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Innovación, actualización , aprendizaje y observación de nuevas metodologías para la mejora de la enseñanza bilingüe en las distintas áreas y el desarrollo de la competencia emocional y social.
Start date: 01 Jun 2016, End date: 31 May 2017 PROJECT  FINISHED 

IES Parque de Monfragüe is a Secondary school located in Plasencia, the North of Cáceres. The current enrollment is 541 students,and 54 teaching staff. A substancial amount of the students come from rural environment with disadvantaged backgrounds;many face barriers that limit their ability to access careers, to travel abroad and receive adequate training.Great efforts have been made to create an inclusive,secure and supportive community environment where our main aim is to nurture each student to achieve his/her potential by providing innovative practices,and opportunity for all. Special personalised attention is given to students according to their needs and diversity, which are highly valued.The school has been developing the Emotional Competence Project since 2008 and later, in 2013 we secured the 2nd Educative Innovation Award from our Educational Community Goverment,"Premios Joaquín Sama".Since this project,based on Social and Emotional learning, was implemented in our school,there have been several positive effects on diverse students with and without emotional and behavioural difficulties.The cross-curricular project activities have been integrated in regular class curriculum and extra-curricular activities and developed gradually by teachers and pupils.The school Social and Emotional Learning (SEL) cross-curricular project includes activities in different subjects and a special effort will be made to ensure its implementation in the Bilingual Section. Bearing in mind all mentioned above,our school has strongly pointed out the need for further learning and sharing of our knowledge on SEL with other European Schools,especially those that need to develop quality school programmes that will improve the basic and transversal skills of students and school staff and combat dropout rates,social exclusion and poverty. To accomplish this goal,participants need to attend linguistic training courses to enable them to understand foreign languages and cultures, develop teachers' communicative and linguistic competences and observe new methodologies in other European institutions so that they may promote innovation.These courses enable teachers to maintain a higher level of contact, and also help build strategic partnerships in a future Key Action 2 (KA2). They foster an environment that encourages innovation and the exchange of good practices.Regarding bilingualism, our institution has had an English Blingual Section for two years. Currently, there are four staff members who teach non-linguistic subjects in two diferent educational levels of Compulsory Secondary Education: Mathematics, Technology, Physical Education and Arts. Staff members will gradually join the bilingual section as it spreads to other educational levels in the future. In order to spread bilingualism throughout the school, it will first be necessary to provide the teachers with foreign languages and non-linguistic subject training; this will ensure teachers have more practice with languages, develop communicative,linguistic and cultural skills,and implement CLIL methodology creating new resources.To satisfy the identified needs, we are applying for six members of our teaching staff to participate in formative activities.The teachers involved in the project are teachers of English, Mathematics, History and Geography and also the Coordinator of the "Emotional Competence Project,Special Needs teacher.The participants and some others from the teaching staff will be in charge of writing the programme,selecting the candidates and they will organize all the preparatory activities previous to the the mobilities, the assessment and impact of the training activities,as well as the dissemination process according to needs.In order to fulfill the project,the participants have begun B1and B2 level English courses to receive certification of language competences.They are also attending workshops that involve creation of CLIL materials. Regarding the preparatory activity for the job-shadowing, participants will attend a talk about The United Kingdom Educative System in order to build their background knowledge.Through these efforts, the participants expect to develop a deeper understanding of the English language ( the language for some non-linguistic subjects in our Bilingual Section) and to update their linguistic, communicative and cultural competence in English. Other teachers will be exposed to other educative systems,innovative methodologies, CLIL and cultures and they will be able to integrate this into the teaching-learning process. The job shadowing activity involves observation of teaching and sharing strategies and methodologies which will provide teachers with the knowledge of an European school system and their culture.During the activity they can also make connections, which will allow future Key Action 2 projects to exchange our "Emotional Competence Project" with other European Institutions
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