Evaluations Poland

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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!

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.

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.

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.

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!

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.
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