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2017 1 TR01 KA101 037383 Okuma-Anlama ve Matematikte Daha İleriye Further progress in math and reading comprehension

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Public school
Kutlukent 80. Yıl Primary School is an institution with 2 administrators, 16 teachers and 212 students.Our school is located in a neighborhood of low-income families in Samsun and it is a public school built in 2004 in an industrial zone open to development. Since 2012, education and training activities have been carried out in one building as primary and secondary schools.There are 11 primary school classes, 2 kindergarten classes and 1 support education class within our school.There is an art and design class and an IT class in the school building.The area where the school is located, receives immigration due to the employment opportunities it creates. Unfortunately, parents do not pay enough attention to their children.Kutlukent 80. Yıl İlkokulu is involved in many local projects as well as international ITEC and etwinning projects. More than 10 e-twinning projects are carried out each year in our school.In the previous academic year, 11 European Quality Labels were received from our school and the twinning project was carried out.There worked in a KA 101 project  in the ability of comprehensive reading  and problem solving skills in our  school  between 2017-2019.At the end of the project, a local project called adlı "OKU_YORUM, DÜŞÜN-Ü-YORUM "was realized for dissemination and sustainability this project. Currently, the implementation of the project is ongoing.

As we mentioned before, our school is a public school.
Although the kindergarten is normally 1 year, there are also two year students.
Children who have completed the age of 6 start their first year.
Primary school is 4 years.
After 4 years, students who wish can continue their education at the secondary school in the same building.
Although the secondary school is in the same building, it is a different institution. Literacy activities in our school start in the 1st grade.
Beginning from the 2nd grade, foreign language education starts.
The foreign language is 2 hours per week.
Foreign language education is provided by our English teacher.
Visual arts, music and physical education and free activities courses are taught by the class teacher in primary school.
Religious Culture and Ethics course starts in the 4th grade and is given by the related branch teacher.

Although visual art course is one hour a week in our school, students are directed to various exhibitions and competitions by using free activity classes. Our students have national and international achievements.Folk dances, chess, intelligence games and coding courses are offered in our school.Outside school activities, European Code Week events, Water Day events are international events we participated.In our school, “0” waste project is supported in order to create environmental awareness.

Etwinning projects are carried out on environmental, recycling and sustainability issues each year in order to attract attention and raise awareness.

Our school has a wide front yard and physical activity classes are held in this area under the supervision of teachers. The multipurpose hall in our school is used for exhibitions, conferences and theater events. There is a small playground in the backyard, which is used by the kindergarten and Grade 1.

Our school has a strategic plan for development. According to this plan, in addition to academic, social and artistic achievements, it is important that students grow up as environmentally sensitive people.

In addition, it is included in this plan to renew the academic knowledge of the teachers and to carry out all kinds of studies for their development. For this purpose, in-service training is important.Participation in both provincial, national and international courses and seminars is encouraged.Because teacher development will be reflected in student development. Any training received will be used to develop the new strategic plan. This is in line with the European development plan.

Title: Headmaster
Gender: Male
First Name: İsmail
Family Name: Kökden
Email is.kokden@hotmail.com
Telephone +905058773960

Gender : Female
First Name: Belgin
Family Name: Tunç
Role: Contact person
Position: Contact person
Email: belgintuncben@gmail.com
Telephone: +905357828636

Organisation ID E10065369
Legal name:  Kutlukent 80.Yil Ilkokulu
Legal name: Kutlukent 80. Yıl İlkokulu
National ID (if applicable): 730671
Address: İstiklal Mahallesi Kanuni Sultan Süleyman Caddesi No:21
Country Türkiye
City Samsun
P.O. Box Tekkeköy
Postal Code 55300
Telephone: +903622666384
Website www.kutlukent80yilio.meb.k12.tr

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Το 3ο Δημοτικό Σχολείο της Ρόδου βρίσκεται κοντά στο κέντρο της πόλης, στην οδό Κ. Παλαιολόγου. Έχουμε 272 μαθητές και 30 καθηγητές.

Το κτίριο εκπονήθηκε από τους Ιταλούς που κατοικούσαν στο νησί. Σκοπός της ήταν να γίνει στρατόπεδο στρατιωτικού για τους στρατιωτικούς τους. Έγινε σχολείο στις 18 Αυγούστου 1947 από την ελληνική κυβέρνηση. Το κτίριο είναι καλά διατηρημένο και τα δωμάτια της διδασκαλίας είναι κατάλληλα για εκπαιδευτικούς σκοπούς.

Υπάρχουν δύο μεγάλες αυλές και υπάρχουν γήπεδα ποδοσφαίρου, μπάσκετ και βόλεϊ. Υπάρχει επίσης αρκετός χώρος για τους μαθητές να παίζουν κατά τη διάρκεια των διακοπών.

Προσφέρουμε μια ποικιλία θεμάτων: Ελληνική, Μαθηματικά, Επιστήμη, Ιστορία, Γεωγραφία, Κοινωνική και Πολιτική Εκπαίδευση, Θρησκεία, Φυσική Αγωγή, Δράμα. Μουσική, Τέχνη, ΤΠΕ, Αγγλικά, Γερμανικά και Γαλλικά.

Υπάρχει βιβλιοθήκη με πολλά βιβλία κατάλληλα για όλες τις ηλικίες.

Υπάρχει επίσης χώρος ειδικά για τη μουσική και ένα για τις τέχνες, έτσι ώστε οι μαθητές μας να μπορούν να ανακαλύψουν και να αναπτύξουν τις ικανότητές τους με την καθοδήγηση των ειδικών καθηγητών μας. Υπάρχει ένα εργαστήριο για την επιστήμη και ένα εργαστήριο για τις ΤΠΕ.

Για τους μαθητές με μαθησιακές δυσκολίες υπάρχουν δύο εκπαιδευτικοί που ειδικεύονται στην παροχή βοήθειας στα παιδιά με τέτοιες δυσκολίες. Υπάρχουν δύο ακόμη δάσκαλοι που βοηθούν τα παιδιά που προέρχονται από διαφορετικό πολιτισμικό υπόβαθρο και δεν έχουν ακόμη επαρκή γνώση της ελληνικής γλώσσας.

Το σχολείο μας προσφέρει μια ποικιλία άλλων δραστηριοτήτων όπως η ρομποτική, η συμμετοχή σε μαθηματικές ή επιστημονικές διαγωνισμοί.

Έχει επίσης δραστηριοποιηθεί σε διάφορα εκπαιδευτικά προγράμματα των τελευταίων ετών.

Όσον αφορά την περιβαλλοντική ευαισθητοποίηση, συμμετέχει ενεργά και με διακρίσεις στα προγράμματα "Αειφόρος Σχολή", "Οικολογική Σχολή" και "Ας κάνουμε Ελλάδα".

Στο πλαίσιο της ανάπτυξης της ευρωπαϊκής ιθαγένειας των σπουδαστών, αρκετοί συνάδελφοι έχουν πραγματοποιήσει πολλά προγράμματα etwinning, από τα οποία πολλά έχουν αποκτήσει
τίτλο ευρωπαϊκής ταυτότητας και επιπλέον συμμετείχαν στο πρόγραμμα Teacher 4 Europe.

Το σχολείο συνεργάζεται σε προγράμματα με διεθνείς οργανισμούς όπως το WWF, η UNICEF, η Βοήθεια Δράσης

Επίσης, στο πλαίσιο της διαφάνειας του σχολείου στην τοπική κοινότητα, εργαζόμαστε με τοπικούς φορείς όπως το Κέντρο Πρόληψης Δίοδος, το Κέντρο Λογοτεχνίας και Μεταφραστών,
η Αρχαιολογική Υπηρεσία

Τέλος, οι μαθητές μας μπορούν να συμμετέχουν σε πολλά διαφορετικά έργα, θεατρικές παραστάσεις και εκπαιδευτικές εκδρομές.

Η κα Tsampika Stouppi είναι το Κύριο
email μας: tstouppi63@gmail.com
τηλ: 00302241027202

Διεύθυνση Σχολής:
Κωνσταντίνου Παλαιολόγου 4,
85133,
Ρόδος,
Ελλάδα

Επικοινωνία:
+3022412027202
3dimrodou@sch.gr
https://blogs.sch.gr/3dimrodou/

PIC : 903932040
ID: Ε10183198

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Our school is participating in a Ka1 Erasmus+ granted project (2019-1-EL01-KA101-061274). The title is: "Experience-based Learning In and Out of the Class" and deals with new ways of learning, outdoor education, gamification, education through museums and monuments. .

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The school was created in 2009/2010 as part of reorganisation creating Comprehensive School

group.We work in a context typical of small towns. 800 students from Kindergarten - to Lower

Secondary School and aim for consistent education of children 3-13. Students belong to different

social, cultural/economic groups.We provide didactic educational continuity and consistent relevant

information about children between all schools, mapping progress from 3 years old to the final

exams, exchanging information on characteristics of learning/evaluation of pupils and collaboration

through "open teams" integrated projects particularly Citizenship, P.E, Music, Foreign Languages

and Special Needs. In the last few years in the

school the number of foreign students has increased and we have to face with different problems

related to inclusion, job creation and economic growth. Some of the new students come from

different cultures and from disadvantaged families. For this reason most of our school projects are

related to Citizenship (Project “Coloriamo il nostro futuro”), activating educational practices

promoting knowledge/implementation of the UN Convention on Childrens' (Project “Scuola Amica

dell’UNICEF”), fighting cyberbullying at school Project “Generazioni Connese”) and social inclusion of all students. We also run different Etwinning projects related to Cultural Heritage to let students know their own and the other cultural heritage and environment sustainability to let students understand the importance of protecting the environment since an early age. For this reason, since last year we have joined a National Network “ASvIS” (Alleanza Nazionale per lo Sviluppo Sstenibile) created by the Tor Vergata University  in Rome, whose aim is to raise awareness of the importance of the 2030 Agenda for sustainable development and to mobilize people in order to achieve the objectives in Italian society, economic entities and institutions of sustainable development.

The Project team will be composed of:  the contact person, and school projects coordinator (Secondary School), who has an English and Spanish degree; the Headmistress is graduated in Law and with many years of experience as a Primary school Teacher, good relations with Local Town Authorities; 2 teachers (Secondary School –Primary School): good competences as digital animators of the school, organising ICT workshops for teachers of the school; 15 teachers (Secondary School –Primary School) good skills in Humanistic/Scientific subjects, with many years of teaching experience; 8 graduate teachers (Secondary School) with wide ranging special needs skills needed for children with disabilities/disadvantages;4 teachers (Secondary School –Primary School) with Artistic and Physical Education skills who are involved in projects related to crafts, Art exhibitions, health/physical activities, tournaments; 6 graduated Teachers of Foreign Languages, English, French, Spanish (Secondary School –Primay School).
The P.T. will be lead  by the Principal of the school and the contact person/project coordinator. If one of the teachers or the contact person will leave the project he/she will be substituted by other teachers with the same competences to be able to carry on the project. The principal, with the support of the Project team, will substitute him/her.
School Address: Via Enrico Medi, 7 - 71013 San Giovanni Rotondo (FG)

Principal: Ms Maria Fiore
mail address:fgic843002@istruzione.it
telephone number: +39882456526

Contact person
Ms Anna Maria Scrimieri
mail contact: annamaria.scrimieri@istruzione.it
telephone numebr: +393336729955
Address: Via Benvenuto Cellini, 6 - 71013 San Giovanni Rotondo (FG)
OID:

E10167742

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Acquisition of skills and key competences
Strengthening the Education of Teachers Skills
Social cohesion

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KA229 Project (2018/2020)
2018-1-UK01-KA229-047929_6

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2 Erasmus projets:
KA101 Project: SHARING TO LIVE, SHARING TO LEARN (2018-19)
2018-1-ES01-KA101-048627
Project based on improving those aspects that could contribute to increase our educational quality through equity of opportunities. We define three big areas: Methodological area ( cooperative working, emotional education technics); Technological area  and Plurilingual area (involvement in the plurilingual project: non-linguistic subjects taught in English)
KA101 Project: To promote inclusion through GSuite
2019-1-ES01-KA101-063666

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Priorities- 3rd Primary school of Rhodes

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Priorities- 3rd Primary school of Rhodes

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Our vision for our school is to create a pleasant school, productive, that will meet the today's  needs and will make our students equal with their peers around Europe. A school that will offer our students knowledge, skills and virtues that will allow them to act efficiently as active citizens, that will provide them with self respect, decency and discipline. A school that will provide its students with opportunities to get involved in learning activities that take into consideration the individual differences, the interests and diversity and in which the teachers will use efficiently new technologies.
In preparing the tomorrow's citizens we focus at their individual and social growth via programs and  actions that target their multifaceted development of their personalities, we encourage all kinds of innovations, we maintain a positive school climate and we contribute to the better communication and collaboration between teachers and students.

In order to achieve all the above, we plan actions that target:

Ø  culture development

Ø  gaining critical thinking skills

Ø  cultivation of empathy

Ø  built healthy bodies

Ø  sustainability

Ø  human rights, children's rights and obligations

Ø  refugees and racism

Ø  bulling

Ø  traffic education

Ø  volunteering - social solidarity - active citizen

Ø  education and democracy

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12. Ensure sustainable consumption and production patterns

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Our goal
11.

Sustainable cities and communities

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Horizontal: Environmental and climate goals.
If relevant, please select...
Horizontal: common values, civic engagement and participation.

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Annually, from the different center documents, strategic planning is carried out from a SWOT matrix that identifies the needs of the center. This year we have been updating the documents which frame the Education Project of our School and we have diagnosed a lack of environmental activities which consolidate our commitment with the sustainebility values.

Our strengths

As a school we have gained a wealth of experience in technology tools and project based learning (PBL) that can greatly assist us in our teaching-learning process and in its implementation in today's society. Also in the implementation of project work we have established cooperative work as an essential educational line.

Our weaknesses

On the other hand, as a school, we have realized that in our overall teaching-learning process, we could incorporate more outdoor learning activities in a more systematic way. We do not have much experience and we think that participating in this project with other European schools that have so much built in can be a great opportunity for us.

Likewise, proposing as an educational challenge to work different SDGs cooperatively with other schools of different types and countries in Europe will be very enriching and will give our students access to different visions and realities of the society that surrounds them. This will allow us to foster values ​​and a critical spirit as future citizens of the world.

The motivation for the teaching-learning process will involve teachers, students and their relationship.

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In the last few years our school has taken part in projects related to the environment and we, as teachers, have understood the importance of an outdoor methodooly to let the students know the environment and experiment their own skills in  a more direct ant active way. At the same time we have realized that we need to share experience with other schools as we are not used to work in such a way. That's why the presence of other partners, such as Uk, Turkey, Greece.., with more experience would be a good chance for our school. The project should  be funded to approach schools without experience to the ones with more experience and use such a methodology to improve the school curriculum.

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Nines and I propose some objectives (we must choose three or four among all of us):
01- To elaborate in a cooperative way educational materials and activities related to the SDGs to incorporate them to our projects.
02- To improve our students' skills in English.
03- To enhance students cultural awareness of the different European countries involved in the project.
As we have already mentioned in the project description, all the activities will be focused in six of the seventeen sustainable development goals:
12. Ensure sustainable consumption and production patterns. (Italy)
13. Climate action. (Spain)
15-Life on Land. (Turkey)
16. Peace, justice and powerful institutions. (Greece)
??? (United Kingdom)
??? (Bulgaria)
As a result of the activities that will take place in each mobility, at the end of the project we will have collected the tangible outcomes that will be published in our eTwinning space, and will be shared with all the staff in each school. The activities will be varied and taking into account different methodologies, such as online cooperative working, international cooperative groups during the mobilities, etc. Their aim will be to achieve the proposed objectives.

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Could we add to Susanna's priorities this topic????:
EU Citizenship - EU Awareness and Democracy.

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15-Life on Land
Natural habitats

This project has an integrity. So our priorities are not just about our goal but are for all of project goals.
Our objectives have been chosen  in order to increase all of the priorities below;

✓ Virtuousness

✓ Merit

✓Universal values of human rights and democracy

✓ Being sensitive to the environment and the right to life of living things

✓ Analytical and scientific view

✓ Entrepreneurship, creativity, innovation

Ve Cultural and artistic sensitivity and sportive skill

✓ Professional ethics and professional skills

✓ Respectability, impartiality, reliability and justice

✓ Participation, transparency and accountability

Our  aims to raise our students ready for the 21st century by adhering to these basic values with the qualification of being a public school. For this purpose, the priorities of our school are determined as follows.

1. Setting educational vision

2. Undertake a training mission

3. Organizing educational environment

4. Providing professional and pedagogical knowledge development from the moment teachers start their profession in education.

5. Supporting teachers to deal with classroom diversity (including students of immigrant background);

6. Supporting teachers to adopt collaborative and innovative practices and strengthening the leadership role in education

7. Providing quality education that brings success to all students from the lowest level to the highest level of the academic spectrum, as well as the struggle of the schools with the issues of early school dropout and disadvantage;

8. Strengthening cooperation between all actors in the school, as well as cooperation with parents and other stakeholders outside the school

9. Taking a role in setting goals for students

10. Providing students' academic development

11. Ensuring the social development of students

12. Providing students' artistic development

13. Creating awareness of environment, sustainable energy, clean water, clean soil in students

14. Creating awareness of undertaking the duty of community service

15. Creating entrepreneurial and creative thinking skills

16. Completing foreign language learning

17.  Project-based studies, taking part in R&D studies

18. 21st century skills web tools, coding skills to acquire from 1st grade of primary school.

19. Cultural interaction

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Global warming, rapid depletion of fossil energy sources, plundering of natural habitats, environmental pollution, and a large number of plastic waste are our problems, just like the rest of the world. Our school has been involved in various twinning and social responsibility projects in recent years in order to increase sensitivity to these issues. Now it's time to work out more actively by planning what the students can do with their European peers. As teachers, we want students to actively experience their own skills on this subject. We want to bring this together with our European colleagues to our students and ensure that they have the experience to deal with all these problems. Therefore, we will have the opportunity to increase our powers by combining the experiences of our partners in England, Italy and Greece. The project should be funded for students to work with their peers, European students, and to seek ways to deal with the challenges we have mentioned together with the common goal, to develop a course for this.

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students involved in mobility will be aged between 9 to 13. All the students of Primary and Low Secodary School will join the project.
Other institutions:  City hall, District -education inspectorate, local media/press, local non profit associations related to the protection of the environment,
Experts and psycologists from the Local Health Company, ASviS (Alleanza Italian per lo Sviluppo Sostenibile), local church groups, local clubs.

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Our school's 3rd and 4th grade students 9 and 10 age group will participate in the mobility in the project.
However, in local studies, our school's 1st and 2nd year students will also be involved in the project together with 3rd and 4th year students.

Other institutions: District Municipality, District Directorate of National Education, local media / press, non-governmental organizations related to natural areas to be protected, (https://www.dogadernegi.org/kizilirmak-deltasi/ and https://www.sifiratiktema.org /)

Local Press / media; to  disseminat and  to announce at all stages of the project
District Municipality; it will be useful in realizing the project and providing space while doing activities in the district, in expanding the project
In the announcement of the project at the beginning of the project, the District Directorate of National Education is in the recognition and promotion of the project while the project is continuing, at the end of the project, supporting the project with local projects.
Tema foundation; At the stage of cooperation for our support for their 0 existing waste projects
Support and dissemination for land and sapling supply in afforestation processes for the protection of natural habitats on land.
Kızılırmak Delta Nature Association; In the observations on the natural bird habitat existing in Samsun, it allows us to be informed about this place.

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We are a small rural primary school in the north of England. Our priorities for our school are to develop our foundation curriculum so that it is enjoyable, high quality and relevant. This is alongside improving attainment and excellence in the Core subjects of Maths, English and Science. We particularly want to develop a love of reading and instil reading for pleasure. Many of our pupils do not have many experiences outside our locality and reading can be a good way of opening their minds to a much larger world. We are improving behaviour and attitudes to learning whilst trying to give all our students opportunities for personal development from age 4 - 11 through things like a buddy system, school council, house groups, whole school performances, residentials, Philosophy for Children and through cluster grouping (involvement with other local small primaries?).

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We have 55 pupils on roll. These are aged between 4 and 11. Over 30% of our pupils come out of catchment from neighbouring villages. We have a wide socio-economic mix of families. Many of our parents work locally. The area is known for farming and tourism. We are in a short driving distance from areas of outstanding natural beauty (The Lake District).
In the mornings, we currently split into 3 classes putting age groups together and have three teachers. In the afternoon, on some days we put the full key stages together 4 - 7 and 7 - 11. Sometimes we split further Years or grade 3/4 together and  Years or grade 5/6 together depending on the area of the curriculum.
We have two higher level teaching assistants and one teaching assistant. We also have a bursar and I am a teaching headteacher and teach approximately 0.5.
We have some specialist teachers too that are part-time e.g. Physical Education, French, Science and Music.
The school on the current site has been in the village for over 50 years. We feed into 3 secondary schools in nearby towns.

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we haven't been involved in anything like this before. One of our nearby schools has so we do know about how it can impact.

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Our motivation for the project is that I feel that a particular weakness at our school is a lack of awareness of global issues. I would like to educate more deeply about sustainable development goals. We recently had a school ofsted inspection and in was highlighted that although we were strong in terms of spiritual, moral and social themes, we were lacking in cultural and global opportunities.
Through PHSE, philosophy, assemblies and World Views and Religion Studies we are tackling these weaknesses and gaps.

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From the outside, we look like we are very privileged in terms of location and lifestyle but I feel than in reality many of our students are impoverished in terms of experiences and also in their inspirations. In January, I delivered a workshop on aspirations to my 9 - 11 years old and none of them showed any interest in travel or about employment beyond their locality.

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To give our students an understanding of the plight of others in the world in terms of poverty.
To reduce inequalities of all kind in their own lives and beyond.
To promote a love of lifelong learning and see the value and power of education to change lives.
To break down all stereotypes including perceptions around gender.
To become more aware of our fragile earth and to see that water and natural resources are precious and need our care and management.

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It is likely to be 4 children from Y6 (age 10 - 11) and 2 adults travelling to a European country. This will mean that much of our curriculum and learning can also focus on this for maximum impact and benefit to the school.

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Some aspects about the objectives to take into consideration

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Some aspects about the objectives to take into consideration

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In our K229 formation we were told that: we must have few and clear MAIN objectives. They must be specific, measurable, achievable, realistic and in a limited time.
We must describe two different kind of results: the tangible ones (didactic units, the activities, formation activities...). The intangible and strategic results (educational and methodological innovations, plans of quality,

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(To fill in this part of the AF we think that all the activities should be scheduled for each mobility.)

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Regarding to Spanish school, the participants who will take part in the project activities will be the students of older Primary groups (10-12) and the teachers involved in the project according to the profile indicated above. It is likely to be 4 children from 5th or 6th grade (age 10 - 12) and 2 teachers travelling to a European country.

During the short-term exchange of groups of pupils, some of  the students of the older groups (10-12) will have the chance to represent our school. Nevertheless, the school’s  students (9-12 years old) will be actively involved in the project in some related activities. We would also like to involve the entire educational community in the development of the project by participating in local activities throughout the school.

In order to be able to make a selection of the students participating in the mobilities, selection criteria have been established.

These criteria, which take into account different aspects to keep in mind, are intended to provide equal opportunities for all students, and not only those who achieve the best academic results.

The criteria evaluation and selection of students will be carried out by a commission formed by the Erasmus driving team. This commission may take into account, when appropriate, other considerations, such as participation in the reception of Erasmus students  or a disadvantaged socio-economic situation.

Criteria profile of the participating students

Letter of motivation for the participation in the project.

Assessment of the transversal competences of the last 2 courses (learn to learn, Autonomy, personal initiative and entrepreneurship, responsibility, attitude, ...).

Assessment of the Foreign language proficiency.

Involvement and results of the different activities related to the project.

During the meetings, 4 students from each partner school (20-25 pupils in total) will take part in the mobility. All of them  will work together in a cooperative way to carry out the suggested activities related to the topic. Visiting and host teachers will play the guiding and advisory roles.

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We have no experience in new practices and methods required for the design of experiential teamwork, original group games, experiments, and audiovisual material that will energize and encourage our students to adopt proper daily living habits.

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preparation, engagement with partner schools ( virtual meetings from their classrooms) ensure feedback from other exchanges is positive..... more Ideas anyone?

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YES, we are made up of a balance of skilled project workers, those who have already worked together on previous projects, some who are new to projects and new partners who haven't worked with any of the teams before.... Two teams have no experience of Erasmus

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Tasks have been chosen to suit the skills set of each partner school, where skills are less, schools will partner with other more experienced teams to achieve the goals..

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each form of assessment should be measurable ...

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If we decide to involve participants with fewer opprotunities we could write something like that...

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If we decide to involve participants with fewer opprotunities we could write something like that...

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During project activities all students will feel as important participants, who can learn from each

other, e.g. understanding, tolerance, communication skills and, culture and geography of other

countries. The staff of our partner schools, i.e. special education teachers, class educators,

teacher/educator assistants, trainees and volunteers will help and ensure that all special needs

students are engaged in activities. Therapists and special needs teachers, support staff and

specialists provide methodology, practical contribution and interactions to project activities where

needed. Students will be integrated in teams or groups which are better able to support them, to help with bonding and so they can be helped in a subtle way in order to preserve their dignity and pride if they need it. Support workers, school counsellors/ psychologists, families/carers, speech therapists/occupational therapists will be present to all relevant project activities, including transnationalexchanges.

We will draw upon the expertise of the wide ranging professionals to plan and design activities which meet the varying needs of all participants. For example: Italian school will be supported by therapists from the local Hospital, one of the most prestigious research centres in Italy, and also by experts and psychologists from the Local Health Company and experienced teachers and support staff from school. Spanish school…… Turkish school……Greek school…….British school….

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The program will work with all the students in our school aged 8-12. Each mobility will be attended by 3 adults and 4 pupils aged 10-12 years.

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Turkish school;
We have some natural habitat areas in Samsun and this is a chance to support our partners in our goal. There are some Civil society organizations and a university that study for this land. We will benefit from the knowledge of these organizations about their natural habitats.
Tema Foundation will inform us about climate change and will support us to concretely planted.

http://www.tema.org.tr/web_14966-2_2/entitialfocus.aspx?primary_id=916&type=155&target=categorial1&detail=single&sp_table=&sp_primary=&sp_table_extra=&openfrom=sortial

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Two schools have no any KA229 experiences but KA 101  and etwinnig. We all of partners have been working some e twinning and school partnerships  . We know eachother and we use an etwinnig project to communicate with us. We are planning all of situations on this platform and during the project term we will use that platform as well as some social platforms we already have .Various videos will be prepared for sharing knowledge and experience and these videos will be collected on a video channel to be created.

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Two schools have no any KA229 experiences but KA 101  and etwinnig. We all of partners have been working some e twinning and school partnerships  . We know eachother and we use an etwinnig project to communicate with us. We are planning all of situations on this platform and during the project term we will use that platform as well as some social platforms we already have .Various videos will be prepared for sharing knowledge and experience and these videos will be collected on a video channel to be created.

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In this project there will be   national and transnational activities.
The planned activities will include a grup of phase that determine how to achieve our transnational goal and set of related goals.

These activities will be guided by project teams . They will think next steps and will prepare for the future clarify goals ,Thus they will develop a vision identify issues that will need to be addressed.

They will choose between options consider if a project is possible make the best use of resources.

They will motivate the staff and the community assign resources and responsibilities achieve the best results.

The Project partners will use different methods to involve students and teachers in the project planning process like ;

+ comprehensive and strategic planning,  alternative methods of documentation.
+ creating an environment in order to succeess
+ setting the direction for the project and to approve key milestones
+ ensure the appropriate resources required by the works within the  project plan
+ making necessary  decisions  throughout the life of the project

As Turkey;
Studies on natural habitats project partners will be held in Turkey.
At the end of these studies, we will achieve the following goals.

+ Definition of these areas, the reason of their examples, the causes of threats to destroy these areas

+ Identifying and examining examples for the study of life on this page

+ How and why natural habitats should be protected

+ Is that such a space can be formed

+ Natural habitat discussions and presentations about all partners in their region

You may continue

As Italy...
As Greece...

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***Dear Marilyn and Anna , please check this. I've writen general and I added for Turkey as resposibilities. If you are agree , all of colleagues can add some responsibilities about their own target.

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***Dear Marilyn and Anna , please check this. I've writen general and I added for Turkey as resposibilities. If you are agree , all of colleagues can add some responsibilities about their own target.

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Duties and responsibilities;

Our project coordinator

Communication between partners, management and monitoring of the project. Creating Twinspace, eTwinning platform, Website and Facebook page

Preparation of logo contest between partners. Leadership and practice in evaluation

preparation of project interim and final report

Providing partners with opportunity to share tasks in the project's final products.

Final Products

E-book about natural habitats (with the use of natural habitats from all countries): Turkey

Natural habitats Photo contest and calendar to be created with the first 12 photos: Turkey

Facebook group / page: Turkey

............: Italy

...............: Italy

................: Italy

................: Spain

...................: Spain

..................: Spain

.....................: Greece

...................: Greece

...................: Greece

.....................: Bulgaria

.......................: Bulgaria

.....................: Bulgaria

Duties and responsibilities of all partners in local and project activities,

To coordinate the preparation of the e-book under his responsibility in collaborative works.

Preparation of an Erasmus + Committee at the school to announce activities, presentations and others

activities to disseminate results.

To announce that the project has been approved and to ensure its dissemination

In addition, each partner project will work with two teachers to keep the website updated and prepared.

Preparing interim report and final report and working together

Filling out the timeline section.

LTT activities will include Chain E book Writing Activities. It is detailed in LTT sections.

Communication between partners:

-It will be done mostly; email, whatsapp, google drive and google calendar

- Coordinators will video conferencing on Skype or Live platforms

-Each school will prepare an Erasmus + Project Corner to spread to people outside the project.

- 2 years ........ LTT activity will be done

In each LTT, all partners will prepare a 5-minute presentation on their work up to that time and students will make this presentation.

After each LTT, the Host will prepare a meeting to evaluate the joint project.

- For each LTT, before and after the host institution will prepare survey and evaluation forms, e-documents will be given at the end of LTT

Skype, Facebook, e-mail, messenger, Google drive, Dropbox, phone etc. will be used during the entire project life, from the application period until the end of the report.

It will be ensured that the specified activities and project meetings can be carried out in the best possible way.

In order to solve not only the project products but also the problems that may occur in a short time, teachers and trainers of all partner institutions will act as facilitators.

Students will be encouraged and supported by their teachers to search for information independently,

During the project meetings, information presentation and creative ideas will be shared and the best ideas will be voted.

Therefore, communication between students will be crucial for students' success.

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Second Primary school "Nikola Yonkov Vaptsarov"

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Second Primary school "Nikola Yonkov Vaptsarov"

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Our school is located in Varna, Bulgaria. The school employs 90 teachers, teaching 868 students aged 5 to 14 years, including 29 children with SEN and representatives of different ethnic groups, who make up 10% of the total number of pupils. Changes in the requirements of the modern educational environment, the transition from non-digital to digital education, the digital maturity of students, require pedagogical and technological innovation, as well as the construction of a new scaffold of educational activity in the school. Following this path of development, we understand the need for a European dimension to global thinking in the classroom, sharing new learning spaces, a different perspective on school culture, and laying a sound foundation for formative assessment.
In 2011, the MES awarded the school a special award for long, consistent and successful work in extracurricular activities. The purpose of the school is to teach and educate pupils according to their educational needs and abilities. The school develops staff and pupils through the implementation of regional, national and European programs and projects that raise the qualification of the pedagogical team at a higher level and make it desirable place for education and is the preferred choice by students and parents.
The school has a highly qualified project management team, whose involvement contributes to improving the institution's development organization at European level. Each team member has a rich teaching or administrative career, highly educated and motivated individuals with a team spirit and a willingness to take initiatives, with a desire for self-development, for pedagogical and technological innovation. Project Manager - Ivanka Nikolova. Manages and monitors project activities, is responsible for planning, organizing, managing, controlling, reporting and communicating in all phases of the project. Project Coordinator - Emil Iliev. Carries out coordination between the lead organization and the participants in the mobility, the activities envisaged in the project and their reporting. Project Accountant - Vanya Markova - plans, monitors and reports on project costs. They have experience in ongoing and successfully implemented projects: Learning Mobility of Individuals - "We all can fly" ; "Challenges and opportunities off differences";  Strategic Partnerships: "The Great European Pastimes Challenge"; "Learning Differently"; Lifelong Learning Program - Comenius School Partnerships; "Caring for Every Student" etc. Our school will actively contribute to all the work required for the success of the project and check that everything is done within the time limits we have set .We will also share responsibility for the completion of our tasks. At the end of the project we will make sure that our results will be shared among all the partner schools as well as with the schools in our area, for other teacher groups to use and benefit from, via local press and other media sources.
OID: E10135719

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Erasmus+ KA1, 2018-1-BG01-KA101-047268, "We all can fly"
Erasmus+ 2019-1-BG01-KA101-061605, "Challenges and opportunities off differences"
Erasmus+ KA2, 2018-1-LT01-KA229-047007_4, "Learning differently"
Erasmus+KA2, 2018-1-UK01-KA229-047902_5, "The Great European Pastimes Challenge"

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The involvement of students, teachers, and their parents in international projects provokes issues whose decisions resonate with the school development line. It is a fact that working in an international environment, exchanging experience and good practices, broadens the view of all involved. The educational system in Bulgaria has undergone changes over the last few years, which aim at defining the right path for education and upbringing of adolescents in the context of European requirements. In our quest to be up-to-date, to offer a quality educational product, we strive to involve the school in diverse and up-to-date activities. The goals and ambitions of this project would contribute to the quality growth of training strategies, methods and approaches.Change in the educational community is imperative.Our ambition is to be up-to-date, innovative, to offer an educational product that meets the requirements of modern times.Goals that would only be achievable if we work in a team together and with a common direction.

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The involvement of students, teachers, and their parents in international projects provokes issues whose decisions resonate with the school development line. It is a fact that working in an international environment, exchanging experience and good practices, broadens the view of all involved. The educational system in Bulgaria has undergone changes over the last few years, which aim at defining the right path for education and upbringing of adolescents in the context of European requirements. In our quest to be up-to-date, to offer a quality educational product, we strive to involve the school in diverse and up-to-date activities. The goals and ambitions of this project would contribute to the quality growth of training strategies, methods and approaches.Change in the educational community is imperative.Our ambition is to be up-to-date, innovative, to offer an educational product that meets the requirements of modern times.Goals that would only be achievable if we work in a team together and with a common direction.

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In what concerns our school, this project developement based on the fostering of some of the SDGs will be one of the objectives of the new pedagogical school project (2020-2024). Therefore the participation in this project will help us implement actions and activities related to this target.
Likewise, being able to observe outdoor learning activities by our experienced partners will be really useful to incorporate this kind of activities in our every day practise.

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Improve education, awareness-raising and human and institutional capacity on climate change mitigation, adaptation, impact reduction and early warning.

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Escola Els Pins is a state school for students from 3 to 12 years old, involving Spanish Pre-primary and Primary levels, with 50 pupils each level. It is placed in Castelldefels, a beach tourist town near Barcelona. The staff consists of 30 teachers and the number of pupils is 450.

Our project is based on improving those aspects that could contribute to increase our educational quality through equity of opportunities.

Our pedagogical project is built on  four pillars: Multilingual project ( Catalan, Spanish and English), ICT project ( LEGO, ROBOTICS, PROGRAMMING, VIRTUAL REALITY...) , Methodological project (cooperative learning and Project Based Learning) and Values&Emotions.

For that reason we define our  big pillars of improvement that integrate different projects:

Methodological area:

- Cooperative working, through equal learning.

- Coexistence project: emotional education technics.

- PBL: The PBL is based on the integration of the contents in a centre of interest which is related to them and can be the basis of the whole project.

Technological area:

- Google Apps for Education: implementation of virtual learning environment Google Classroom and usage of Chromebooks in the classroom.

- Robotics: implementation of different work lines through BeeBots, LEGO Maths, LEGO Easy

Machines, LEGO WeDo 2.0, Scratch Jr, Scratch and Arduino.

- Technological entities collaboration program, with CISCO or the UPC (Politechnical University of Barcelona).

Plurilingual area:

- Participation in Plurilingual Experimental Group (GEP) program (2015-2017)

- Involvement in the plurilingual project: non-linguistic subjects taught in English (Arts and Crafts, Physical Education, Music and Natural Science).

Values&Emotions

We celebrate International days such as Peace and Non Violence Day, International Women’s Day…

In our PBL, we also work some social campaigns ( climate change, respect, Endangered Species…).

In the 6th grade, we have a project named UNO ASSEMBLY where our pupils learn about  some of the SDG.

Through all these years we have participated in many innovative programmes, involving the four big areas and we keep on searching for a methodology to integrate all the projects.

In terms of pedagogy, since 2017 the school is taking part in different Educational Networks in Catalonia focused on improving competency learning and cooperative projects (Basic Skills Network and New XXI School).

Also, in order to promote equal opportunities among all students and enhance scientific and technological vocations, we have established alliances and projects with different external entities: Polytechnic University of Catalonia (UPC), School program by CISCO (Internet of the things), Google Suite for Education, LENOVO (Virtual Reality project).

We participate as a pilot school in a WATSOM project (Artificial Intelligence and Emotions) for the Improvement of the Educational Success program of the Directorate General for Innovation, Research and Digital Culture of the Ministry of Education of the Generalitat of Catalonia.

Our strengths

As a school we have gained a wealth of experience in technology tools and project based learning (PBL) that can greatly assist us in our teaching-learning process and in its implementation in today's society. Also in the implementation of project work we have established cooperative work as an essential educational line.

Our weaknesses

On the other hand, as a school, we have realized that in our overall teaching-learning process, we could incorporate more outdoor learning activities in a more systematic way. We do not have much experience and we think that participating in this project with other European schools that have so much built in can be a great opportunity for us.

Likewise, proposing as an educational challenge to work different SDGs cooperatively with other schools of different types and countries in Europe will be very enriching and will give our students access to different visions and realities of the society that surrounds them. This will allow us to foster values ​​and a critical spirit as future citizens of the world.

In order to participate in this project we have set up a driving team, formed by 9 teachers who will work to ensure a right development and defined with different professional profiles:

Profile 1: Primary tutors to understand how to apply PBL methodology in our school.

Profile 2: English as a foreign language teachers and with CLIL profile (Content and Language Integrated Learning).

Profile 3: ICT teachers with the aim to develop the implementation of new technologies in the projects.

Profile 4: Directive school managers.

Most of the teachers belonging to this team have already participated in our previous Erasmus projects and are supposed to be working for the school in the following years. Therefore, in case the coordinator or any other teacher should leave the school during the project, the rest of members of the driving team could easily assume the coordination.

Contact person:
Mss Susanna Vilà Geli
mail: svila6@xtec.cat
phone number: +34 649263395
Address:
C) Habana Vieja , 12
08860- Castelldefels (Barcelona)

OID: E10154743