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Start date: Sep 1, 2016, End date: Jun 30, 2018 PROJECT  FINISHED 

Santiago Apostol Secondary School is a public institution located in a disadvantaged area of Almendralejo, a small town in the south-west of Spain. On average, our students come from families with a low socio-economic status. Many of the students lack motivation resulting in a significant dropout rate. The school struggles with other local public and privately managed schools to gain more motivated students and the fact that it used to be a vocational school in the past reduces our options in this competition to attract students.Taking into consideration the characteristics of our school and the diversity of our students, it is really important to improve the linguistic skills and methodology of teachers and know more about innovative technology , so learning from other teachers and exchanging ideas would be great to enrich our teaching practice and improve the low results of our students.The main objectives of the project are:Improve the linguistic and intercultural competence of both students and teachers in our school by incorporating the European dimension and by integrating new teaching methods and new ways of organising the school.Develop methodological and linguistic competence of teachers in foreign language and other subjects in order to improve their teaching practice and ICT competences to help reduce early dropout ratesIncrease the prestige of our school at a local and regional level by involving teachers in European Programmes.With this project we want to achieve one of the main goals of our school: to internationalize and modernize our institution; and with the different mobilities we would like to improve our professional skills by sharing ideas and new experiences with teachers from other European countries and strengthen our cooperation. Six teachers will be selected to take part in the activities; all of them teach lower and upper secondary education and have different profiles: foreign languages, CLIL teachers, managing and teachers participating actively in school projects, such as “Learning Communities” or the School Linguistic Project, who want to improve their linguistic skills. To achieve our goals we have planned six training activities, two structured courses and four observation periods:-A 5-day job shadowing in Loimaan Lukio (Loimaa, Finland) to learn about the e-learning platform and other digital tools used by the Finnish school. -A 5-day job shadowing in Lycee Marc Bloch in Sérignan (France) with the aim of learning about their School Educational Project, specifically their evaluation process and their management in avoiding school dropout. -A structured course on benchmarking in Helsinki and Tallinn to analyse the how and why of the Finnish and Estonian schools improvement comparing these models with our educational system. -A 4-day job shadowing activity in Arany Janos Primary and Secondary Grammar School in Szazhalombatta (Hungary) to learn about their creative methodologies in multidisciplinary teaching and their successful inclusive education.-A structured course of ICT for Teaching in Dublin (Ireland) about using New Technologies and implementing digital open resources in class. -A 5-day job shadowing activity in the Dutch School RSG Wiringherlant in Wieringerwef to compare the Spanish and Dutch education systems and their differences in management as well as exploring their e-learning environments to teach foreign languages. The project has been planned in a way that it has a measurable impact on participants, students, cooperating members and school actions alike, at a local, regional, national and European level. The impact on the participants will be seen through the ability to develop new teaching methods and the implementation of gained new knowledge in their daily practice; also on the implementation of multidisciplinary approaches to teaching and on their improved language skills as well as their knowledge of cultural and educational aspects of the countries visited. The expected impact on the students will be checked through higher motivation, especially of underachieving students, due to the implementation of innovative methods and the use of digital tools in the classroom. The expected impact on the school will be seen by the increased reputation of our institution thanks to the competences acquired by the participating teachers and the methods implemented. This will lead to an enhanced quality of education in our school. As a consequence, we expect long-term benefits of reducing early school dropout rates as well as improving the students’ acquisition of key competences. Also, there will be benefits in the form of increased internationalization of our school, so the project will help create stronger cooperation among our partners in all areas. We expect the KA1 project to speed our plans to start a wider international cooperation both in etwinning and KA2, engaging all the partner schools that take part in this project.
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