This project includes five secondary schools from GR,IT,FR,DE,PL. It will engage pupils aged between 14-20. The project focuses on the problem of social exclusion (in terms of basic skills lack). In order to reach the goal of inclusion we will propose new strategies and methods of teaching cooperatively and inclusively at schools and during leisure time activities. This application refers to the needs of students according to the result of our analysis which took place in all the partner schools. As for the project group, we discussed and defined 4 issues which limit school success.(1-Lack of social inclusions; 2-lack of basic skills; 3-Lack of parental support; 4-Lack of socio-economical needs) The analysis was carried out in six schools by taking observation of the teachers’ view, taking consultant teachers’ ideas into account, applying a basic survey which evaluates those four obstacles. We came to the following conclusions: in DE, it seems they have no problem with 1 and 3 but they need to increase the level of basic skills and help some students who have problems with number 4. Other schools have problems mainly with number 4 . In Greek and Italian schools, “lack of social inclusion and basic skills ” of the students are seen as the main obstacles to reach academic success. In Polish schools “lack of basic skills, lack of parental support, lack of socio-economic needs” stands for the main reason 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 to apply which we agreed upon embody plenty of ideas which can be a real alternative to solve these four problems. Before creating this project we had a pre-work period about the new strategies and defined 6 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. After the period of 2 years, 6 strategies will have been applied and evaluated. We hope we'll reach positive results so that partners will continue to use these strategies and methods at their schools. OBJECTIVES -promote the inclusion of excluded students, those lacking basic skills, with risk of dropping out and/or with fewer opportunities by helping to promote their integration into the mainstream education and society. - apply new strategies for overcoming social exclusion, lack of basic skills and school drop out - adopt new methods aimed at the social and emotional development of children as students with special educational needs . - give teachers different methods of education and share the good practices - finally create a practical guide NUMBER AND PROFILE OF THE PARTICIPANTS Students/teenagers: The project will put excluded students at the centre of our attention, so 180 in total will actively take part in the project activities. Approximately 1200 students/teenagers will be indirectly involved. Teachers/Adults: there will be teams of 5 teachers in each partner organisation so 25 altogether will take an active part in the project. There will be a teacher of English and of Maths, a Counselor, an ICT teacher and a PE teacher/trainer. Approximately 150 teachers/adults will be indirectly involved. Administrative staff: The head teacher/chairman and a deputy head will take part in the project, approximately 36 administrative staff will be indirectly affected. Families: The number of the family members will be 300 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 IMPACTS Throughout our project the five partners aim at creating both short-term and long-term tangible and intangible results and achieving 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 communication, and cognitive skills of students at risk, -cultivating effective partnerships between trainers, -educators, and community organizations.
This project includes five secondary schools from GR,IT,FR,DE,PL. It had involved pupils aged between 14-20. The project focuses on the problem of social exclusion (in terms of basic skills lack). In order to reach the goal of inclusion we have proposed new strategies and methods of teaching cooperatively and inclusively at schools and during leisure time activities. During the two years of the project we have worked on the 4 issues that the project group defined and discussed as the goal to overcome the limit school success.(1-Lack of social inclusions; 2-lack of basic skills; 3-Lack of parental support; 4-Lack of socio-economical needs) After analysis was carried out in five schools by taking observation of the teachers’ view, taking consultant teachers’ ideas into account, applying a basic survey which evaluated those four obstacles . The strategies and methods we applied which we agreed upon embody plenty of ideas which has been 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 applied one of these methods in its school environment, observed and evaluated the outcomes. During the meetings these outcomes has been discussed by all the partners and has been transferred to one another. During the period of 2 years the 5 strategies have been applied and evaluated. We hope that the positive results we have reached during the two years of project will encourage the partners to continue to use these strategies and methods at their schools. We worked on the definite innovative strategies to provide the knowledge and skills that students will need to succeed in a new global world rather than the traditional model still practised at most schools. We studied the following five strategies: GR -Cooperative Learning IT-Peer Tutoring Fr - Student-Led Performances DE-Project Based Learning PL - Physical Fitness Programs -Beyond Sports Achieved results : -promoting the inclusion of excluded students, those lacking basic skills, with risk of dropping out and/or with fewer opportunities by helping to promote their integration into the mainstream education and society. - applying new strategies for overcoming social exclusion, lack of basic skills and school drop out - adopting new methods aimed at the social and emotional development of children as students with special educational needs . - giving teachers different methods of education and sharing good practices - finally creating a practical guide NUMBER AND PROFILE OF THE PARTICIPANTS Students/teenagers: The project has put excluded students at the centre of our attention, so 250 in tota had actively taken part in the project activities. Approximately 1200 students/teenagers have been indirectly involved. Teachers/Adults: teams of 5 teachers in each partner organisation have been involved so 25 altogether take an active part in the project. There was an English teacher and a Maths teacher, a Counselor, an ICT teacher and a PE teacher/trainer. Approximately 150 teachers/adults were indirectly involved. Administrative staff: The head teacher/chairman and a deputy head have taken part in the project, approximately 36 administrative staff were indirectly affected. Families: The number of the family members were 300 and they contributed 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 have helped to disseminate the project to a wider community. RESULTS AND IMPACTS Throughout our project the five partners aimed at creating both short-term and long-term tangible and intangible results and achieving 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 communication, and cognitive skills of students at risk, -cultivating effective partnerships between trainers,educators, and community organizations. The project has been managed in a very good way before the pandemic but after that a lot of things changed. First of all it was impossible to held the last meeting in Poland. We asked for a 12 month extension for the project hoping that the pandemic wouldl overcome but al least we had to hold the last meeting in a virtual way. . The French team didn't take part in this meeting as the P.E. teacher was left alone and the students were half at school and half at home, so it was impossible for him to find participants. Furthermore we had to face some communication problems with German team as they have undertaken lots of changes over the last two years, all the teachers and the headmaster have changed leaving the new contact person ( who is now working in another school) without instructions and the outcomes both of the meetings and school activities. .