Our institution is a state run general secondary school with 1400 students and 110 teachers. We have two lines of Secondary Education, one of them within a Bilingual Programme in English, in which we have to implement CLIL methodology.
In the first year we have started implementing a methodology of Project Based Learning to improve our results and also behaviour. We would like to know more about the methodologies that other European schools use and sharing experiences. We have been a preferential school for gifted students since 2010, having given Emotional Intelligence a major role in the activities not only with these students, but also with whole groups in order to be inclusive.
Thus, EMBRACE will give us the opportunity to share good practise with other European schools with this kind of students to learn from their experience. In general, we think that taking part in this project will allow us to learn more about the use of ICT tools in the classroom. We also have Non-compulsory Secondary Education, and vocational training courses at initial, intermediate and high level.
Within our previous Erasmus+ project, we implemented two charitable activities consisting of a Christmas market with recycled objects and donations one year, and food collecting at Christmas the following year. The results that we got were not as good as we had expected which, instead of discouraging us, made us eager to learn from other schools that traditionally have been celebrating this kind of philanthropic activity with higher success. We need to make our students and staff more aware of the needs other people and also to be more generous and sympathetic in order to become better citizens. We should start by improving interventions in our community first in order to be able to help others beyond it.
Our school is located in a disadvantaged area of Murcia. A motorway, a shopping centre, office blocks and the Justice city; but no housing surround us. Most of our students come from a nearby village or take the bus to come to school from further small villages. Most families have a low socio-economic level and so do not travel abroad. We have students with special needs, and students with hearing problems who need sign language interpreters.
There are some students from ethnic minorities that come from a nearby neighbourhood and who do not have a wider cultural understanding since their focus is on their own culture. 13% of our students come from a number of countries, but predominantly from Morocco, Ecuador, Colombia and Bolivia.
For all of our students, the opportunity to get closer to Europe can be a good source of motivation to widen their European dimension, open their minds, to discourage early leaving and to encourage them to do further education. All this will help us reach the objectives of Europe 2020 Strategy, and to go in depth into the European citizenship awareness.
Regarding staff, the head teacher and all his staff believe participation in Erasmus+ projects has a really positive impact on the whole community: families, students and teachers, and that is why there should be more teachers involved.