Spain: Escola Rosa Oriol, Lliçà d'Amunt
Sweden: Vallbacksskolan, Gävle
Greece: Nea Karya Primary School, Chrysoupolis
Finland: Lemin koulukeskus, Lemi
Netherlands: Elde College
Sweden: Vallbacksskolan, Gävle
Greece: Nea Karya Primary School, Chrysoupolis
Finland: Lemin koulukeskus, Lemi
Netherlands: Elde College
Nea Karya Primary school
Nea Karya Primary School is located in the Municipality of Chrysoupoli, in the vicinity of Keramoti port and within the Kavala Prefecture in Eastern Macedonia. The area is between the cities of Kavala and Xanthi and across the island of Thasos. Local people’s families faced the issue of refugee and migration during their history. Their forefathers are refugees from Eastern Thrace (European part of Turkey). They had to migrate several times from 1912 to 1922 from their hometown and back to it until they leaved determinately from there and construct a new village in the Municipality of Chrisoupoli near River Nestos. Nea Karya Primary School first established in Nestos area in 1915, when the first immigrants arrived, but its history starts from 1826 in the village “Karya”, which is located Eastern Thrace (European part of Turkey). In 1947 Nestos River burst its banks and the village was destroyed. Then local people had to migrate again to another more safety location for constructing their village and a new school building as well.
Nea Karya Primary School is located in downgraded rural area and consists of approximately 80 pupils which are from a range of social backgrounds. Ηalf of the pupils are children of Romani and migrant worker families with pretty low socio-economic and education level. The majority of these pupils have familial and learning problems. Their additional learning needs range from moderate learning difficulties to Global Learning Delay. Although they have so many learning disabilities they attend the mainstream curriculum as there aren't any appropriate support institutions in place. Because of this our school has been added to the Priority Education Zone of our country (Educational Priority Areas) from 2013, an educational programme funded by NSRF programme of development. Also Nea Karya Primary School is the only primary school in its municipality and one of the 58 ones in Greece that has a science laboratory. This facility has provided by the funding of the school by the CSF 2000-2006 (Community Support Framework). Being of multi-cultural composition, the main priority of our school is to foster an atmosphere of mutual acceptance and cooperation among students, in the context of showing diversity respect, and to fight against our pupils’ functional illiteracy and school failure. Also objectives for our school are the co-operation among school, pupils’ parents and local associations and the dissemination of the outcomes of pupils’ works. In order to reach these goals Nea Karya Primary School organizes and participates in a variety of National and European educational projects (eTwinning and Comenius partnership), promoting in this way these aims to a European context as well. All projects are based on innovating educational approaches (researching tools and creative thinking techniques of teaching) and related with pupils’ theatrical performances, researches of local history, European history, European cultural customs and traditions, environmental education, physical and health education etc, so as a usage of practices based on modern pedagogical research to be promoted. Also our school manages school blogs as a host for the dissemination of its work.
Elde College
Elde College, Schijndel, which is located in the province of Noord Brabant in the Netherlands, is a comprehensive secondary school which roughly 2.250 students total. We have different departments, ranging from a form a special education to a bilingual grammar school (without Latin and Greek). The students are aged 11-12 when starting at our school and, depending on when they leave, 16-20 years old.
We have two locations; both in small rural settings; one in Sint-Michielsgestel and one in Schijndel. The latter will take part in this programme. The school has roughly 250 employees; both teachers and supportive staff.
Our school is located in an area where mainly farmers and labourers were situated in the past. The city of Eindhoven, known by Philips Lighting Factory, was a primary source of employment for several people, be in mainly physical labour. This is also the main reason why we feel our students should meet and interact with people from different countries because in their immediate surroundings they are hardly ever exposed to this. We feel it is paramount for our students to engage with other people from different (cultural) backgrounds in order to fight discrimination, ignorance and lack of understanding; something we unfortunately, see more and more in present-day Europe.
Rosa Oriol primary school
The school was created in 2005 and in the course 2007-2008 the lessons started in the new building. It’s a double line school (two classrooms of each level) from kindergarden to primary education. It has three levels in kindergarden ( P3, P4, and P5) and six levels for primary (from 1st to 6th grade).
Currently it has 430 students and 26 teachers and a half. It counts also with some other professionals that helps us in our tasks such as physicians, psichologists or TEI (support for kindergarden).
In the building itself we counts with our own kitchen where the cook and his team prepare meals for those kids who stay in the school between lessons and also for the teachers that stay in the school at midday.
The lessons in our school are scheduled like this:
mornings: from 8,30 to 12 hours
afternoon: from 15 to 16,30 hours
The AMPA (Asociation of parents) are in charge of the extra activities that take place every day after lessons (from 16,30h to 18,30). These activities are such are karate, football, baketball, skating, or chess.
We are a green school, which means we are environmental friendly. We have a campaign of healthy breakfasts to increase awareness of its importance. We recycle and even our plyayground bins are painted in colours so we teach them how to throw away rubish depending on its origin from a very young age. We have pupil’s in charge of assessment to the rest of the kids (we call them asesors verds – green advisers). We also have other campaigns inside this program related to mental welfare, physical welfare, and so on).
We have another program to teach children to solve their own problems speaking. They have places all over the school called “racons de parlar” (speaking corners) where they have written the steps they have to follow in order to remind them how to do it.
We give a lot of importance to “tutorias” and “asambleas” ( tutorship and general assembly) where we use different activities and strategies to solve problems and also to learn a better way to communicate, help each other and build up understanding.
We work half with books and half with projects that are always chosen by the children. In the kindergarden they don’t have books and materials are made by their teachers. We have working sessions so-called “ambients” in kindergarden and the first two courses of primary (learning environments and game environtments) as a learning strategies. In the rest of primary we work in workshops.
Currently it has 430 students and 26 teachers and a half. It counts also with some other professionals that helps us in our tasks such as physicians, psichologists or TEI (support for kindergarden).
In the building itself we counts with our own kitchen where the cook and his team prepare meals for those kids who stay in the school between lessons and also for the teachers that stay in the school at midday.
The lessons in our school are scheduled like this:
mornings: from 8,30 to 12 hours
afternoon: from 15 to 16,30 hours
The AMPA (Asociation of parents) are in charge of the extra activities that take place every day after lessons (from 16,30h to 18,30). These activities are such are karate, football, baketball, skating, or chess.
We are a green school, which means we are environmental friendly. We have a campaign of healthy breakfasts to increase awareness of its importance. We recycle and even our plyayground bins are painted in colours so we teach them how to throw away rubish depending on its origin from a very young age. We have pupil’s in charge of assessment to the rest of the kids (we call them asesors verds – green advisers). We also have other campaigns inside this program related to mental welfare, physical welfare, and so on).
We have another program to teach children to solve their own problems speaking. They have places all over the school called “racons de parlar” (speaking corners) where they have written the steps they have to follow in order to remind them how to do it.
We give a lot of importance to “tutorias” and “asambleas” ( tutorship and general assembly) where we use different activities and strategies to solve problems and also to learn a better way to communicate, help each other and build up understanding.
We work half with books and half with projects that are always chosen by the children. In the kindergarden they don’t have books and materials are made by their teachers. We have working sessions so-called “ambients” in kindergarden and the first two courses of primary (learning environments and game environtments) as a learning strategies. In the rest of primary we work in workshops.
We work English through arts and crafts and science (CLIL) and we use also eTwinning as a part of our year curriculum.
Vallbacksskolan
Vallbacksskolan is a relatively new school located in central Gävle. It houses about 400 students and around 70 members of staff, headed by two principals. Apart from classes 7-9 (13-15-year-olds), it has also a class teaching Swedish to newly-arrived immigrants, a class for students with autism, special classes for students with a retardation and also two classes adapted to students with impaired hearing. The school opened in 2015. It was partly a result of a local political decision to work against segregation. An important aim was to encourage the meeting of students from different parts of the town. Consequently, the school is today a multicultural one.
Vallbacksskolan aims at being a school where everyone can feel safe and which allows everyone to be themselves. At Vallbacksskolan the feeling of belonging is important. Within the staff, there are 6 coaches who work for students’ safety and well-being. They arrange activities during breaks, after school and on holidays, allowing students to meet and get to know each other. Other important educational areas are: cross-curricular teaching, learning for a sustainable development and digitalized teaching.Vallbacksskolan regularly organizes special theme-days, when both teachers and students work within a cross-curricular scope with different issues concerning their well-being. The latest theme-day activity has been "Love and Respect", and for two days issues such as LGBTQ, bullying and child abuse were in focus. The fact that every student at Vallbacksskolan has an iPad or a computer at their disposal, facilitates a digitalized teaching-learning environment in all the school areas. During holidays, the school organizes ‘holiday school’ for those students who need further practice in order to get a higher grade or reach their goals.
Lemin Koulukeskus
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