08proyectos

In the beginning of the 2005-06 academic year, our school implanted an educational English-Spanish bilingual program, which mandated at least one-third of the scholastic schedule be taught in English, with the exception of the Castillian language and Mathematics. The subjects that are taught in English are Science, Music, Drama and Art. The program begins in the first primary cycle, and continues progressively, so that by 2010-11 every stage of the program will have been applied and completed.

-The principal objective for implanting this bilingual program in our school is for the development of our students. In terms of their academic futures, they will have knowledge and proper use of English just as in Castillian, both orally and in written form.

-The intention is for the students to learn, gain, and know how to use, all of the rich expressive possibilities in both languages. The students, in regards to the English language, should acquire the communicative competence necessary to take part in daily routines and situations.

-Our school is and will continue to be an educational centre of the highest quality, with evaluations and results at a European level. It is and will continue to be a centre that develops and follows a bilingual Castillian-English curriculum. From early childhood, the students will achieve, over a long process, an excellent foundation in English as much as in Castillian and obtain a control of the English language recognizable throughout Europe.

-On a daily basis, our students receive classes English, Science, Music, and Art in English. Also, the students have native English speaking conversation assistants at their disposal, which allows them to exchange all types of cultural experiences with the students at their British brother-school. This is to say, the program establishes a relationship with a ¨twin school¨ in the United Kingdom to facilitate cultural scholastic exchanges. This being said, the principal and the director of the school's bilingual program will maintain permanent contact in order to obtain a long and stable relationship between parents, teachers, and students.

-The school has a coordinator of the program. This coordinator, chosen by the school itself from the eligible teachers in this field, with a fixed position at the school, is a specialist and has valid experience and certification in Foreign Language in English. The coordinator of the program is responsible for engaging the participation of the school in many activities that are considered helpful and beneficiary to the education of the students: exchanges, contact with other educational centers, acquiring books and movies, etc.

-At the end of the First Cycle, the children should be able to maintain a simple conversation in English and should begin to be taught how to read and write, which will be reinforced in the beginning of the Second Cycle. In the last two years of their primary education the students will be able to develop and perfect all of their communication skills.

-From 1st to 6th grade of primary the contents of the English language curriculum will allow the school to be tested and obtain certificates recognized at a European level, these exams will be proctored by the Trinity College Institution. In the last trimester of 6th grade the students will be given an English exam by an external qualified proctor who will decide which students have passed and will receive international diplomas of achievement.

The objectives established in the English language for each of the cycles of Primary Education are the oral foundations of the language, learning how to read and write, the development of a good level of conversation, and knowledge in the areas of Science, Geography, and History in English.

• We intend to make and keep learning the English language a significant focal point, especially since we try and hope that the students ¨want¨ to learn a second language in the same form that they learned how to speak and express themselves in their mother tongue.

• All of the teachers who take part in the program work together in the selection of materials and supplies, which are used for educational English learning purposes.

•Different strategies are used to motivate the students during the learning process.

• To better the level of expression for teachers, so that the English department can feel capable and secure with their levels of English.

• To achieve that the whole educational community will become part of the project.

-Learning how to read and write from a bilingual point of view and taking into consideration the difference between learning in Castillian and in English.

-The selection of stories that are related with the different areas of the program in regards to diversity, the transnational dimension of education, etc.

-European Portfolio of Languages based on the Marco Common European Reference for languages (MCER).

- Elaboration of teaching materials and supplies is not only necessary for the teachers to perform well but for the entire school to achieve and be part of an authentic bilingual environment.

As already it has been said, the C.E.I.P. León Felipe started working as a bilingual school in the year 2005, which means that at the end of the current course 2010-2011 the school will have been involved in this bilingual project for six years.

Nowadays almost all the levels in Primary Education take part of the project. During the course 2009-2010, the groups of students Year 1-A, Year 1-B, Year2-A, Year 2-B, Year 3, Year 4 and Year 5 are attending the bilingual project.

The subjects taught in English are: English, Science and Artistic Education which involves Music, Drama and Arts&Crafts.

The school counts on the valuable help of three native language assistants from El Paso, USA, San Francisco, USA, and Bristol, UK.

English is also taught to every single level of Infant Education. Children from 3 years start learning English at school. Boys and girls from the age of three to the age of five have English at least twice a week, increasing it when it is possible.

Our aims as a bilingual school are based on a communicative point of view, that is to say, on the use of English as a language which helps people from different countries and different cultures to communicate and interact with each other.

The bilingual program still establishes a relationship with a “twin school” called Saint Barnabas in the United Kingdom. This academic year 2010-2011 we are also starting a new project with more than six different schools of different countries: Finland, Slovak, UK, France, Germany, Italy and Spain. The project is based on Environmental Education and will take two academic years.

Programs for Permanent Learning. This is our fourth project, and the third time we have hosted our peers in Spain. In the past, we have worked with many countries on various topics.

In addition to the participation of all faculty members and students, parents are also highly involved. Without them, the program wouldn’t be possible.

In this project, our students will learn not only about our climate in Spain, but about those of the participating countries as well. They will learn about the specific problems each area faces and how they can be resolved.

Learning will take place by means of art projects that use various media, including paint, dance, and music, in order to portray their region’s unique environment. They will also discover the works, techniques, and materials of many famous artists who have studied the environment.

This project will also allow students to learn about the ways of life of seven different countries. Each participant will present their own school and community, thus comparing their various backgrounds and surroundings through art.

Though English will be the common language used in the project, students will learn simple phrases in each of the seven different languages. Moreover, they will have the opportunity to learn and practice their communicative abilities using new technology.

Six exchanges will take place between members of every participating country during this project. Our students will attend five of these, participating in international workshops to create works of art based on the environment.

To discover similarities and differences between different countries and to celebrate diversity.

To understand the necessity to protect the environment, endangered animals and plants, and their habitats.

To provide the students with an opportunity to express themselves in other languages.

To permit students to learn about and value their own culture in order to share it with students from other countries.

To offer students off all levels of ability the opportunity to contribute to a multicultural project.

To provide teachers with the opportunity to directly observe many unique styles of teaching and learning.

To allow teachers to take into account new ideas to incorporate into their own classrooms.

To establish relationships with local artists and cultural institutions through participation in the project.

To demonstrate to the local community the opportunities that come with international collaboration.

To allow participating schools to share their experiences with international collaboration with other schools in the community.

PROJECT TOPICS: During the first year of the project, students explored their own environment and learned about the environments of other places. In this second year, students will learn about endangered species and other environmental problems, such as deforestation.

Students will use visual arts to express their feelings about the environment by making drawings and creating posters and sculptures using recycled materials.

Students have the opportunity to practice their foreign language skills using simple communication (speaking, listening, writing, and reading in English), or by other means such as video, songs, and the exchange of postcards. They will additionally learn a song and will participate in various activities and meetings.

Respect for Foreign Languages: Students will make comparisons between simple words in the different languages of Europe. They will increase their knowledge of countries participating in the project (including flag design, location, language, capital, places of interest, distinct characteristics, and information about artists and ecologists).

The project has enabled children to learn about their own environment and the environments of their partners. They have learnt about the specific environmental problems in each area and how they are addressed. The exchange of information has been through the medium of the Arts. The pupils have used art, dance, drama and music to portray their environment. they learnt about artists famous for their work on the environment and produce their own pieces of art using different techniques and materials.

Our project has enabled children from seven European countries to learn about the lifestyle of their project partners. Each partner has presented its own region and school. Pupils have compared their schools and made pieces of artwork showing their environment.

English has been the language in the project but pupils have learnt some simple phrases in seven languages. They have had the opportunity to ehnance their skills in interpersonal communication by using ICT. From six planned meeting, five have been held with pupils who have been involved in international arts workshops focusing on environmental issues.

Reports from schools and information connected with the project such as activities and photos have been uploaded to the following web page included on the EST (European Shared Treasure):

All countries take a picture from a window in their school. So the kids in the seven schools of the project can see what other boys and girls see every day from their classes. We exposed them in the visit to England.

Children from very different ages took a picture of their favourite place. They used different materials to decorate them. Work exhibition took place in the visit to Finland.

Tenemos una canción común: "Si eres feliz". Esta canción se cantó en los siete idiomas del proyecto. Se grabó un CD con todas las versiones, de tal modo que nuestros alumnos pueden escuchar la canción en distintos idiomas. La versión española está disponible en la página web común.

Durante el viaje comenius a España visitamos la ciudad y el ayuntamiento. Posteriormente fue publicado en el periódico local.

We try to encourage children to recycle and take care of the environment. This activity consisted in making the sentence: "Comenius friends together help save our Earth" using recycled materials. Every country was responsible of one word, and we joined them in the Comenius visit to England.

A common web page was created. To be seen it is necessary to sign in. On the web page there are photos, videos and explanations of different activities done during the project. Link:

· To provide an opportunity for teachers to directly observe different styles of teaching and learning.

· To continue and extend the international dimension already celebrated in the ethos of the schools.

· Discover how partner schools adapt sports and games so as to include pupils with physical disabilities.

· Describe sports that are unique or special to their own region, exchange rules and try them out.

· Research into effects of climate and geography on the types of sports played.

· Teachers have already established lines of communication through e-mail, sms text messaging and Windows Messenger.

· The success of the project depends upon the enthusiastic participation of the pupils.

· Many of the project activities provide lots of opportunities for pupils to be imaginative and use their own ideas.

· Constant and direct communication through e-mail and sms text messaging will enable teachers to monitor the progress of the project in each school.

· Teachers will give regular feedback to their colleagues and any problems will be discussed.

· Coordinators will evaluate the project by discussing it regularly with the pupils and acting upon their ideas.

· We will invite the local press and media to report on our project activities regularly.

· Reports of the project and its activities will appear on all of the school websites.

INSTITUTING A QUALIFIED SYSTEM OF THE RULES AND REGULATIONS UNITED EN ISO 9001-2000.

An experimented and universally recognized system, like the System of Quality UNE EN ISO 9001-2000, on one hand could be a tool used to better our school, but is also implied to better teachings and the educational community as a whole.

Don Estanislao García Muñoz, coordinator of the project, believed in it and in the possibility to apply it into the public school education system, because the professionalism of the professors in public school education is good and binding with the changes of social demand. We had to end the idea that it was only possible to establish a System of Quality in businesses and/or private learning insitutions. D. Estanislao García, a history profesor in I.E.S. Europa de Móstoles, presented a project to the Administrtion of Education to implant a System of Quality in one public school. Once it proved itself, he, himself presented the project to various schools, one of them being ours.

From the first moment the head administration staff accepted the idea with enthusiasm. Now a series a steps were necessary in order to put the plan into motion: Commitment from the Head Administration and agreement by the staff and the scholastic advisors of the school for the program to be implicated by all the teachers and personnel of the school, and to incorporate the project in the Annual General Plan-Plan General Anual (PGA).

At this moment, the position of Director of Quality was created, this position automatically fell upon the Vice Principal/Director of Studies, because she was considered to be the most adequate personable candidate for the position.

It is not only expected for the document to be carried out, but necessary in the pre-requisites of the rules, regulations, and the implantation of the system, if not, it would not be validated with a certificate accredited by ENAC, in the education sector. This assumes a cost that the school could not afford, which was presented to the local authorities. The townhall offered the project an amount of 1.000 €, which was very considerable but still insufficient; we asked for help from other alternatives like Fundación Caja Madrid and participated in the help convocation, which helps Innovative projects in the Community of Madrid, but both petitions did not come through, because the initiatives were not considered sufficiently interesting enough. The situation was difficult, the only accredited help that offered us an affordable price was I.A.C. (Inspección, Auditoría y Certificación) accredited by ENAC in education material and resides in Bilbao.

Arriving to this point, the first task was to gather, review, and study, the material and documentation that the school was using, and to make sure that it responded to its daily function or at least to the instrucctions which it received from its superiors, regulated by the vigilant legislation.

Various reunions and meetings took place with the professor whom was progressively explaining the different procedures and at the same time, giving many suggestions and contributions. With all of this knowledge a diagnostic was created in relation with the requisites demanded by the Norma UNE and the project began to take place.

We begin by elaborating on the Quality Manuel that serves as a base for the writing up of the system procedures. In the manuel one can find the politcal quality, the diagram chart, responsibilities, and a conceptual map of the processes and services that the school has to offer.

New systematic procedures have been created: Control of documentation, Buying, Service Requisites, Process Control, No Influential Consent/Approval, Client Satisfaction (parents of the students), Internal Audits, Revision by the Head Administration and the process of options.

These procedures gave place to their instructions of work correspondents, their control, and to the establishment of sensitive indicators of measurement.

The implemantation of the system began gradually in February of 2004. One of the first steps was the cooperation of the parents from a ¨Satisfaction Survey¨. Once the information obtained was vocalized, the families were informed of it along with global implantation of the system. Just like that, and with the same ending, it circulated through different local methods of press and communiction.

After an internal audit and feeling well prepared, an independent auditor from IAC gave us an audit that lasted two full days ( 27th and 28th of May of 2004). Our results obtained the Certification demonstrating that the System had been satisfactorily implemented and that it was an important tool that could report elements to better the education process. It was the beginning of the post development and improvement.

Recently, the official handing over took place with the presence and support of our top educative and municipal authorities; and their meditated repercussions that they assume go within the strategic possibilities of higher self-promotion for our school.

At this moment, we can say that our public school Leon Felipe of Mostoles, was the first Infant and Primary public school to be certified in Spain, this action is a proud achievement and a great responsibility. Pride for all of our acknowledge work and responsibility for being pioneers, this System imposes and requires a compromise to continuely progress in the organization and attainment of objectives of our own Center.

Surely, we have to keep working. The ISO 9001:2000 is a fit tool to use for the necessities of the school which systematically creates the process so that we can make decisions to help us progressively continue to better in education. It is about providing a certain standard of work to allow us to obtain the best in each and every student, promoting teamwork, the quality of work, and satisfaction for everyone.

“The didactic models are structured plans that can be used to form a curriculum, to design educational materials and direct and guide the education in the classrooms (Joyce y Weil, 1985)”.

The faculty are the professionals dedicated to the complicated work of forming and educating other people, it is even considered to be the profession that is in most need of creatively adapting and valueing its vision and profressional perspective.

This project intends to situate each participating teacher against the challenges found in the summary of their own self-knowledge and the processes to better in the educative community, taking ideas and using informtion from the educational didactic models that pertain most to educating students and development in achieveing professional education.

This project is divided into five different phases, but it relies and is dependent on each one. First of all it deals with thinking about the educational labor and going through self-knowledge through a narrative autobiography. This will help the professors know themselves better and motivate them to make the project a reality.

In continuation we will move onto the formation phase, in which, we will work with the necessary contents to develop the project like different didactic models or forms of innovation.

Finally to realize this model of dictation , through work, cooperation, and group reflection in which all the participating teachers will present their work to attain an educational model that will guide each teachers work objectives in our school. Evidently there are many influential factors present among all those involved. This is why we dedicated the first year to design and establish the structure that makes up our School Didactic Model, in which we have kept and applied changes since our first year.

The application phase, was actualized after the first year as well as the final evaluation of the project. By all means with respect to the last phase, a progress evaluation of the project formation was created, for which a permanent commission of evaluation was also created. This has been checking the value and effectiveness of the actions, work, and objectives in the long run of the development process of our Model.

To create and attain an elaborate didactic method through collaboration that will serve as a structure and base for our education, knowing the level of personal self-development by reaching and setting the bases to better our own capabilities as the mentors of others, harmonizing our optimum involvement with the integral transformation of the institution of which we are part of.

1.-Analize actual education in which we find ourselves: the social context, the motivation and expectations of the teacher and their prior knowledge of the topic.

2.- To make reflective notes and a self-log of the Works as a narrative autobiography, that explains representative aspects of the work in practice and its impact in the school and in the educative community.

3.- To participate in group activities, to unify the teachers work and training.

4.- To elaborate fundamental models of professional development, created from the analysis taken from the collaborative interchanges between co-workers.

5.- To generate models of formation and professionalism of the workers, applying and making them better throughout the process.

6.- To establish mechanisms that follow the educative process, like the formation of a permanant council, that is needed for evaluation and to better our model.

7.- The implication of the families in the Didactic Model of our School, so that it may be a Project open to the whole community.

8.- The application of the Didactic Model in our school context where we can see the best effective results in our educative system.

9.-The evaluation of the confirmed Didactic Model with the pretest and postest application, to see the results and prepare ourselves for the possible problems that may occur.

3.- REPRESENTATIVE CHART OF THE DIDACTIC FEATURES AND SESSIONS TO BE CREATED:

DIDACTIC FEATURES

NAME OF THE SESSION

DATE

SELF-KNOWLEDGE AS A WORKER.	1.- Knowledge of the situation.	5 Oct.
	2.- Educative Debate.	19 Oct.
	3.- Narrative Autobiography.	26 Oct.
	4.- Brainstorm and reflections.	2 Nov.
	5.- Brainstorm risks and reflections II.	16 Nov.
	6.- Socio-gram and creation of the Council.	30 Nov.

FORMATION	6.- Didactic Models throughout history. (ponencia)	9 Nov.
	7.- The Evolution of Didactic Models. (ponencia)	17 Nov
	8.- Innovative forms of investigation.	(TBA)
	9.- Group studies of different didactic models.	Dec.
	10.- Exposition of the Didactic Models prior to being studied.	11 Jan.

CONFIGURATION OF THE DIDACTIC MODEL OF OUR SCHOOL	11.- One Case Study.	18 Jan.
	12.- Round Table: Theme blocks that will guide the project.	25 Jan.
	13.- The development of each block, one per group.	1 Feb.
	14.- Groups presentations of each block. The estimation is 4 or 5 sessiones. (depending on the theme of the blocks that make up our Project.	8 Feb. 15 Feb. 1 Mar. 8 Mar.
	18.- Parlamento de enmiendas.	15 Mar.
	19.- Final meeting.	19 Apr.
	20.- Prospective visión and evaluation.	26 Apr.

APLICATION

At the end of the academic school year the Didactic Model was applied and developed in the School.

Course:

2005-2006

EVALUATION

A final evaluation will be made when the Project is finished, which is to say that, when it has been fully applied, each academic year will eleborate and add more information to the current results without hesitation, helped by the permanent council of evaluation, who exceeds in the work to continue bettering the educative process.

At the end. Of the final project.

Since our educative community is already known, our school became involved with a new European Education Project (¨LEARNING BY SHARING¨), after having finished with the prior project ¨Umbrellas of Color¨ taken as a interesting experience, we tried to continue and kept up with the European idea and dimension already established in our school.

In this Project we participated, together with The Teacher Training Center of Móstoles and the I.E.S. Europa of our province, along with educative centers from the following countries: Estonia, Sweden, Poland, and Greece.

The project lasted for three years. The first year was fundamentally dedicated to its formation. At the moment, all of the countries, are hosting courses and seminars, with the objective to unite professors through COOPERATIVE LEARNING, which is the base in the mentioned Project.

With this same title, we hosted here at Leon Felipe, a seminar at the end of the trimester. Once it was completed, during the first half of May, a ¨plan of action¨ was designed for the next academic course, that took the next transnational meeting, which took place at the end of May in Poland.

In the personal seminar, there were almost twenty professors participating. We expected to inform ourselves about the techniques of cooperative learning that, when applied, help us to better the academic level of our students, the integration of immigrant students, and those with other difficulties of their own.

From our school two professors attended the meetings, along with representatives from the rest of the participating educative institutions of Sweden, Estonia, Poland, Greece, France, and Spain.

Every institution presented their results of the work done during that academic year of operation in the Project, our presentations were positively looked upon and validated by the council of delegates.

We also tried to take part in other relevant aspects, like: in the economic justification of the assigned proposal to the Project by the European Union, for the near future (establishment of the Project through its the webpage, details on a study practice guide for the professors about working together, and the design of a course/seminar for the teachers about the topic and a series of final products that will collaborate well and prove to be more effective in the making of the project).

Our school Project finished in 2005, the European Project “Learning by Sharing”, this Project has been one of the most important challenges, to integrate the social changes into our education system.

The end objective of these three years has been to develop a education system which has the capability to interrelate with other education systems. With the community exchange of different cultures that have been produced, in Europe is increasing the necessity to develop educative processes opened to diversity that favours understanding.

So that, “learning by sharing” is a focus that intends to give an answer to changes of the methodological structure based in competitiveness for another one based on cooperation and motivation of our students and their capability of excellences and the staff work to accomplish common objectives.

The final product of these three years of the Project is a guide book “LEARNING BY SHARING, FROM THE THEORY TO THE PRACTICE. TEACHERS GUIDE” This is the result of many hours of dedication and practice in many European education centres, within others our one.

This guide has a clear propose, to try to help the teachers who are interested in cooperative learning, the concrete strategies that are needed to be put into practice, and also to improve their own cooperative didactic tools.

The website of the Project is: www.aprendercompartiendo.org

Our objective is to continue the European dimension already stablished in our school, and for that reason we took part in another European education project “Together in sports and games”. In that project we worked with England, Finland, Sweden, Slovakia, Poland and Italy.