Evaluations final

2017

PROJECT ASSESSMENT:

1st Impact of the Project:

The impact has been as expected: improve all the skills and especially in linguistics, knowledge of Europe and creating activities using ICT (videos, digital brochures, e-book, digital game ….), more involvement of families in school life, creating tools for comprehensive training of students with special educational needs, use of TwinSpace and web site, blogs,facebook…

2nd Incorporation of new content to the curriculum:

Firstly,  the project was incorporated in all official documents of the school, the need to internationalize the school as one of the objectives (Education Project, annual programming, programming class …). It is selected and incorporate the curriculum methodological aspects for the acquisition of new skills as well as knowledge, values and attitudes concerning the European dimension.

The project coordinator presented the rest of the educational community activities carried out . These documents were shared in the spaces of diffusion (web school, etwinning, blog ….).

3rd Incrementing the interdisciplinary work:

Collaboratibe methodologies were applied in different teachings as technology, language, English, history … also, we took into account the development of different competences.

From this project has provided an interdisciplinary approach.

4th Incrementing of cooperative work :

We have achieved that all project activities have been worked  cooperatively. This type of work develops fundamental values such as solidarity and respect for differences.

Cooperative work helped us get better at school and facilitated attention to diversity.

5th Improving students skills:

We have seen how it has improved the language ability of students and teachers involved in the Project, as well as the use of ICT and social and civic competences. Has been enhanced teamwork.

6th Coherence with the proposed aims:

We thought that there was a high coherence between activities in the Project and the aims that we wanted to achieve. We worked all competences, emphasizing the oral communication, digital competence, learn to learn , socia and civic competence.

   7thDissemination and implementation:

-We have continuously informed of the innovations incorporated from the project promoting cohesion and complicity of everyone involved.

– The Tic teacher and other school teachers used the materials that we produced in the project in their classes as teaching and learning resources.

– has been innovated the methodology of teaching and learning of literacy.

– has been promoted some improvements in student assessment process.

-The Project has helped  to give more value to diversity and, therefore improve their attention-

– has been  incorporated the graphic work to the general programming

We established mechanisms of external dissemination among which are:

– We informated of the  project activities to  families and students

– We informated about  dissemination the  project results innovations aimed at: other teachers, educational institutions, inspection, local authorities, public libraries, media and population where our schools are located

– Dissemination of the project in school publications, open days, school magazines, web site of our schools, common web site, etwinning (TwinSpace), ECAS, blogs , facebook…

– Our school has supported to teachers from other schools and high schools interested in carry out a KA2 project.

-Conference and seminar to authorities, teachers, parents.

-Erasmus + networks

– Some activities in youtube (récipes )

-K2 corners

Teatro Time Machine

OBJECTIVES :

-To raise self-esteem and self-confidence in students.

-Power reading and correcting defects in diction.

-To be transported with imagination, to other historical moments.

IMPLEMENTATION:

This activity has been integrated into the curriculum as transversal content. It has worked through several areas of knowledge (language, English, Art …). Through some of them has been developed critical thinking, cooperative work, improved oral and written expression … On the other hand, in Art has been elaborated the scenery to make the representation ..

The following competencies have been worked:

Linguistics, social and civic, initiative and entrepreneurship, awareness and cultural expression.

ASSESSMENT:

Our assessment is very positive because through the play the student:

• Strengthen personal relationships with their peers and with adults, favoring the integral formation of the child as a social being.

• It allows the development of different forms of expression. In addition, it stimulates the pleasure of reading and oral expression, perfecting his communicative ability.

• By losing the fear of speaking in public, theater fosters self-confidence and brings greater personal autonomy, helping the more timid to overcome their fears. In addition, through the adoption of different roles and characters, theater is the best tool for the child to show their feelings and ideas, and make public especially what it is difficult to verbalize.

• It develops empathy, as it teaches the little ones to put themselves in the place of other people different from them. By putting themselves in the shoes of different characters, students can experience what they feel in situations they might not otherwise have experienced.

In Portugal

IMPLEMENTATION:

In the beginning, students divided in groups did research on the most important Portuguese historical monuments.

It was made a choice of monuments to be addressed, the students with the help of the mother tongue teacher, the preparation of a script of the interview, based on the research done on them.

After the test, the students recorded in an appropriate setting for an interview.

This activity required the students to have specific skills in terms of dramatic expression, diction and ability to speak in the English language.

ASSESSMENT:

This activity allowed students to investigate historical facts related to Portuguese monuments.

They developed the competence of informative writing of texts – the interview.

It allowed the development of specific communication skills in English and in an interview context.

 

In Greece

Aims:

-Raise self-esteem, self-respect and self-confidence in students.

-Practice reading and improve articulation.

-Practice writing skills and correct defects in diction.

-Travel through imagination to other historical eras.

– Overcome fear of camera and speaking in public.

– Increase social awareness.

IMPLEMENTATION:

The activity has been carried out by 9 to 11 year old students. There were formed many small groups of students that have undertaken specific tasks. A group searched on the internet for information about Athens and then decided about the historical personalities and the era they would like to refer to. Another group wrote the plot with the help of the teacher. Then, some students had to practice speaking in front of the camera. Finally, another group prepared the drawings for the scene and chose some photos that would help the understanding of the plot. Thus, a large number of students had to cooperate closely in order to have the task completed and all of them had to combine their ideas and abilities. This activity helped them practice many language skills, reading, writing, speaking and they also developed trust in themselves, their classmates and the entire process through the continuous social interaction and cooperation.

ASSESSMENT:

Working in groups improved their social skills such as collaboration, socialization and communication. They practiced expressing freely their ideas, they strengthened their critical thinking and they used their imagination, too. Speaking in front of the camera helped students overcome their insecurities and increase their self-confidence. Also, the theatrical performance helped them improve their articulation, fluency, memorization and concentration. Finally, the performance entertained the students and learning was achieved amidst laughter in a stress free environment.

 

In Finland

 

IMPLEMENTATION:

The activity has been carried out by 7 year old students. With the help of a teacher a group of students thought of an important historical place easy to go to in Helsinki. Together the students and the teacher watched pictures and tried to get an idea how long of a time is 70-90 years when this building was built. Students also had to use their English skills which is not typical during normal school days. This activity helped them use and combine two languages, use creativity develop courage to perform and trust in own capabilities.

ASSESSMENT:

Exploring the history through pictures helped students to understand the evolution of time and to understand the importance a building can have among people in a way it exceed the limits of being just a building or a construction. Understanding how many people can see their work did affect the willingness to participate which led to a teacher taking a big part in the production. As a result of this the students did have a better understanding of their natural skills and strengths.

SALAD TAIL

In Spain

IMPLEMENTATION:

To create the salad tale, students were placed in small groups and began to think about a story. They elaborated the texts and illustrated it with the typical characters of each country. The purpose of these stories is to become educational material that enhances aspects of the development of children with difficulties in the area of ​​communication and language. Also as motivation to reading.

This activity is contemplated in our curriculum through the writing workshop that we work with the school library.

ASSESSMENT:

The  salad tale  is designed to work curriculum content in a way that is funnier and different engaging for students and teaching of this group in the skills required for the management of computers and digital devices. In this project, the Skills of Primary Education Degree are underlying to reflect the proposal.

In this activity we are working for all children to use the new technologies in order to strengthen and enhance their learning.

It is a useful resource for anyone who does not have enough reading skills.

Involve all people to immerse themselves in a story by stimulating imagination, creativity and the desire to read.

This type of activity has encouraged the imagination of our students mixing stories and create a new story. And it  has also helped them to meet other typical characters of stories from the countries of our project, which until today they did not know.

In portugal

IMPLEMENTATION:

When we received the story written by the group from Spain and Poland, the students were invited to listen to the argument that was written and to reflect on the content and the various solutions they could find to solve the problems created by the characters.

In small groups they continued the history, solving the proposed questions and adding literary wealth to the initial argument.

The final five stories produced by the groups were presented and voted on, with the final version being added to the story.

This final part was distributed by students who, in groups, illustrated it based on the knowledge they had about the characters of the three countries.

Finally, students typed the story into MSWord and the scans of the drawings were attached.

ASSESSMENT:

Salad Tale was an interesting strategy in order to contact with the culture of the other intervening countries and characters belonging to the common imaginary of its citizens.

Working together with multicultural teams enables students to broaden their vocabulary, their ability to understand each other and to act accordingly in the context of intercultural communication.

We cannot forget all the research and use of the new technologies in educational context that have enriched this experience.

The final work invites readers to travel through the imaginary of the three countries involved and fosters the taste for creative writing in each participant of this activity.

In Italy

IMPLEMENTATION:

The salad tale has been a very interesting activity for students; they worked in groups to prepare and invent the beginning of the story.

They had fun in creating a funny tale, observing the various characters and studying their characteristics to build a story full of details and engaging.

Considering the physical characteristics of each character, the students, working in small groups, have made drawings representing various moments in history.

LINGUISTIC COMPETENCE:

Students worked together to produce a narrative descriptive text following and considering the various features of the chosen characters, and from the different countries involved in the project.

DIGITAL COMPETENCE:

We used the internet source to find the characters proposed by Greece, Finland and the United Kingdom and to deepen their characteristics.

After getting to know better the various characters, the children have included them in their history.

ASSESSMENT:

The realization of history has strengthened communication, collaboration, and urged the imagination of each student getting a good final work.

In Greece

IMPLEMENTATION:

The activity has been carried out by 10 year old students. They have been working in groups throughout the entire activity. First, they had to suggest a character and then decide which one was the best for the activity. Then, they had to study on the internet for relevant information about the characters of all the involved countries so that their adventures matched with their personalities.

Students had to continue the second part of the story, thus they read very carefully the first part which was written by Italian students. They all expressed their ideas and finally, step by step, taking into consideration every member’s ideas and showing great respect to each other and maturity, they chose the ideas they liked the best. It was very crucial that they had to maintain perfect continuity of the story so that the plot continued to be linear. Working in groups helped them handle positive constructive criticism and practice their collaboration, writing, vocabulary, grammar and language skills. Also, the activity helped them be creative, too, since they had to decide which incidents of the story were the most important to draw. This way, all students could participate in the activity either writing the story or drawing.

Finally, the story was read to all the students of the school in terms of the reading club, in Greek or/and in English, and teachers designed activities, too.

ASSESSMENT:

The aims of the activity were achieved since the writing of the story promoted vocabulary, reading, grammar and spelling skills. It also helped them practice many other educational skills such as collaboration, socialization and communication. The designed material was used to enhance the curriculum.

Finally, the writers-students become very famous at school and they inspired many other students to invent and write another episode of the story, too.

In Finland

IMPLEMENTATION:

At the beginning of the activity the pupils got to know all the new characters from the three other countries. Then the pupils were divided in small groups to translate the current story into Finnish to understand what has happened in the story so far. Then the pupils had a brainstorm session and started to invent how the story could continue. First the pupils wrote the sequel in Finnish and then it was translated in English also by the pupils.

ASSESSMENT:

The salad tale was a motivational and interesting activity for the pupils in several ways.

  • At the beginning of the activity the pupils got to know all the new characters from the three other countries and by doing so they learned and got new perspectives about the European children’s literature. This activity also raised an urge to find out more about the characters and by doing this the pupils got to practice their skills of searching information as well as digital competence.
  • To be able to use old and famous characters in a new way gives possibilities to practice imagination and creativity. As the pupils had many different ideas how the story could continue they also had to use their conversational skills to decide which of the ideas would be used in the tale.
  • As the characters of the tale had adventures in four different countries pupils got the chance to travel in Europe through the characters and get to know famous places and sights of the countries involved through the tale. This increased pupils’ knowledge of other European countries.
  • It was central for the Finnish pupils that the characters e.g. had an adventure in some famous places of Helsinki and met some famous Finnish people as the pupils wanted to add some real information about the Finnish history, way of living and culture to the story. Therefore to write an international story together with children from other countries, like the salad tale, is an effective and fun way to teach something about your own country to others. This increases cultural knowledge as well as understanding of your own culture and history.
  • As the salad tale was made both in English and in Finnish the use of the tale is various in our school. It can e.g. be read in Finnish lessons by the younger students as well as used as a teaching material in English lessons by the older pupils.
  • To be able to have international collaboration already in the elementary school is a wonderful possibility for the pupils to learn how to communicate with people from other countries. It is also a useful way to practice how digital possibilities, like internet and social media, can be used as tools of international cooperation.
  • This activity was an interesting way to practice both reading and writing skills and the pupils clearly had fun when doing it. To have such a positive attitude towards a reading or a writing activity motivates pupils to practice these skills with concentration and this is why it is important to have activities like the salad tale.

 

In UK

AIMS:

Verbal: Develop their understanding of when to use standard and formal English

Reading: Respond to writing from other cultures

Reading: Consider what they have read and respond using appropriate ideas and language

Writing: Adapt their writing to a specific audience using appropriate vocabulary

IT: converting from Word to PDF

IMPLEMENTATION:

The children decided which character we would use in our story. We emailed a link to our partners explaining the character.  In the classroom the children researched the characters from Italy, Greece and Finland.  When we received our stories from the partners (1st– Italy, 2nd Greece, 3rd Finland, Wales was last) the children mind-mapped their ideas of where the characters could visit-Welsh landmarks were discussed. Children voted and agreed on a story board. They planned and mapped their ideas.  They had the opportunity to type up their stories and developed their IT skills.  The teacher edited the story and developed the final product on 30 hands.   The pupils shared the story with other children for feedback.

ASSESSMENT:

The task was extremely successful.  Pupils explored popular characters from other countries and considered significant characters from their own cultures.  Continuing the story was challenging as the pupils had to analyse what significant events and landmarks had been offered in the other parts of the story.  The pupils and teacher had to work collaboratively when discussing what ideas to include in the story and what ideas were to be dismissed.  Choosing which scenes to illustrate within the story created discussion and debate.  Illustrating their story was a popular activity.  Viewing the story and hearing their recording received positive feedback.  This was a challenging task which pupils enjoyed.

 

PICTOGRAMS TALE

AIMS:

– Encourage motivation towards reading by offering alternative resources and supports understandable to everyone

– Stimulate the memory and imagination of your readers.

– To help the readers to understand the history, to construct concepts and to relate them to each other.

In Portugal

IMPLEMENTATION : In Portugal, in order to start the task of pictogram tale, the students were divided into groups and each group received cards from the Story’s Factory.

The Story’s Factory is a strategy often used in portuguese writting workshop classes, and consists of a set of cards with the elements of the narrative text: human characters, animal characters, space, magical objects, actions, characterizations and keywords.

After the distribution of the cards, each group begins its narrative. When finished producing text, it is presented to the class and voted on. The most voted production is the one chosen to start the work of the pictograms.

After the rewrite of the final text, the class decides which key words should be transformed into pictograms.

In computer classes, the students research symbols to convert into pictograms and the teachers give an aid in the final graphical composition.

The final product is really useful, since our school has many students whose mother tongue is not portuguese, and this kind of material works very well when we want to teach new vocabulary through keywords.

ASSESSMENT: This activity, in the context of the development of writing, proved to be extremely appealing to the students, since it allowed them to express their imagination, work in groups and use information technologies.

For non-mother tongue students it is challenging to try to decipher a story and broaden their vocabulary in Portuguese.

For English learners this strategy can highlight any vocabulary areas that are being worked at the moment.

Another possible strategy to implement would be to start from the pictograms to the construction of the story. We will try to use this strategy on a new writting workshop classes’s session.

In Spain

IMPLEMENTATION: To create the story with a pictogram, students placed themselves in small groups and began to think about a story. They elaborated the texts with simple sentences, short and with very clear and direct messages. Then they adapted the text to the pictograms system, searched for traffic signals on the internet and reworked the story by adding the signals. Once the story with the pictograms was elaborated, we tested with people with communication difficulties (TEA, intellectual disability …) what is their level of understanding. From this observation, we and the small group of students  included changes and improvements that favored the uses of tale.

The purpose of these tales is to become educational material that enhances aspects of the development of children with difficulties in the area of communication and language and help the first readers.

ASSESSMENT: The pictogram is designed to work curriculum content in a way that is funner and different engaging for students and teaching of this group in the required skills for the management of computers and digital devices. In this project, the Skills of Primary Education Degree are underlying to reflect the proposal.

In this activity we are working for all children to use the new technologies in order to strengthen and enhance their learning.

Pictograms are positive for all people who do not have fluent oral communication or who can not read, are a useful resource for anyone who does not have enough reading skills. Involve all people to immerse themselves in a story by stimulating imagination, creativity and the desire to read.

 

In Italy “The magic pebble”

IMPLEMENTATION:The Pictogram Tale has been a very creative and exciting experience for our students.

The class was divided into small groups, so that each participant could have a specific role: the idea was discussed within the group and, if approved, the members chose someone who was good at writing and someone else good to draw, while the other twos had the task to think about the development of the text and a good ending.

Processing this text helped students to open relationships with other worlds: it has also encouraged collaboration between peers in view of a common goal (social skills).

Linguistic competence: In the second grade students have the first approach with the drafting of a text written by themselves; so, this has been a way to test their skills in written communication also thanks to the creation of something new.

Digital competence: Learn how to create a single text composed of individual pieces all look different; use applications to create a kind of scrolled book.

ASSESMENT:This project has definitely helped to emphasize the skills and the learning processes of students, teaching them how to behave in front of a collective project and how to give each one its own contribution to work as a team among many others.

In Greece

IMPLEMENTATION: The activity has been carried out by 7 and 8 year old students who worked in groups. First, they had to invent a story and a title and then decide which signs would stand for specific words. Writing an imaginary story helped students to explore various types of characters who faced problems and the students were the ones who had to work on a solution, as they would do for themselves. Students learned how to express freely their ideas in a safe situation and they used their imagination. Working in groups helped them handle positive constructive criticism as they were completing each other’s ideas. It also demanded great concentration in order to focus on the task. This process helped them practice their collaboration skills and gave them the opportunity to socialize.

Also, the activity was great fun and it allowed them to be creative, too, since they had to draw the cover of the story and the traffic signs which would substitute some words. This way, all students could participate in the activity either writing the story or drawing.

The story was used by all the students of the school in a different way. It was used at the reading club with activities created by the teachers and for reading practice at A and B grade.

ASSESMENT: The aims of the activity were achieved since the entire process promoted vocabulary, reading, grammar and spelling skills and many other educational skills such as collaboration, socialization and communication. The designed material was used to enhance the curriculum. Thus, students who participated in the activity were proud of themselves for their story since it was used by the entire school. Finally, students acquired a positive attitude towards writing due the use of pictograms because they realized that writing can be fun, too.

In UK

SKILLS:

Reading-scanning, understanding and  analysing.  Proofing work once complete.

Writing:-developing a concept, recognising and applying structure, writing for an audience

Communication- thought showering, cooperation, choosing and disregarding ideas,

IT: basic use of Word, creating pictograms, copy and paste technique

IMPLEMENTATION:

The pupils had previously explored,analysed and written on the theme of fairy tales and legends.

The story was received from our partners.  The beginning of the story was read as a class.  There was some group discussion as to what would happen next…. The pupils were challenged to consider 3 gifts, the outcome of receiving those gifts and how the 3 girls would complete their quest.  Small groups of 4-6 worked on a story map.  Discussing ideas, noting some and disregarding others.  The class shared their ideas and agreed a structure to the story.  The teacher and pupils wrote the story collaboratively.  In groups the pupils discussed which additional pictograms would be required.  Each group designed a specific pictogram.  The story was typed up and the pupils inserted the pictograms.  The story was distributed to other clases to read and provide feedback on the work.

ASSESSMENT:

The task was extremely successful.  The pupils had the opportunity to work imaginatively with very few boundaries.  The Project allowed a broad range of skills to be used and developed in the conception and execution of the task.  The pupils and teacher had to work collaboratively, with the teacher facilitating the discussion but allowing pupils to lead the story to allow for a positive outcome. Sharing the work with other classes and receiving feedback on their own work assessed whether or not the pictograms appealed to a wider variety of readers.   An enjoyable task.

In Finland: 

AIMS:

A. To improve writing skills – story telling !

B. To improve reading skills – pronouncing different Finnish/English stories.

C. To improve computing skills – making lay outs, shared files etc.

D. To improve co-operating skills – working in groups.

E. To improve performing skills – playing a role of the group.

F. To improve language skills – translating English to Finnish and vice versa.

IMPLEMENTATION:

Our task was to make a pictogram tale in co-operation with Spain. They sent us the first half of the story and then we did create the second of it.

1. We read, translated and discussed the Spanish English-version. The pupils were very keen to “translate” the traffic signs . (B/D/F)

2. Then the pupils divided into smaller groups and started to plan different storylines for the tale. (A/E/D)

3. After decision their writing plan, each group started to write their own story by hand or computer. (A/B/C/D)

4. When the script was ready, they planned the location for traffic signs.(A/B/C)

5. When two different groups were ready, they changed their tales and gave some +/- feedback for the writers. (B/E/D)

6. In the very end every groups make some final improvements. (A/B/D/C)

7. And the “winner” was elected by voting and sent back to Spain. (C/D)

8. We also did some print versions in English/Finnish and hang them on the hall wall. (E)

ASSESMENT:

The main point in evaluation was the whole process: co-operating, discussion skills and working as an active member of the group.

The final product was secondary , but important too.

 

2016

Digital newspaper

Goals:

– Use ICT as tools to learn, share knowledge, and work together as a team through the digital newspaper;

– Combine verbal and nonverbal expressive resources in the production of texts;

– Show a receptive and reliable attitude in their learning capacity to improve communicative competence.

In Portugal:

IMPLEMENTATION:

The digital newspaper was made after a work of research about Christmas traditions in Portugal. Students were divided in groups and each group acted on research regarding traditional customs, traditions and meals of the holiday season.

The students worked in digital support, producing a powerpoint presentation alluding to the theme of Christmas.

At the same time, 4th year students participated in the preparation and response to the questionnaire proposed by Portugal. The answers to this questionnaire were based on the previous research that gave rise to the powerpoint – final product of the digital newspaper.

The Portuguese students directed the skype connections with the other countries and participated actively in the whole process.

ASSESMENT:

This activity was extremely important to develop research skills and information literacy. The students were committed to apply the knowledge acquired in computer classes and put them at the disposal of this activity, related to the traditions of Christmas in our country.

On the other hand, the fact that they have directed skype links was an important factor both in the discovery of new communication technologies and in the development of interpersonal communication.

In Spain:

IMPLEMENTATION:

In order for the digital newspaper experience to be as enriching as possible, students were  the primary responsible for the preparation, collection, selection and publication of information. They  hey worked in small groups. One group was dedicated to make the format of the power, another to search the photos of Seville related about the information, the other, looked for  the meaning of the most important days, the other investigated about the gastronomy and all of them put it in common and created The power point about Christmas in Spain. Another day a group of these students were interviewed via skype by the students in charge of making the final product (portugal)

On the other hand, we thought that the digital newspaper is very important for other subjets, especially Lenguage and literary. They can publish from class works (essays, drawings, …), describe extracurricular activities, or articles made in their free time.  Among others, the following competences are developed in the students:

Linguistic Competence: To work different types of literary texts. Development of the ability for written communication. Search, collect, process information. Distinguish between relevant and non-relevant information. Formulate your own arguments. Also take care of aesthetics when writing.

Digital Competence: Use computer applications, ability to use resources to produce and present information. Creativity supported by ICT. Need to respect ethical principles in the use of ICT.

Other: Social skills, appreciation of the importance of different means of expression, learning to learn.

ASSESMENT:

The newspaper is designed to work curriculum content in a way that is more interactive and engaging for students and teaching of this group in the skills required for the management of computers and digital devices. In this project, the Skills of Primary Education Degree are underlying to reflect the proposal.

In Finland: 

IMPLEMENTATION:

First of all, this was a very interesting task for me, becuse I am a special teacher and i normally work just for tree pupils from this six grade , and they have severe learning problems. Now I went to the class and asked which ones are interested to communicate via  skype with portugian studets about christmas and an other group who is willing to make a power point about Christmas in Finland.

Of course all the volunteres were very interested about english language too, because other group have to communicate orally with other countries students and the other group are supposed to write english.

First i worked with skype group. We have got a guestions from portugal about Finnish christmas. First everybody thougt the ideas in Finnish and then in english. We were compairing  if the children have same kind on thouhts or which way the asswers are different.  We also decided a liittle bit about the who is talking which parts.  Then finally we chanced the Christmas habits with portugese pupils and in the end both countries song one christmas song.

With the power point  group we first looked spanish power point  from their christmas habits. We compered which traditions are about is the same and which are dirrerent. Pupils found the christmas traditions guite different.

Then we together thougt which are the main points that we want to share from Finnish traditions .

We dived a group to smaller one 1) the children who are writng the main points in english,  2)the second group who were interested of doing and developing a tecnial side of power point representation and 3) a third group who are searcing pictures anout Finnish Santa Claus, food and othet finnish traditions via internet .

The prosess took five lessons but we were having nice time doing a power point and listening christmas songs at the same time.

ASSESMENT

The prosess was very intersesting. First of all we were compernig the similarities and diffencies about Christmas traditions. The topic was facinating because it was just before  christmas, and it really rise your christmas spirit. Also the tecnical part was interesting ,  the choosen students were very slillful  with computer and also a teacher could learn something from the sudents.   A groupwork also developt your slills to work with different persons. At the end of the work we sended a christmas power point to other classes too and power point makers were very happy.

In Italy

IMPLEMENTATION

The digital newspaper has been a rich experience for our students. They worked in small groups to complete their work.

They had to choose pictures and photos, select news and put them together.

They tried to find different meanings of Christmas among different regions; they interviewed parents and grandparents to tell us about past and present, ancient and modern traditions… poverty and wealth too.

Food, traditions, Christmas markets, decorations, trees, cribs, lights and carols appeared in the power point, as a long trip to Italy.

LINGUISTIC COMPETENCE:

This activity helped the students to develop their ability to work in group, sharing news, mixing literature, history, religion to formulate their ideas and a final common product.

DIGITAL COMPETENCE:

All the students worked using computer applications, discovering new resources to produce , present and exchange information… they were able to interact, communicate, collaborate and create their digital content through digital means.

ASSESSMENT

The newspaper was created as a project to work learning…in a world that is continually changing. Skills and knowledge were used in an interactive way to improve communicative competence.

In Greece

IMPLEMENTATION

Students searched for information about Christmas. They decided which customs are the most important and created a collective work on Greek customs.

This project helped them practice their writing skills and it helped them build some new vocabulary. It also promoted group work learning, cooperation and mutual respect to their classmates.

They also practiced their ICT skills and developed organizational skills.

The Skype meetings gave them the opportunity to practice their English and the questions set by the Portuguese students developed their thinking and communication skills.

 

In UK

SKILLS

Reading:

* Scanning information, organising information, prioritising information

Verbal Communication:

* Using appropriate language in discussion, demonstrating acceptable procedures in group discussion, listening skills and questioning skills

IT

* ipad video, editing on an ipad, uploading to a PC,

ACTIVITIES

The pupils considered how Christmas is celebrated in the modern world and how Christmas was celebrated in older times. They were encouraged to discover more about Christmas traditions through reading and interviewing family and friends. In small groups the pupils drew up Venn diagrams comparing Modern and Traditional Christmases. Pupils were asked to present their work to the class. The teacher collated their work to create a powerpoint to share with our partners. Due to the issues we have had with Skyping we were unable to conduct our Q and A over skype so the pupils were presented with a list of questions via email. Small groups then worked together to answer the questions and video their replies. We uploaded a selection of answers to our website as well as emailing them to our partners. The teacher provided a transcript to assist with any misunderstandings and for use in the Digital Newspaper.

EVALUATION:

The project incorporated a number of skills which assisted with reading, interpretation and effective communication. There were also a number of opportunities to incorporate IT skills into the project. Although we experienced technical difficulties with Skype being blocked in our school we overcame this through the use of email and video. The pupils enjoyed the project and developed a number of cross-curricular skills in the process.

In Poland

DISSEMINATING OUR INFORMATION

  • To use appropriate language for the audience
  • To use IT skills: pictures, uploading work and PowerPoint

SKILLS

Reading:

  • Scanning information, organising information, prioritising information

Verbal Communication:

  • Using appropriate language in discussion, demonstrating acceptable procedures in group discussion, listening skills and questioning skills

IT

  • Searching for information online, uploading data to a PC, using PowerPoint

ACTIVITIES

The pupils considered how Christmas is celebrated in the modern world and how Christmas was celebrated in older times in our country and in individual homes.  They were encouraged to discover more about Christmas traditions through reading and interviewing family and friends.  The youngest children drew pictures depicting Christmas traditions that were important in their homes and then explained and discussed the different traditions in groups. Older students worked in groups and researched different aspects of Christmas and connected traditions throughout the ages and later shared their findings through presentations and posters.  Pupils were asked to present their work to the class.  The teacher collated their work to create a PowerPoint to share with our partners.  A group of 5th year students from different classes volunteered to participate in a Skype Q and A abou Christmas with our partners. The students exchanged Christmas wishes and sang Christmas carols an answered and asked questions about Christmas traditions.

EVALUATION:

The project incorporated a number of skills which assisted with reading, interpretation and effective communication.  There were also a number of opportunities to incorporate IT skills into the project. The pupils enjoyed the project and developed a number of cross-curricular skills in the process. It was a wonderful experience for our students and already they cannot wait for another opportunity to participate in a Skype conference with their peers from different countries.

Read a picture.

Goals

– Develope creative writing skills

– Encourage respect for the various forms of artistc representation

-Diversify the use of several platforms of written expression

In Portugal:

We choose an emblematic picture related to the story of our country.
In class, pupils made an analysis of the meaning of this picture.
We used the ‘Oficina da Escrita’ weekly class to, first in groups of five, and then individually, make creative writing productions about the meaning of the picture chosen.
In Art classes the students made replicas of the original Paula Rego’s picture.
The final productions were exposed and voted by the students and the winner productions were chosen to be sent.
The photograph was a partnership with 8th graders that recreated the ambience of the original picture.

This work was an upgrade to the activity we are used to do in ‘Oficina da Escrita’ classes,
where our students normally produce a descriptive text, sometimes about a picture or some other illustration or photograph.
These activities are really useful to develop children creativity and expression about art and environment in general.

In Spain

The experience has been very rewarding and fulfilling for both students as tutors. All children have shown great interest in all activities around the project.
We have proven the effectiveness of our approach when our students have been able to transfer many of the knowledge acquired to other areas and learning contexts

We chose a very important and well-known painting “ las Meninas de Velázquez. In class pupils looked for information about the picture, painter, his biography and the real story. Also they invented that they thought what was happened in the picture.
The students found out that the painter was born in Seville and they investigated more things about him. When they finished the task, they were to contémplate more pictures of Velazque in the Art Museum in Seville
On the other hand, we have used padlet tool for the composition and also this tool has been applicated for:
with students use this tool:
-Rain of ideas or brainstorming.
-Resolution of doubts or questions posed by the students.
-Collecting of information sources for a research paper.
-Summary the most important ideas of a topic.
teachers:
– As resources to use in the classroom in a particular teaching unit
– Evaluate the work done by the students, we have used it for comment, guide students or evaluate the work done by them.
Each country choosen one picture . Students in 6th grade  invistigated about the picture, the biography of the painter, drawn the same picture , invented the story of the picture and investigated about of real story.  Later they used padlet tool in order to show the rest of the partners of our Project.
Each country sent to Spain their works And Spain carried out the final

In Finland

We chose a really well-known painting  (The Wounded angel by Hugo Simberg).
In class pupils made an analysis of the painting by their own way. We did not talk anything.Pupils just observed the painting.
Some of the wrote theexpressions about the painting. Some of the pupils wrote questions about the painting.
Some pupils wrote a fairy-tale of the caracters of the paintings.Some were interested the colours, lihghts and the settings of the painting.
Then we read all the analyses and chose two different ones to the project.
Some pupils found out the facts of the painter, some the of the painting.
Some of the pupils were illustrating the painting again by graphite pencis.
Some of the pupils were members of the fotography group. They made the settings and found the clothes etc.
One was photographing and three were themodels of the “reconstruation” of the painting.

This activities are really useful to develop children creativity and expression about art.
It was also nice that the pupils could choose the part of the projectthey were interested most.

In Wales

The lead teacher was familiar with the works of a West Walian artist known as Ruth Jên.  She paints pictures which incorporate traditional images of Wales with a modern, abstract vibe.  It was decided that she was an excellent example of Welsh art which we could share with our European partners.
A selection of Ruth Jên’s works were presented to the pupils and they researched and discussed her inspiration and modern fusing of old and new.
The pupils then chose individual works to replicate in their own hand using chalks.
The teacher and pupils chose the group piece as it demonstrated the variety of Welsh cloth that had inspired the artist.
The pupils used their research and class discussions to put a written biography and impression of the piece with their version of the painting.
The art club was then asked to re-enact the piece for the photograph.

The Read A Picture exercise was a great opportunity to introduce this artist to our pupils as well as our partners.
It allowed our pupils to investigate, read, write and share Welsh culture with our partners.
Re-enacting the picture for a photographic medium allowed the use of IT skills to be introduced into the lessons
and allowed for a broader experience of art which engaged a larger number of pupils.
The pupils were engaged in reading and writing through a different medium which had a positive affect on the pupils of the class.

In Greece
Aims:
1. Develop creativity of students in different types of reading.
2. Respect and value the artistic expression.
3. Use Padlet tool (ICT) to work cooperatively and in a simple way.

First, teachers suggested some paintings and then, after discussing their proposals,
they decided to use the specific painting. The 6th grade students wrote about their thoughts on the painting.
Some of the pupils described the painting and commented on what they were looking at and some other pupils described the painting but they
tried to imagine what the painter was trying to communicate to us. Then, after reading all of them, they decided which one they liked the most.
Then, a group of students made some drawings and all together decided which one to use.
They all read the information that the painter sent us and they chose which pieces to use.
This activity helped students to develop their ability to observe a painting and they practiced their language skills through creative writing.
They also developed their imagination and artistic creativity.

In Italy

READ A PICTURE “the Gioconda”
GOALS:
Developing the creativity of students in different types of readings
The project “Read a picture” has been interesting for the students. They have used many reading strategies to find the “real” message contained in the picture and discover “their own” message as well. They analyzed work studying expression, color, clothing, country, history and the author’s biography from different points of view. They continue to not only admire the aesthetic beauty of the picture but also being able to discover secret feelings or messages within the character: her eyes, her smile and in nature: the river, the bridge….
Respect and value the artistic expressions
We live in a technological world…our students also live in a technological world… So bringing them to value historic famous artistic works has been an added value.
They learn to understand history and discover both social and cultural similarities and differences. A new and different world for them.
They are forced to leave their material and technological things behind and respect only the artistic work, admired everywhere.
Frequently, it is quite simple to arrive at concepts suchas harmony and perfection: you don’t need sophisticated technologies,
just look at a picture from several points of view to enter a more orderly and consistent parallel world.
Use the tool padlet (ICT) to work cooperatively and simply:
This tool is one of today’s best inventions: it has enabled us to work in co-operation thanks to the ability to share text, images,
maps and documents of various kinds. More over it is a tool that allows comparisons and Community implementation of a group project.
This enabled us to feel closer to our European colleagues by being part of a whole which in turn abled us to build examples of life.

We have participated in this project by studying the most famous painting by Leonardo da Vinci:
“The Gioconda (Mona Lisa)”.
Our students have read and found many news stories and photos to create a billboard. They included real history and their opinions too.
In the end we tried a game where we asked the students to create the picture.. They wore,
for this special occasion, historically dated costumes, to recreate the atmosphere of the picture.
A good way to introduce students to the students to the art.

“Read a picture” has helped our students to work in pairs by respecting different opinions to obtain a final result.
This is an interesting method :
– to cooperate;
– to communicate about history and art, too, without social networks;
– to go back into the past, studying “the person”, “the subject”, and “the character”;
– to use creativity to reproduce the past.

 

POWER POINTS ABOUT EDUCATIONAL SYSTEM, SCHOOL AND CITY.

All countries elaborated different power point s one of them about their school and Educational system and the other one about their cities in order to knew the differences in our educational systems and our ways of working. Also, we did another power point, about our cities, for knew us each other.

 

LOGO:

Aims

  • Raise profile of our partners in Europe
  • Explore vocabulary linked with partnership and cooperative working
  • Create logo to represent our project ‘Reading on the EU Road’.

All pupils in our school were encouraged to participate in the logo creation competition. Different stimuli were presented to offer ideas. Pupils explored the theme of Reading and Europe as well as considering partnerships and cooperation. A deadline was set for those who wished to submit an entry. The top ten entries were chosen by the Erasmus Reading Team at Ysgol Bro Eirwg and emailed to partners for their vote. Ana Naish was our winner and was presented with a small commemorative brooch at our Co-ordinators Meeting in Cardiff.

 

DIGITAL GAME:

Students of all our countries researched on the internet about the typical foods of our countries, more important sports, location of our countries on the Europe map, coins used in each country, monuments … ..All sent information to Spain, the which was responsible for the final product: A digital game . Spainish partners used the JClic program for it elaboration. This game was made up of puzzles, crossword, match pictures and words …Cultural questions about our countries.

Our aims were:

  • 1st Facilitate learning the rhythm of each student.
  • 2nd Motivate the interest in reading and broaden their cultural horizons respecting the otherness
  • 3rd Experience the game as a learning tool

In Spain: this activity has been applied to students from 8 to 12 years. The objectives have been achieved at 100% , also Reading and playing on the internet implied a new meaning of the term “ literacy”, which includes traditional Reading competencies-adapted to the new ways of Reading together with new competencies. The fact that Reading in a digital médium is controlled by technology means that the technological knowledge required for Reading has been incorporated in to the current concept of literacy.

In Greece: The digital game has been used by students from 9-12 years old. They have learnt new vocabulary and information about the countries participating in the project and practiced reading through playing. The digital game, as a learning tool, could be customized to fit the level and abilities of every student which made the entire procedure effective. The aims have been achieved 100% since the use of technology promoted reading, spelling, comprehension and many other educational skills such as motivation, collaboration and communication, maintaining at the same time the continuous interest of the students in the specific activity.

In Italy: This activity was carried out by 11 years old students. The Digital Game was a good opportunity to know more about sports, traditional foods, location of our countries on the European map, currency used in each country, monuments and faces of culture of our partner countries. Through the game, students were more motivated in reading, comprehension and language skills. Interactive experiences could motivate and actively engage students in the learning process. The results were 100% achieved.

In Poland: The digital game has been met with interest and excitement by our students (9-12years old). It has helped them extend their vocabulary and improve their knowledge about the countries participating in our project. Due to the younger generations’ easy use of technology from an early age, utilising this medium has had a positive effect on their literacy and has increased their motivation for learning and self-improvement, by breaking the tedium of traditional learning methods. We believe that the aims of this activity have been achieved 100%.

In Portugal: In this activity, the students discovered European countries through the game “JCLICK”.
We gathered information and while playing we localized geographically some of the countries from the project.
We loved the map-making puzzle of the countries!

In Finland: The digital game was a very useful and motivating tool to learn cultures of these 7 different countries. There were several geografic, cultural and language tasks, where pupils had to work together, searched information and even updated their knowledge of English, Portuguese, Spanish, Polish, Welsh (Cymraeg) and Greece languages. The learning objectives were achieved.

 

RECIPES:

Students of our countries looked for on internet 2 easy and typical recipes of their countries. Some students of each country developed different recipes with the help of a relative in their homes. They were recorded on video by a relative . Each student had to read step by step the recipes and elaborated them too. Our Greek colleagues did the final product. They cut and pasted the videos for that in a same recipe participed students of differnet countries.

The aims were:

  • 1. Teaching students and parents social skills.
  • 2. Promote reading skills.
  • 3. Learning about different cultures.
  • 4. Incorporating parents in their child’s learning process.

In Greece: The activity has been carried out by 10-12 year old students. The results were achieved 100% and students learnt by doing. Following the instructions of a recipe was a demanding procedure which needed effective collaboration. Their motivation to improve their reading skills, in order to achieve their goal, was highly increased. Also, parents and children spent some quality time together which strengthened their relationships. Students felt trusted and responsible which helped them build their self esteem and parents felt proud of their children. Also, they practiced reading and speaking in English in front of a camera. Finally, they all developed a great interest in the cuisine of the other countries.

In Spain: this activity was carried out (from 4-11) years old. The work was send to Greece on time .The results were achieved 100% and students, parents and teachers worked together. It was a cooperative work and all of us enjoyed a lot. It was very motivating.. They practiced reading and speaking in English in front of a camera improved different skills. Finally, they all developed a great interest in the cuisine of the other countries. Also they learnt about European identity.

In Italy: This activity involved students from 8-11 years. The results were 100% achieved, through fun and parents cooperation. Cooking together is a wonderful time, and more, it makes them feel special, like they do on TV cooking shows… This experience was done during the Christmas holidays. In this time the families are more relaxed and parents stay and play with their children. Students were highly motivated in reading recipes in a loud voice and with more attention, because in front of the camera they couldn’t make mistakes. So, before the performance, they read and re-read ingredients and directions more times. It was also a good way to speak English fluently and they were stimulated to be interested in trying all partners cuisines.

In Wales: this activity was offered as an activity to all pupils aged 5-11. Children and parents opted to create a film of themselves creating the recipes. One person from each class was selected out of the hat to be part of our European recipe montage. Pupils read and completed their recipes alongside their parents. It was a popular activity which incorporated reading into the family environment. This was a successful activity which will be used again.

In Poland: This activity was carried out successfully and with great enthusiasm by our students. We involved students 10 -12 years old. We sent our results to our Greek partners on time. The activity gave the students an opportunity to collaborate and involve their friends and relatives. They practised reading and speaking in English while being filmed, which gave them an opportunity to examine their own performance afterwards, thus enabling self-assessment and self-correction. It was a novel experience for our students, which has only increased their motivation to improve their language skills. Learning more about the cuisine of other countries and the opportunity to actually taste it has greatly encouraged our students to learn more about different cultures. We believe that the aims of this activity have been achieved 100%.

In Portugal:  This task provided to be quite a challenging one for all! Parents, students and teachers prepared different delicacies to awaken our appetites! We worked together to learn more about each countries traditional dishes.

In Finland: Task gave a good opportunity to practice presentation skills in front of the camera. Also students had to read the English recipe and translate it into your own language. That developes your food vocabulary. Speaking in front of the camera also developes your oral English skills. Because students were aged between 9-12 years, naturally younger students had more narrow vocabulary than older ones. Younger students needed some help from the parents. In this task it was lots of fun and you could spend quality time with your family and relatives, so it gave you opportunity to develop your social skills. The final prize came when you could taste exotic foreign food.

 

DIGITAL BROCHURE:

Each country carried out a brief tourist guide with recomendations of what see, visit, eat or buy in their cities ( monuments, important places…) for us to know each other and learn more about our countries. They look for the information on internet.The final product was carried out by Finish colleague.

The aims were:

  • Develop a tourist brochure with main elements
  • Search on the internet the most important and famous monuments of our city and recomend what do, what eat and what see..

In Spain: this activity was developed by children 10-11 years old. It allows us to work all skills through a set of actions or tasks, interactions and scheduled resources .They have worked the cooperatively and an interdisciplinary all the subjects. The results were achieved 100% and students worked in group, they improved ICT skills. They practiced the readindg and writting in both language.

In Greece: The activity has been carried out by students 10-11 years old. It gave them the chance to work in groups and practice their research and presentation skills. They also developed their critical thinking and their ICT skills while gathering information for the specific activity. Finally, they practiced reading and writing in both languages, English and Greek. The results were totally achieved and students also learned about the cities, landmarks, habits and culture of their partner countries.

In Italy: The activity has been carried out by 10 year old students. They used ICT skills and worked in small groups. It was a good opportunity to choose the most important monuments with a criteria in order to tell what the main attraction is in our country or imagining what a tourist would like to see, to visit and to eat during the travel. Students practiced reading and writing in English and Italian language. The results were 100% achieved, they were very proud about their work in order to make our city known as the eternal City.

In Wales: The activity was carried out by our Year 3 pupils 7-8 years old. We held group discussions as to the highlights and attractions of Wales. Pupils decided on the different attractions then worked alongside a partner to research a suitable picture to represent their attraction as well as working on a short ‘blurb’ to explain its nature. This activity allowed for cooperative working, ICT skill consolidation using Microsoft Powerpoint Presentation as well as reading, writing and comprehensive skills. A successful activity.

In Portugal: Following the methodology of group work, The students learned through research done in class. After selecting information and dividing up tasks, we got to work. Without forgetting about the aesthetics, we were able to imagine our presentation and our desire to discover new countries and cultures!
These moments strengthened our interpersonal connections, awakened curiosities and expanded our knowledge of the world.

In Finland: This activity was carried out by students aged 11-12 years old. Students of this age have not necessarily visited any monuments or know much about them. This activity did spark interest in our city and in other countries and their cities as well. Students also practiced writing in English and translating.

COMICS:

The students of 8-9 years did a comic using the ICT. To make this activity countries joined in two ( for instance Greece-Spain, Italy – Portugal…) and a group of three. We think of a common topic (each group of countries their own) and students researched the topic on the Internet. After we agreed what country would start the comic story and who ended it up ,on the format and approximate number of bullets. Once completed was sent to our colleagues in Poland and they did the final product : a digital book with all comics. Our aims were:

  • To do easy stories using comic format.
  • To know the characteristics of the comics.
  • To work cooperatively comic.

In Spain: this activity was carried out by students 8-9 years old. This activity allowed us to work all competences. Our students have understood what the comic is, design stories in comic format (write,script and image creation) and to work together with students from another country. They also practiced reading and writing skills in both languages, English and Spanish. The experience was very rewarding and motivating for them. They enjoyed the activity, they used their imagination and creativity ,they knew a little each other country culture and worked values of respect, tolerance, friendship, cooperatión..the aims were achieved 100%.

In Greece: The activity has been carried out by 9 year old students. They worked in groups and learned about the characteristics and creation of comics. They cooperated with students from Spain and had the chance to complete Spain’s work using their imagination and creativity. They practiced new vocabulary, dialogue, sentence and language structures. They also practiced reading and writing skills in both languages, English and Greek. The results were totally achieved and students had great fun while drawing and learning in an entertaining way.

In Italy: Comics were a good way to stimulate kids imagination. This activity has been applied to children of about 11 years old, joined to Portugal students, who started the story. It was very funny to imagine life in partner country and they improved language competences in both languages, English and Italian. This approach encouraged teamwork and cooperation in exchanging ideas, research in peers: students complementing the skills of their colleagues. Children tried to use ICT instructions to tell the story in a graphic comic style, in order to familiarize themselves with the tools and to get creative visual narratives. The results were 100% achieved.

In Wales: The activity has been carried out by our Year 4 pupils who are 8-9 years old. We explored legends with a similar central beast-Dragons. Pupils learnt to summarise the stories and focus on the main points of the story. We also looked at narrative and the use of speech. The pupils thoroughly enjoyed the activity and our learning objectives were achieved.

In Poland: This activity was carried out by students aged 9 years old . They worked in groups and the initial step was learning about the genre of comics, before undertaking the production of one. They cooperated with Wales and Finland. The students immensely enjoyed this activity, as many of them are fans of comics. While working on their comic, the students had a chance to practise reading and writing in English and their mother tongue, as well as use the Internet for research purposes. We believe the goals of this activity have been fully met.

In Portugal: With this task, students were transported to another era filled with historical symbols and characters. Traces of a past civilization helping us break down the barriers of communication. The completion of the comic strip, based on the conquests of the Roman Empire, was yet another challenge for the students who didn’t miss the opportunity to share this heritage with much pride.

In Finland: To offer comics is a good way to motivate students to read as comics are often favorite way of reading. Our pupils from 4th grade wrote this task together with students from Wales and Poland. The students from Wales started the comic and the Polish students continued it. Then it was our turn to finish the comic. Our pupils enjoyed this task as comics are a fun way to practice writing, reading, the use of imagination and how to read pictures. Through this task our pupils got also the opportunity to work with pupils from other countries which gave them experience of multicultural cooperation. Our learning objectives were achieved.

READING CLUB

AIMS:

  • 1. Improve reading skills and reading comprehension
  • 2. Enrich vocabulary and school library.
  • 3. Promote reading for pleasure.
  • 4. Train parents to read to their children at home.

The Book Clubs are spaces of meeting between different persons who share readings. In the school, they have been proliferating, managing to initiate, to promote and/or to guarantee the reading habit in the infancy, beside improving the reading competition and promoting the education in values of the students.

The main objective that prompted the library to organize this activity was to help increase the reading habit in children.

It is not intended to perform with the children some training classes teaching reading but they discover themselves through constant reading of books, the value and potential of reading.

Other secondary objectives are as enriching the vocabularies of children, improve their ability to comment and interpretation of texts, learn to express themselves in public, learn to summarize accounts and organize them by summary sheets, seek entertainment through reading.

In Greece: Our Reading Club has been formed in order to improve the students’ reading skills and habits. It was set in a stress free environment for students and parents to develop a positive attitude towards reading and adapt this habit at home, too. Students learned to express their ideas and thoughts in public, improved their concentration and reasoning skills and practiced narrating the stories orally with the help of puppets, written or by means of their drawings. They also enriched their vocabulary with new words. The school’s library collection, which was enriched with new books, and the reading competition motivated students very much. The aims were achieved 100%. Finally, a well known Greek writer joined our Club and the students’ reading habit has been reinforced through their interaction and his positive feedback.

In Spain: The reading club has been implemented for the first time in our school. It was very motivate for our students and also this activity generated other external activities to our project, activities such as: tales invented by students and counted through televisions which were elaborated for them, stories invented by students and exposing of them, used book market, activities with the local library …The aims were achieved 100%. They improved the linguistic competence and reading and writing skills.

In Italy: Reading Club has involved students from 8-11 years. The results were 100% achieved in order to enhance children’s literacy and to learn reading skills. Indeed, Reading gives many kinds of benefits to develop language competences. All year long students were involved in reading activities with very creative interests and enthusiasm in each new experience. We promoted local activities absolutely stimulating and with a ready answer by children. Creative Reading with parents was a great way to spend time together in the school: children read a story and parents acted it out. This activity can help a child to become a happy and confident reader. From time to time, after kids had read a novel together, they try to play out the story boosting their imaginations. Sometimes they are invited to read their books before starting the lessons…then, they are much more focused on the school activities. The reading lab: “Words in travel” in the National Kids Library was an important activity to know how the Library works and how many resources it offers to improve culture and social life.

In Wales: We have set up two additional book clubs in our school. Our original book club invites volunteers (parents and grandparents) to come in and encourage selected pupils to read to them, discuss their stories and thereby increase their reading skills and understanding. Our Year 2 book club is an after lunch club where pupils choose to come into their reading zone and read a selection of books. It also aims to invite storytellers in to school so that pupils can illustrate a specific tale. The year 5 book club is a lunch time club where pupils bring their sandwiches and a book of their choice to read in a relaxed sociable environment. The book clubs have proved very popular with pupils we have increased reading numbers and hope to see the impact in their general understanding and interpretation of literature as well as comprehension in written assessments.

In Poland: Ever since we have first implemented the reading club, we have observed an increasing interest in reading among the students. In turn, this has led to improved literacy and better results in other areas, as reading broadens the students’ horizons and expands their knowledge of the world and of themselves. Greater reading comprehension, better writing skills, broader vocabulary and increased motivation are only some of the benefits we have observed. Parents and grandparents have also been involved, thus breaching the gap between generations and creating a dialogue between them. Reading together fosters better relationships and creates a sense of community and belonging. As a further extension of our club activities, students have participated in readings and meetings with various authors conducted at the local library. We believe that the aims of this activity have been achieved 100%.

In Portugal: This space is dedicated to literacy.
Everyday, after regular school tasks, our students were able to freely read their favourite books. We love to read and listen to: funny anecdotes and fantastic stories that help us with writing and our imagination!

In Finland: In our school we have reading club for all the classes.

The 1st-3rd graders
Each class on the first, second and third grades has three groups based on the reading skills of the pupils. The books vary in different groups, too, because of the different level of difficulty of the books. In the reading club lessons there are three teachers, one in every group. In groups of the lower grades, pupils read the books only at school. Then they discuss about the books in the groups. They can also for example paint or draw something about the plot.

The 4th-6th graders
There are four groups and four different books in each class, but usually only one (classroom teacher) or two teachers in the reading club. The books vary in different groups, too, because pupils choose the books after the teacher has made a little prensentation of each book. The pupils write the reading diary and discuss about the story.

In our school we have made some kind of pattern of questions that fits to every book even if the plot varies. It is important to reflect and analyze the story you have read.
The reading club developes the mechanical and understanding skills of reading, inriches the vocabulary, improves the ability of express oneself and teaches to enjoy the world of imagination of the books.

 

SKYPE CONFERENCES:

The students of every country had a Skype conference with the students of all the participant countries. They asked each other a set of questions, which all teachers had decided to use, in order for students to overcome the anxiety barrier. They also asked some extra questions, sang a song, exchanged cultural information and talked about the activities in their common project.

Aims:

  • 1. Cultural exchange.
  • 2. Understanding of their European Identity.
  • 3. Collaboration.
  • 4. Practice speaking and Listening.

In Greece:  Students from 9 to 12 years old participated in this activity. They communicated in English with same age students and they improved their conversational skills. They talked about their interests and hobbies, the similarities and differences in their school life, facilities and subjects and their countries. This helped them broaden their cultural horizons and realize that they share more similarities than differences. They exchanged information in real time such as weather conditions and Time Zones and they showed their favourite books and their classrooms. During the conference with Spain, a Greek writer, who was invited at the Greek Reading Club, greeted the Spanish students and teachers and showed them his book. Each Skype conference was a unique educational experience for the students. The aims were achieved 100% and the benefits were multiple.

In Spain: Students from 10 to 12 years old participated in this activity. They communicated in English and improved the linguistic competence. It was the preferred activity by our students. They were motivated and found a lot of things about European culture. They realized that the differences join us too. Also they learnt words in all languages of our project. The aims were achieved 100% and the benefits were multiple. The only problem was that our students didn’t understand why our Welsh colleagues didn’t participate in this activity.

In Italy: This activity made students very enthusiastic and curious to be met by Skype peers of other countries. Students from 8-11 years were involved. At the beginning they felt a bit of shy, then they were encouraged to speak and to try in English conversation by face -to- face connection with the students partners. Speaking in English and listening were very important to have a good meeting, our students tried their best to improve their English competencies. They shared information through small talk about favorite things, such as sports, food, books, hobbies… The aims were 100% achieved, and the linguistic competence were enhanced a lot.

In Wales: we have not had the opportunity to take part in the Skype conferences due to ongoing technical problems with Skype being unblocked at our school. As soon as this issue is resolved we have organized to hold Skype conferences with our partners.

In Poland: Students aged 9-12 participated in the Skype conferences. While nervous initially, the students have grown to enjoy speaking to their peers from partner countries. The students have gained confidence in their ability to communicate in English and they have become even more motivated to learn and improve their language skills, with a clear and tangible goal presented to them: communication. The activity has helped broaden the students’ horizons and expand their knowledge of other countries, cultures and traditions. They exchanged various information, besides the set of questions prepared beforehand, and they have greatly enjoyed the experience. Meeting other students from so many different countries and being able to interact with them in real time was a unique learning experience, which has given our students a better understanding of their European Identity and the European Community.

In Portugal: Our students enthusiastically embraced the opportunity to communicate with other schools via skype. These conversations took place throughout the year and provided moments of great cultural enrichment. Between greetings and shy smiles, we learned new words in different languages and discovered new customs and traditions.

In Finland: Students in the fifth grade took part in this activity. They communicated in English with same age students and they improved their conversational skills. They talked about their interests and hobbies, the similarities and differences in their school life, learning environment and in life all together.
This helped them broaden their cultural horizons and realize that they have more in common than they have differences. They exchanged information in real time such as weather conditions and they showed their favorite books and their classrooms. Each Skype conference was a unique educational experience for the students because they had to step out the comfort of English class and use their skills in a real life circumstance.

Teachers’ evaluation:

1st Reflection of work plan:

We think that there was a high coherence between the activities in the project and the aims that we wanted to achieve. The coordinator country had carefully planned the activities so that the timeline was very realistic. Also, the students liked working on these activities.

2nd Involvement of teachers in the project:

Most of the teachers who have worked this course in the project have been involved from the very beginning and they have worked cooperatively. They showed respect to each other’s differences and they shared their experiences in order to accomplish their common goals. As for the teachers involved, our organizational capacity and creativity with a collective and European aspiration has strongly increased. This project has become a really important tool for staff development and motivation.

3rd Definition of assessment tools:

The evaluation has been continuous. We have defined the followings assessment tools:

* Control list

* Daily class

* Rubrics

* Oral and written questionaires

* Tests and assignments

* Oral Evaluation

* Portfolios

* Observation

* Discussion

4th Improve skills:

We worked all competences, with emphasis on linguistic communication, digital collaboration, cultural and social skills. We have also improved the methodology of our schools implementing the project and intergrating it in the curriculum. Finally, we have learned from each other by exchanging ideas and practices we use at our schools. Project’s activities were for our students a good opportunity to raise the awareness that they are European Citizens and were able to promote tolerance and an appreciation of different beliefs, cultures and backgrounds. Always they were collaborative and entusiastic to know and to keep in touch with european friends in order to share ideas and topics.

5th Achievements/ problems found:

The objectives in this course has been achieved but we have found some obstacles:

a) Flash conference meeting:

– We wanted our students to have several flash meeting conferences simultaneously. However, we had technical problems beyond our control and it turned out impossible. Thus, we decided to organise Skype conferences between two countries each time.

b) Videos with recipes:

– Some countries had had problems in terms of cooperation from the parents of their students. When we were carrying out the activity with the recipes, some countries did not provide all the necessary videos, which also meant delays in the final product.

6th Improvement proposals:

– Our colleagues from Portugal found a way for all students to have flash meeting conferences at the same time using appear.com. We are going to use it next course in September and try to have multiple conferences next year.

-The teachers ,whose students’ parents don’t seem to be willing to cooparate effectively, should consider informing the parents in detail about the project or organise a presentation of it at their school so that these parents develop a more positive attitude towards the project and especially the activities in which their participation or help will be required.

PROJECT ASSESSMENT:

1st Impact of the Project:

The impact has been as expected: improve all the skills and especially in linguistics, knowledge of Europe and creating activities using ICT (videos, digital brochures, e-book, digital game ….), more involvement of families in school life, creating tools for comprehensive training of students with special educational needs, use of TwinSpace and web site.

2nd Incorporation of new content to the curriculum:

Firstly, the project was incorporated in all official documents of the school, the need to internationalize the school as one of the objectives (Education Project, annual

programming, programming class …). It is selected and incorporate the curriculum methodological aspects for the acquisition of new skills as well as knowledge, values and attitudes concerning the European dimension.

The project coordinator presented the rest of the educational community activities carried out. These documents were shared in the spaces of diffusion (web school, etwinning, blog ….).

3rd Incrementing the interdisciplinary work:

Collaboratibe methodologies were applied in different teachings as technology, language, English, history … also, we took into account the development of different competences.

From this project has provided an interdisciplinary approach.

4th Incrementing of cooperative work :

We have achieved that all project activities have been worked cooperatively. This type of work develops fundamental values such as solidarity and respect for differences.

Cooperative work helped us get better at school and facilitated attention to diversity.

5th Improving students skills:

We have seen how it has improved the language ability of students and teachers involved in the Project, as well as the use of ICTs. Has been enhanced teamwork.

6th Coherence with the proposed aims:

We thought that there was a high coherence between activities in the Project and the aims that we wanted to achieve. We worked all competences, emphasizing the oral communication, digital competence, learn to learn and cultural competence.

7thDissemination and implementation:

-We have continuously informed of the innovations incorporated from the project promoting cohesion and complicity of everyone involved.

– The Tic teacher and other school teachers used the materials that we produced in the project in their classes as teaching and learning resources.

– has been innovated the methodology of teaching and learning of literacy.

– has been promoted some improvements in student assessment process.

-The Project has helped to give more value to diversity and, therefore improve their attention-

– has been incorporated the graphic work to the general programming

We established mechanisms of external dissemination among which are:

– We informated of the project activities to families and students

– We informated about dissemination the project results innovations aimed at: other teachers, educational institutions, inspection, local authorities, public libraries, media and population where our schools are located

– Dissemination of the project in school publications, open days, school magazines, web site of our schools, common web site, etwinning (TwinSpace), ECAS, blogs …

– Our school has supported to teachers from other schools and high schools interested in carry out a KA2 project.

-Conference to authorities, teachers, parents.

-Erasmus + networks

-Facebook

– Some activities in youtube (récipes )

-K2 corners