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TOWARDS A HEALTHY AND RESPONSIBLE ADULTHOOD
 

Towards a healthy and responsible adulthood

1. DESCRIPTION OF THE PROJECT

The partners of this project are two schools of Secondary Education located in Romania and Turkey which have not previous experience on working with special needs students; and one school of Special Education located in Spain that have previous experience on working with mainstream schools nearby and European ones, in the case of the Spanish school. The students involved in the project are: Romania, 20 students 15-17 years old at 9th and 10th grade; Turkey, 20 students 16-17 years old at 10th and 11th grades; Spain, 20 students from 16-20 years old , 10 study Secondary Education and 10 Vocational Training. All of them have lightly intellectual disability. The teachers involved in the project have observed that our young students need to be supported due to their lack of opportunities for international interaction and also need to learn to take care of themselves and be responsible for their conduct on the way to full adulthood; these aspects will also encourage their future employability. Also is a fact that student of mainstream schools have not interact with students with disability so that to develop this project will be a good tool to promote inclusion.

Through this project we will give pupils the opportunity to develop their awareness of the European dimension, by working collaboratively on healthy lifestyle and responsibility to them and to others. Throughout the project there will be an emphasis on learning and practicing the different aspects needed to reach a good physical and emotional health; acquiring adequate behaviors in relation to food habits, the practice of physical activity, hygiene and personal care, disease prevention and drug abuse, leisure activities, affective sexual health and responsible use of ICT technologies.

By an exchange of emails all partners schools have participate in the the definition of objectives and the finalization of the project, from a proposal made by the coordinating school.

General objectives:

  1. To communicate with boys and girls from other countries.
  2. To work on and share the contents of healthy lifestyle and responsibility to them and to others.
  3. To get to know young people from other countries and to visit some of the countries.
  4. To reinforce social inclusion and to improve the self-esteem and social skills of the students.

Specific objectives:

  1. To know the different aspects that lead to a healthy lifestyle and responsibility.
  2. To arise awareness of the importance of healthy living habits.
  3. To share their knowledge and attitudes about these topic with other students in Europe.
  4. To develop in students the habits and behaviors they need to choose options which provide them with a healthy lifestyle.
  5. To promote education in the values and attitudes of appreciation, respect and responsibility for one's health and for the others.
  6. To channel positive adolescent curiosity, to avoid behaviors and situations that put them at risk.
  7. To promote a rich and diverse experience of leisure time to help students to find satisfaction without compromising their development, and to build positive ways to enjoy leisure, from the opportunities available in the different countries.
  8. To eliminate prejudices about disabled people.
  9. To critically evaluate those aspects harmful to a healthy lifestyle.
  10. To involve families in the project so that they can help students to reach a healthy lifestyle and responsibility.

Through the sharing of information with partner schools the pupils will find out more about their own habits as well as that of partner countries and will learn how to guide their life in these aspects. Additionally the project will encourage staff and pupils to develop their own ICT skills, which will be necessary to share information with partner schools and it will support team building and cooperation skills for the people involved. Also there will be an improvement in the use of the English language, the communication language for the project. Staff and pupils from each partner school will have had the opportunity to host either a pupil and/or staff exchange visit.

The contents of the project develop transversal skills related to various areas of the curriculum and reinforce various key competences: communication in mother and foreign languages, science, digital, learning to learn, social and civic entrepreneurship and sense of initiative.

This project will offer pupils with learning difficulties the opportunity to be involved in an exciting inter-cultural exchange, which is often more readily available to their non-disabled peers. Also it will contribute that the pupils without difficulties can interact and know special needs students. All of this will reinforce social inclusion and cohesive society.

In general de project will contribute to enhancing intercultural awareness, improving the attainment of young people, increasing self- empowerment and self-esteem, more active participation in society, improving mother and foreign language competences, greater understanding and responsiveness to social, linguistic and cultural diversity, and increased ability to address the needs of the disadvantaged.

2. INNOVATION

To spread inclusion practices in Europe, where different students with different competences, abilities or ethnic and/or social roots can interact. These models create a forward movement towards a European society with a higher social justice, in a climate of equal opportunities and less discrimination for those with a disability.

To give young people the opportunity to get to know and spend time with students from different countries.

The innovation will be that it is a transversal project.

We have worked previously in a Comenius project with one teacher of the Turkish school, in a project about multisensorial rooms that finished two years ago.

The project will be add to the Annual Project of each school.

3. CONTENTS

The distribution of the contents will be:

FIRST YEAR

1. Healthy food: appropriate diet to prevent pupils becoming overweight.
2. Healthcare: daily hygiene habits and physical health care. Substance abuse: alcohol, tobacco and other drugs.
3. Physical activity: walking, playing sports
4. Emotional Health: acceptance of self, self-esteem, self-confidence, conflict resolution, assertiveness, initiative, social skills.

SECOND YEAR

5. Leisure: outings with friends and family, trips, group membership, to develop sporting, cultural, entertainment …. television programmes……
6. Affective sexual health: pubertal changes in boys and girls, sexual affective manifestations, prevention of sexually broadcasting facilities, methods of contraception, prevention of sexist behavior.
7. Use of ICT technologies: mobile phone, computer, social networks
8. Disease prevention: first aid, risk prevention, oral health

In each of the contents the methodology will be:

a) Find out what they know
b) Explain their behaviours for each content block
c) Know the appropriate behaviour for each aspect
d) Share the appropriate behaviour with their project partners
e) Implement positive measures in their lifestyles

Each school to find out what the pupils know, for the different aspects of the work using different tools: surveys, questionnaires, group discussions.

For sharing the appropriate behaviors for each content, each school will elaborate with the pupils creating charts.

At the end of the project all the participants will write a summary about the changes in their lifestyle in accordance with the project.

Every school shall participate in the partnership both in planning and executing. This means that every activity shall be carried out during group meetings, as well as groups working by themselves in their schools. The coordinators report regularly about progress and results in project work to the partners.

Common tasks:

  • Create project team consist of teachers and collaborate other stakeholders
  • Present the project to the school pupils, teachers, families, environment and other stakeholders
  • Plan all the activities agreed
  • Design posters of the activities and present them
  • Link the project blog to school websites.
  • Publish the results on school homepage.
  • Design with pupils choice of logos for the project.
  • Design a presentation on home country
  • Evaluate tools
  • Translate questionnaires into national language
  • Evaluating the project

Indeed, the path is based on the cooperative learning.

Particular task: Romanian school is going to make the blog of the project.

Spanish school as the coordinator school will check the good development of the project.

4. COOPERATION, COMMUNICATION AND TRANSNATIONAL MOBILITIES

English has been agreed on as the project language and it will be used for communication.
Distance communication among the participants shall be assured by means of adequate technological and IT tools. E-mail and other IT are definitely relevant and effective for quickness, immediateness, clearness and simplicity.

Via e-mail the coordinators have the same information at the same time – this has already been operated.

During every meeting a timeframe will be established; this will reflect the closing dates of the agreed activities (activities with the students, teacher’s work…). We planned to do one transnational mobility every year. The first one in Spain to start the project and a second one in Turkey the second year.
The first in the country of the coordinator school Spain 11/2014. To share all the information about the education systems, presentation of the schools and the participants. To plan more specifically the contents and activities. To make a draft of the chart. To participate in some activities of the project with the Spanish students.

The second meeting will be in Turkey in will be in to monitor the project, to prepare the final questionnaires and surveys.

In each of the meetings there will be an act to reflect the agreements.

The Coordinating Centre will be responsible for the supervision of the agreed work, activities and time keeping of the participating Centres.

5. RESULTS

  1. Document about the Educational System of each country concerning the schooling of pupils involved in the project.
  2. Charts from the four schools for each aspect.
  3. Evaluation documents: surveys, questionnaires, texts …..
  4. Summary from each of the participants about their changes in lifestyle.
  5. Power-point presentations, texts… of the activities developed in the exchanges made by the students with photos of them.
  6. Summary of each group of students about their experiences in the interaction with the pupils involved in the project and changes in their previous ideas about people with disabilities.
  7. Evaluation by the students about the project.
  8. Conclusions and evaluation by the teachers involved in the project.
  9. Exhibition in each school of the materials, in the development of the project it
  10. Possible changes can be made in the schools related to the project: canteen menus, set up new places for sports...
  11. Blog with all the activities developed in the project

6. PREVIOUS PREPARATION BEFORE STARTING ACTIVITIES

Teachers will be informed with a mini-conferences for creating a whole synergy at school and also for they inform the pupils and families about the partnership.

  • To establish the teachers participants team.
  • To distribute the different tasks and responsibilities among the participants
  • To establish the coordination meetings
  • To consider the curricula contents of the different subjects that can be related to the project
  • To achieve the objectives and appropriate activities depending on each school's pupils
  • To plan and set the time scale of the activities in the classrooms
  • To specify the spreading of the project in the whole school and outside
  • To establish the different strategies to elaborate the documents in English language, that is the communication language of the project.

7. EVALUATION

Evaluation of our project should be an on-going reconciliation between the expected aims and the actual results. Therefore the team of the coordinating school will regularly inquire whether and how far sub-goals are achieved by all schools. There will be a mutual exchange of the actual state of affairs and a continuous monitoring if current activities correspond with the plan of the partnership.

Project work during the two years is determined in a tight schedule with definite aims and time slots which compel the partners to regular evaluation if the given aims have been reached in the time provided. The project evaluation and impact will be maintained by use of evaluation tools like: discussions, observations, polls, questionnaires and interviews.

Coordinators will monitor the time, scope and budget management quality, by this way the results of the activities will be evaluated.

The teacher team of each school will meet and evaluate the process that include all the activities and results of the activities. These meetings will be held once in three months.

1. In relation to the teachers work.

  • To adapt the contents and activities to the proposed plan.( Teachers team in the coordinating meetings of each school)
  • Testing that every activity agreed has been developed in each country within a specific intervention plan. ( quarterly. Coordinators)
  • Evaluation of the charts, created to summarize the contents.( at the end of each content. Teachers team)
  • Survey for the teachers, about the level of satisfaction of the work developed. .( at the end of project. Coordinators and management team of each school)

2. In relation with the student learning

Questionnaires and polls will be given to the students of the partners schools to follow the evolution of their knowledge on healthy lifestyle issues. All participating students will be able to conduct polls on their own. The questionnaires are used to attain students opinion, attitudes and contribution to the project ideas.

  • Evaluation of the students’ learning about the contents ( at the end of the work of each content).
  • Increase in social skills and in communication processes with other people.( continuous observation and evaluation at the end of the project )
  • Active participation in the proposed activities. ( during the development of them and at the end of the project)
  • Survey for the students about their opinion and experiences during the project.( at the end of the first year and at the end of project).

In the evaluation of the teachers work will be implicated the management team of the school and the coordinator of the project. The pupils evaluation may be done by the teachers involved in the project.

8. FINAL EVALUATION (INDICATORS AND GRADE OF THE GOALS)

Evaluation tools: discussions, observations, polls, questionnaires and interviews.

Coordinators and the management team of schools will monitor the time, scope and budget management quality, by this way the results of the activities will be evaluated.

Evaluation indicators for students:

  1. Their knowledge of the factors that influence good health and the others harmful to a healthy style life. To fill a questionnaire about the contents worked.
  2. Habits that have changed in their lifestyle or planning to introduce as a result of the project. Explanation in an individual text.
  3. Changes produces in their beliefs about people with disabilities. Summary of each group of students without disabilities.
  4. Degree of satisfaction they have experienced in the project development. Survey.
  5. Knowledge of the parents of the pupils. Survey

Each school depending on their students and the more specific objectives that had arisen develops assessment instruments described above and produces a report of the results.

9. IMPLEMENTATION

Management and implementation of the activities.

Activities to be carried out during all project: design the specific activities of each school, posters of the activities, translate questionnaires into national language if necessary, up load materials of the project in the blog, there will be a mural in each school where the information of the project will be put.

A.1. 9/14 Create project team and plan the internal meetings to develop the project. Coordinators and management team of the school.

A.2. 10/14 Present the project to the school pupils, teachers, families, environment and other stakeholders. Coordinators and teachers involved in the project.

A3. 10/2014. First outreach project. Teachers involved in the project.

A.4. 10/2014 Specific Information to the parents of the students involved in the project. Teachers of the project.

A5. 9/2014. Document about the Educational System of each country concerning the schooling of pupils involved in the project. Teachers involved in the project.

A6 10/2014.School presentation and a presentation of each of them involved in the project. Pupils.

A7 10/2014.Design with pupils choice of logos for the project. Pupils

A8 10/2014 Link the project blog to school websites. Coordinators

A9. 10/2014.Preparation of the visit to Spain. Coordinators

M1 . 11/2014. Transnational mobility in Spain. To share all the information about the education systems, presentation of the schools and the participants. Design of the charts for the contents.Participation of teachers in school activities, outputs to the environment and cultural visits. Life together. teachers.

A10. 11/2014. To complete work about Spanish meeting and to share them. Teachers and pupils.

A11 . 11/2014. To work with healthy food in each school. To make, evaluate and exchange the charts. To share the contents. To evaluate the knowledge of the content.

A.12. 12/2014.To test the activities agreed has been developed. School coordinators.

A13. 1 /2015 To work with healthcare in each school. To make, evaluate and exchange the charts. To share the contents. To evaluate the knowledge of the content.

A14. 2/2015. To work with physical activity in each school. To make, evaluate and exchange the charts. To share the contents. To evaluate the knowledge of the content.

A.15. 3/2015. Preparation of the exchange of students in Romania. Coordinators and teachers.

A16. 4/2015. To work with physical activity in each school. To make, evaluate and exchange the charts. To share the contents. To evaluate the knowledge of the cont ents.

A17. 4/2015.To test the activities agreed has been developed. School coordinators.

A.18. 4/2015. Exchange of pupils in Romania. Participation of teachers and pupils in school activities of the project, outputs to the environment and cultural visits. Life together. Pupils and teachers.

A19. 5/2015.To complete work about exchange in Romania and to share it. Teachers and pupils.

A20. 5/2015. To evaluate students interaction in the exchange. Teachers

A.21. 5/2015.Project monitoring and preparation of the Intermediate report. Teachers

A22. 6/2015.To evaluate pupils participation in the activities. Teachers

A.23. 6/2015. To evaluate the project to make the intermediate report and changes proposal if need. Teachers.

A 24. 9/2015. To review the project and adjust if changes are necessary

A25. 10/ 2015. To work with leisure in each school. To make, evaluate and exchange the charts. To share the contents. To evaluate the knowledge of the content.

A26. 11/ 2015. To work with affective sexual health in each school. To make and exchange the charts. To share the contents. To evaluate the knowledge of the content.

A.27. 12/2015.To test the activities agreed has been developed. School coordinators.

A28.1 / 2016. To focus on the use of ICT in each school. To make, to evaluate the exchange the charts. To share the contents. To evaluate the knowledge of the content.

A29. Preparation of the exchange in Spain. Coordinators.

A.30. 3/2016 . Exchange of pupils in Spain. Participation of teachers and pupils in school activities of the project, outputs to the environment and cultural visits. Life together. Pupils and teachers.

A31 5/2016.To evaluate pupils interaction in the exchange. Teachers.

A 32. 3/2016. To complete work about Spanish meeting and to share it. Pupils and teachers.

A33. 4/2016 . To work with disease prevention in each school. To make, evaluate and exchange the charts. To share the contents. To evaluate the knowledge of the content.

A.34. 5/2016. To test the activities agreed has been developed. School coordinators.

M2. 5/2016. Transnational mobility in Turkey. To prepare the evaluations tools for final reports for teachers and pupils involved in the project. Participation of teachers in school activities, outputs to the environment and cultural visits. Life together. Teachers.

A35. 5/2016. To complete work about Turkish meeting and to share it. Pupils and teachers.

A36. 5/2016. Each school elaborate their particular evaluation tools. Teachers

A37. 5/2016.To evaluate pupils participation in the activities. Teachers

A38. 5/2016.To evaluate pupils increased social skills. Teachers

A39. 6/2016.Exhibition of the materials of the project. Pupils and teachers.

A40. 6/ 2016 To fill a questionnaire about the contents worked to know their knowledge of the factors that influence good health and the others harmful to a healthy style life. Pupils

A41. 6/ 2016 To make an individual text of the habits that have changed in their lifestyle or planning to introduce as a result of the project. Pupils

A42. 6/ 2016 Summary of each group of students without disabilities about the changes produce in their beliefs about people with disabilities. Pupils without disability.

A43. 6/ 2016 Fill a survey to check the degree of satisfaction they have experienced in the project development. Pupils and teachers.

A44. 6/ 2016 Collect the materials developed in the project. Each school. Teachers.

A45. 6/ 2016 Final evaluations and conclusions of each school. Each school makes their own, create a CD with the materials used in the project and the conclusions to send a copy to each school. Teachers and the coordinators.

A24. 6/ 2016 Final conclusions. Coordinators and management teams of the schools.

10. SUPPORTS FOR DISABLE STUDENTS

SPAIN

COMMUNICATION SUPPORT

The Spanish pupils don´t speak English, they only know some words, so that it will be necessary to translate all the documents for them. They need all the materials in Spanish language.

It is expected that in the development of the project they learn more English, but not enough to communicate, so that for the pupils exchanges we prepare for them visual communication agendas with pictographic drawings and with the words in English, that allow them to interact with the other students. In previous European projects we have done the same and we have obtained good results in interaction and communication.

NEEDS FOR EXCHANGES

These pupils need to be accommodating with their teachers, because they have special needs and can´t be in the houses of the other students in pupil’s exchanges. They need more number of teachers to look after them than the other students and also assistant to help them with basic things. For all of this we need extra budged for accommodation of Spanish students in Romania exchange. It is also necessary extra budget for accommodation for students of Turkey and Romania when they visit Spain, because for Spanish families is very complicate accommodate them in houses, they have to deal with their disability children and can´t understand the communication language, English.

Pupils exchanges are very vital in this project to put in practice inclusion aims and also to share activities related to the project : tasting traditional healthy food of the other countries, practicing daily hygiene habits, doing some physical activity, improving self-confidence and self-esteem, initiative, social skills; participating in leisure activities and to interact with other people, especially with the other students . It is important also to reinforce the responsibility for their conducts. We have also the experience that the exchanges increase the motivation for the project and give them the opportunity to have an experience in other country that usually is not available for them because their disability.

Another important thing is that in exchanges disable pupils put in practice personal autonomy skills that are very essential for adult and independent life.

11. DIFFUSION ACTIVITIES

Staff of the schools involved in the project: give information in specific meetings. Permanent exhibition of the development of the project in each school

Parents: give information in a meeting to the parents of pupils involved in the project.

The other parents: in the general meetings of parents, in the meetings of the School Council and the Parent’s Association.

Provincial authorities and inspector: to send a report of the project.

Media: to send articles to local and educational newspapers and magazines. To divulge the information on our school website .To explain the experience in newspapers, radio and TV giving emphasis about European cooperation as an important tool to improve the quality of our education.

Information about the project and the main results shall be posted on the websites of the schools.

The results shall be posted in the Erasmus platform.

 

 
 
1 A 12 MONTHS
Towards a Healthy and Responsible Adulthood
 
1
2
3
4
5
6
7
8
9
10
11
12
A1. Create project team and plan the internal meetings to develop the project.                        
A2. Present the project to the school pupils, teachers, families and others.                        
A3. First outreach project.                        
A4. Specific Information to the parents of the students involved in the project.                        
A5. Documents Educational Systems of concerning the schooling of pupils.                        
A6. School presentation and a presentation of each of them involved in the project.                        
A7. Design with pupils choice of logos for the project.                        
A8. Link the project blog to school websites.                        
A9.Preparation of the visit to Spain.                        
M1 .First transnational mobility in Spain.                        
A10. To complete work about Spanish meeting and to share them.                        
A11 . To work with healthy food in each school                        
A.12. To test the activities agreed has been developed.                        
A13. To work with healthcare in each school.                        
A14. To work with physical activity in each school.                        
A.15. Preparation the exchange of students in Romania.                        
A16. To work with physical activity in each school.                        
A17. To test the activities agreed has been developed.                        
C1. Exchange of pupils in Romania (Spanisch students).                        
C2.Exchange of pupils in Romania (Turkist students).                        
A18. To evaluate the exchange and students interaction                        
A19.To complete work about exchange in Romania and to share it.                        
A20. Project monitoring and preparation of the Intermediate report.                        
A21. To evaluate pupils participation in the activities.                        
A22. To evaluate the project for intermediate report and changes proposal if need.                        

 

 
13 A 24 MONTHS
Towards a Healthy and Responsible Adulthood
 
13
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15
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A23. To review the project and adjust if changes are necessary.                        
A24. To work with leisure in each school.                        
A25. To work with affective sexual health in each school.                        
A26. To test the activities agreed has been developed.                        
A27. To focus on the use of ICT in each school.                        
A28. Preparation of the exchange in Spain.                        
C3. Exchange of pupils in Spain (Romanian students).                        
C4. Exchange of pupils in Spain (Turkish students).                        
A29. To evaluate pupils exchange and interaction among them.                        
A30. To complete work about Spanish meeting and to share it.                        
A31. To work with disease prevention in each school.                        
A32. To test the activities agreed has been developed.                        
M2. Transnational mobility in Turkey.                        
A33. To complete work about Turkish meeting and to share it.                        
A34. Each school elaborate their particular evaluation tools.                        
A35. To evaluate pupils participation in the activities.                        
A36. To evaluate pupils increased social skills.                        
A37. Exhibition of the materials of the project.                        
A38. To fill a questionnaire about the contents worked                        
A39. To make an individual text of the habits that have changed in their lifestyle.                        
A40. Summary of students about changes in their beliefs of disable students.                        
A41. Fill a survey to check the degree of satisfaction with the project.                        
A42. Collect the materials developed in the project.                        
A43. Final evaluations and conclusions of each school.                        
A44. Final conclusions.                        

 

 

 
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