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10 Regional partnerships in school education Basic skills Project title Effective classroom learning through an awareness of “Basic Competences” Partners Partner Region 1: Dorset, UK Coordinator organisation: Bournemouth Council Partner organisations: Shadows Professional Development Avonbourne School Glenmoor School Bishop of Winchester Academy Portchester School St Michael’s Primary Stourfield Primary Moordown St John’s Primary Malmesbury Park Primary Pokesdown Primary Partner Region 2: Andalucía, Spain Coordinator organisation: Delegación de Huelva Partner organisations: CEP BolluIIos - Valverde CEP Huelva - Isla Cristina CEP Aracena Shadows Andalucía IES San Blas (Aracena) IES Delgado Hernández (Bolludos) IES Rafael Reyes (Cartaya) CEIP Dunas de Doñana (Matalascañas) CEIP El Lince (Almoñte) CEIP Manuel Pérez (Bollullos) CEIP Manuel Siurot (Huelva) CEIP Juan Ramón Jiménez (Cartaya) IES La Palma (La Palma del Cdo) Project period 2010-2012 Dorset, UK Andalucía, Spain 2006 the EU recommended that all students should Inacquire ‘key competences’ for lifelong learning. These competences are a combination of knowledge, skills and attitudes necessary for personal development, social inclusion, active citizenship and employment. Acquiring skills for life Bournemouth Council, UK, and Huelva Education Board, Spain, wanted to design teaching materials to help achieve this. The two local authorities brought together teacher trainers and 16 primary and secondary schools to develop 32 topic-based ‘teaching modules’ to access science through English, for students who are not native English speakers. Their priority was to devise a model that could be used as a teacher training tool for authentic material development. “We produced the 32 topic-based modules for teaching science at primary (5-11 yrs) and secondary (11-18 yrs) levels. They have been available to schools on a USB key,” explains David Vann from the UK team. “We have reached 4 000 students in secondary schools in Bournemouth, and junior schools are now using the teaching units too. They have also been used in English as a Foreign Language migrant education.” He adds that the modules’ effectiveness in teaching slow learners has been an unexpected bonus. The Spanish partners have set up a website to disseminate the new teaching material and estimate that they can reach at least 60 000 teachers through Shadows Network across Europe. At a regional level, the project has already had a measurable impact. “In Andalusia, the 32 modules are now in use in schools all over the province,” Maria-Angeles Hernandez, responsible for bilingual teaching for the Huelva Education Authority, says. “They have been disseminated to all bilingual schools in the Huelva region, as well as into training centres.” Maria stresses the importance of the teams shadowing each other. “We learned from the UK to let students participate more – and our UK partners learned that we tend to leave nothing unprepared before starting a lesson. Combining these methods has resulted in a fantastic final product.” David is clear about the benefits of participating in a pan-European project. “It is cross-cultural and cross-sectorial. The value of learning that others live and think in a different way is really important,” he says. And the impact is still being felt, with more ideas being put into practice. Project website http://educacionadistancia.juntadeandalucia.es/ profesorado/pluginfile.php/16795/mod_ resource/content/10/comenius_regio/index.htm
Regional partnerships in school education 11 Inspiring students to go far Schleswig-Holstein, Germany Emilia-Romagna, Italy Basic skills How do you create a school system to support students needing encouragement in maths and science, so that no one is left behind? And what new approaches can be adopted to help young people at risk of dropping out – such as those with special needs, or students from an immigrant background – to progress in regular schools without being separated from others? The ‘Go Far’ project set out to tackle these challenges, uniting the Ufficio Scolastico Regionale per l‘Emilia-Romagna, an Italian regional education authority, with Schulamt des Kreises Pinneberg, a German local education board. The aim of the project was to identify and share best practice examples. Sharing ideas and experiences through meetings in each partner region resulted in a fruitful exchange of concepts – as well as the production of concrete teaching materials. These tools were compiled in a booklet and made available on a website in English, German and Italian. They were also widely disseminated to schools throughout both regions. To inspire students in maths and science, the Pinneberg team helped the Italians to introduce new teaching methods. There were benefits for the Germans, too. “The Italians helped us to promote our teaching models in our own schools,” Sabine David- Glißmann, Pinneberg project coordinator, explains. Annalisa Martini, the teacher in charge of the project in Emilia-Romagna, adds: “We have produced brochures, CDs and videos about working together on maths and science, which our German partners have placed in libraries for teachers to access.” The German team also learned a lot from the Italians about how to address practically issues of inclusion. “Emilia-Romagna has been developing policies on inclusion for 30 years,” Sabine explains. “Schools work with politicians, educators and businesses to support students with special needs.” The Pinneberg authorities now work with headmasters, to help each school to promote inclusion. “It will have a significant influence on the standards of special needs’ education,” Sabine says. Both partners highlighted the value of working together in each other’s country. “We showed how cooperation is possible – even with a language barrier and such different school systems,” Sabine concludes. And there was a valuable added bonus, too. “We have all developed lasting friendships.” Project title Go Far Partners Partner Region 1: Emilia-Romagna, Italy Coordinator organisation: Ufficio Scolastico Regionale per l‘Emilia Romagna, Bologna Partner organisations: IIS “Aldini Valeriani Sirani” (Bologna) IC “Ferrari” (Parma) “Convitto Nazionale Statale Maria Luigia” (Parma); ISISS “Giordani” (Parma) IPSIA Ferrari (Maranello – Modena) ENAC Emilia Romagna (Fidenza) Partner Region 2: Schleswig-Holstein, Germany Coordinator organisation: Schulamt des Kreises Pinneberg Partner organisations: Jugendamt des Kreises Pinneberg Rübekampschule Grundschule Bickbargen Halstenbek Ernst-Barlach-Gemeinschaftsschule Wedel Helene-Lange-Schule Pinneberg Gorch-Fock-Schule Schenefeld Brüder-Grimm-Schule Rellingen Project period 2010-2012 Project website http://www.kreis-pinneberg.de/Comenius+Regio/ Comenius+Regio+Partnership.html
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