PROJECT INFORMATION

Gender stereotypes influence the choices and behaviours of girls and boys who arrive at primary school with an already established idea of typical male and female roles that over time lead to transform these differences into inequalities between men and women. It is not being male or female that should favour or prejudice the choice of being able to do a certain job, but it is the skills and knowledge that will lead to choosing one path instead of another.
At the same time, not all children, young people and adults, and the fragile, have the same possibilities of accessing education and training appropriate to their needs and to the reality in which they live.
All boys and girls, women and men, must have the same opportunities to achieve fulfilment in their lives, and the problem of discrimination must not concern only the weaker party to be protected but both parties involved in the relationship. It is important the balance between equalities and differences.

Through play and workshop activities - shared using I.C.T. and Web 2.0 tools - children will discover that gender stereotypes are transmitted unconsciously and will ask themselves how to overcome this cliché in order to make the differences between boys and girls live together, understanding that equal opportunities must be guaranteed for all. The aim is to educate children to respect differences in order to promote a positive relationship between genders. Through transversal activities, children will understand the importance of ensuring that all girls and boys have a good level of education to improve the quality of life of a person, thus contributing to the development of the society in which they live when they become adults.
Acquire a general knowledge of the 2030 Agenda by delving into Goals #4 and #5.
To develop the 8 key competencies for lifelong learning, indicated in the 2006 Recommendation of the Parliament and Council of the European Union.

Planning activities with partner schools using Twinspace and Web 2.0 tools.
Initial socialization phase among the twinned classes through 'pen pals' activities and the creation of digital works aimed at introducing their school and country of origin (September -October).
The children will go to the Library and read books: they will learn about the stories of some scientists and/or people who have distinguished themselves in history for their contribution to humanity and they will discover that women in the history of science have had difficulty emerging.Through brainstorming and cooperative activities they will come to confront the identity and role of male and female. Children will be invited to research the stories of female scientists and introduce them to their partner schools.At the same time they will discover that not all children have the same opportunities to attend school(October-June).
Self-assessment is planned during the months and a final evaluation of the project.

Realization of a TwinSpace and various digital works for example :
-Creation in cooperative song that has as its theme the topics addressed during these months of comparison;
- Creation of a digital board with the common conclusions of teachers and students after the whole project, as evaluation.
Dissemination of activities on the schools' website and other sites related to the work done.
Involvement of local institutions and associations for example :
- Civic Library with which to activate collaborations;
- experts who can contribute to the proposed activities such as psychologist;
- Interview women who live in their own communities and who can enrich the etwinning experience with their personal experience.

OBJECTIVES

-Make our students reflect on the importance of equility and diversity in our current world an how the gender discrimination has been transformed throughout history.

- To develop our students’ creativity, problem solving skills and persistance. 

- To become more familiar with the use of digital tools and to use them as a resource to participate in the different threads in the forum.

- To acknowledge that the new technologies are a means of communication, an information source and tools to facilitate our work, both collaboratively and individually.

- To improve and promote the English language teaching and learning through collaborative work using the new technologies providing real communication among our students from the different member countries.

- To develop the ability of learning to learn in our students, learning how to manage with the information to describe their conclusions about the gender discrimination.

- To develop our students' artistic competences through drawings and all kinds of creations.

- To promote the idea of Europe among the students and the schools.

- To improve the students' level of English through its use.

COMPETENCES

1. Communication in foreign languages, developing foreign language skills through CLIL methodology and multilingual awareness.

2. Digital competence, developing students and teachers digital skills through the use of web 2.0 tools and the twinspace platform.

3. Social and civic competences, developing European citizenship by giving value to differences, collaborating for common goals and respecting  different points of view.

4. Cultural awareness, introducing a  European dimension into the curriculum.

5. Learning to learn, meta-cognitive strategies,improving motivation, autonomous/cooperative and discovering learninng.

6. Artistic competence, drawing the logo and other creations.

7. Peer learning, students learning with and from each other as fellow learners without any implied authority.