Category Archives: Erasmus/eTwinning

«Sex Education» 

Los alumnos y alumnas de la Formación Profesional Básica en Arreglos y Reparación de Artículos en Textil y Piel está participando en los talleres sobre educación sexual «Sex Education».

Blog Twinspace

https://twinspace.etwinning.net/123765/home

 

Project Partners

1) IES GUADALQUIVIR (SPAIN) – COORDINATOR SCHOOL

https://blogsaverroes.juntadeandalucia.es/14700705/category/erasmus-etwinning/erasmus/k229-2020-2023/

2) 3RD GYMNASIO OF NAOUSSA (GRECIA)

https://blogs.sch.gr/3gymnaou/?page_id=1034 

3) INSTITUTO COMPRENSIVO STATALE D’ALESSANDRO VOCINO (ITALY)

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4) ANTSLA GÜMNAASIUM (ESTONIA)

https://antslakk.edu.ee

5) ARCIBISKUPSKE GYMNAZIUM V KROMERIZI (CZECHIA) 

https://www.agkm.cz

6) SZKOLA PODSTAWOWA IM. SW. KRÓLOWEJ JADWIGI W WIĘCLAWICACHSTARYCH (POLAND)

https://zswieclawice.edupage.org

 

 

 

Project Summary

The primary aim of the «Climate Change Agents» project is the integration of Climate Change Learning into the partner schools’ curricula as part of their shared long-term vision of a Whole School Approach towards promoting Social Inclusion and combating Early School Leaving. The pupils of all partner schools come from socially and economically disadvantaged backgrounds. By developing our pupils into Climate Change agents, our project aims to develop the key literacy and digital competences of pupils as well as their civic competences. This project is a key strategic step in our continued interconnected work with two European level projects: the Erasmus + KA229 project «We are European, We are Equal» (developed by three of the project members) and «Climate Action Agents of Change,» our ongoing eTwinning project. «Climate Change Agents» fits with the European Commission’s priorities for 2019-2024 alongside the National Horizontal priority of Social Inclusion and the specific priority for the School Education sector of Early School Leaving.

The objectives of the project can be split into pupil, teachers, and stakeholder categories: For pupils, we continue our strategic plan of improving attendance using prevention, intervention and compensation strategies to re-engage early leavers; as climate change has been chosen by pupils as the main theme to motivate them to stay in education, we want to raise awareness about climate change and sustainability for the most vulnerable; and finally to promote Social Inclusion, we want our pupils to be fit for the digital age by developing their digital competences through eTwinning. For teachers, we will share Whole School Approach strategies to prevent early school leaving; we will offer training to identify early signs of social exclusion and the necessary tools to help integrate pupils; we will strategise the integration of Climate Change education into the curricula; and teachers will improve their digital competences. For other stakeholders, we will raise awareness about the vulnerability of families from disadvantaged backgrounds in the issue of climate change; we will empower families through new alliances with the schools to support them dealing with social exclusion; and we will encourage the involvement of parents in networks connected to the school to prevent Early School Leaving.

The «Climate Change Agents» project will involve 180 pupils aged 12-14. We estimate that over 1000 pupils will be indirectly impacted by the activities in the partner schools during the project and post-project. There will be 12 teachers involved as part of the Steering Committee plus 24 more teachers as part of the coordination and implementation teams. There will also be 360+ parents and family members impacted by the creation of new synergies of Social Inclusion and reducing Early School Leaving as well as steps towards combating the impact of Climate Change on the most vulnerable. For pupils, key activities include a peer mentoring scheme to be completed on eTwinning and in person during mobility trips, workshops on 7 key areas of Climate Change, and multi-disciplinary group projects to develop digital competences. For teachers, key activities include seminars and workshops on a Whole School Approach to promoting Social Inclusion and Combating Early School Leaving through the integration of Climate Change Education into school curriculum.

We envisage clear manageable, measurable, and achievable results for all those involved: For pupils, the results will be the development of key academic and civic competences through collaborative learning during mobility trips and on eTwinning, the development of their knowledge of Climate Change, and the long-term improvement in their attendance alongside lower levels of Early School Leaving. For teachers, the results will be the realisation of the successful Integration of Climate Change in each partner school’s curriculum, the development of new physical and digital teaching resources, and the development of teachers’ digital competences. For stakeholders, particularly parents, the results will be the support networks to ensure their children stay in education and break the cycle of social exclusion.

The «Climate Change Agents» project has long term benefits for all involved. For pupils, we are certain that by integrating Climate Change Learning into the curriculum and delivering this learning through the development of key competences will motivate them to stay in Secondary Education and break the cycle of Social Exclusion. For teachers, we are certain that they will realize the vision of a Whole School Approach to combatting Early School Leaving and Social Exclusion through the development of the school curriculum and their pedagogical practices. And for parents, we are certain that the project will empower them to encourage their children to stay in education and break the cycle of Social Exclusion.

European Development Plan

EUROPEAN DEVELOPMENT PLAN

At IES Guadalquivir we are currently in a European Development Plan with the aim of combating Early School Leaving. We are a secondary school located in a disadvantaged area of Córdoba, Spain. Families face social exclusion in this area due to unemployment because of a lack of qualifications caused by Early School Leaving. Put simply, pupils simply do not finish compulsory education as families do not see education as a key to facilitate their children’s social inclusion. 

Our European Development Plan started with an eTwinning project on promoting Social Inclusion and combating Early School Leaving. In 2017, the school started using the eTwinning platform to build a network with suitable European partner schools. In 2018 we were awarded funding for the Erasmus+ KA229 project “We are European, We are Equal.” This project has enabled staff and pupil mobilities to continue the development and integration of strategies, policies, and activities to combat Early School Leaving and promote Social Inclusion in all partner schools. With only 8% of pupils completing compulsory education at IES Guadalquivir, we believe that the inevitable result of ESL – social exclusion – is the central factor in this continuing cycle of underachievement.

Within this context, our European Development Plan is centred on mobility and cooperation and identifies the following three main needs:

 

  1. To combat Early School Leaving (ESL), we have identified the need for a “Whole School Approach.” Cohesive, collective, and collaborative action with all of those involved in the school community is essential. In line with the EU priority across EU Member States of reducing ESL to less than 10%, effective leadership and governance our priority in the strategic development of competences to ensure teachers are able to respond to the complex challenges that they face in combating ESL.
  2. The second need is the development of key competences in digitalisation. There needs to be continual development in the school of the competences and skills of both staff and pupils needed to address educational disadvantage and student disengagement. Despite the great success that we have had with eTwinning, due to a lack of resources, only a small proportion of teachers at IES Guadalquivir use digital platforms. The school needs to continue offering staff training and support to continue incorporating such tools in their teaching. This will also encourage and support the development of the digital skills of the pupils inside the classroom and also in everyday life.

 

  1. To promote social inclusion, we have identified the need to incorporate Climate Change into the school curriculum. Motivating and ensuring that each child has an equal chance to access, participate, and benefit from inclusive education and an inclusive experience in society secondary level education. In line with the new Digital Education Action Plan (2020-2027) objectives, we want to promote equity, social cohesion, active citizenship and sustainability in preparation for future life after compulsory education. 

 

Having identified these three main needs in IES Guadalquivir, our goals with regards to European mobility and cooperation are:

  1. To meet the need of combating Early School Leaving, the primary goal is to adopt a holistic and collaborative “Whole School Approach” to combating ESL and promoting Social Inclusion.
  2. The second goal is to realise the school’s commitment towards investing in continuous professional development of the staff to develop competences in digitalization.
  3. Support the planned expansion of Climate Change as a key part of the curriculum of IES Guadalquivir within the planned time frame of 3 years.

 

In line with the needs and goals of our Erasmus+ projects, our expectations through professional mobility and European cooperation are:

 

1.A progressive improvement of ESL rate in the school

  1. Improvement in staff digital competences
  2. Increasing the knowledge and learning from the expertise of experienced peers in another European country.

 

Memorandum

Assessment Report

A report collecting and analysing qualitative and quantitative data to assess the impact of our Erasmus+ project.

Oral Archives

A collection of Oral Archives produced throughout the project

Proyectos eTwinning

PROYECTOS ETWINNING

 

 

  • We are European, we are Equal

 

 

Países: Grecia, Italia y España

Centros: 3rd Gymnasio of Naoussa (Grecia), D’Alessandro Vocino (Italia) e IES Guadalquivir (España)

Reconocimiento: Sello de calidad eTwinning Europeo

Resumen del proyecto: Este proyecto se centra en educar al alumnado en la importancia de temas relacionados con la igualdad y la equidad con el objetivo de combatir la exclusión social y el abandono escolar temprano. Los tres centros participantes están ubicados en zonas de desventaja en pequeñas ciudades que padecen la falta de oportunidades para los más jóvenes. Se ha favorecido por tanto, la colaboración entre profesorado y alumnado para investigar el “heptágono de la igualdad”; siete temáticas escogidas por el alumnado como las principales causas de la exclusión  social: personas mayores, discapacidad, religión, género, etnia, orientación sexual e inmigración. Este proyecto fue implementado durante el primer año de nuestro Erasmus + KA229 del mismo nombre, en el que el alumnado investigó cada temática en los tres países completando actividades antes, durante y posteriores a las movilidades. Las actividades preparatorias han incluido la participación de agentes sociales, el desarrollo de metodologías activas y una amplia gama de herramientas digitales. Los principales resultados del proyecto incluyen: portfolios digitales, archivos orales, videos y unidades didácticas interdisciplinares para el profesorado. 

 

 

 

  • The Heptagon of Equality

 

 

Países: Grecia, Italia y España

Centros: 3rd Gymnasio of Naoussa (Grecia), D’Alessandro Vocino (Italia) e IES Guadalquivir (Espana)

Reconocimiento: Sello de calidad eTwinning Europeo

Resumen del proyecto: Este proyecto se implementó durante el segundo año de nuestro Erasmus + KA229 “We are European, We are Equal”. Con la experiencia de haber trabajado un año juntos y fortaleciendo la sinergia entre los tres centros; en esta ocasión y con un enfoque inclusivo se aumenta la participación de más alumnado,  tanto a través de las actividades colaborativas en eTwinning, como los diferentes eventos coordinados. Las temáticas continúan siendo las siete relacionadas con la equidad, que dan nombre al héptagono. El proyecto ayudó a formar a nuestro alumnado como futuros ciudadanos europeos responsables y preocupados por la igualdad y la diversidad y que puedan contribuir de forma significativa en la sociedad. Este proyecto se desarrolló durante el segundo año de nuestro proyecto.

   

 

  • Flamenco and other European cultural expressions

 

Países: Portugal, Italia y España

Centros: Agrupamento de Escolas da Bemposta (Portugal), Instituto Comprensivo 2 Frosinone (Italia) e IES Guadalquivir (Espana)

Reconocimiento: Sello de calidad eTwinning Europeo

Resumen del proyecto: En este proyecto eTwinning nacido frente a toda adversidad, durante el confinamiento,  el alumnado tuvo la oportunidad de intercambiar sus expresiones artísticas y culturales nacionales, en concreto la música y la danza; siendo el flamenco el estilo preferido por el alumnado participante y sobre el que centran un estudio colaborativo. Este proyecto ha contribuido a un crecimiento personal y a valorar la riqueza cultural europea. A través de este trabajo se ha motivado a alumnado que carecía de interés en otros ámbitos académicos. El resultado final ha quedado reflejado en un libro digital y en una videoconferencia del cierre del proyecto en la que participó todo el alumnado.  

Project Partners

                                                                             

WE ARE EUROPEAN, WE ARE EQUAL PROJECT PARTNERS

 

IES Guadalquivir, Córdoba, Spain (Coordinator School)

https://blogsaverroes.juntadeandalucia.es/14700705/

 

3rd Gymnasio of Naoussa, Naoussa, Greece

https://3gymnaou.gr/

IC D’Alessandro Vocino, San Nicandro Garganico, Italy

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