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Revolución Educativa: Rompiendo Paradigmas
Start date: Jul 1, 2016, End date: Jun 30, 2017 PROJECT  FINISHED 

Nuestra Señora del Valle is a bilingual school belonging to the Foundation of Parochial Schools of the Diocese of Seville. The school is located in Écija, a 40,000 inhabitants Sevillian town and our students belong to a working families suburb with an average unemployment rate. We are a small school of 24 teachers and 333 students.Regarding the fact that there is a big amount of academic failure of our students in a bunch of specific subjects (English and Maths especially) and that the usual curricular adaptations are not adequated for the passing of the above mentioned subjects, the staff realised that this reality could only be overcome finding out the staff's formative needs to get an absolute shift to what till now was established in teaching practice: "The bigger problems, the better solutions", and the formation needed by the staff was related to the methodological innovation, to make the subjects more attractive to the pupils, and Special Needs and Multiple Intelligence, to adapt the curricula to every student's real learning ability.Regarding the school is a bilingual center and this education would be gradually established, another weakness was observed in the knowledge of CLIL methodology (AICLE) by the teachers who would teach NLS (Non Linguistic Subject) in the different stages.Recognized our needs, it was decided to obtain the above mentioned formation across the achievement of a project KA1 of Erasmus + with the target that the achievement of this one was serving to relieve the difficulties that the pupils were presenting in certain subjects.To get a clear process of the project, the School Commission Erasmus + was created , basing on the skill that every member could bring to it (paragraph C.1.3). . The commission, among other responsabilities, would be in charge of deciding the criteria and the selection process in the program. The commission, with school management team altogether, decided the mobility for 4 teachers, one of them in every course: Methodological Innovation, Multiple Intelligence, Special Needs and another one to do Job Shadowing in Methodology CLIL and it was decided that the formation should be done in September in order to begin the academic year with experiences in the courses or stages where the learning weaknesses were remarkable. The chosen teachers must be directly related to the above mentioned subjects in any way and they would carry the adquired skills to other similar subjects, that is, from English language to Spanish, French Language and other subjects related to Humanities and Language Department and from Mathematics to the rest of Science Department subjects), as for Special Needs, a teacher related to Special Needs Education would be suitable and with regard to Methodology CLIL, a teacher who teaches a NLS (Non Linguistic Subject) in stages where the bilingual education is established.The above mentioned selection process will be carried out by the Commission Erasmus+, reported in teachers' meeting, with a clear deadline for applications and selection interviews published in meeting report . In case of the same merits, the teacher selected will be this one with more service years in the school, for being him/her considered to be in need of recycling and learning of new methodologies.Every Comission Erasmus + member has been in charge of carrying out a task in the project depending on his/her role in the school and his/her ability of decision making and, as soon as the project evaluation was known , every member will carry out the task entrusted for its flawless achievement (Paragraph G. 1. of the project).As for the impact of the project, and keeping in mind that it has been carried out to tackle our students' weaknesses in learning process in certain subjects, the school expects that, by the formation of the teachers, these weaknesses should turn out to be considerably reduced and even overcome by the total change in methodologies and adaptations at students particular learning levels, and they should obtain the necessary motivation to increase its self-confidence and self-esteem forgetting the dropouts of certain subjects. If the students are taught again using new methodologies and they do the effort to interfere in learning process in this way, the partial academic failure will be a past tale and the project Erasmus + will be considered to be a success by our educational community.This success will have to be shared with the rest of teachers who are going through the same issues in teaching practice. To do it, the school Nuestra Señora del Valle will create a dissemination network that will go from a specific level (the school itself ) to the general one (outside the school: activities planned in I.2.).

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