Denmark, Hunderupskolen – coordinator
Spain, CES VEGAMEDIA S. COOP.- partner
United Kingdom, Ysgol Gynradd Aberporth
Bulgaria, 144 Secondary School “Narodni Buditeli” -partner
The project “Cultural Inheritage” is based on previous international partnerships, where teachers from different projects have agreed to commit to this particular project. All partners consider each other to be trustworthy, full of positive energy, which are very important attributes for an
international project. Continued collaboration is considered mutually beneficial for all since only successful outcomes are acceptable.We come from 4 different corners of Europe and when deciding the project topic, cultural heritage came naturally. Each country has strong historical roots and we are proud people. As well, our languages are all special and varied, so in conclusion the idea for a project was born. This will aid our pupils in school to understand their own culture better. Furthermore it will support them to compare and contrast it with other European cultures. The platinum experience of this project is experiencing other people’s heritage first hand- experience a foreign culture in real life.
All objectives are important and valuable! Altogether, the objectives make a holistic project, where the aims are realistic. Realistic objectives produce activities that are not too difficult to complete with the pupils. The objectives are also understandable for the pupils, who are
inquisitive about various cultures.
The participants are 4 schools, where 3 of them have pupils ranging from 6-18 years old and the Welsh school is a primary school with a special needs centre attached. The oldest pupils who will participate from the Welsh school. Our experience tells us that it works fine that the
Welsh bring younger pupils. The older pupils take care of them and include them as younger siblings. There will be a group of 10-25 pupils in each school, who will be in the core project group. They will participate as well as encourage and include peers to participate in the project activities. Approximately 100 pupils will be key participants of the project.
A wide and varied methodology will be employed in order to action this project. The methodology will differentiate in its nature in order to answer the learning needs of all pupils involved, including those with Additional Learning Needs. Therefore, the methodology used throughout will be inclusive in its nature.
A common methodology running through this project will be investigative challenges. Pupils will have to research individually and collaboratively in order to discover facts about their own heritage and that of other countries in the partnership. Subsequently, the students will
use a comparing and contrasting methodology by comparing the heritage of the partner schools to their own in order to further deepen and enrich their understanding. Collaborative work will be key to the success and effectiveness of the project. Problem solving skills can be an integral methodology used. Teachers will set purposeful and meaningful challenges for the pupils for them to solve utilising previously taught skills in order to deepen their understanding. Utilising the key skill of literacy and communication will also be an integral part of the work.
Pupils will enhance their vocabulary specific to the challenges including citizenship, heritage and everyday conversational English. They will develop presentation skills by writing for a specific audience with a real-life learning context. Being a project based on collaboration between various countries, digital teaching and learning methodology will be a vital technique in this project. Creativity is also a key methodology that we will develop throughout this project. By looking at the dance and music cultures as well as literature of the participating schools, students will evaluate and develop a range of techniques. In conclusion, the methodology we will use throughout this project shall be holistic in its nature. It will engage and develop all skills the children have by being multisensory, active and creative.
The results and impact envisaged are realistic and attainable for all. A shared website and TwinSpace will provide a learning resource for the schools and others. The Google platform makes it possible for partners to cooperate and ensure that the results are evolving as the project moves forward. A linguistic resource is made to enhance the awareness of foreign languages and will be an interesting ressource after the project has been completed. Many multimedia presentations are created to be used in the project, but can also be used by others to present e.g. the school/country in a KA102 activity. The pupils will develop a broader, more accepting mind towards other cultures, they will appreciate their place in society and comprehend and utilize their role as global citizens. It is our ambition and hope that there will be longer term benefits, because our project fosters understanding and acceptance of others’ heritage which varies from others and that is an unique quality in today’s Europe.
Enriching our cultural heritage
For the past 30 years, Erasmus+ and its predecessors have opened up opportunities for young people to discover and engage with their cultural roots. They have allowed thousands of institutions and associations working on cultural heritage – nature reserves, museums or historic buildings – to develop their educational programmes. Erasmus+ also supports the teaching of European cultural heritage and helps train volunteers and professionals in preserving this heritage and sharing knowledge about it.