Let’s communicate together! Erasmus Project

Project Title

Let’s communicate together!

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: Inclusion – equity

Project Summary

Context/Background: ‘Let’s communicate together’ was initiated to address the identified needs of the schools when welcoming refugees, asylum seekers, Roma and other new migrants from all walks of life regardless of race, gender, ethnicity, religion, disability or any other Additional Support Needs (ASN) including areas of high deprivation. Each school had different areas of strength and development needs; we have shared good practice moving towards a common outcome; to enhance compassionate, efficient and effective communication. The project has allowed experiential and transformative learning that was made possible due to face to face learning about an unfamiliar culture in context. Aims Objectives and description of activities: The most relevant sectorial and horizontal priorities were: Promoting the acquisition of skills and competences and Social inclusion. Our key objectives were to promote the acquisition of skills and competences and social inclusion, by learning how to communicate effectively, efficiently, compassionately and digitally, to help welcome refugees and asylum seekers. We achieved our aims to meet those objectives through comparing and analysing communication forms across the partner schools. Using new/innovative digital forms of communication to produce results and spread outcomes. To meet our social inclusion objectives, learners: Identified political, social and cultural problems such as refugees’ integration; Staff promoted youth integration and the cohort included, asylum seekers, refugees, newly arrived migrants, pupils with social and emotional issues, those living in poverty and some with additional support needs. The project has enriched pupils’ understanding of the concept of diversity and inclusion in a multi-cultural society through communication; understanding how ICT has changed our way of communicating and studying. These activities have taken place during one short-term joint staff training event and three short-term exchanges of groups of pupils (Please see attachments, information on twinspace and other social media). The fourth scheduled pupil exchange and the final staff event could not take place as a consequence of the COVID global pandemic. Number and profile of participants: There were six partner schools from Italy, Scotland, the Netherlands,Turkey, England and Portugal. All had varied experiences and expertise and an interest in innovative teaching methods and the topic of communication and an interest in developing a concept for school events to improve European awareness. In light of the UK Brexit process such a project was even more important which is why two UK schools with different legal and education systems from one another were selected (this is balanced by working with 4 other European countries). Methodologies used: A baseline assessment was developed and conducted at the start of the project and repeated at the end to measure impact, this was initially via post-its during the teacher meeting and padlet was used for the students; following this we used digital questionnaires via MS Forms. The project was divided into 4 modules over 2 years and embedded into cross-curricular subjects, such as Computing, English, Modern Foreign Languages and Religious Moral & Philosophical Studies. Outcomes and documents were shared on eTwinning, social media and school websites and some local newspapers. Pupils worked together face-to-face at multilateral meetings staff and students worked on the following modules: Module 1 – How do you communicate? Module 2 – Communication across Europe. Module 3 – Non Violent communication and refugees. Module 4 – The role of ICT in communication in particular for teenagers; did not take place in Portugal as planned owing to the global pandemic. We created a planning Twinspace which was used for eTwinning training during the initial meeting in Glasgow. Impact: The impact of our project was measured via the baseline assessment which was repeated via evaluations at the end of each multilateral meeting. We intended to apply for relevant awards such as the eTwinning Quality Label, the International School Award, Local International Education Awards and any other relevant awards, however this was put on hold owing to the global pandemic. Results: were detailed in the following manner: Online magazine; Blog; Three ‘Communication’ days; A video of the meeting; we intended to create a new website but with the pupils decided to instead utilise existing social media platforms such as Twitter and Instagram in addition to Twinspace. Impact envisaged: The impact on all students involved is that in the future they will leave school as learners who are more empowered to reach their full potential, with enhanced life, and effective interpersonal, digital and compassionate, communication skills; aware of the needs of others in an inclusive society; leading them to be more effective contributers/citizens to society and enhance their future employability prospects. Many of the students who took part in the project are looking towards the future to apply for college and university, some have already taken the leap; taking part in the project has given the students something extra to put onto their applications that demonstrates their commitment to extra curriular activities. Having had the opportunity to travel to different countries, meet different people and experience different cultures shows that the student has a willingness to learn and an eagerness to try new things. Travelling at a young age can instill personality traits such as confidence, understanding of other cultures, knowledge of the world and independence.The dissemination processes has enhanced the leadership skills of all direct participants. The teachers’ continual professional development during this project has increased confidence to drive forward new initiatives and embed international education across the curriculum. Many of our students have continued their social collaboration via social media such as WhatsApp and Snapchat. In conclusion, our project aimed to develop transferable procedures, processes and skills to be utilised in all contexts to ensure effective, efficient and compassionate communication in the most inclusive manner possible; Focus- to innovate the practice of non-violent communication skills across the partnership schools and as general transferrable skills for life, work and learning which can ultimately be embedded within the schools’ ethos and as a model for welcoming refugees, promoting positive interactions with peers old and new regardless of their background, ASN or economic situation; we believe that despite the Global pandemic we have been successful in achieving our aims.

Project Website

https://twinspace.etwinning.net/76521/home

EU Grant (Eur)

Funding of the project from EU: 143498 Eur

Project Coordinator

Raayland College & Country: NL

Project Partners

• Bellahouston Academy
• Agrupamento de Escolas Joaquim de Araújo, Penafiel
• LICEO SCIENTIFICO STATALE E. BOGGIO LERA
• Silivri Anadolu Lisesi
• Cheshire College South & West