Benefits and impacts deriving from the planned project activities are numerous and interesting. This type of association is especially rewarding for students. By knowing other cultures, they find similarities and differences among European people and acknowledge their role in the EU while developing their own European Identity. Doing acquaintance with other EU countries and pursuing multicultural integration, students are encourage to use and improve a common language, i.e. English, suitably apply ICT tools and gain interest in different European languages.
The students’ daily coexistence with a foreign family is also remarkable, as they gain in autonomy and initiative, which are necessary for personal fulfilment, development and active citizenship.
Teachers practise their knowledge and get acquainted with other school systems and make experience with colleagues from other countries.
Our association expects our students to be able:
-to improve their foreign language skills, paying attention both to oral and written ones, and to encourage them to use English in everyday situations.
-to study cathedrals as outstanding cultural landmarks.
-to value our historical and natural heritage, to feel proud of it and responsible for its preservation as well as to value historical and natural heritage abroad.
–to widen their knowledge on the European Community as a place they are part of and where they could work in the future.
–to be aware of the plurality of European culture, appreciating the enrichment provided by the mixture of people with different lifestyles, customs and ways of thinking, thus fighting against any kind of discrimination.
–to deal with technological tools and gadgets, and to use them both as a way to search for information and as a way to be “high-tech students”.
-to enjoy experiences which can be very useful once they want to collect evidence that shows their accomplishments both in and out of school, what is known as a Personal and Career Portfolio.
–to get a set of socio-linguistic skills critical to success in post-secondary education and the workplace.
–to look for common traditions of the youth.
–to broaden their horizons and to better their social abilities.
The topic of the association (with the title “Cathedrals”) deals with the importance of these constructions in our societies. Choosing such a theme covers a threefold purpose:
a- involving our pupils in studying different cultural and artistic movements, under whose influence important cathedrals have been built. Cahedrals are going to be examined not just as monuments but from different perpectives:
-from a historic point of view. We would like our students to focus on the main features related to the historical period when the most outstanding cathedrals in the participating countries were constructed (Middle Ages, Renaissance, Baroque Period, etc).
-from a mathematic and scientific viewpoint.
-from a socio-linguistic point of view, so that our students can revise and learn vocabulary focusing on cathedrals.
b- practising the English language (the means of communication among every participant in the project) both orally and in a written way in real contexts. This is especially important for low-income students and ELL students who may not have the opportunity of visiting English speaking countries and of having strong language models to support them
c- encouraging them to work hard on the many subjects involved (Maths, Geography, History, English language, Music, Technology, Arts, Computer Studies).
The basic competences (a combination of knowledge, skills and attitudes that are considered necessary for personal fulfilment, development and active citizenship). We want to pay attention to:
-LINGUISTIC COMPETENCE. Communicating in a foreign language is one of the main goals in our Erasmus Plus Association. Taking into account the feratures characterizing these type of programmes, the students face real, everyday situations when the understanding of messages, as well as the expression of such utterances with fluecy and accuracy are essential. Besides these linguistic aspects, students resort to extralinguistic features such as gestures.
-MATHEMATICALCOMPETENCE: Our students will work on this competence as they had to deal with quantities (money, size) and space measures and dimensions.
–COMPETENCE IN PROCESSING INFORMATION AND USE OF ITC
This DIGITAL COMPETENCE is essential as the students have to communicate using the new technologies (electronic contact through emails, skype), create their ppt presentations, attend workshops where they are asked to search for information on the Internet, attend interactive museums, etc.
–LEARNING TO LEARN
Students are encouraged to plan and organize their work, to complete a series of activities and to reflect on their own learning process as they evaluate their results, so as to be able to draw conclusions about necessary for personal fulfilment, development and active citizenship. how to improve their English
One of our goals is to teach our pupils to be capable of continuing to learn autonomously, looking for and finding answers in a rational manner.
It implies organizing one’s own learning, and the efficient use of intellectual resources and techniques.
-COMPETENCE IN KNOWLEDGE OD AND INTERACTION WITH THE PHYSICAL WORLD
As this competence implies, our Erasmus Plus students could interact with the physical world it its natural state, and in that created by human activity, in order to understand events and predict of consequences, and appreciate actions designed to improve and preserve living conditions of other people and living creatures.
–COMPETENCE IN SOCIAL SKILLS AND CITIZENSHIP
Students had to interact with each other to share their opinions about several topics and accept cultural and behavioural differences. Apart from that general everyday interactions, our pupils had to carry out multi-national pairwork and group work activities which required them to be helpful, respectful and tolerant, thus developing social and civic competence.
–ARTISTIC AND CULTURAL COMPETENCE
This competence is necessary for personal fulfilment, development and active citizenship. Since the basic topic in our association will be cathedrals, our students will have the opportunity to understand and value the different historical and natural heritage in their own countries and in the other two cooperating ones, contrasting them and learning to protect and respect them. Apart from that, when preparing the own video presentations, they will expresse that cultural awareness showing interest and creativity.
–AUTONOMY AND PERSONAL INITIATIVE
Everyday face-to-face interaction and communication with peers will develope students’ ability to cooperate and negotiate with others. They will be able to adopt procedures which allow them to use their own initiative and decision-making skills during the planning, organization and management of their work.
Some important methodological principles considered when planning our activities should be:
-Learning through experiencing: the most fruitful way to learn is through experience, i.e. observing, experimenting and experiencing first hand. That is why we try our students to be active participants in the association, attending workshops, helping prepare the teaching material, visiting museums, cathedrals…
-Multicultural Pair work and group work, where pupils from different countries have to interact using the common language, English.
-Interdisciplinary project work. With “Cathedrals”, we want to study different historical periods, different artistic movements, and scientific theories relevant during those ages. Therefore, many subjects and knowledge areas have been covered, such as History, Arts, Maths, Languages, thus turning interdisciplinarity as one key principle.
– Self-directed learning of the students
Our association wants to emphasize the importance of learners´ motivation, effort, needs (on the one hand) and meaningful approaches and contextualization (on the other hand) for successful learning to take place.
– Communication using new technologies. New technologies are important from the very beginning: in the students´ and teachers´ interactions, in the elaboration of materials, in the functioning of the different workshops.