-To begin with, the intention was to continue promoting the European dimension of education in our center, since we have already participated in two previous Erasmus projects; for a school with our features, it is important to maintain an openness towards new contexts and educational formats. -Secondly, facilitate the permanent training of teachers in new methodologies and communication and technological tools that lead to educational success -Improve the English-speaking communicative competence of the teaching staff in order to develop cooperative programs with other European schools -Develop specific methodological strategies for teaching the foreign language in our school. -Promote the motivation of our students towards learning other languages, both in the AL (linguistic areas) and in the ANL (non-linguistic areas). -Improve academic results in students with ACS, with pending subjects or repeating the academic year. -Implement new learning formulae in the classroom with the use of ICT tools and research activities, flipped classroom, creative learning, projects -Advance in the integration of students at risk of exclusion
Our IES is a public high school located in Alcalá del Río, in the north of the province of Seville. The area is considered socially, culturally and economically disadvantaged. At present, our educational offer is wide. The school has more than 900 students, distributed in 34 groups of different types of learning. The project has focused mainly on the 20 groups of ESO and 2 of FPB. As characteristics of the student body, it is necessary to highlight: great social, cultural and economic differences; ethnic diversity and, particularly, gypsy ethnicity students; there is also a degree of absenteeism in students under 16 as well as a higher than average dropout rate. For all these reasons, the educational needs and attention to diversity measures are complex. In the Educational Project of the IES ILIPA MAGNA we have outlined, as priority lines of action, the Improvement in learning, the measures that enhance a positive coexistence and the promotion of multilinguism and new methodologies for learning. However, despite the efforts and resources implemented, the school results, students’ motivation, school failure with consequent early dropout, and absenteeism continue to be indicators of negative results. We understand that continuous improvement requires trajectory, training, perseverance and transmission, through a plan to be developed in several school years in which foundations are to be laid, so that their achievements can be applied and evaluated.