Context: The idea for this project originates from the possibility of participating in international actions, which is emphasized in the new curriculum of the Finnish coordination school. Two other European schools, who share this goal of internalization, joined the project. Spain, Poland and Finland are geographically rather distant, which gives us the possibility of uniting the different cultures. Though we are geographically and culturally distant, we are all united by the common belonging and European spirit, by the desire to get acquainted with each other’s customs and traditions and to mirror those to our respective cultures. We wish the participants to be able to work in an open, collaborative and supportive dimension. Being a Global citizen and future skills is the main theme in this project. This theme is divided into three categories: social and cross-cultural interaction, sustainable development and 21st century skills. This project will support our students’ growth into becoming global citizens and to give them the skills and ability to face the challenges in the everchanging world. Objectives: The goal of the project is to deepen the European cooperation and to increase the international action. We wish to change the atmosphere of our school communities and culture into becoming more open and global. The goal is to develop language skills, create new contacts with the European colleagues and students, as well as to give the students an equal possibility to take part in international action. Our aim is to increase the competence of the teachers as well as the learning skills of the students. Our slogan is therefore: Students are able to acquire new skills only if the expertise of the teachers increases. Our common aim is to broaden and expand the global citizenship of the pupils so that they could advance sustainable development and prepare for the new challenges in the future. Participants: In this project there are three upper secondary schools involved. The coordination school, Leppävaara Upper Secondary School with 350 students offers effective all-round education and has an open and encouraging atmosphere for studying and utilize modern technology. The school also has a sports profile. Altogether 80 students participate in professional sports coaching.The school has a preparatory class for the immigrants as well. The first partner school is IV Liceum Ogólnokształcące im. Henryka Sienkiewicza in Częstochowa, Poland. It is a traditional, over 150 year old. There are 742 students aged 16-19 and 70 teachers in the school. This school offers high level of education and prepares students for higher education, college or university. The Institute of Secondary Education Ausiàs March is a state school educational center with 78 years of history imparting secondary education to students of the city of Gandia. It has 62 teachers, 622 students. At the IES Ausiàs March, Compulsory Secondary Education: (12-16 years), with 432 students and Bachillerato (16-18 years) with 162 students. Activities: We have planned four different mobilities in this project. Each mobility has a different theme and between the mobilities all the participants are devoted to work further with the common themes. Mobility 1: Short term joint staff training event.The theme for this mobility is the 21st century skills and the teachers’ point of view to it. Mobility 2: Global citizenship and social + cross-cultural interaction.What does it mean to be a global citizen in Europe today? Mobility 3: Sustainable development. Mobility 4 : Learning skills. The ending session of the whole project. Methodology: In this project different student based and functional working methods will be used. Suitable working methods will be implemented in each mobility, for instance problem based learning, self-assessment as well as peer evaluation, performances and discussions. In addition we will use learning diaries, different electrical platforms, inquiries and group work. The different visitations will complement the processing of each theme. Results and impact: The tasks and reports of the mobilities will be saved in a common digital platform, which can be used by all the participants afterwards. The internalisation of the participants’ schools will proceed from a blueprint-stage to a process-stage. The cooperation with European schools will become deeper and broader. The teaching methods will be more versatile and the core skills of the students will increase. This project will also enhance the participants’ language skills. Longer term benefits: The decisive goal of the project is to develop the schools’ working culture. The long-term goals of this project are to develop the teachers’ and students’ skills such as problem solving, communication and interaction skills. It will create contacts that will be useful in the future. The project will help us to come global citizens who can function in the current world in a sustainable way.
Context: The idea for this project originated from the possibility of participating in international actions, which was emphasized in the new curriculum of the Finnish coordination school. Two other European schools, who shared this goal of internalization, joined the project. Spain, Poland and Finland are geographically rather distant, which gave us the possibility of uniting the different cultures. Though we are geographically and culturally distant, we are all united by the common belonging and European spirit, by the desire to get acquainted with each other’s customs and traditions and to mirror those to our respective cultures. Being a Global citizen and future skills was the main theme in this project. This theme was divided into three categories: social and cross-cultural interaction, sustainable development and 21st century skills. This project would support our students’ growth into becoming global citizens and to give them the skills and ability to face the challenges in the everchanging world. Objectives: The goal of the project was to deepen the European cooperation and to increase the international action. We wished to change the atmosphere of our school communities into becoming more open and global. The goal was to develop language skills, create new contacts with the European colleagues and students, as well as to give the students an equal possibility to take part in international action. Our aim was to increase the competence of the teachers as well as the learning skills of the students. Our slogan was therefore: Students are able to acquire new skills only if the expertise of the teachers increases. Our common aim was to broaden and expand the global citizenship of the pupils so that they could get acquainted with sustainable development and prepare for the new challenges in the future. Participants: In this project there were three upper secondary schools involved. The coordination school, Leppävaara Upper Secondary School with 350 students offers effective all-round education and has an open and encouraging atmosphere for studying and utilize modern technology. The school also has a sports profile. Altogether 80 students participate in professional sports coaching. The school has a preparatory class for the immigrants as well. The Polish partner school was IV Liceum Ogólnokształcące im. Henryka Sienkiewicza in Częstochowa, Poland. It is a traditional, over 150-year-old school. There are 742 students aged 16-19 and 70 teachers in the school. This school offers high level of education and prepares students for higher education, college or university. The Institute of Secondary Education Ausiàs March is a state school educational center with 78 years of history imparting secondary education to students of the city of Gandia. It has 62 teachers, 622 students. At the IES Ausiàs March, Compulsory Secondary Education: (12-16 years), with 432 students and Bachillerato (16-18 years) with 162 students. Activities: We planned four different mobilities in this project. Each mobility had a different theme and between the mobilities all the participants were devoted to work further with the common themes. Mobility 1: Short term joint staff training event. The theme for this mobility was the 21st century skills and the teachers’ point of view to it. Mobility 2: Global citizenship and social + cross-cultural interaction. Mobility 3: Sustainable development. Mobility 4: Learning skills. This last mobility was a remote mobility due to Covid-19 pandemic. Methodology: In this project different student based and functional working methods were used. Suitable working methods were implemented in each mobility, for instance problem- based learning, self-assessment as well as peer evaluation, performances and discussions. In addition, we used different electrical platforms, inquiries and group work. The different visitations complemented the processing of each theme. Between the different mobilities, the students worked individually with the help and guidance of the participating teachers. Results and impact: The tasks and reports of the mobilities were saved in a common digital platform, which can be used by all the participants afterwards. The internalization of the participants’ schools proceeded from a blueprint-stage to a process-stage. The cooperation with European schools became deeper and broader. The teaching methods became more versatile, and the core skills of the students increased. This project also enhanced the participants’ language skills. Longer term benefits: The decisive goal of the project was to develop the schools’ working culture. The long-term goals of this project were to develop the teachers’ and students’ skills such as problem solving, communication and interaction skills. We created contacts that are useful in the future. The project helped us to become global citizens who can function in the current world in a sustainable way.