TRACES OF EUROPE! Erasmus+

Leave a European Trace in teachers, children communities

WHY ARE YOU ESSENTIAL IN THIS PROJECT

What experiences and competences will the partners bring to the project?

Which is your particular and essential contribution to the project, which are your strengths and special motivations. Who is new in european projects. 

ITALY: In recent years, the Institute has devoted many efforts to achieve some fundamental educational priorities, which now turn out to be relevant also for the best development of this project. The school has worked with continuity and dedication to the protection and support of pupils with Special Needs and LD(DSA), setting up a support network useful to minimize the difficulties and to bring out the positive diversities. This is done by applying a shared protocol and non-formal learning methods, which facilitate the overcoming of obstacles associated with the traditional school performance.
Concerning the acquisition of a foreign language, our Primary School can bring effective active methods in real contexts. A teacher, active part in the project, is a trainer in methodological approaches and coordinated a work group that published a book about  the use of cooperative learning in teaching / learning of a foreign language.  CLIL modules have been introduced in some of the primary classes. 
Teachers involved in this partnership, support their teaching practice with frequent whiteboard (IWB) activities. Moreover, the presence in the Institute of an eTwinning Ambassador, a regional ICT tutor and part of the project, has facilitated the integration of OER in the daily school routine.This is useful not only in teaching the curricula, but also in the documentation of activities on European platforms like eTwinning. Special attention is paid to the use of ICT in teaching and in support of the integration of DSA pupils. 
Another broad experience that can really bring to the group an essential and meaningful contribution is still in the in the field of integration, school wellness and self-management. After applying for about seven years, in the last grades of primary school and in all grades  of the Secondary, an international programme concerning primary prevention: Lions Quest International -Skills for Adolescence, our Primary School has been  the only Italian seat of experimentation and the pilot test site of the adaptation of the international programme for Social Emotional Learning: Lions Quest international:-Skills for Growing. One of the school teachers also contributed to the adaptation of the same programme in Italy. All this means that Primary teachers, especially, have developed a strong experience in Social and Emotional Learning.  In this area, at least 5 teachers who will actively participate in all the activities of the project, have developed, during all these years, and thanks to the daily experience, a wealth of methods that will significantly enrich the other project partners, during the exchange of best practices and through demonstrations with children. 
This range of experiences has also affected the "Learn to Learn" field. Indeed the use of non-formal and active methods allowed not only the best integration of pupils in difficulty but also the usual practice of meta-cognitive revision and  the systematic transfer of practices in different situations. This increases the students' level of self-management and awareness of their way to learn. 
The Institute can then bring its own positive contribution, result of an extensive and aware experience and lasting experimentation. 

NORWAY: Our school is in a special environment, located just next to great nature. We have open space and a very safe neighbourhood. At school we work with assesment for learning. The children often work in different age groups. We have good student democracy at the school.

In our school we use a program called “Det er mitt valg” (“ Lions Quest”), that will give pupils exercise in taking good choises in difficult situations, e.g in friendship, democracy, how to work against bullying, how to work with democratic processes, how to stand up against peer pressure. One of our teachers is an educated instructor in this program, and travel all over Norway to teach other school to use this tool for civic competenses.

POLAND

Three years ago in a democratic election we chose a name for our school: The United Nations of Europe Primary School no. 36 in Tychy. Since then we've become even more  open to other cultures, we've felt more united with Europe and  we've understood we are citizens of Europe! We've become  more tolerant of other people no matter of their origin, religion and appearance.

We specialize in teaching foreign languages, using different methods, techniques and getting involved in various language projects,  Our students start learning two foreign languages-  English and Italian- when they enter our school and finish when they leave, so that makes 6 years of learning the languages. 

We are a modern school, facing the future,  we use ICT during our lessons as students love it!

We promote a healthy lifestyle .

 We teach tolerance, co-operation, responsibility, fairness through   sport-some of our groups practice ice-hockey and floorball.

We teach our students to be independent, open-minded citizens of the world who know human rights.

 We imply job-orientation in our teaching to help students define who they are.  We have plenty of meetings with interesting people, e.g. writers, paragliders, sport stars, actors,  artists,business people.

We care for the weaker ones and students with disabilities, we organize special classes for students with special needs, we practice peer-teaching. 

 We know that everyone is different and everyone is unique! 

We use different  interesting methods/we take part in different projects which we are going to share during teachers meetings.

We integrate the process of teaching, linking different subjects, e.g. Maths + sports, science + mother tongue, foreign language + social skills etc. 

 

Author: Vittoria Volterrani
Last editor: Vittoria Volterrani