“HER: HEALTHY MINDS+EQUALITY+RESPECT= HAPPY KIDS” Erasmus Project

Project Title

“HER: HEALTHY MINDS+EQUALITY+RESPECT= HAPPY KIDS”

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 2019

Project Topics

This project is related with these Project Topics: Early School Leaving / combating failure in education; Inclusion – equity; Quality Improvement Institutions and/or methods (incl. school development)

Project Summary

Starting in September 2019, this two-year project will involve my school “CEIP Manuel de Falla” Jerez, Spain with four other schools ( Northern Ireland, Ireland, Finland and Italy) where different teachers, Headmasters and Vice-headmasters can do “Job- shadowing” .Focusing on developing skill, knowledge and attitudes that help pupils with special needs and with the idea of attention to diversity for tomorrow´s world of work.

We are confident that our project will keep in mind the main points:
-Quality of education for all through equity and equal opportunities.
-Face new challenges and difficulties.
– Attend to students’ needs.
– Respect students’ physical, cognitive and affective development.
-Respect students’ learning styles and pace.
-Provide them with the required educational support.

What competencies should an educator develop?
+Ability to diagnose and analyse training needs and plan teaching modalities and strategies.
+Contextualised syllabus design
+Ability to provide students with learning opportunities adapted to their individual, group and centres’characteristics.
+Communication abilities. Active listening.
+Ability to assess learning processes and making improvement decisions.
+Ability to manage ICT.

The Culture of Enterprise nowadays is a way of thinking and living; supporting the enrichment of ideas and new focuses, taking maximum advantage of opportunities, and developing a balanced leadership and a global vision. As a result, we have the foundation of new values and beliefs that benefit entrepreneurs, education, economy, and overall, society.Regarding enterprise in preschool and primary education, our center takes the following as pivotal points when teaching:
+ To generate knowledge and support the development of the habits, attitudes, and values needed to produce actions for personal growth and transformations towards better environments and society.
+ To satisfy the social needs of our community, in an ethical manner, with a sense of social responsibility and a perspective of sustainable development.

Under the basis of enterprise, the existing focus of our bilingual center is to work on AICLE with some essentials like:
* The language (L1/L2) is used not only to learn certain specific contents; moreover the language has to be learned with the final objective of general knowledge and command of the language.
* The subject that is being reviewed is what determines the type of language/vocabulary that needs to be learned.
* Flow is more important than grammatical precision and linguistics in general.
* As observed, all of these principals reflect that, with regards to ACLI/CLIL, collaboration between L2 specialists and the ones in the different subjects is imperative.
Collaboration is just as important when it comes to learning material design as much as it is when it comes to the development of lesson plans. Special needs pupils gain confidence through involvement in all activities across the curriculum.

Therefore, the school is going to apply for:
-The mobility of 10 teachers to attend three formation courses as well as two periods of Job Shadowing at an European Educational institution. Mobilities have been foreseen to attend four one-week-courses:
-Designing Inclusive . Chosen for focusing on the use of TIC as inclusion tools, management, and organisation , as well as for the possibilities to be able to to get in touch with centres with the target of an Erasmus KA219 project.
-Inclusive teaching,family and social counseling for disadvantaged students and in order to prevent the early dropout -MIlan, Italy. Chosen for the prestige of the speakers of the Escuela Montessori.

-SPECIAL NEEDS:THE CHALLENGE OF INCLUSION.
Chosen because visits to other educational centres are included in its formation with a more practical approach. These will be the initial stages to design the protocol of inclusion. Accordingly, the project will have a relevant impact at the level of institution, teachers and students.
• Teachers will benefit from an improvement on their professional competence on attention to diversity and mixed ability teaching/learning contexts through ICT
• The institution will elaborate a moodle course or blog so as to apply and compile all the experiences
(Inclusion protocol and didactic units planning). There will also be an improvement of linguistic competence of foreign languages and European dimension.
• Students will be more motivated and interested in other European cultures, their academic life, and mainly in the inclusion of students with special needs ,promoting their abilities and basic competences. And, last but not least, we shall note down that the underlying philosophy which moves the team of teachers who present this project is to awake a European conscience in our school at all levels.
We are very aware of the powerful tool this European project can mean for this purpose.

EU Grant (Eur)

Funding of the project from EU: 123840 Eur

Project Coordinator

CEIP Manuel de Falla & Country: ES

Project Partners

• Harmony Hill Primary School
• Karaali Sehit Osman Karagli ilkokulu
• CEIP Playa de Mogán
• Szkola Podstawowa z oddzialami integracyjnymi im. Janusza Korczaka w Rudzie Bugaj
• Istituto Comprensivo A. Diaz Milano