L’escola dels Països Baixos (The Netherlands)

06

01 2017

ESCOLA TÚRBULA (Sant Adrià de Besòs, Barcelona) Spain

Escola Túrbula (www.escolaturbula.com) is located in a town called Sant Adrià de Besòs, which is near Barcelona. The school is situated in a deprived area of town, populated by people who came from different parts of Spain during the 1960’s and 1970’s. From which the population has grown and is still growing today by incorporating immigrant people from South America, China, Pakistan, Eastern countries,… who came to improve their standards of living. Next to the school there is a neighbourhood called “La Mina”, populated by a majority of gypsy families who attend our school. Our students belong to lower working class families who either are on a low income or are unemployed. However, the wide offer in professional training studies has attracted an increasing number of students from all around the country who seek high quality professional training courses.

The different levels include:  Nursery (aged 1 to 2), Preschool (aged 3 to 5), Primary (aged 6 to 11), Secondary (aged 12 to 16) and Post-secondary (aged 16 to 18, which includes University preparation courses and Vocational courses related to Dentistry and Sports). 10% of our students are special needs students. There are also special courses for drop-outs who are in risk of being socially excluded and have little chances in the labour market.
In our school lessons are delivered in Catalan, which is the medium of education, and Spanish is also learnt, as they are the two native languages in our area. Despite Catalan being the language of education, our students are Spanish speakers with little active  contact with Catalan. That’s why our institution struggles to expose students to Catalan since the language in the environment and at home is Spanish. As for our foreign languages, English is used from Nursery up to Post-Secondary as first and foremost a foreign language. German is offered as a second foreign language as an option for students who are at Secondary level. Our commitment to language learning is huge, so students have the chance to learn German at secondary level. Moreover, the CLIL (Content and Language Integrated Learning) approach is stressed at all levels since our students learn some subjects through English. Considering the social context and our teaching objectives, it is a challenge for our institution to offer teachers the opportunity to get in contact with other teachers in Europe in order to share their experiences, compare them and learn new or different methodologies and approaches to teaching that we can use to improve our school.
In 2007, one of the school objectives was to extend the use of English by delivering some of the subjects in English (i.e. CLIL approach). It was in 2007 when our CLIL project started by providing our teachers with training in this area in order to equip them with the necessary tools to deliver some of the lessons in a foreign language, in our case in English. From that moment on, we started different projects in order to achieve our goal: training our teachers and equipping them with the necessary tools in order to deliver their lessons in English, improving the level of English of our teachers and, consequently, improving the competence of our students in English. These are the projects recognised by Departament d’Ensenyament (Catalan Government) we carried out:
- 2009-2012: PELE (Programa Experimental de Llengües Estrangeres) project “Let’s get to know some important composers” (CLIL project: Music in English at Secondary level)
- 2012-2014: Comenius Project “Our Voices across Europe” (CLIL project: Music in English at Secondary level) which involved International exchanges with 7 different schools in Europe
- 2012-2014: PILE (Pla Integrat de Llengües Estrangeres) project “Let’s create with artists” (CLIL project: Arts and Crafts at Primary level)
- 2015-2017: GEP (Grup Experimental per al Plurilingüisme) project “A Taste of Art” (CLIL project: Arts and Crafts at Primary and Secondary level)
Apart from all these recognised projects, since 2007 we have been offering CLIL courses to train our teachers and good practice exchanges to share our CLIL projects and experiences. Besides, we have participated in different CLIL courses in Spain to share our projects and experiences with other teachers. Now we have a strong CLIL project in our school which involves all different levels from Nursery up to Post-Secondary in which our teachers deliver their subjects in English following a CLIL approach in order to develop our students’ competency in the English language and the mastery of content-rich contents.  One of the pillars of our CLIL project is the fact that every class is taught mainly by a team of two teachers (tandem teaching).

The school has a policy of inclusiveness and promotes a holistic approach to education. Thus, this project promotes inclusion so that all students will benefit from our educational practices.  As mentioned before, our school is made up of students from different social backgrounds together with special needs students and our main objective is to offer all of them the chance to mingle, learn to work together and benefit from such an enriching project.
We believe in a plurilingual education for all.



06

01 2017

Englantilainen koulu (Helsinki, Finland)

The English School (www.eschool.edu.hel.fi) was founded in 1945 right after the wars. It is the first bilingual school in Finland where instruction is in both English and Finnish. The English School comprises a two-year preschool, elementary, middle and high school. The staff consists of both native English speaking staff and Finnish speaking staff. Besides languages, the school values Christian values in its education. The students come from all faiths and non-faith.

The English School is the first bilingual school in Finland. We have long traditions in teaching through the medium of two languages, which are the key areas in the planned activities between the schools. The organization of school work in a bilingual school differs from ordinary Finnish school: every class is taught mainly by a team of two teachers: the other one is a native Finnish speaker the other one a native English speaker. The benefits of team-work will also be on focus in our collaboration.

06

01 2017

St. Paul’s Primary School (Portlaoise, Ireland)

St Paul’s Primary School (www.stpaulsns.ie) is situated in Portlaoise, Ireland. It is a senior primary boys’ school with 440 students. Over 25% of the pupils were born outside of Ireland. There is also diversity as regards socio-economic backgrounds, Traveller  community and special needs children. The school has a policy of inclusiveness and promotes a holistic approach to education. It aims to provide a wide range of opportunities and experiences to its pupils. The school is to undergo an amalgamation process in September 2016.

The school teaches in two languages, English and Gaeilge (Irish). This means that the school utilises CLIL-type activities to develop competency in the Irish language. The teaching of Music is an integral part of the school curriculum and the school participates in the National Children’s Choir which exposes the children to diverse genres of music. The school is also an enthusiastic supporter of European collaborative initiatives and has experience in the Erasmus+ Key Action 1 programme which the school engaged in the 2014-2015 school year and enabled the school staff to develop inclusive competencies.

06

01 2017

Zeldenrust-Steelantcollege (Terneuzen, The Netherlands)

The Zeldenrust-Steelantcollege (www.zsc.nl) is situated in Terneuzen, a small harbour town in a rural area in the south of the Netherlands. We cater for children of very diverse social and religious backgrounds. It is a Comprehensive school, offering all secondary courses from vocational until pre-university education. The school is confessional: a cooperation of protestants and catholics. “Identity, quality and opportunities” are the kernel principles of our institution.

31 % of pupils at general secondary education and pre-university education enter the bilingual stream, where at least 50 % of classes are taught in English for the junior years. Senior years total a fixed bi-lingual number of hours that amounts to an average of about 25 % of instruction in English. Subjects range from Mathematics to PE, Sciences and Arts.
Teachers are regularly trained on CLIL (Content Language Integrated Learning) skills, and are motivated to reach at least C1 level of English through training and exams for Cambridge Advanced English. Every teacher is given the opportunity expand his repertoire of didactic skills by school visits, national and international.
The bi-lingual stream was started in 2005/2006. Monitored by the European Platform, we are now a Senior bi-lingual school. Bi-lingual pupils finish secondary education at a C2 level for English, International Baccalaureate English A: Language and Literature.
The bi-lingual programme includes a high focus on European and International Orientation. Junior pupils visit the UK once per year. Class courses and projects introduce the pupils to a wide range of aspects of the European Community, and contact peers in international projects through Internet. Senior pupils are involved in – at least – one international exchange programme. At this moment the school has an Ontario-based Canadian Exchange partner, who hosts us in Canada and visits the Netherlands on a yearly basis.
In 2012-2014 the school participated in a Comenius project called the “Teenage Investment Fund”, together with schools from Poland, Lithuania, Denmark, Turkey, Bulgaria, Spain and Italy. This project involved some 40 pupils from our school and 10 staff members; it focused on European employment, job opportunities and economics.

06

01 2017

Job-shadowing in The Netherlands

Del 16 al 22 d’octubre de 2016 la Marian Ruiz (professora d’ESO i Batxillerat) va fer la seva estada en una escola dels Països Baixos. Durant una setmana la Marian va poder observar i compartir la seva experiència amb els alumnes i els professors d’aquesta escola:

Zeldenrust-Steelantcollege (Terneuzen, The Netherlands) www.zsc.nl

06

01 2017

Resumint…

Heading Towards a Plurilingual Education  for All” aims to bring about a better educational opportunity in Escola Túrbula for disadvantaged and diverse students from the Sant Adrià de Besòs area. Having a plurilingual school in such an urban area is so beneficial to the livelihoods of the youth as it opens the door to better opportunities to their future. We hope to make three visits to schools in Finland, The Netherlands and Ireland with the hopes of gaining knowledge of different teaching approaches so as to incorporate them into our school and eventually to the surrounding schools and universities. We hope to also share our ways of teaching to each school that we visit. We would like to send nine teachers in total (three from Preschool, three from Primary and three from Secondary), one teacher from each level will travel to one target country.

Activities which we hope to achieve whilst on these trips are:
- observation (CLIL lessons taught through English, tandem teaching, the incorporation of two languages e.g. English and Irish)
- identifying strategies and methodologies of different skills
- observe how special needs students and newcomers are integrated into the school and how they are taught
- sharing the practices that we have learnt along the way
Participants after completing this job-shadowing project will be able to:
- expand and improve their methodological skills
- gain the resources needed to reflect upon and improve their classroom strategies
- improve their linguistic competence in English
- be more equipped when dealing with newcomers and special needs students
We hope to benefit from this job-shadowing project by being able to accommodate better for our students’ needs and help the local  schools network and higher educational institutions to learn from our experiences from visiting our three partner schools.

06

01 2017

Candidats de la nostra escola

Els docents de la nostra escola que duran a terme aquest projecte són:

Marian Ruiz (professora d’ESO i Batxillerat)

- Job-shadowing project in The Netherlands

- del 16 al 22 d’octubre de 2016

Charo Fernández (mestra d’Educació Primària)  i  Noemí Gómez (mestra d’Educació Infantil)

- Job-shadowing project in Ireland

- de 26 de març a l’1 d’abril de 2017

Marta Beré (mestra d’Educació Infantil), Arnau Rivas (mestre d’Educació Primària) i Antònia Cañadas (professora d’ESO).

- Job-shadowing project in Finland

- del 7 al 13 de maig de 2017

06

01 2017

Qui són els nostres PARTNERS?

Les nostres partner schools on els nostre professorat podrà fer una estada de job-shadowing són:

Zeldenrust-Steelantcollege (Terneuzen, The Netherlands) www.zsc.nl

St. Paul’s Primary School (Portlaoise, Ireland) www.stpaulsns.ie

Englantilainen koulu (Helsinki, Finland) www.eschool.edu.hel.fi

Per què aquestes escoles?

Our partners have been contacted and chosen considering our needs. They are good assets for our job-shadowing project because:

- Finland: the school has a long tradition of bilingual teaching (English / Finnish) and they can offer us the chance to observe and reflect upon their practices in a context in which English is the medium of instruction in subjects like Science, Arts and Crafts and Music, among others, at Preschool, Primary and Secondary level. Besides, in this school every class is taught by a team of two teachers (tandem teaching) and this experience will be so valuable for us in order to see and share our and their practices when two teachers teach together.  The school staff has experience in this field and it will be beneficial and enriching for us.

-The Netherlands: the school has a long tradition of bilingual teaching (English / Dutch) and they can offer us the chance to observe and reflect upon their practices in a context in which English is the medium of instrucion in subjects like Science and Arts and Crafts, among others, at Secondary level. The school staff has experience in this field and it will be beneficial and enriching for us.

- Ireland: the school is a school in which two languages coexist (English and Irish) and will give us the chance to observe and compare how two native languages are learnt and their role both in the environment and at school. We will be able to establish connections and comparisons with the role of Catalan and Spanish in our context. Besides, this school is a good asset to observe and reflect upon the role of Music as the teaching of Music is an integral part of the school curriculum. The school staff has experience in developing inclusive competences to integrate special needs students and newcomers to mainstream education and inclusiveness is also one of the kernels in our school.

The three partner schools have been carefully selected to cater for our needs as we want to make the most out of our job shadowing project in each school. We believe that the three partner schools offer us the chance to observe, analyse, share and reflect upon the objectives we set for this period of observation. Additionally, we feel that this observation period is fundamental in our situation as we need to learn from other experiences in order for us to improve our daily practices.

This job-shadowing project will also benefit our partner schools because, by sharing our experiences with them, they will gain practical insight into how our school operates, as far as our inclusive CLIL project is concerned. Our knowledge shared will be a two-way street in other words, we will both benefit from our experiences.

06

01 2017

El nostre projecte Erasmus+ KA1

El passat juny 2016 ens van concedir el projecte Erasmus+ KA1 que havíem presentat a la Comissió Europea el febrer de 2016.

El nostre projecte s’anomena “Heading Towards a Plurilingual Education for All” i es durà a terme durant el curs escolar 2016-2017.

Quins són els objectius del nostre projecte?

We feel the need to undergo a job-shadowing project because our institution has been carrying out CLIL projects since 2007 and recognised projects since 2009. We have a long tradition and expertise in this field because we would like to share and compare with other schools in Europe which work in the same line. In this way we will be able to identify new or different strategies or methodologies that will enrich our daily practice and, consequently, our students performance.
By carrying out this project we would like to:
- observe classes in schools that teach through the medium of two languages
- observe classes in which content subjects (Science, Arts and Crafts and Music) are taught through English
- observe CLIL lessons taught by a team of two teachers (tandem teaching)
- identify the strategies and methodologies that CLIL teachers in other schools in Europe deploy
- observe how special needs students and newcomers are integrated and taught in CLIL lessons (ie. policies of inclusion)
- compare the situation of two languages coexisting together in schools (English and Irish in Ireland; English and Dutch in the Netherlands; Finnish and English in Finland; and Catalan and Spanish and English in our case) and analyse how these languages are learnt and their role in the school and at home
- share our good practices with other schools in Europe which work in the same line as ours so they can also learn from our experience by sharing, comparing and analysing our daily practices.
After a long journey of CLIL training, CLIL implementation and reflection in our lessons, we feel the need to learn from other school which work in the same line as ours in order to analyse, compare and reflect upon our good practices, with the ultimate goal to improve our teaching practice and, consequently, our students’ performance.

06

01 2017