There are five primary schools from UK, TR, IT, SI, RO in the project. It concerns pupils aged 6-11. The project focuses on the problem of social exclusion (based on lack of basic skills). In order to reach this goal of inclusion we will practice new strategies and methods of teaching cooperatively and inclusively at schools and during leisure time activities.This application refers to the particular needs of students according to the needs analysis which took place at the all partner schools. As the group of this project we discussed and defined 4 problems which prevent school success. They include lack of social inclusion, lack of basic skills, lack of parental support and finally lack of socio-economical needs. The needs analysis had been done at five schools by teachers' observation, sharing ideas and applying basic survey which evaluated these four obstacles. As a result, in the UK the problem of lack of social inclusion and parental support does not exist, but they need to develop the level of basic skills and help students who lack socio-economical needs. Other schools have problems, more or less, with this fourth issue. At Romanian and Italian schools, “lack of social inclusion and basic skills ” of the students seem to be the most important problems in term sof preventing students from adapting academic success. In Turkish and Slovenian schools “lack of basic skills, lack of parental support and lack of socio-economic needs” became the key reasons for failure. Besides, each school has different good practices in their school curriculum (see related sections). They will be observed and followed by the teachers and transferred after evaluation. The strategies and methods which we agreed upon to apply embody plenty of ideas which stand for a real alternative to solve these four problems. Before creating this project we had a pre-work period about the new strategies and defined 5 new ones to use in our project. Every partner will apply one of these methods in its school environment, observe and evaluate the outcomes. During the meetings these outcomes will be discussed by all the partners and will be transferred to one another. At the end of 2 year time, 5 strategies will have been applied and evaluated. According to the observation and results of success the partners will continue to use these strategies and methods at their schools. OBJECTIVES-to promote the inclusion of excluded students, the ones with lack of basic skills, the risk of dropping out, with special needs by helping to promote their integration into the mainstream education and society. -to apply new strategies for overcoming social exclusion, lack of basic skills and school drop out-to conduct new methods in the field of social and emotional child development as part of students with special educational needs' practical curriculum. -to give teachers different methods of education and share the good practicesNUMBER AND PROFILE OF THE PARTICIPANTSStudents/teenagers: there will be teams of 30 students at each partner organisation so 180 in total will take part actively in the project activities. Approximately 1200 students/teenagers will be indirectly affected. Teachers/Adults: there will be teams of 5 teachers at each partner organisation so 30 in total will take an active part in the project. There will be a teacher of English, Maths Teacher, a Counselor, an ICT teacher and a PE teacher/trainer. Approximately 150 teachers/adults will be indirectly affected.Administrative staff: The head teacher/chairman and a deputy head will take part in the project, approximately 36 administrative staff will ibe ndirectly affected.Families: The number of the family members will be 300 in total and they will contribute to introduce the host country’s culture, tradition and to prepare traditional food for an international evening. Local community: Local community including local press, municipality, directorate of national education and PTA will help to disseminate the project to a wider community.RESULTS AND IMPACTSThrough our project the five partners intend to create both short-term and long-term tangible and intangible results and to achieve the biggest possible impact on future projects and policy processes such as leading students to overcome lack of self-esteem, setting up the project website in order to provide continuous access to the general information of the project activities, progress and results, writing newspaper reports and creating on-site panels or leaflets to inform other people about the project’s background and main results, arranging a multiplier event, communication, and cognitive skills of students at risk, cultivating effective partnerships between trainers, educators, and community organizations.
The Embracing Everyone project has included schools from the UK, TR, IT, SI, RO involved in the project. It has involved pupils aged 6-15 across all five schools and has focused on the problem of social exclusion mainly due to a lack of basic skills and Special Educational Needs. In order to reach the common goal of inclusion across the five schools, we have researched, practiced and shared new strategies and methods of teaching cooperatively and inclusively at schools and during leisure time activities. We looked at the needs analysis at the five schools which was carried out through teachers' observations and application of a basic survey. From these observations and needs analysis we were able to put together some key objectives and a plan for our project which were, 1. to promote the inclusion of excluded students, the ones with a lack of basic skills, the risk of dropping out, with special needs by helping to promote their integration into the mainstream education and society 2. to apply new strategies for overcoming social exclusion, lack of basic skills and the problem of early school leaving 3. to conduct new methods in the field of social and emotional child development as part of students with special needs' practical curriculum 4. to create a stimulating learning environment and approaches for supporting child's social and emotional development 5. to make available (assured) for the teachers different methods of education and share the good practices In order to reach the above objectives, activities and tasks were put in place in 9 stages so that all involved could gain a high level of engagement and outcome. Specific tasks: Stage 1: A10 -All project members from each school were selected by following and internal selection procedure, and specific tasks were allocated to each of the members. A11- Erasmus corners were organised at each school and where possible digital monitors were placed in order for the activities displayed to be visible at all times of the project. A12- The scope and objectives of the project were discussed within the schools and where possible, with local authorities by distributing flyers, brochures. A13- A local project launch conference was organised at each school and in Romania the project was also promoted at a local TV network (Curier TV- 12.09.2016) and in the local newspapers (Argesenii, Curierul Zilei). A14- The UK coordinator prepared the initial questionnaire, evaluation forms and the observation documents. A15- The above stated questionnaire was applied to the target group and the results were analysed. Stage 2 was represented by the first Transnational Meeting in England (November 2016) which was carried out in line with the calendar and objectives. A16 - A calendar was produced by the English partners using photos from the project and distributed to all partners for the year 2018. Stage 3- C1- Italy visit in March 2017 focused on "Peer Tutoring". A17 - Distributed in June 2018 Stage 4 – C2 - Slovenia visit in May 2017 focused on "Team Teaching". A18- The English team took charge of the project website which is Blog based and has been added to after each mobility. A19 – The Slovenian team took charge of the project group in Twinspace/E-Twinning which has been added to over the two years the project has run. Stage 5 A20- Evaluation of the first 4 stages and creation of the evaluation report was carried out by the Turkish and Romanian teams, as requested by their National Agencies. Stage 6 - C3 –Romania visit in November 2017 focused on “Project Based Learning” A21- Regular interchange of information was on going through e-mails, Twinspace, Facebook, the Blog, Whatsapp. A22- Book about the 5 new strategies was created by the Romanian partners, although each partner contributed information about the strategy they took charge of. Stage 7 - C4 - The Turkey visit took place in April 2018 and focused on “Personalisation” A23- The Turkish team designed and made a project magazine including all project outcomes STAGE 8 - M1 - The second Transnational Meeting took place in England in June 2018 A24- Doing observation of all project issue and writing the final reports began in May and was discussed at length at the Transnational Meeting in June 2018 A25- Statistical analysis of Evaluation forms; Observation documents and Initial & Final questionnaire STAGE 9 ENDING - The project will officially end in August 2018.