improvement in students' foreign language and digital skills, thus leading to an increased preparation for their future professional prospects and, consequently, increased possibilities on the job market.
It also looks to improve interpersonal relationships through collaborative learning.
In addition, long-term expectations look to export the project to other centres and carry out projects to exchange good methodological practices in such projects.
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