Spain - Aragón

Achievements

This Comenius Regio project has been a

Education, Culture and Sports Department of
great opportunity to experience the school life
in another country, to visit educational
Aragón. Comenius Regio
centres, and to share common interests with Primary School: CEIP Francisco Galiay
colleagues. Sarañana. Ballobar Partnerships
The training about communicative Primary School: CEIP San Juan Bautista.
competence has been essential to guide the Zaidín 2009-2011
main subject in this project. It has allowed to Secondary School: IES Bajo Cinca. Fraga
carry out innovative teaching practices at
school. Teacher's Training Centre. Fraga

Students have been very motivated when

exchanging their class tasks and have realised Turkey - Kirşehir The method of working the
how important is English as a language for
communication. Ministry of Education Kırşehir Provincial language skills throughout
Directorate. the school life
Difficulties Primary School: Hürriyet Primary School

Secondary School: Kırşehir High School

Communication in a foreign language,
specially in tasks where processes such as Guidance and Research Centre
analysis and reflection are required.

Trying to involve school teachers as a whole SPAIN-TURKEY

in the activities has been a hard work to do.

It has been difficult to find out the role of

families in the project, so that their grade of
participation has not been what expected.

http://comeniusregioturkeyspain.wikispaces.com
 About the project
Meetings

1. Turkey, December’09
Centre's Management and Organization.
Educative Systems in each country.
Project subjects Students work
Relationship with the social-cultural background.
Students introductions.
Communicative competence: oral and Audiovisual workshop where they recorded a
written communication in vernacular and video to introduce their centre to the partner 2. Spain, March’10
foreign languages. country. Communicative
Attention to diversity competence. First
Collaborative projects displayed in exhibitions
Centre's Management at their centres. These projects deal with socio steps with didactic
and Organization. -cultural aspects. sequences.
Relationship with the Communicative competence activities at
3. Spain, May’10
social-cultural English classes shared at the meetings.
background. To exchange the
E-mail exchange among students (e-pals) in results of teachers
both countries creating a project-based
training, share conclusions, and plan tasks.
learning network.

Partnership objectives Teachers work and training 4. Turkey, December’10

Communicative competence.
To reflect on the proposed topics in each Academic training lectures by an specialist in Results of scaffolding implementation at school.
educative centre. communicative competence. In this training we
To put in common the results obtained in have worked on the 5. Spain, April’11
each region. process of scaffolding Participation in "Aragonese Conferences of
and the design of School Libraries, Reading and Writing".
To share the results and experiences with the didactic sequences. Attention to diversity.
partner region. This work has been
To put forward proposals of improvement in implemented by
6. Turkey, May’11
relation to the project’s issues. tea ch er s in th e
classroom, supervised Attention to
and evaluated. Diversity.
Working group sessions in each center. Last revision of
students tasks.
Regular coordination meetings with members
Project assessment.
involved in the project in each country.
English language classes for teachers.