PROJECT PARTNERS
PENDLE COMMUNITY HIGH SCHOOL & COLLEGE/ENGLAND
www.pchs.lancs.sch.uk/
www.pchs.lancs.sch.uk/
Pendle Community High School & College is a Special Educational Needs school in a deprived area of east Lancashire. Our students have a wide range of issues:- Moderate, severe, complex and multiple learning difficulties; Autistic spectrum disorders - Speech, language and communication needs, Physical difficulties and medical needs.Many students have complex multiple needs and some 15% of the students are in care and many have already lived through profoundly difficult times. The area is known for rapid urbanisation. It was once famous for its cotton industry and with the rapid decline of the mills the economy in the area has never really recovered. The school and community is a mix of Asian and White British. The area has a high proportion of deaf or hearing impaired people, a result of working in the cotton mills. Around 2/3 of students are White British and virtually all others are of Pakistani origin and speak English as an additional language. Our high school (11-16 years) has approximately 90 pupils and college (16-19 years) has 48 students. We have received a number of awards including an Excellence Award for Innovative Practice and
Inclusive Learning. The school also won a national Ethical Award for community work at a local nature reserve. Our students' data is always low when compared nationally., although recent changes to national assessment now means we can use our on-line assessment tool which supports us to show small steps of progress. In this way our students demonstrate some progress even if it is less than expected national standards. It is vital to enrich and develop the curriculum so students have a chance at demonstrating their ability instead of disability and projects like these offer such opportunities and new experiences.. The key workers involved have experience of previous European projects and have an understanding of the requirements and value of such collaborations and have a team of staff in place to work on this so that there is always back up. With being a special needs provision the staff have extensive knowledge of inclusive learning and how to differentiate to match the needs of the pupils. Our fundamental philosophy or ethos is that we look at the individual and adapt teaching and learning styles to meet their needs. This focus on pupil-centred learning supports the individual to develop and make the most of their strengths so that they can fulfill their potential regarding personal effectiveness and independence. This helps prepare them to cope the best they can with the many barriers they face in a world that sadly doesn't always accept them. However, whatever their needs and ability we aspire to nurture their potential, raise aspirations and maximise achievement for all
Inclusive Learning. The school also won a national Ethical Award for community work at a local nature reserve. Our students' data is always low when compared nationally., although recent changes to national assessment now means we can use our on-line assessment tool which supports us to show small steps of progress. In this way our students demonstrate some progress even if it is less than expected national standards. It is vital to enrich and develop the curriculum so students have a chance at demonstrating their ability instead of disability and projects like these offer such opportunities and new experiences.. The key workers involved have experience of previous European projects and have an understanding of the requirements and value of such collaborations and have a team of staff in place to work on this so that there is always back up. With being a special needs provision the staff have extensive knowledge of inclusive learning and how to differentiate to match the needs of the pupils. Our fundamental philosophy or ethos is that we look at the individual and adapt teaching and learning styles to meet their needs. This focus on pupil-centred learning supports the individual to develop and make the most of their strengths so that they can fulfill their potential regarding personal effectiveness and independence. This helps prepare them to cope the best they can with the many barriers they face in a world that sadly doesn't always accept them. However, whatever their needs and ability we aspire to nurture their potential, raise aspirations and maximise achievement for all
ADNAN MENDERES ANATOLIAN HIGH SCHOOL/ Turkey
balikesiradnanmenderesal.meb.k12.tr/
balikesiradnanmenderesal.meb.k12.tr/
Balıkesir Adnan Menderes High School is located in a disadvantaged area, far from the city centre. We continue serving our education with 17 classrooms There are 260 female students staying at our boarding school apex.The majority of these students come from rural areas. As their families' education levels are very low, It affects our students' life in a negative way. The fact that our school is a boarding school makes it possible for fragmented families to send their children away. This leads to mostly peer bullying, early school leaving and marriage at an early age, Unfortunately, this situation reduces academic success and negatively affects the rate of students attending higher education The basic idea of my school is to make each student feel that it is important to be "Human" without regarding to their identity, personality, past experiences, gender and success. In order to achieve this goal, we want to gain experience from National Agency and European Union education programmes and wish to share our experience with partner schools in our project region and our country.We want to help them find and show their hidden cores .This project will help us find out many cores by giving them more opportunities for their intelligences . With this project Our Psychological Counsellor will provide psychological support to students and provide informative seminars and multiple intelligence activities for both ours and students of partner school in the fields of expertise. They previously provided psychological support in Soma-DA project following the mining disaster in ourcountry.Our Coordinator, being good at English and German, participated in Erasmus seminar on Early School Leaving with the project ,named " Our future is at school" in Czech - Prague 2017-1-TR01-KA101- 044349. Our Career Club visits to the institution and the workplace with the students and contributes to setting the students ' career goals.Our Information Technologies teacher, will provide technicalsupport for the project Our Assistant Manager participated previously in Erasmus+2015-1 TR01- KA102-016247 Czech-Prague. These experiences will contribute us. Our most powerful aspect is that all of our key personnel in this project have adequate pedagogical training. In addition, it is a plus force to have a young and dynamic English, Maths, Science, IT, Technology and Art staff in our team.The students will actively take part in the project.
SOU Ljupco Santov Kocani
/Former Yugoslav Republic of Macedonia
/Former Yugoslav Republic of Macedonia
SOU "Ljupco Santov" is a secondary school situated in town of Kochani in the east part of Macedonia. It educates students in comprehensive knowledge and economic skills. The school has graduated students who became successful on state level and abroad. The school is a three storey building with 18 classrooms, specialized classrooms for music, art, computer studies, accounting, multi media center, dance studio, gym, vast playground and a big library with a huge collection of books. The school is attended by 680 students in 2016/17 school year. The teaching staff (60employees) teaches the students utmost care ,guide them with their assessment and other preparations and help them in times of need. Beside the regular syllabus, the school also organizes numerous extracurricular activities where students present their abilities and skills to the public. The school basketball team, football team and futsal team (indoor football) continually win competitions. The school choir and orchestra are recognized by their town and school anthem which is composed by music teachers. The students also take part in international art contests and win awards. The dance club gives students an opportunity to present their creativity through dance and music. The school also has an eco -committee composed of the school staff and students. Their goal is to increase the ecological awareness in the community and to promote the idea of healthy environment. The school also has an excellent collaboration with the state and international organizations such as Peace Corps, USAID which organize activities to promote the idea of co-existence ,mutual respect
and understanding of multi-ethnic communities. In 2008 we started cooperation with the Turkish school "Kadıkoy" from Istanbul, which has been going on till present day. Our school have one ongoing ERASMUS + project (started at November 2017) named Lifelong Maths with partners from Turkey , Italy Romania and Cyprus . People involved in this project are all well-trained, experienced, and highly motivated teachers and/or stuff-members. They are fluent in English and computerliterate. All possess excellent communication skills.
and understanding of multi-ethnic communities. In 2008 we started cooperation with the Turkish school "Kadıkoy" from Istanbul, which has been going on till present day. Our school have one ongoing ERASMUS + project (started at November 2017) named Lifelong Maths with partners from Turkey , Italy Romania and Cyprus . People involved in this project are all well-trained, experienced, and highly motivated teachers and/or stuff-members. They are fluent in English and computerliterate. All possess excellent communication skills.
Agrupamento de Escolas de Aljustrel/ Portugal
www.aaljustrel.pt
www.aaljustrel.pt
Our group of schools “Agrupamento de Escolas de Aljustrel” is situated in the municipality of Aljustrel and its headquarter is Escola E.B. 2,3 Dr. Manuel de Brito Camacho. The Municipality of Aljustrel is located in the south of Portugal and in the centre of the region Baixo Alentejo. The educational offer provided by the Group comprises all levels of
education from Pre-School to High School. It covers the Family Support Component, Curricular Enrichment Activities, School Sports, School Libraries / Educational Resource Centers, the PIEF measure, CEF, Professionals and Vocational Courses. The percentage of subsidized students is 28.18%, with 15% with A grade and 13.18% with B grade. The “Agrupamento de Escolas de Aljustrel” is part of the project Educational Territory of Priority Intervention, due to factors of adversity faced by the target public that attends it.The
Aljustrel have a school population of 1143 student and 143 staff members. Of the 1143 students, 97 have special educational needs. In the Aljustrel schools, currently considered a Priority Intervention Territory due to poor results obtained by students in external evaluations, strategic vision is reflected in an incipient and systematic way, not only as an encouraging stimulus to the entrepreneurship of each element that makes it but also as a progressive and guiding reference of the efforts that will be necessary for this. Aljustrel is also the place in Portugal were more autistic children born per capita, which is a big problem for our school. Having such different types of children attending to school we need an urgent strategy to promote acceptance of the difference. This project is a perfect fit for that propose, we can empower students to improve the inclusion and participation quality of school.
Aljustrel Schools have a team of Special Education Teachers that work all day long with different kinds of students, form learning difficulties to children with disabilities. We also have psychological and social care professionals that make target activities in order to solve issues about acceptance, discriminations and other subjects that appear during the school year. Two of the teacher that participate in the project have high degrees in Visual Education an Post-graduation in Special Education, both with vast experience in project planning and costumed to develop school projects like Eco-school, App 4 Good, and other. Other two participants are IT teachers, both with high degrees in IT teaching, they will bring the knowhow needed for dissemination abroad and app making, one of the sub products that we intend to do with students during the project. Both are very experienced teachers having also competence in eTwinning project building.
education from Pre-School to High School. It covers the Family Support Component, Curricular Enrichment Activities, School Sports, School Libraries / Educational Resource Centers, the PIEF measure, CEF, Professionals and Vocational Courses. The percentage of subsidized students is 28.18%, with 15% with A grade and 13.18% with B grade. The “Agrupamento de Escolas de Aljustrel” is part of the project Educational Territory of Priority Intervention, due to factors of adversity faced by the target public that attends it.The
Aljustrel have a school population of 1143 student and 143 staff members. Of the 1143 students, 97 have special educational needs. In the Aljustrel schools, currently considered a Priority Intervention Territory due to poor results obtained by students in external evaluations, strategic vision is reflected in an incipient and systematic way, not only as an encouraging stimulus to the entrepreneurship of each element that makes it but also as a progressive and guiding reference of the efforts that will be necessary for this. Aljustrel is also the place in Portugal were more autistic children born per capita, which is a big problem for our school. Having such different types of children attending to school we need an urgent strategy to promote acceptance of the difference. This project is a perfect fit for that propose, we can empower students to improve the inclusion and participation quality of school.
Aljustrel Schools have a team of Special Education Teachers that work all day long with different kinds of students, form learning difficulties to children with disabilities. We also have psychological and social care professionals that make target activities in order to solve issues about acceptance, discriminations and other subjects that appear during the school year. Two of the teacher that participate in the project have high degrees in Visual Education an Post-graduation in Special Education, both with vast experience in project planning and costumed to develop school projects like Eco-school, App 4 Good, and other. Other two participants are IT teachers, both with high degrees in IT teaching, they will bring the knowhow needed for dissemination abroad and app making, one of the sub products that we intend to do with students during the project. Both are very experienced teachers having also competence in eTwinning project building.
The Institute of High Education "Raffaele Piria" was founded in 1969. It is situated in Rosarno, a large village in the province of Reggio Calabria. Set in a beautiful green spacious campus, IIS “R. PIRIA “ is a wonderful place to study and to work. It is the only provider of education to young people of Rosarno and the surrounding towns for the age ranging from15 to 18/19. The Institute of High Education “Raffaele Piria " is made up of three types of schools:
1)The High Scientific School offers a scientific and humanistic cultural education which prepares students to continue university studies in all degree programs - medical, paramedical, scientific and technological. Our students focus on: Computer Science, Science, Math, Chemistry, Physics, Biology, Foreign Languages, Philosophy and Arts; The school is an ECDL Center and a "Trinity Test Center" for the certification of language
skills.The institute has a radio web.
2)The Technical Institute of Administration, Finance and Marketing.
3) The Professional Institute for Services to Agriculture.
The Institute has a total of about1.200 students and employs 140 members of teaching staff and non-teaching staff. Our pupils are aged 15-19. Our primary objective is the achievement of students’ success, through the promotion of knowledge, skills and capabilities, using various training methods and strategies. The institute has four IT and math labs with 20 work stations, 2 language labs with 12 fully functional workstations and 40 classrooms all with LIM. We have extensive expertise in running Erasmus+ KA2 projects, as can be seen below. The project staff consists of a finance department who are now expert in the management of international projects. Support staff are now fully experienced in collecting and presenting resources necessary for an effective communication of project activities and results. The school employs a communications officer who is a member of the Senior Leadership Team. At a teaching level, there is a member of every department in the school who is experienced in developing student participation in international projects. The teachers integrated in this application have different skills: Degree in Computer Science, Degree in Chemistry, Degree in Biology, Degree in Foreign Languages etc. The key person involved in this application is Michele Oliva, the Director- General for Erasmus+ . Oliva is an experienced teacher of Computing, ICT. He has extensive experience in project planning, cycle and project management , grant management, dissemination and cooperation with stakeholders. He will be responsible for project management, communication between partners, selection and preparation of project activities with his team
1)The High Scientific School offers a scientific and humanistic cultural education which prepares students to continue university studies in all degree programs - medical, paramedical, scientific and technological. Our students focus on: Computer Science, Science, Math, Chemistry, Physics, Biology, Foreign Languages, Philosophy and Arts; The school is an ECDL Center and a "Trinity Test Center" for the certification of language
skills.The institute has a radio web.
2)The Technical Institute of Administration, Finance and Marketing.
3) The Professional Institute for Services to Agriculture.
The Institute has a total of about1.200 students and employs 140 members of teaching staff and non-teaching staff. Our pupils are aged 15-19. Our primary objective is the achievement of students’ success, through the promotion of knowledge, skills and capabilities, using various training methods and strategies. The institute has four IT and math labs with 20 work stations, 2 language labs with 12 fully functional workstations and 40 classrooms all with LIM. We have extensive expertise in running Erasmus+ KA2 projects, as can be seen below. The project staff consists of a finance department who are now expert in the management of international projects. Support staff are now fully experienced in collecting and presenting resources necessary for an effective communication of project activities and results. The school employs a communications officer who is a member of the Senior Leadership Team. At a teaching level, there is a member of every department in the school who is experienced in developing student participation in international projects. The teachers integrated in this application have different skills: Degree in Computer Science, Degree in Chemistry, Degree in Biology, Degree in Foreign Languages etc. The key person involved in this application is Michele Oliva, the Director- General for Erasmus+ . Oliva is an experienced teacher of Computing, ICT. He has extensive experience in project planning, cycle and project management , grant management, dissemination and cooperation with stakeholders. He will be responsible for project management, communication between partners, selection and preparation of project activities with his team