Spain and the UK: Learning Together Erasmus Project

Project Title

Spain and the UK: Learning 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: Teaching and learning of foreign languages; Pedagogy and didactics; Natural sciences

Project Summary

The context and background to this project is primarily that both partner schools wanted to work together again, as we both saw an opportunity to continue learning from each other. We valued the importance of continuing our already established positive partnership, especially due to the political climate in the UK at the time. We had already formed a good relationship from a previous Erasmus+ project with five schools so this gave us a different type of partnership, to have more of a direct focus.
It was decided that the specific objectives of the project would be to improve the teaching and learning of Geography and Languages, both pupils and teachers gaining new skills. We wanted a clear objective with achievable goals. Both schools involved the whole school with a clear action plan, in order to raise the profile and the teaching and learning of Geography and Languages (Spanish for the UK and English for Spain). As every pupil took part in many Geography activities, whole school activities, language activities across the whole project, lessons became more embedded with links to the project, teachers and staff and pupils acquired new skills, we managed to achieve our objectives.
The project was implemented through many different activities, which were mapped out on our action plan. Even though these had to be adapted in the second year due to the global pandemic, we still managed to complete activities throughout the entirety of the project. The main activities were staff visits, which allowed information to be disseminated across schools and within each internal setting, a very successful pupil exchange in the first year, Geography projects in each year group, exhibitions and displays, art projects, language displays, school trips (with a Geography focus) assemblies, meetings, whole school celebration parades involving parents and the wider community, research projects, themed tasks and video sharing throughout lock-down, and a shared blog used by both schools. This blog allowed both partners to share and upload work and acted as a dissemination tool to pupils, staff and parents to see what had been completed throughout the course of the project.
We saw really positive results from this project in both schools. From the point of view of the teachers, having this focus, especially in Geography improved confidence and engagement in teaching. Staff said due to whole school training, new targeted resources for each year group, they were more motivated to teach and had a deeper subject knowledge. For example one UK teacher said,‘It also helped to focus on Spain in a wider context than just their Spanish lessons which was a benefit. The geography INSET in particular really helped us to begin planning our South America unit with better focus on geography skills.’
During the staff visits we looked at pupil’s books and Geography projects and it was clear pupils had a deeper knowledge of the subject. This was also noted by senior management through formal planning checks and ‘book looks’. The training (staff INSETs and meetings) and resources are an investment and will be used in the long-term to ensure that quality lessons continue to be planned and carried out. As staff from each year group have participated in staff meetings and training in their own school setting, there is consistency throughout the school and new members of staff can develop new skills from those involved in the project.
We also saw really positive results in the engagement of Languages. Teachers reported that languages are now more visible and pupils are more willing to try out their foreign language, for example when answering the register. In Wilbury, Spanish has become a lot more visible across the school, not just in key stage 2, through the use of displays, new resources and more teaching. As Los Campanales had many good teaching practices in place, they were able to share their skills. Furthermore, the pupils who took part in the school exchange learned so much, which we could measure, not only from the pre and post questionnaires we conducted for the activity, but also from pupil voice and reactions from parents. These pupils developed a deeper appreciation for the language which they have now taken to Secondary school.
A further positive result and long-term benefit is the increased involvement from parents. Both Wilbury and Los Campanales had parents take an active role, for example through the celebration days, meetings, organising activities, home research projects through lockdown and participating in pupil exchange activities. Both partners felt this was an important achievement and has been a great way to communicate with parents.
Finally, the two schools have also embedded a supportive, long term partnership. Even though the project has ended, we plan to continue this positive, sharing type of relationship, through exchanging letters and cards. This has only been made possible due to our Erasmus+ projects together.

Project Website

https://spuklearrningtogether.portfoliobox.net/

EU Grant (Eur)

Funding of the project from EU: 47730,41 Eur

Project Coordinator

Wilbury Primary School & Country: UK

Project Partners

• C.E.I.P. Los Campanales