Angela Conrads, Walter Hövel, Gerhard Rabensteiner, Pia Rabensteiner
Comeniusantrag 2009

Kurzfassung des Antrags:

 

Sprache, Lernen, Vielfalt durch Vernetzung in Europa

 

Zwei englische Nachbarschulen, die Lark Rise Lower School in Dunstable/Bedfordshire und

 

die Village School in Caddington/Bedfordshire kooperieren mit zwei deutschen

 

Nachbarschulen, der Grundschule Eitorf und der Europaschule Harmonie, ebenfalls in

 

Eitorf/Rhein-Sieg-Kreis. Die Europaschule Harmonie arbeitet seit über 10 Jahren, u.a. in

 

einem Comeniusprojekt „To Live Democracy In Europe“ von 2004-2007 und die

 

Grundschule Eitorf seit 5 Jahren mit der Viktor-Frankl-Hochschule in Klagenfurt zusammen.

 

 

Die Hauptschule der Pädagogischen Hochschule Kärnten baut zurzeit einen Austausch mit

 

der Hämeenlinnan Normaalikoulu, der Gesamtschule der Universität Tampere in Finnland

 

auf. Alle sechs Schulen und die beiden Hochschulen haben einen gemeinsamen Projektantrag

 

erarbeitet. Alle Schulen bieten ausgesprochen entwickelte pädagogische Erfahrungen in

 

vielen Gebieten der modernen Schule, die in diesem Projekt in europäischer Dimension

 

vorangetrieben werden sollen.

 

 

Im Zentrum unserer Comeniusaktivitäten sollen stehen:

 

Austausch von Schülerinnen und Schülern von der 3. bis zur 10 Klasse zwischen Twin-Partnerschulen als

 

- gemeinsames Lernen im Schulalltag der anderen Schule,

 

- Übernachten in den Schulen,

 

- gemeinsame sprachfördernde und Sprachen lernende Aktivitäten.

 

- Je ein Kind und ein Erwachsener der Nicht-Twin-Schools sollen als Beobachter an diesen Treffen teilnehmen

 

Face-To-Face-Study-Visits von Erwachsenen der Partnerschulen,

 

- gemeinsames Unterrichten

 

- gemeinsame Konferenzen

 

- und Arbeitsgruppen.

 

Treffen der Schulleitungen als „School Leadership Meetings“

 

- zur permanenten Auswertung des Projekts

 

- zur Entwicklung einer medienbasierten direkten täglichen Kooperation zwischen den Schulen

 

An Sprache- und Sprachenlernen und dem kulturellen Verstehen und Verständigen gemeinsam arbeiten:

 

- Bereicherung der eigenen curricularen und schulprogrammatischen Beschlüsse der einzelnen Schulen

 

- Nutzung neuer Technologien für eine tägliche Kooperation beim Sprachenlernen der Schülerinnen und Schüler

 

- Nutzung neuer Technologien für eine permanente pädagogische Kooperation der Schulentwicklung

 

Fünf Projekttreffen aller Beteiligten mit festen Arbeitskreismitarbeiterinnen zur begleitenden Planung, Durchführung,

 Diskussion und Evaluation des Projekts SUMMARY

 

The partnership will bring together pupils, students and teachers in 4 countries (Austria,

 

Finland, Germany and the UK) to develop understanding of the ever changing world in which

 

they live and learn through language and cultures. Through linking schools it will help the

 

children become aware of the importance of language learning and acquisition in the member

 

countries and learn about the cultural background and lifestyles of the linked schools children.

 

The partnership will include possibilities for children to experience first hand the languages of

 

the partnership schools and school and home life of their children through structured study

 

visits that involving learning with partner children in their linked schools.

 

Partnership children will see differences between online communication and first hand

 

meetings in developing relationships and cultural understanding. The project allows children

 

to use ICT for communication and to extend inclusivity. It will celebrate the diversity of other

 

languages and cultures that our young people bring to our schools through the support and

 

partnership with parents and carers.

 

During the partnership children will experience activities that help them understand cultural

 

differences through topics such as pupil voice, sustainable and healthy schools and literature

 

and arts.

 

 

 

Context

 

All the partner schools have a strong international dimension which is highlighted by the

 young age at which children in all the partnership institutions are able to experience different

 cultures and lifestyles both first hand and in their curriculum learning.

 

They have an ethos of cultural and international acceptance which encourages children to see

 themselves as members of international learning communities. Each institution involved in the partnership understands the importance of allowing children to develop the ability to communicate in another language and understand life in other countries.

 

All the institutions have an ethos of innovative practice and have the ability to learn from

 action research and partnership projects and activities completed by teachers and pupils.

 

Through partnership and network learning experiences the schools are experienced at

 pioneering, piloting and researching initiatives and are skilled at disseminating this practice,

 knowledge gain and understanding to other institutions both locally, regionally and into the

 wider learning community.

 

Finland

A Practicing school for The Department of Class Teacher Education

 Providing comprehensive education in primary level (pupils 6-13 years),

 teaching practice for student teachers, in service education for teachers and methodological

 and pedagogical research and experiment

 

A language program covers English, French and German and two classes use Content and

 Language Integrated Learning, CLIL, methodology

 Pupil voice activities e.g. pupils’ council

 

Austria

 

Practice school for teacher training in pedagogy linked to the University College

Individualised learning programmes for the children Dalton Plan Pedagogy

Language learning German, English, Italian, Slovenien

 ICT fully integrated

Democracy and leadership of the pupils.

 

 

Germany

 

Change management of language learning through school leadership.

Inclusive pedagogy for children who are new to the country and with learning disabilities.

 How do children learn reading and writing.

 New language learners parental involvement sessions

 Celebrating other nations

 Democracy and leadership of the pupils.

 Self organised language and learning acquisition

 Learning a foreign language in a natural way through dialogue based on what is already

 known in English by creating sentences both oral and written.

 Mixed age language learning.

 

United Kingdom

 

Early acquisition of languages in primary schools

Daily immersion of the language through the delivery by the class teacher.

Teaching Assistants use the languages.

Initial teacher training of European students.

International ethos – International Schools Award.

Leadership across the school has experiences working with local and national groups on good practice

Self directed learners who choose the pathways

Outstanding school for ICT and Pupil Voice activities.

 

Objectives of the Partnership

 

What are the concrete objectives of the partnership?

 

1. To develop Primary/Secondary provision for language acquisition and cultural understanding.

2. To disseminate language learning, linguistic diversity and cultural understanding using ICT.

3. To offer opportunities for pupils/students to visit partnership schools to share their

 own language and experience first hand languages of other partnership schools.

4. To use ICT to celebrate the diversity of the languages and cultures in partnership schools through topics of relevance to all partnership schools.

 

Explain what subjects or problems you intend to address.

1. Acceptance and tolerance of other cultures and lifestyles.

2. Integration of language learning into everyday curriculum.

3. Language learning and linguistic diversity from an early age for more natural learning.

4. Inclusion of all children in part of an international learning community.

5. The role of pupil voice in cultural understanding and language lea

  1. Using ICT to support language learning and cultural understanding.

 

What approach will you take to achieve your objectives?

 

We intend these aims and objectives will be achieved through the following concrete and

collaborative partnership activities:

1. Sharing knowledge and understanding of language learning – pupils, students and teachers.

2. Experiencing and observing languages in action for learning and during the everyday life of children.

3. Provide partnership pupils/students with regular opportunities to share their language

with link schools and learn the language of the partnership school

4. Build a study visit to link school into language acquisition curriculum.

5. Use study visits and gains in knowledge and understanding during partnership

activities to develop cultural learning and linguistic acquisition materials.

6. Make use of ICT tools (e-mail, websites, weblogs, video and photo sharing) to

regularly share learning experiences and activities with partnership linked schools.

7. Schools will jointly aluate the processes being completed with common criteria, shared questionnaires and tools to make sure targeted objectives are being achieved and worked towards.

 

Key activities

*Direct pupil / adult interactions (mobilities) - face to face study visits across between linked partnership schools

*School Leadership Meetings

*Language acquisition and cultural understanding which fits into the partners’ own

institutional plans and is embedded into the partners’ own curricula.

Direct pupil / adult Study Visits (mobilities)

 

Austria – Finland (1 Pair of schools)

 

1 class will be linked at the same age group in the two countries.

 

Year 1 – Austrian children will visit Finland

 

Year 2 – Finnish Children will visit Austria

 

Germany – UK (2 pairs of schools)

 

All children of specific age will be linked – Year 3 (7/8 year olds)

 

Year 1 – German children will visit UK + UK children will visit Germany

 

Year 2 – German children will visit UK + UK children will visit German

 

Project Meetings

 

During these study visits a teacher from each of the partnership schools will visit to see how

 

the two schools participating in activities are working and what they can learn from them.

 

Pupils will also attend these meetings as a representative of their partnership schools.

 

i.e. when German children visit UK, a teacher and child from Austria and Finland will attend.

 

School leadership Meetings

 

Nov 2009 Austria

 

May 2010 Finland

 

Nov 2010 Germany

 

May 2011 England

 

July 2011 Austria

 

A leader from each of the partnership schools will attend regular leadership meetings to:

 

- revisit the aims/objectives of the partnership

 

- prepare and discuss the resources being used for language acquisition and cultural understanding

 

- create and plan structures for pupil and teacher study visits

 

  • evaluate regularly the partnership progress and actions so far.

 

Host school Headteacher will produce a prospectus/case study for each of the partnership

 

schools which are translated if necessary. The visiting leaders will Observe practice in each of

 

the six schools through engagement in learning walks with the leader of the school. There will

 

be opportunities for dialogue at the school to share findings and issues related to partnership

 

activities and plan study visits by pupils/students. Reflection on the seen practice by visiting

 

leaders as critical friends, will be written up as a report to be submitted to the host.

 

Language acquisition and cultural understanding which fits into the partners’ own institutional

 

plans and is embedded into the partners’ own curricula.

 

Programmes of learning and curricula which enable the learning of another language to be

 

structured and integrated into the regular curricula.

 

There will be shared ideas and activities which enable continuity across partnership schools

 

and support the joint work of partnership schools and study visits when children will be

 

immersed into lessons of the host country.

 

 

Partnership and Distributions of Task

Each of the linked partnership schools (3 pairs of schools) will work together on an

acquisition of language provision that will fully support study visits and partnership activitie

(UK - Germany, Austria - Finland). These schools will use already structured activities in

own schools and knowledge and understanding gained in project meetings and teacher

exchanges to develop this provision.

 

Schools linked for language acquisition and cultural understanding (UK - Germany, Austria –

Finland) will work together to develop a scheme forming a set of key language skills and

vocabulary areas that will be taught to children in partnership schools to enhance study visits

(pupil mobilities). Each institution will need to be competent in language acquisition teaching

and in developing programs of study for achieving this. Responsibility for these schemes and

programs of study will be developed jointly by the paired schools. Lead teachers in each

school will participate and lead on their schools behalf.

 

Organisation of study visits (pupil mobilities) will be completed by the linked schools within

the partnerships, with each of the paired schools developing a joint schedule for the visit that

takes into account the objectives of the partnership and the individual host and visiting

schools situations. At leadership meetings, the representative leaders will develop structure

frameworks and templates for study visits based on knowledge and understanding and past

experiences of leaders. Activities will be planned across the partnership so that they can be

compared and evaluated with continuity. Schools who have already experienced study visits

previously will use these competencies to plan and support the other partnership schools

develop their own study visits.

 

Cultural understanding and common theme topics will be decided through each school

suggesting a topic and developing the materials that go with it using the competencies they

already have in schools. These will then be combined to give a overall set of common themes

and topics and accompanying resource materials.

 

ICT tools and resources will be managed and organised by two of the partnership schools with

high ICT competencies and they will ensure access by all schools involved is possible

whatever the schools situations.

 

 

 

Communication between the whole partnership schools will be managed by the partnership

 

coordinator who has previous experiences of leading such activities between schools and

 

across countries. A shared web presence will be developed by the coordinator for

 

communication, sharing of resources and support.

 

 

 

Each partner school will have a nominated leader who is responsible for ensuring the

 

partnership schools active participation and completion of partnership activities.

 

 

 

Each school will have the following competencies:

 

- Designated partnership leader

 

- Language acquisition specialist

 

- Study visit leader with previous experience

 

  • Teacher responsible for developing cultural understanding materials

 

The coordinator of the partnership will take a leading role in ensuring tasks are well

 

distributed and completed by partnership members and will also make sure evaluation of the

 

progress of the partnership is completed, analysed and distributed to relevant partners. They

 

will also be responsible for setting up of partnership website and its facilities and

 

communication between members of the partnership.ON

 

 

 

Cooperation and communication

 

The partnership schools will use a group website to ensure easy communication and

 

cooperation. The website will enable:

 

- Easy one to one communication for pupils, teachers and leaders

 

- Group e-mailing to enable all members to get communication and leaders to be well

 

informed of practice and partnership updates.

 

- Discussion forums for support and sharing of opinions and ideas – pupil and teachers

 

- Shared files/documents section so all members can get resources needed

 

- Partnership blog updated by all member schools

 

  • individual school pages to highlight own schools activities

 

All online communication will be completed using the site to ensure good cooperation.

 

Leadership meetings will enable leaders in partnership schools to meet face to face and ensure

 

activities are being completed effectively and allow alterations and adaptations to activities to

 

be made. They will also give opportunities for leaders to see the main activities of language

 

acquisition and cultural understanding being completed. These meetings will involve

 

workshops which will enable visiting leaders to learn more about the education system in host

 

schools and will involve opportunities for discussions with local education authority

 

representatives when possible. At these meetings findings and partnership outcomes will be

 

documented for later dissemination and reviewed regularly.

 

 

 

Teacher visits during other countries study visits will enable non-leaders to become skilled

 

and experienced in the processes and develop communication at different levels within the

 

partnership schools.

 

 

 

A partnership newsletter/blog will be completed quarterly by the group coordinator who will

 

regularly ask partnership schools for updates so that pupils and staff in partnership schools

 

can be kept up to date in partnership activities and events.

 

 

 

Children will be linked by e-mail and a section of the website that will enable them to pass on

 

their ideas and thoughts about the project and share their experiences. The e-mail link is an

 

essential ICT tool for developing the main themes of cultural understanding and language

 

acquisition. Video conferencing has already been attempted between link schools and will be

 

timetabled into the activities as part of the learning experiences for children.

 

 

 

Children will also use postal communication as a way of participating so that art work and

 

non-ICT resources and materials can be exchanged.

 

5.6 IMPACT AND EUROPEAN ADDED VALUE

 

Impact and European Added Value

 

 

 

This cooperation will

 

- provide a real, authentic context for children to use their language skills and learn more

 

with foreign schildren

 

- give children a possibility to learn and practice their social skills that are needed in

 

international cooperation

 

- increase and deepen cultural awareness and knowledge on a reciprocal basis

 

both domestic and foreign

 

- diminish stereotypes and prejudices towards foreign people by giving correct and up to

 

date information about other nations and people and thus increase mutual

 

understanding in European level

 

- give a possibility to put cross - curricular themes into practice

 

- give teachers possibilities to observe and learn different methodologies and school

 

management and adapt them to their own school environment and teaching

 

- support the development of ICT-based content and pedagogies

 

  • help children to acquirre skills necessary for active European citizenship.

 

 

 

Relevance for the Objectives of the Programme

 

X To improve the quality and to increase the volume of mobility involving pupils and

 

educational staff in different Member States (COM-OpObj-1)

 

X To improve the quality and to increase the volume of partnerships between schools in

 

different Member States, so as to involve at least 3 million pupils in joint educational

 

activities during the period of the programme (COM-OpObj-2)

 

X To encourage the learning of modern foreign languages (COM-OpObj-3)

 

X To support the development of innovative ICT-based content, services, pedagogies and

 

practice in lifelong learning (COM-OpObj-4)

 

To enhance the quality and European dimension of teacher training (COM-OpObj-5)

 

X To support improvements in pedagogical approaches and school management (COMOpObj-6)

 

5.8 EVALUATEvaluation
During the partnership, the coordinator will ask leaders from all partnership schools to

 

complete evaluation tasks to judge progress of the partnership towards objectives, requesting

 

evidence to back up comments and responses. He will set out with all partners clear plans for

 

the ongoing monitoring and evaluation of the partnership appropriate to its aims, activities

 

and expected impact.

 

 

 

These evaluation tasks will need to be sent in advance of leadership meetings so they can be

 

collated and findings discussed and any adaptations made to partnership activities at the meetings.

 

Each individual partnership leader will ask selected staff and pupils to complete

 

questionnaires and interviews to enable participant’s satisfaction and interpretation of

 

partnership performance to be evaluated and developed. The findings of these will be

 

analysed and distributed to partnership leaders so that adaptations and improvements can be

 

made to the partnerships activities.

 

 

 

Direct measures of impact on the aims will be made at regular intervals by the coordinator

 

using leaders information and communicated in a written document three times a year.

 

Online surveys and evaluation forms will be available for all partnership schools to use to

 

evaluate their own participation, as well as the whole partnerships.

 

Active Involvement

 

Pupils in partnership schools are well used to having a voice in their own learning at their

 

institution. They have already played a key part in the partnership by giving their opinions

 

and ideas on how they would like to communicate with a school in a different cultural

 

situation and who use a different language.

 

From the outset the children will be informed of the aims of the partnership so that they are

 

able to engage in what they are participating in better and gain ownership in their learning.

 

They will be asked to complete baseline assessments to see what language skills they have

 

and what cultural knowledge and understanding they have of their fellow partnership schools.

 

Before the cultural aspect is completed and started in each country children in all partnership

 

schools will be asked to think about what aspects of life they want to know more about and

 

under chosen headings come up with a set of questions that they would like to know the

 

answer to and could give an answer to about their own culture and country.

 

 

 

Children will work alongside the teacher with language acquisition skills to develop what they believe are the keywords and phrases that children would need to know to effectively and

 

confidently be able to access lesson in a school with a different main language. They will also

 

be asked to develop ideas for activities and lesson which will enhance this language learning.

 

The creation of video and sound clips of language samples will be a key part of children’s participation

 

 

 

When these activities are completed the children will be asked to evaluate the lessons in terms

 

of enjoyment and meeting the partnerships aims.

 

 

 

As the partnership develops and activities are completed the pupils will be asked to evaluate

 

the implementation of the activities and how the partners are doing in achieving their targets.

 

Children will be given opportunities to feedback their ideas and opinions at the leadership

 

meetings and at the end of study visits where meetings for children will be held for them to

 

say how the partnership activities have helped them during study visits.

 

5.10 INTEGRATION INTO LEARNING AND/OR OTHER ONGOING

 

ACTIVITIES

 

Integration into Learning and other Ongoing Activities

 

 

 

The Partnerships activities will be as fully integrated into the curriculum of the participating

 

pupils as possible through language acquisition lessons and in geography study lessons. They

 

will also play a part in pupil voice activities and citizenship lessons.

 

 

 

All partnership schools will ensure that the language learning activities are on-going activities

 

and are embedded into the regular curriculum so that they have a much more effective impact

 

on the learning of the pupils. This will enable skills to be built up in time for pupils to feel

 

confident and competent when the study visits happen. The pupils will learn a variety of

 

vocabulary and key phrases, which they have played a part devising, that enable them to have

 

basic conversations and understand simple situations in school and life. The schools will try

 

using video conferencing to help children see and hear other languages being spoken and

 

video and audio clips made by the children will give them ownership of some of the activities.

 

Other themes that will be worked on in conjunction with language acquisition and cultural

 

understanding are pupil voice, ICT, citizenship, geography and literature. This will make sure

 

the partnership activities are across many areas of the curricula in all institutions schools.

 

 

 

In pupil voice sessions the pupils will learn how their partner schools involve children as

 

decision makers and what impact this has on the learning, classroom environment, lessons and

 

achievement and enjoyment. This learning will help pupils understand how their own school

 

can give them a voice and what level of voice they have compared to their partner schools.

 

As children learn about the link country through study lesson and communicating with their

 

partner schools they will be also gain an understanding of citizenship issues involved in

 

cultural acceptance and tolerance of cultures and lifestyles.

 

 

 

As a lot of communication between partner schools will be via ICT tools the skills needed to

 

use these tools will be gradually introduced as distinct skills and then applied in partnership

 

activities alongside their use in the regular curricula. This will give them a status that allows

 

pupils to see the skills as regular skills across their learning and not as solely used in

 

partnership activities. The use of shared blogs and e-mailing will provide quick and simple

 

communication between partners and thus make the partnership flow fluently and not have

 

people waiting for communications to come by post.

 

 

 

The partnership has decided to utilise literature in the form of shared text that the pupils can

 

have in common to work in lessons with. These text maybe by famous national authors of the

 

countries involved in the partnership or text well known in each country. The choices of

 

books will highly involve the pupils of the partnership schools who will be given choices to

 

nominate and suggest reason for using specific text. The choices of books could also involve

 

books with social and cultural issues which would support one of the aims of the partnership.

 

 

 

Dissemination and Use of Results

 

 

 

For some of the partnership schools, the activities involved will be new and therefore will be used

 

to disseminate to the rest of the school how well the language acquisition and gain in cultural

 

understanding has benefitted from the activities. In these schools the learning will be passed on to

 

the whole staff and act as evidence and source for training material and structure for integration of

 

the findings into curricula.

 

 

 

In partnership schools the understanding and knowledge will prove useful for identifying strengths

 

and weaknesses of the project and its activities which will act as stimulus for development and

 

improvement of structures and organisation aspects.

 

 

 

Presentation and publications will be completed by all partnership schools that document their

 

learning and findings from the partnership activities and these will be used to support school

 

development plans and inform the leadership of the school on future practice.

 

At leaders meetings the schools reviews and evaluations will be regularly updated and a newsletter

 

update created for dissemination to partnership schools and locally.

 

 

 

At the end of the timeframe for the partnership, the results of the partnership will be turned into a

 

final case study publication, which will be sent to other schools or other interested organisations

 

both locally, nationally and across the wider learning community.

 

 

 

During the study visits the partnership schools will invite local media to observe activities and send

 

out press releases to the relevant organisations in each partnership country. These will enable

 

heightened awareness in the local learning community and opportunities for other institutions to

 

extend partnerships and use the partnerships ideas and activities.

 

 

 

Events will be held which celebrate the partnership and its activities and publicise is findings. These

 

events will also draw the attention of others to your activities within the Comenius School

 

Partnership and show the effects of its work on partnership schools and on their pupils.

 

 

 

Workshops will be offered in partner institution countries to pass on finings to other schools,

 

networks and organisations and agencies that are looking to complete similar activities.

 

 

 

Two schools that are parts of teacher education will involve student teachers in the project giving

 

them a model of European cooperation and at the same time disseminate experiences received

 

from a project.

 

The evaluation of results of the partnership against its aims and objectives will allow institutions to

 

use the findings in future teaching and activities and continue the cooperation with partner schools

 

in improved and advanced ways, even after the end of the funding period.

 

 

 

At the end of the partnership timescale a celebration event will be held to publicise and distribute

 

the final case study of the partnership.

 

PAMME: PLANNED ACTIVITIES, INCLUDING MOBILITYISATION

 

Proposed Activity Data

 

 

 

Work Programme – Planned Activities, Including Mobility Activities, of each Participating Organisation

Educational activities

 

 

 

Approx. Starting date

 

Activity/mobility description

 

Destination country (for mobility only)

 

Which partners involved

 

 

 

Sep 2009

 

Language Learning and Cultural Understanding integrated into

 

schools curricula

 

All partnership schools will start activities within curricula that

 

promote language learning and cultural understanding.

 

All

 

 

 

Nov 2009

 

Initial Leade r Meeting – finalise and plan arrangements and for

 

partnership activities

 

Mobilities – Finland (2 Adult), Germany1 (2 Adult), Germany2 (2 Adult), Austria (2 Adult) UK

 

All (Finland, Germany, Austria, UK)

 

 

 

Apr 2010

 

Austria to Finland Study visit

 

Mobilities (Austria) – 20 pupil mobilities + 4 Adult mobilities

 

Mobilities (UK1) – 1 Adult

 

Mobilities (UK2) – 1 Adult

 

Mobilities (Germany1) – 1 Adult

 

Mobilities (Germany2) – 1 Adult

 

Finland Finland/Austria/UK/Germany

 

 

 

May 2010

 

Leader Meeting – Review and evaluate partnership activities

 

Mobilities – UK1 (1 Adult), UK2 (1 Adult), Germany1 (1 Adult),

 

Germany2 (1 Adult), Austria (1 Adult) Finland

 

All (Finland, Germany, Austria, UK)

 

 

 

June2010

 

UK1 to Germany1 Study visit

 

Mobilities (UK1) – 35 pupil mobilities + 7 Adult mobilities

 

Mobilities (Austria) – 1 Adult

 

Germany Germany/UK/Finland/Austria

 

 

 

June 2010

 

UK2 to Germany2 Study visit

 

Mobilities (UK2) – 20 pupil mobilities + 4 Adult mobilities

 

Mobilities (Austria) – 1 Adult

 

Germany Germany/UK/Finland/Austria

 

 

 

June 2010

 

Germany1 to UK1 Study visit

 

Mobilities (Germany1) – 30 pupil mobilities + 6 Adult mobilities

 

Mobilities (Austria) – 1 Adult

 

UK Germany/UK/Finland/Austria

 

 

 

June 2010

 

Germany2 to UK2 Study visit

 

Mobilities (Germany2) – 30 pupil mobilities + 6 Adult mobilities

 

Mobilities (Austria) – 1 Adult

 

UK Germany/UK/Finland/Austria

 

 

 

Jul 2010

 

Language Learning and Cultural Understanding integrated into

 

schools curricula

 

All partnership schools will review Language Learning and Cultural

 

Understanding activities within curricula.

 

All

 

 

 

Sep 2010

 

Language Learning and Cultural Understanding integrated into

 

schools curricula

 

All partnership schools will start revised activities within curricula

 

that promote language learning and cultural understanding based on

 

evaluation of previous years.

 

All

 

 

 

Nov 2010

 

Leader Meeting – Review and evaluate partnership activities

 

Mobilities – UK1 (1 Adult), UK2 (1 Adult), Finland (2 Adult),

 

Austria (1 Adult) Germany

 

All (Finland, Germany, Austria, UK)

 

 

 

Apr 2011

 

Finland to Austria Study visit

 

Mobilities (Finland) – 20 pupil mobilities + 4 Adult mobilities

 

Mobilities (UK1) – 1 Adult

 

Austria Finland/Austria/UK/Germany

 

 

 

 

 

 

 

 

 

1 "In-country" mobility to or from Overseas Countries and Territories and ultra-peripheral regions of the EU will also be considered as transnational mobility, e.g. mobility by a beneficiary from mainland France to a partner in Martinique.

 

Approx. Starting date

 

Activity/mobility description

 

Destination country (for mobility only)

 

Which partners involved

 

 

 

Mobilities (UK2) – 1 Adult

 

Mobilities (Germany1) – 1 Adult

 

Mobilities (Germany2) – 1 Adult

 

 

 

 

 

May 2011

 

Leader Meeting – Review and evaluate partnership activities

 

Mobilities – UK1 (1 Adult), UK2 (1 Adult), Finland (2 Adult),

 

Germany1 (1 Adult), Germany2 (1 Adult) Austria

 

All (Finland, Germany, Austria, UK)

 

 

 

 

 

June 2011

 

UK1 to Germany1 Study visit

 

Mobilities (UK1) – 35 pupil mobilities + 7 Adult mobilities

 

Mobilities (Austria) – 1 Adult

 

Germany Germany/UK/Finland/Austria

 

 

 

 

 

June 2011

 

UK2 to Germany2 Study visit

 

Mobilities (UK) – 20 pupil mobilities + 4 Adult mobilities

 

Mobilities (Austria) – 1 Adult

 

Germany Germany/UK/Finland/Austria

 

 

 

 

 

June 2011

 

Germany1 to UK1 Study visit

 

Mobilities (Germany) – 30 pupil mobilities + 6 Adult mobilities

 

Mobilities (Austria) – 1 Adult

 

UK Germany/UK/Finland/Austria

 

 

 

 

 

June 2011

 

Germany2 to UK2 Study visit

 

Mobilities (Germany) – 30 pupil mobilities + 6 Adult mobilities

 

Mobilities (Austria) – 1 Adult

 

UK Germany/UK/Finland/Austria

 

 

 

 

 

July 2011

 

Final Leader Meeting – publicise and distribute final case study

 

Mobilities – Finland (2 Adult), Germany1 (2 Adult), Germany2 (2

 

Adult), UK1 (2 Adult), UK2 (2 Adult),

 

Austria

 

All (Finland, Germany, Austria, UK)

 

 

 

NNumber of Pupils ans Staff Involved in the Partnership in each of the Participating Organisations

 

 

 

Name of participating organisation

 

country

 

Total nr of pupil involved

 

Total nr of staff involved

 

 

 

 

 

UK – Lark Rise UK 90 8

 

UK – Caddington UK 60 6

 

Germany – Harmonie Germany 90 12

 

Germany - Eitorf Germany 45 12

 

Finland - Finland 60 8

 

Austria - Austria 26 4

 

 

 

Expected Results,Including Results

 

6.3 EXPECTED RESULTS, INCLUDING PRODUCTS IF RELEVANT

 

1 Sep 2009 Partnership communication website created with all partnership schools teachers registered ready for partnership activities to be completed.

 

 

 

2 Oct 2009 Pupil baseline language and cultural assessments completed

 

 

 

3 Oct 2009 Cultural Understanding scheme of work agreed and in place ready for teaching.

 

 

 

4 Oct 2009 Pupil created language scheme of key phrases and vocabulary created for language acquisition lessons.

 

 

 

5 Oct 2009 E-mail links between pupils in partnerships created.

 

 

 

6 Nov 2009 Leaders meeting 1 review completed

 

 

 

7 Nov 2009 Austria to Finland study visit basic outline created and tasks listed for leaders to complete.

 

 

 

8 Dec 2009

 

Germany 1 to UK1

 

Germany 2 to UK2

 

UK1 to Germany1

 

UK2 to Germany2

 

Study visit basic outline created and tasks listed for leaders to complete.

 

 

 

9 Feb 2010 Pupil/staff partnership review 1 completed

 

 

 

10 Apr 2010 Austria to Finland Study Visit completed and learning walk forms

 

completed.

 

 

 

11 Apr 2010 Pupil/staff evaluations of Study Visit completed.

 

 

 

12 May 2010 Leaders meeting 2 review completed

 

13 June 2010

 

Germany 1 to UK1

 

Germany 2 to UK2

 

UK1 to Germany1

 

UK2 to Germany2

 

Study Visits completed and learning walk forms completed.

 

 

 

14 June 2010 Pupil/staff evaluations of Study Visit completed.

 

 

 

15 Jul 2010 Cultural Understanding scheme of work evaluations completed by pupils/staff.

 

 

 

16 Jul 2010 Pupil created language scheme of key phrases and vocabulary evaluations

 

completed by pupils/staff.

 

 

 

17 Jul 2010 Pupil/staff partnership review 2 completed

 

 

 

18 Sep 2010 Reviewed Cultural Understanding scheme of work in use

 

 

 

19 Sep 2010 Reviewed Pupil created language scheme of key phrases and vocabulary in use in lessons.

 

 

 

20 Nov 2010 Leaders meeting 3 review completed

 

 

 

21 Nov 2010 Finland to Austria study visit basic outline created and tasks listed for leaders to complete.

 

 

 

22 Dec 2010

 

Germany 1 to UK1

 

Germany 2 to UK2

 

UK1 to Germany1

 

UK2 to Germany2

 

Study visit basic outline reviewed and tasks listed for leaders to complete.

 

 

 

23 Feb 2011 Pupil/staff partnership review 3 completed

 

 

 

24 Apr 2011 Finland to Austria Study Visit completed and learning walk forms completed.

 

 

 

25 Apr 2011 Pupil/staff evaluations of Study Visit completed.

 

 

 

26 May 2011 Leaders meeting 4 review completed

 

 

 

27 June 2011

 

Germany 1 to UK1

 

Germany 2 to UK2

 

UK1 to Germany1

 

UK2 to Germany2

 

Study Visits completed and learning walk forms completed.

 

 

 

28 June 2011 Pupil/staff evaluations of Study Visit completed.

 

 

 

29 Jul 2011 Pupil/staff partnership review 4 completed

 

 

 

30 Jul 2011 Leaders meeting 5 Partnership Case Study completed using reviews and evaluations against objectives

 

Celebrations and Dissemination

 

Meetings held in each partnership country to share findings and activities with local and national communities.

 

 

 

Requested EU Funding

 

 

 

Participating organisation

 

Country

 

Partnership type [Table G – mobility action

 

types]

 

Nr of planned out going mobilities (pupils)

 

Nr of planned out going mobilities (staff2 )

 

Total outgoing mobilities

 

 

 

Lark Rise Lower UK COM-24M (Multilateral / High nr of mobilities - min. 24) 70 21

 

 

 

Grundschule Harmonie Germany COM-24M (Multilateral / High nr of mobilities - min. 24) 60 20

 

 

 

Grundschule Eitorf Germany COM-24M (Multilateral / High nr of mobilities - min. 24) 60 20

 

 

 

Caddington Village School UK COM-24M (Multilateral / High nr of mobilities - min. 24) 40 15

 

 

 

Pädagogische Hochschule Kärnten/Viktor Frankl Hochschule Praxishauptschule Austria COM-24M (Multilateral / High nr of mobilities - min. 24) 20 16

 

 

 

Hämeenlinnan normaalikoulu Finland COM-24M (Multilateral / High nr of mobilities - min. 24) 20 12