Four european schools participate in this ERASMUS KA2 Projet:
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Gemeinschaftsschule Moerikeschule, Backnang, Germany
The Mörikeschule is located in an urban community with a range of students from different socio- economic backgrounds. We are a primary school (year 1-4) with about 250 pupils and secondary school (year 5-10) with about 290 pupils. About 57 teachers and 3 social workers are part of our school. Our school type is a comprehensive school, which offers two school degrees, one after year 9 or 10 and another after year 10. This is a change to the three-tiered school system in Baden-Württemberg. On the one hand it offers lots of possibilities for development but on the other hand it poses a challenge to the schools.
We are an all-day school and offer special courses like sports, arts, school garden and musical in addition to lessons in the afternoon. In the morning we offer a school breakfast before the lessons start. We have school lunch in our new cafeteria.
More than 74% of our pupils have a migration background (primary school 60%, secondary school 86%). Pupils coming from different cultures have adaptation problems. They need to be involved in cultural and social activities.
We have 25 students with special needs (inclusion classes in year 3 and year 6 to 9) as well as average students, slow learners and pupils with emotional problems due to dysfunctional family lives. This project enables them to become more confident alongside students from different schools and other backgrounds.
We have 1 language preparation class for immigrants and refugees.
Using new media in the lessons is important for us. All of our classrooms are equipped with interactive whiteboards. We have two class sets of iPads at our school. The appropriate and effective use of new media is part of our school development plan.
One field of our school development plan is it to improve our individual support system, which helps each pupil in the way he or she needs it. Due to the heterogeneity of our pupils, this is a challenge.
The school has a social curriculum involving politeness courses, civil courage workshops, gender specific courses and more.
This program is carried out by 3 school social workers who are working at the school. They help with current problems and are the link to the youth welfare service.
Six years ago, we started a coaching system and pupils get feedback on their learning progress from their learn-coach. The meetings are at least 4 times per school year. Pupil and coach have more meetings if needed.
We are an all-day school and offer special courses like sports, arts, school garden and musical in addition to lessons in the afternoon. In the morning we offer a school breakfast before the lessons start. We have school lunch in our new cafeteria.
More than 74% of our pupils have a migration background (primary school 60%, secondary school 86%). Pupils coming from different cultures have adaptation problems. They need to be involved in cultural and social activities.
We have 25 students with special needs (inclusion classes in year 3 and year 6 to 9) as well as average students, slow learners and pupils with emotional problems due to dysfunctional family lives. This project enables them to become more confident alongside students from different schools and other backgrounds.
We have 1 language preparation class for immigrants and refugees.
Using new media in the lessons is important for us. All of our classrooms are equipped with interactive whiteboards. We have two class sets of iPads at our school. The appropriate and effective use of new media is part of our school development plan.
One field of our school development plan is it to improve our individual support system, which helps each pupil in the way he or she needs it. Due to the heterogeneity of our pupils, this is a challenge.
The school has a social curriculum involving politeness courses, civil courage workshops, gender specific courses and more.
This program is carried out by 3 school social workers who are working at the school. They help with current problems and are the link to the youth welfare service.
Six years ago, we started a coaching system and pupils get feedback on their learning progress from their learn-coach. The meetings are at least 4 times per school year. Pupil and coach have more meetings if needed.
Carlos Gargaté School Cluster
EB Carlos Gargaté (EBCG) is a basic school of compulsory education. 9 years, divided into three cycles, for students aged between 6 and 15. The school is situated in the village of Charneca de Caparica. It belongs to the municipality of Almada and is situated twenty kilometers south of Lisbon. The school is the head of a cluster or two schools called "Agrupamento de Escolas Carlos Gargaté.
The school year of 1996/97 was very important for EBCG as it was the beginning of a new project - Flexible managemant of national curriculum. This introduces changes in curriculum organization with the aim to assure that all pupils will learn in a more meaningful way, become more independent and are able to develop all the skills they were supposed to have at the end of the compulsory school.
Today the school is proud of this project. Its main ideas are part of the national policy in Portugal since the curricular reorganization has been introduced by law in June 2002. Right from the start, the school's policiy has been based on internal reflection and self-evaluation in order to maintain and develop strageties and pracitces. In February 2006 the proposal to the external evaluation project had two main goals: To get an external view on the work that had been developped and to compare the external evaluation with previous internal evaluation results in order to get improvement plans with the purpose to achieve better results for the student's learning quality. The evaluation report as well as the autonomy contract signed in 2007 ( only 20 schools in Portugal were able to sign an autonomy contract) brought new challenges to the new Carlos Gargaté Schools Grouping. The autonomy contract was renewed in 2011.
The school year of 1996/97 was very important for EBCG as it was the beginning of a new project - Flexible managemant of national curriculum. This introduces changes in curriculum organization with the aim to assure that all pupils will learn in a more meaningful way, become more independent and are able to develop all the skills they were supposed to have at the end of the compulsory school.
Today the school is proud of this project. Its main ideas are part of the national policy in Portugal since the curricular reorganization has been introduced by law in June 2002. Right from the start, the school's policiy has been based on internal reflection and self-evaluation in order to maintain and develop strageties and pracitces. In February 2006 the proposal to the external evaluation project had two main goals: To get an external view on the work that had been developped and to compare the external evaluation with previous internal evaluation results in order to get improvement plans with the purpose to achieve better results for the student's learning quality. The evaluation report as well as the autonomy contract signed in 2007 ( only 20 schools in Portugal were able to sign an autonomy contract) brought new challenges to the new Carlos Gargaté Schools Grouping. The autonomy contract was renewed in 2011.
Stora Sätraskola, Gävle, Sweden
Stora Sätra School is a secondary school located in the city of Gävle, located 160 km north of Stockholm.
The school has 35 teachers and about 350 students, aged 12 - 16; 6th to 9th grade. It's a public school with about 85 % of the students with immigrant background.
There is one language preparation class, and two classes for students with special needs.
The school also has a social worker and a nurse.
The school has 35 teachers and about 350 students, aged 12 - 16; 6th to 9th grade. It's a public school with about 85 % of the students with immigrant background.
There is one language preparation class, and two classes for students with special needs.
The school also has a social worker and a nurse.
Liceo Medi, Italy
The " Istituto Istruzione Superiore MEDI" is a public secondary school located in Barcellona Pozzo di Gotto, near Messina, in the east part of Sicily. It is attended by almost 1000 pupils, aged from 14 to 19 years old. Being the result - since 2013- of the union of Linguistic, Scientific, Classical and Human Sciences Lyceums, the school offers lots of openings in the fields of science, foreign languages (English, French, Spanish, German), information technology but also classical studies (ancient Greek and Latin). The staff is composed by 110 teachers. Since 2007 the school has been involved in European and international planning,ranging from the former Comenius and the Erasmus+ programme to the NHSMUN (National High School Model United Nations), diplomatic simulation project which takes place every year in New York (USA). The IIS Medi has been awarded by the title of eTwinning School. Recently the convention with the University of Messina paved the way to studies and projects about marine biology , species protection, volcanology, environment protection and climate changes. Lately, big groups of students from the school have joined the local section of “Fridays for Future”, participating to the Global Strike at the end of September. It is the first sign of the increasing awareness and active citizenship of Italian youths on the example of the Sweden Greta Thunberg.