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Mejora de los rendimientos escolares en IES Aljanadic
Start date: Jun 1, 2015, End date: May 31, 2017 PROJECT  FINISHED 

Our School is located in a rural town with more than 7,500 inhabitants near the city of Cordova. Its faculty consists of 54 teachers, 41 of which are permanent post holders. Our student body is a very mixed one. As ours is the only school in town with both a Secondary Degree syllabus and an Adult Education program, it reflects all the diversity that can be seen in its surroundings. There are 613 students in our school this year. The degrees available include ESO (Secondary Education), Bachillerato (High School; degrees in Humanities and Social Sciences, and Health Sciences and Technology), ESPA (Adult Secondary Education) and Ciclos Formativos (Middle and High Vocational Education) in Agricultural Science. Our ESO groups include a bilingual section for grades from 1st to 4th, and in addition to this, from this year on, all 1st-grade students are taking the bilingual option. As far as diversity outreach is concerned, we have a compensatory education program for Secondary grades from 1st to 2nd, a special needs curriculum for 3rd and 4th grades, and an inclusion classroom. Taking into account our student body’s characteristics and diversity, we must pay attention to an assortment of situations. That is why we understand the teachers in our faculty need to have specific training in different areas including the improvement of basic skills, conflict management and resolution, professional development and innovation in their teaching and school-managing practices, language learning, use of ICT resources and school internationalisation. The teachers taking part in this project are very conscious of the need to improve and update their teaching skills, always on their students’ benefit. They deem it essential to reinvigorate their strategies keeping in mind our students’ necessities. Being part of a bilingual school, our faculty must be in contact with another languages, with teachers from other countries, and must know other ways of working and other education systems. They are active, motivated teachers, and they are interested in offering their students the best learning options. This project includes members from several teaching departments. The activities we are applying for are structured courses which offer several options and are, in our opinion, oriented to satisfy the needs of the teachers that take part in this project. The requested destination are Malta, Ireland, the United Kingdom, Norway, Austria and Italy, and all the courses will be given in English. Therefore, the teachers participating in this project can achieve better foreign language skills and a broad knowledge of the teaching and social reality in other European countries, and will make use of these abilities in our School and its environment, not only as far as teaching strategies are concerned, but also in developing a European conscience among students, teachers and citizens. We have requested several countries not arbitrarily, but because we believe this fact will allow us to broaden our teachers’ and (accordingly) our students’ European conscience. It will give them the opportunity of being exposed to other realities in several countries. The topics are varied in nature, and meet the goals we have set for this project. The requested courses are the following: - Using ICT to facilitate new developments in Teaching and Learning. - School Leadership. - Coaching & Mentoring Technics at school - Innovative teachers-mentors . - Activate your English for teaching (B1+,B2) - Empathic Teaching. - CLIL in Dublin: Content and Language Integrated Learning. - ICT for Collaborative Project Based Teaching and Learning. -Grand Tour in Europe: creativity, innovation and active citizenship. By taking part in this project we hope to contribute to improving our students’ academic performance. We also think it will make for a better atmosphere among our teachers, a fact that will, in turn, benefit our students. We will enjoy better capabilities to solve coexistence conflicts in our School, foster mediation strategies, create a better European conscience among the members of our teaching community, and improve our foreign languages skills and our use of ICT. We will also create working links with faculties and schools from other European countries, develop further collaborative projects and foster the internationalisation of our School. Although these activities will have a short-term impact, we have also foreseen which steps must be taken to promote long-term results.

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