Reading – A window to the world of migrants and a door to new experiences Erasmus Project

Project Title

Reading – A window to the world of migrants and a door to new experiences

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : School Exchange Partnerships

Project Call Year

This project’s Call Year is 2018

Project Topics

This project is related with these Project Topics: ICT – new technologies – digital competences; Migrants’ issues; Key Competences (incl. mathematics and literacy) – basic skills

Project Summary

The objectives of the project were twofold. On the one hand, it was the aim to improve reading skills and encourage young people to read. On the other hand, the project addressed the current topic of migration and integration and aimed at promoting understanding and tolerance.
At the beginning of the project, pupils, therefore, learned to apply reading strategies, which help to facilitate the reading process, thus making the reading experience more enjoyable. At the beginning of the project, all partners agreed to read stories from the “Odyssee” so that the pupils involved in the project shared the same experience, read the same texts, and had something to communicate about. Thus, the pupils gradually discovered various aspects of the project, such as migration, integration, tolerance, shared values.
After this joint introductory part, the pupils continued reading in their different classes. Teachers decided individually on topic-related texts which also corresponded with regular course work. Especially interested pupils were encouraged to choose their texts more freely and share their reading experience with the partners. Thoughts and ideas collected in this process were meant to be a part of the final short-term exchange, which due to the pandemic situation could not take place.
In the course of the project, texts were also transformed into other materials, i.e. pupils produced podcasts and created stories using Scratch. The aspect of developing reading skills is “hidden” in this approach; nevertheless, pupils were required to read and to read intensively in order to be able to, for example, produce a podcast about a particular piece of literature. This is what pupils learned and practised in joint workshops that dealed with podcasting, programming with Scratch, creating and maintaining a website and using further ICT tools that ensure an enjoyable approach to learning.
Insights gained from literature were also compared with real-life experience. The schools involved have to cope with migration and integration in different ways. During project meetings, the participation of pupils with migrational backgrounds was ensured if possible; this applies to the meeting in Germany.
Results produced during the project term were published on the joint website; an editorial group with members from all partner schools was formed during the respective meeting. As the project website is linked to school websites, the project can achieve a greater impact, regarding the promotion of tolerance and understanding.
The project was carried out mainly with 12-to 14-year-old pupils. This seemed a suitable age to, firstly, initiate the reading experience; secondly, to raise awareness of problems in society and promote open-mindedness. The international exchanges were planned for about 20 pupils each in order to ensure a fruitful atmosphere, which is to lead to useful results. In fact, a considerably greater number took part in the meetings as hosts for generally 15 guests.

Project Website

http://erasmus2019.weebly.com/

EU Grant (Eur)

Funding of the project from EU: 74745 Eur

Project Coordinator

Gabriele-von-Bülow-Gymnasium & Country: DE

Project Partners

• Szkola Podstawowa im.Krolowej Jadwigi
• I. E. S. Antonio Gala
• 2nd Model Experimental Primary School of Rhodes