SOCIAL CONTEXT The Spanish school is very heterogeneous with a great variety of educational programmes, some of them bilingual Spanish-English, and in addition teaches secondary and vocational studies for young and adult learners. It also has students from different nationalities and socio-economic contexts, some of them at risk of social exclusion or living in disadvantaged environments. It also provides teaching to students with disabilities and learning difficulties. Both Italian schools have students who belong to different cultures and economic circumstances and students with disabilities and learning problems. One of them is a primary and medium secondary school and the other a high secondary school or Liceo. Both prepare students to obtain language certifications and the liceo has a bilingual programme with Cambridge University. AIMS OF THE PROJECT The students of the three schools will: Learn about the history and culture of the cities of Rome and Seville, analysing and comparing them. Use, develop and improve their competence in English and have contact with another foreign European language with the same origin as their own. Improve their own education by learning cultural aspects about the other country and meeting people from a different nationality to become more tolerant and respectful. Value the importance of visiting other places and share daily life with another family, becoming more autonomous at earlier ages and improving their social abilities. Get an interdisciplinary approach to help them discover new interests which will help them decide their professional future. Experience and practise innovative methodologies and learn to work in groups. Achieve a motivation for learning and develop their autonomy as learners (learn to learn). Gain exposure to and participate in another educational system. Improve their digital competences. THE NUMBER AND PROFILE OF THE PARTICIPANTS The participants most directly involved throughout the 2 years of the project will be 72 students . These will participate in the mobilities, although many other students will be involved in the activities developed in the three schools. Half the students will be 12-13- year-old (1st ESO and 2nd Secondaria Media) and the other half 16-18-year-old (1st. Bachillerato and 3rd Secondaria Superiore). All of them study languages such as English, French and Spanish. DESCRIPTION OF ACTIVITIES The project consists of two phases, one each year: The Romans for the first year and Renaissance and Barroque for the second. Inside each phase the activities are ordered in the following stages: STAGE 1: Before the mobilities: Group work through eTwinning platform by the three schools doing research work and uploading information. The younger students will write theatre sketches. The older students will prepare questions for the cultural contests and will study the information uploaded by the other school. STAGE 2: During the mobilities: Communicative activities at the host school and the visitors will attend lessons. Cultural visits and trips in the cities and surrounds making presentations in English. The students will elaborate a field diary or log book. The younger students will perform theatre sketches written by them. The older students will participate in Cultural Contests. STAGE 3: After the mobilities: The students will elaborate artistic works such as drawings and scale models. These will be started during the mobilities. They will elaborate audio guides, photo albums, recordings, videos etc. Photo Contest for students and teachers. METHODOLOGY USED The methodology will be communicative and learner centred. We will use project based learning (lesson plan) and gameification (contests), as well as glottodrama (performances). Self learning will be promoted to increase the "learning to learn" competence. English will be the vehicular language throughout the project but students will also hear Italian and Spanish, they will use and develop the four skills: speaking, listening, reading and writing, which will improve their linguistic competence. Group work will be used in some phases of the project, sometimes mixing students from both nationalities. There will be frequent use of ICT tools during the project to help increase their digital competence. The cultural competence will be especially upgraded during this project. RESULTS AND IMPACT The impact will reach to students, teachers, schools and community. The results will be spread by schools websites, social networks, teachers' platforms, parents' associations, etc. Questionnaires will be used to analyse opinions. All students' competences will be developed. There is a dissemination plan to widen the impact. POTENTIAL LONG TERM BENEFITS Future use of teaching materials developed and new methodologies. Use of audio guides in cultural visits. Teachers' experience and professional improvement. New future projects.
- SOCIAL CONTEXT The social context is the same than the original project. - OBJECTIVES OF THE PROJECT The same objectives than the original project. - THE NUMBER AND PROFILE OF THE PARTICIPANTS The participants most directly involved throughout the 2 years of the project were 112 students . These participated in the mobilities, although many other students were involved in the activities developed in the three schools. Half the students were 12-13- year-old (1st ESO and 2nd Secondaria Media) and the other half 15-18-year-old (4th ESO,1st. Bachillerato and 3rd Secondaria Superiore). All of them study languages such as English, French and Spanish. - DESCRIPTION OF ACTIVITIES The project consists of two phases, one each year: The Romans for the first year and Renaissance and Barroque for the second. Inside each phase the activities are ordered in the following stages: STAGE 1: Before the mobilities: Group work through eTwinning platform by the three schools doing research work and uploading information. The younger students rehearsed theatre plays The older students prepared questions for the cultural contests and studied the information uploaded by the other school. The students implemented the Lesson plans and rehearsed the presentations of the sites in front of the classmates. Language workshops in Spanish and Italian were also made Several meetings with the families were organized. All the educational authorities were informed about the project STAGE 2: During the mobilities: Visits of the schools and welcome activities Cultural visits and trips to the historical sites and surroundings making presentations in English. The students elaborated a field diary or log book. The younger students performed theatre plays, the first year separately and the second in international groups (mixed up) The older students participated in Cultural Contests. During the visits of the two cities all the students participated in treasure hunts about the sites visited in international teams. The winners were given prizes. The students also participated in scale model workshops. They made drawings of the cities and did presentations in etwinning in mixed pairs. STAGE 3: After the mobilities: The students elaborated scale models designs using ICT programmes . They elaborated audio guides, photo albums and videos. Students, teachers and families did digital/written evaluations and completed forms. Videos of the evaluation were also recorded Photo Contest for students and teachers. Dissemination of the project was made through the school year magazine, activities in the school and teacher centres. Educational authorities also uploaded the project in the page of good practices. - METHODOLOGY USED The methodology was communicative and learner centred. We used project based learning (lesson plan) and gamification (contests/treasure hunts), as well as glottodrama (performances). Self learning was promoted to increase the "learning to learn" competence. English was the vehicular language throughout the project but students also could practice Italian and Spanish, they used and developed the four skills: speaking, listening, reading and writing, which improved their linguistic competence. Group work was used in most phases of the project, sometimes mixing students from both nationalities. There was frequent use of ICT tools during the project to help increase their digital competence. The cultural competence was especially upgraded during this project. - RESULTS AND IMPACT The impact reached students, teachers, schools , families and community. There were complementary activities based on the results of the project, like treasure hunts for students of other levels different from those participating in the projects, they also watched the performance of the project play and there were activities in the cultural days of IES Punta del Verde based on the topics of the project: Ancient Rome in the first year and Renaissance and Barroque in the second. There are new lesson plans based on the "learning to learn" competence and audioguides which will be used for educational trips. We also have a new CD printer which will introduce the scale models in art lessons. The cultural contests have also introduced a new way of evaluating the learning process in an entertaining way. The results were spread by schools websites, social networks, teachers' platforms,twinspace, parents' associations, educational authorities, school complementary activities, teachers centres and open doors days. Digital/written questionnaires were used to analyse opinions and make the evaluation of the project. There are also videos and written opinions of teachers, students and parents. All students' competences were developed. - POTENTIAL LONG TERM BENEFITS Future use of teaching materials developed and new methodologies. Use of audio guides in cultural visits. Teachers' experience and professional improvement. New future projects