In this partnership, the diversity of the five participating organisations provides new horizons to learn from each other experiences and areas of expertise. Each was a pilot school in inGenious, and each has challenging and specific targets that will be fulfilled in this project. Fairfield High School for Girls is an outstanding school which is developing its international links: currently it is a Go-Lab pilot school and a partner in a Comenius project. IES David Bujan in Spain has a huge experience working with students in virtual and remote laboratories, as well as improving the science learning process through Inquiry Based Science Education method. Gymnasium České Budějovice is a selective grammar school in the Czech Republic with a focus on the gifted and talented students and has a long experience in video conferencing. IIS Galileo Galilei in Jesi, Italy, has an immense experience in international projects particularly those aimed to develop the students' multilingual skills. A proportion of their students are from low-medium income families and ethnic minority groups. Whereas Orde Chopela in Prilep, Macedonia is a high school that offers academic and vocational study programmes using modern technologies to enhance the curriculum. The participants from all the schools involved will benefit from intercultural peer to peer support, they will develop tolerance and understanding of other cultures and they will develop their scientific and multilingual competences. For this partnership, we have planned an ambitious and challenging project but we believe that it will help to unlock the potential in everyone involved and the activities will stretch their competences and creativity beyond their expectations. Two transnational meetings and five short-term exchange visits are planned for this project. The organisations involved will provide a favourable environment through the European mobility to challenge and extend the more-able students to raise their attainment, empower the students with opportunities to raise their aspirations and overcome economic and social barriers, motivate all stakeholders to engage actively with education and gain cultural, vocational and linguistic benefits and improve their employment outlook in the future.We have chosen the history of the textile industry as a context for this project because the home of each participant shares a common heritage that is still influencing our societies. We believe that we should understand our history to build a better future.Within this context we have planned visits to first class educational and industrial experiences and highly motivating cross-curricular teaching and learning activities with innovative methodologies and effective use of ICT and digital tools . Science inquiry-based learning activity packs will be developed and piloted during the lifetime of the project. The activities will tackle the history of textiles, pollution, recycling, designing products, collecting and recording data, communicating ideas and results effectively using correct language. Over two years, the participants will continuously work on various tasks in a well structured plan to achieve the results of the project. The outcomes include: a smart material kit, online multilingual voice dictionary, garments made from recycled or reused materials, packs of information cards about pollution and interactive activities and experiments to be used by children at museums. Two intellectual outputs are planned for this project; an illustrated book presenting the results of the activities undertaken and an inquiry-based learning activity pack with accompanying teachers’ guidelines and training DVD. Both products will be disseminated at the final seminar and through channels such as the schools’ and the project websites, eTwinning and Erasmus+ dissemination platform. To maintain sustainability we will continue to offer these products to reach a wider audience outside the partnership through free open access after the project ends. For a good quality of dissemination and exploitation of the project we will monitor the implementation and the impact of the project’s outcomes very closely. The activities will have measurable and realistic objectives and all must adhere to a timetable and the deadlines. We will use and record qualitative and quantitative indicators to monitor all aspects of the project. We will use pupils, teachers, and families’ voice through feedback questionnaires and reviews of stakeholders. In the framework of the project we plan to embed a clear timetable for physical and virtual meetings between the project coordinators and among the core teams of participants at local level where impact can be monitored. Also, the required official reports and post mobility progress report will inform the management team on the course of action to maximise the visibility of the project and enhance the quality of dissemination and exploitation of the results.
Originally, 5 schools applied, after the withdraval of Fairfield High School we were approved to go on-the approval dates to12 October 2016.All the responsibilities were successfully shared by the rest of schools. Four learning and teaching stays were organized, 27 November 2016 - 2December 2016, David Bujan School, Cambre, Spain , 2April-8April 2017 IIS Galileo Galilei, Jesi, Italy , 30Oct-3Nov 2017 ,Orde Chopela School, Prilep, Macedonia,16April-20April 2018, Gymnázium, Česká 64, České Budějovice, CR. All the mobilities followed the planned schedule, fulfilled the planned objectives as described in details in paragraph 5. The diversity of the four participating organisations provided new horizons to learn from each other experiences and areas of expertise. Each was a pilot school in InGenious, and each had challenging and specific targets that were fulfilled in this project. The participants benefited from intercultural peer to peer support, contributed to tolerance development and understanding of other cultures. They also improved the students scientific and multilingual competences. It helped to unlock the potential in everyone involved and the organized activities stretched the students competences and creativity beyond our initial expectations. One transnational meeting and four short-term exchange visits planned for this project were realized. The organisations involved provided a favourable environment through the European mobility to challenge and encouraged the more-able students to raise their attainment, empowered the students with opportunities to raise their aspirations and overcome economic and social barriers, motivated all stakeholders to engage actively with education and gain cultural, vocational and linguistic benefits. It also contributed to the improvement of their employment prospects in the future. We chose history of TI as a context for this project - the home of each participant shares a common heritage still influencing our societies. We believed we should understand the history to build a better future. Within this context we realized planned visits to first class educational facilities and industrial plants. We offered the students highly motivating cross-curricular teaching and learning activities with innovative methodologies and effective use of ICT and digital tools. Science inquiry-based learning activity packs developed and piloted during the lifetime of the project. The activities tackled the history of textiles, pollution by TI, designing products from recycled materials, collecting and recording data, communicating ideas and results while using effectively correct English. Over two years, the participants were working continuously on various tasks following a well- structured plan to achieve the set results of the project. The outcomes include: a smart material kit, online multilingual voice dictionary, garments made from recycled or reused materials, a collection of art work from recycled materials, packs of information cards about pollution and interactive activities and experiments to be used by children at museums. Two outputs were planned for this project; an illustrated book presenting the results of the activities undertaken, additionally more practical manuals for workshops and an inquiry-based learning activity pack with accompanying teachers’ guidelines. Both the products were accomplished in e-forms. Each school was given two CD books to deposit them in school libraries, the packs of cards are available on the web and a back-up version. They both, the outcomes and the outputs were disseminated at the final closing event in CR and are being disseminated on the schools’ and project websites, eTwinning and Erasmus+ dissemination platforms. To maintain its sustainability we will continue to offer these products to reach a wider audience outside the partnership through free open access after the project ended. For a good quality of dissemination and exploitation of the project we were monitoring continuously the implementation and the impact of the project’s outcomes very closely. All the activities had measurable and realistic objectives and adhered to the timetable and the deadlines. We used and recorded qualitative and quantitative indicators to monitor all aspects of the project. We used pupils, teachers, and families’ voice through feedback questionnaires and reviews of stakeholders. In the framework of the project we agreed on flexible changing the timetable for physical and virtual meetings between the project coordinators and among the core teams of participants at local level where impact was monitored. The required official reports and post mobility progress reports were made. The management team on the course of action was being informed to ensure maximum visibility of the project and enhance the quality of dissemination and exploitation of the results. The obvious students language command improvement as well as the IT skills was recorded.