What makes the difference Erasmus Project

Project Title

What makes the difference

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: Key Competences (incl. mathematics and literacy) – basic skills; New innovative curricula/educational methods/development of training courses; Intercultural/intergenerational education and (lifelong)learning

Project Summary

‘What makes the difference?’ aimed to observe, shadow and learn from best practice in 4 countries focusing on how schools have developed the most effective curriculum, pupil independence, critical thinking and the teaching strategies of feedback, metacognition and peer learning. The Lead Personnel in all 4 countries had been actively involved in innovative practice and had some prior experience in collaboration and engagement in transnational activity.
Objectives;
• To observe best practice in outstanding schools and develop practice with own pupils based on observation, shadowing and training.
• To develop new and enhanced pedagogy and practice based on our learning activities and research.
• To share practice through a range of intellectual outputs and dissemination activities.

Number and profile of participating organisations;
UK: Lightwoods Primary School is a two- form entry primary school (4-11). Approximately 45% of pupils are from ethnic minority backgrounds and 5% of pupils are identified as having special educational needs. The school is in the West Midlands and lies in the borough of Sandwell – a socially deprived area. The school delivers education based on the national curriculum in England. The school’s strengths are in developing and delivering creative and innovative approaches to learning which it shares with many schools in England.

Iceland: Sæmundarskóli is school for 465 students (6-16) in a new area of Reykjavik city called Grafarholt. There is an average number of students with special needs with approximately 20% of students comes from other countries, (and this is increasing.Sæmundarskoli has a newly built open plan school building. The emphasis is on outdoor education, integrating art and crafts with other subjects and about quality and consistency throughout the school years.

Finland: Laanila school is a secondary school with 330 pupils aged 13 – 16. We have only a few pupils with ethnic backgrounds and a small group of pupils with special needs. At the start of the programme the school was preparing for a new curriculum – being facilitated by being involved in a project called New Pedagogies for Deep Learning. It is also a well-being school, co-operating with other authorities including health care and social services and known for good work in student’s participation.

Spain: Ieso De La Pola De Gordon is a 11-16 secondary school situated in a rural area in the north- west of Spain. with 77 students and 23 teachers. We have some students with special needs and students with a different ethnic background. Due to the economic crisis and to the disintegration of the coal mining business, the families of our students are suffering adverse conditions. . The school runs a very ambitious project on the development of reading skills and habits, which can be adapted to any school. The school organises literature, music and arts activities with well- known writers and artists in the country that are open to the public, in order to integrate the school in its social environment.

•Description of undertaken main activities;
4 Project meetings, attended by 2 lead co-ordinators were held to plan and monitor each of the learning visits allowing project work and activities to be collated and gave time for evaluation, reflection and sharing impact.
During the Learning Visits, 2 teachers from each visiting country took part in training and shadowing opportunities to enable them to reflect, and evaluate their practice. The host countries were able to involve significant numbers of their own staff during these visits. Subsequently the visiting teachers returned home to develop projects informed by the observed pedagogies.

The outcomes of these trial project activities were a series of case studies uploaded onto the Padlet platform.
•Results and impact attained;
o New and enhanced understanding of pedagogy, supporting an increased repertoire of strategies and skills, and integration of best practice.
o Case studies showcasing the learning journey of the teachers, detailing the adaptations and contextualisation of their learning from the visits.
o Video clips and a toolkit of resources will also be developed to support teachers and shared on websites.
o Additional training and working groups were offered in each of the countries to further develop the learning opportunities for teachers and centred around innovative curricula, independence and meta cognition.

•If relevant, longer-term benefits.
In every school the project work and activities were shared with the wider school community through presentations, assemblies and displays and CPD for staff. Across the 4 schools approx. 600 pupils, 50 teachers and 50 additional staff directly benefited from the project. Many other schools will have opportunity to share in training developed from the project by the partners through case studies shared on each partners website and eTwinning.

Please be concise and clear.

EU Grant (Eur)

Funding of the project from EU: 91925 Eur

Project Coordinator

Lightwoods Primary School & Country: UK

Project Partners

• Sæmundarskóli
• Laanilan koulu, Oulun kaupunki
• IESO LA POLA DE GORDÓN