Inclusive Support for Pupils in Reading Erasmus Project

Project Title

Inclusive Support for Pupils in Reading

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 : Strategic Partnerships for Schools Only

Project Call Year

This project’s Call Year is 2016

Project Topics

This project is related with these Project Topics: Access for disadvantaged; Early School Leaving / combating failure in education; Key Competences (incl. mathematics and literacy) – basic skills

Project Summary

CONTEXT:
This project tries, through the promotion of reading, to supply particular methodological, organizational, family engagement and developement of emotional intellingence deficiences that our schools present and that we stablish after a deep joint reflection.
This kind of projects succed in creating the right synergies amongst different aspects in education, that is why we consider this project to be the revulsive that our three schools need. The necessity of this association is based in the consideration of reading as the main skill and axis to be able to achive and learn all of the other competences in learning. Working reading in all of its different aspects (as a tool for acquisition of knowledge as well as a ludic and enrichable tool) we will be able to achive academic inclusion and to highly reduce school drop-out.
OBJETIVES:
– To reduce school drop-out and academic failure rate.
– To improve academic results of the students.
– To drive improvements in the quality of the efficiency in reading.
– To involve families in school life.
– To internationalize our partner schools.
– To export our knowledge about inclusion and awareness of diversity.
– To increase the use of ICTs.
– To boost teacher training.
– To disseminate the results of our project.
NUMBER AND PROFILE OF THE ASSOCIATION:
We are 3 partners in this project.
Virgen del Rosario School from Torrent (Valencia) has a high average of students who belong to foreing families. There are 30 different nationalities at the school and most of the students are at risk of school drop-out. Moreover, it has poor results in reading competence.
Vigo Village School from Vigo (Kent) has families who belong to the upper-middle Britanic class. The school has a mono-cultural atmosphere excepte for the recent addition of some gypsy ethnic families. Moreover it has a high rate of parents with university studies fact that helps to recognise school as something crucial for children. The Erasmus+ project will help in this case to give a right answer to that increasing new situation of gypsy families due to fact that the school is aware that they have a lack of programmes to treat and deal with Compensative Education.
The Istituto Comprensivo “Alto Casentino” is an state school located in the town of Pratovecchio-Stia. At the moment it has 150 foreign students. THey offer an opportunity to start learning English at a tender age (3 years) although this subject is not included in the national educative programmes. They also give priority to the learning of reading in their mother tongue and in English.
ACTIVITIES:
1.- Actions within the school:
– To boost school libraries : storytelling, reading animation, musical tales…
– ICT development related to reading: surveys and the use of digital platforms.
– Parents participation: parents helping with reading at school during the working time.
2.- Actions to the outside:
– To develope transnational reading activities with different sources, physical and digital, the school magazine and collective reading sessions.
– The theatre play as a tool of inclusion of the compensational education students and special need students, “A escena” project, video recording of short films.
– Teacher training. Reflection and writing of school documents and development of an innovative methodology.
ACHIEVED RESULTS AND IMPACT:
During this year of the project all of the activities mentioned in the timeline have been completed but one (due to technical and informatic reasons). After each activity a satisfaction report has been elaborated and also the relevant proposals for improvement according to the opinion of all of the participants in this project have been made. Newspaper articles for the local newspapers as well as articles in the different social networks of the schools have been published. Families have actively participated in the planning and developement of both transnational and within school activities.
LONG- TERM BENEFITS, IF APPROPRIATE:
The three schools find a greater involvement of families helping their children with the reading skill. Objective reading comprehension tests show that there is a relative inprovement in students although we consider is early to evaluate the impact in this field. Different activities have been stablished at schools to last over time such as the web of the project, the school magazine, importance of the use of the school library, International collective reading sessions, parents helping with reading at school time…Both students and teachers motivation with the activities of the project is excellent. Most of the activities have been included in the curriculum of the different subjects, fact that gives more significance to the work developed up to now.

EU Grant (Eur)

Funding of the project from EU: 50425 Eur

Project Coordinator

CEIP Virgen del Rosario & Country: ES

Project Partners

• Vigo School
• Istituto Comprensivo “Alto Casentino”