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Participant Schools

Page history last edited by Raquel 2 years, 9 months ago

 

 

SPAIN: INSTITUT MARINA

 

      We're a Secondary school in an industrial town near Barcelona called La Llagosta. We teach General Comprehensive studies to 12-16 years old students and also further education (16-18 years old) for those who wish to get ready to get into University. Our school's objectives have to do with our students to become citizens and to get this, they need a wide range of basic competences to adapt themselves to this rapidly changing world we are living in. These basic competences and literacy skills on Maths, Languages (English, Catalan and Spanish) as well as Sciencies and ICT knowledge are developed through the four courses of compulsory school.  Our students are provided with tasks that promote communication and collaboration. We apply the ILEC ( government measure to improve the know-how of reading to learn and reading for pleasure) during the first four years of compulsory schooling,

 

      However, we still don't get to the Catalonian results which are higher- Our students' success is lower regarding further learning since they've got a low academic success in literacy skills such as reading, writing, listening and speaking. By means of coordinating and taking part in this project, we'd like our pupils to enhance their interest in these skills mentioned above as well as in language learning, not just for students, but also for teachers. We'd like our pupils to raise their awareness in language learning and mastery, a key to their personal fulfilment and development, inclusion and employment. 

             

 

TURKEY: Necmi Asfuroğlu Anadolu Lisesi 

 

 

      Our school was built in 2005 under a special project. There are 56 teachers for 1013 students whose education is based on Sciences, Maths, Social Sciences and Languages.We are a school that always aims futher at the reconstruction in the name of education paralell with our mission. Knowledge, creating and using knowledge are very important terms as literacy-communication is at the top. We feel our objectives may become true by means of creating, improving and using knowledge.

 

       We should brighten our next generation about innovative new approaches to language teaching and learning. The results show our students cannot choose their ideal which, literacy-related departments for their university career due to low success in literacy, among others such as science and maths. The main reason for this their low unwanted success that means they are not able yo use basic skills such as writing, speaking, listening and reading. We'd like to canalize our students to be interested in the literacy skills mentioned before by means of participanting in this Erasmus + Project GFLEF, among other actions.

  

 

ESTONIA:  Paikuse Põhikool

 

    It's a basic school with 504 students and 35 teachers. Students are aged 7-16 years (primary school 7-11). The school is situa

ted in Pärnu County (around 83.000) in the South - West of Estonia. It's a popular health resort with sandy beaches and the sea. The area where the school is located is wuite advantage one, social conditions are usually good and there has been a good economic increase, especially in the building industry. The school curriculum includes the teaching of chess, drama and dance. There are several choirs.

 

     As for methodology, we appreciate very much integration in teaching; We need much effort when dealing with team work. We'd like to share our experience and we are eager to learn and try new things in our lessons. This project will increase language awareness among students and teachers. The participants use only English as the sole language of mediation because we all speak different mother tongues. Better english speaking skills will be developed and participants will overcome their shyness when speaking English.  Our participation is this project will be a huge motivating factor for our pupils to overcome the linguistic barrier and be aware of the importance of learning foreign languages.

 

  

 

GERMANY:  Berufskolleg Borken

    We're a vocational school in Borken (close to the Dutch border) with courses on: economy, technics, agricultural sector, educational and social affairs. The school is attended by 3000 students (aged 16-18 years old) and we have roughly 120 colleagues.  We are a rural school in a big community area, Borken has got much industry (mostly clothing) and it offers many training courses for our students.

 

    However, not all of them find a job as they lack important skills.Therefore, many students attend school full time and they are without motivation. Besides, some of them are not willing to move to look for a job abroad. Since they live in a rural area, students don't often have to do with other cultures. Some of these ones have decreased over the last years since our students spend most of their time in IT. Pupils communicate with short messages on social media and they don't advance in their literacy practice and development. They don't learn how to express themselves in formal contexts as their writing and speaking skills are also low.

 

     We hope that by means of participating in this project we will give our students more motivation in their school career. This will increase their writing, reading, listening and speaking skills. We offer our students alternatives such as drama activities school exchanges with countries abroad and one day trip to London yearly. 

 

 

 

FRANCE:  College Sainte-Anne 

 

     We are a school in Le Bouscat which hosts 458 pupils from 12 to 16 years old. It's a general curriculum school and there about 60 teachers, 4 classes per level. We teach French, English, German, Spanish, Chinese and French among the foreign languages. We also offer what is known as EPI (interdisciplinary works). The opening to Europe and to the world is a priority to our school that is willing to develop the interest of pupils in foreign cultures, to integrate a multicultural world and be able to work in it as well learning to respect the difference.

 

    We've got students from middle to lower class families from Bordeaux, Le Bouscat and the Medoc area. Some of them go to vocational studies when they get year 9 and the assessment of skills is one of our worries. We also host a high number of dyslexial pupils, 20% don't read properly and 25% have difficulties writing. The access to reading and writing for daily purposes   is an issue in the French policy nowadays. Some specific fields of our school are: foreign languages, literary fields such as drama, Innovative technical equipment, fulfilment of the individual, developing autonomy and learning through project teaching methods.

 

 

 

 

 

 

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