PROVISIONAL PROGRAM 01st – 05TH OF APRIL 2019 CEIP EL MEMBRILLAR, SPAIN

Promoting Innovation through the development of creativity and imagination Erasmus+ KA2 - Strategic Partnerships for school education Grant Agreement nº 2017-1-UK01-KA219-036606_3 Meeting hosted by: CEIP El Membrillar, Jerez de la Fra., ESPAÑA

1st of April,

Monday

09.30 Welcome and guided tour of El Membrillar Primary and Infant School Comparing educational systems and looking at documentation

Organisation and management

11.45 Observing practice Observing teaching, support and interventions, methodology, resources, progression

13.00 Theatre performed by parents and pupils Development activities between centres and observe joint project aims objectives in action

15.30 Observing practice

Observing teaching, support and interventions, methodology, resources, progression

Report of the day El Membrillar Primary and Infant School is obviously committed to developing the project aims and there was a lot of evidence of this both in the displays and activities being taught. Corridors and classrooms had wall and window displays giving information about partner countries involved in the project with relevant details about culture, people and places in each display. The information was appropriately presented for the age of pupils in the classes. Spains role in the Project was to deliver a range of activities to promote creativity and imagination using art based activities.

Lessons observed included a Pre School phonics lesson (25 children and one adult) - The children were encouraged to identify the sounds using pictures on an IWB and then replicate

them. They also identified other objects starting with the same letter. All children were engaged and joined in enthusiastically.

The second lesson used an App called Padlet to test children’s knowledge of Leonardo Da Vinci using a multiple choice quiz model. Children were aged 10. There were 25 children with two SEN children. There were two adults supporting in the classroom. Pupils presented information about their culture with examples of the different types of Flamenco which they demonstrated. They explained that Flamenco is only found in Southern Spain and that its origins are believed by some to come from Spanish Romanies whilst others believe it is older and is a cross-cultural dance developed over time by the Moors, Jews and Spanish Romanies. An older pupils played a piece of traditional Spanish music on the guitar. This was very informative and entertaining.

2nd of

April,

Tuesday

09.30 Meet and greet Mayor of Jerez

Official meeting Agenda

Welcome

Progress reports from each school (each school discuss activities so far and describe one activity they found particularly met the project aims and one that they would like to develop)

Issues and considerations for future work: 1. Keeping to time for planned activities and sharing resources 2. Communication 3. Blogs 4. Evaluations – has the information been collated or/and is there a breakdown of responses? 5. Mobility reporting tool 6. Organise Skype meetings to discuss progress and ask questions 7. Parental Voice opportunities – eg evaluations for maths/science activities

8. Press opportunities – informing the community

12.00 Visit to the Alcazar Exploring culture to develop knowledge and understanding which will inform future activities

and planning opportunities

17.00 Visit to Gonzalez Byass winery Exploring culture to develop knowledge and understanding which will inform future activities

and planning opportunities

Report of the day and minutes of the meeting

As the coordinating country we were asked to present our Project to the town mayor before being photographed by the local press office. This was followed by our official Project meeting.

Minutes of the meeting 1. Issues outlining a closure of a School resulted in some activities being delayed. This was

unavoidable as adverse weather conditions resulted in flooding and landslides. 2. Communication has been good between schools. WhatsApp and emails are the usual

means of general communication. 3. Sharing of resources and reports via blogs is working well. It was agreed that any future

uploads go to both the Erasmus Blog and eTwinning. Erasmus Blog – requests to have one folder for each activity listed in the application.

4. Evaluations of mobilities are on eTwinning. It was unclear whether the information presented was an amalgamation of all schools responses. UK will upload examples of pupils and staff evaluations for partner schools to use following Project activities. Activities to be evaluated will be agreed during Friday’s meeting.

5. Mobility reporting tool was completed by all countries for their respective national agencies. The Spanish mobility will be added upon return to own countries.

6. Skype meetings at Christmas time were very worthwhile. Children enjoyed meeting one another and answering questions to the Christmas Quizzes.

7. Parental Voice – As stakeholders in their children’s learning it is important that their thoughts on the impact of the service provided by schools is sought. This includes activities where additional funding is provided (Erasmus, Connecting Classrooms etc). Some schools explained that parents are invited to come in to observe during these activities. The UK also ask parents to fill in an evaluation/questionnaire outlining what their thoughts were on the activities observed. These will be uploaded to the blogs as above.

8. Romania, Turkey and Spain have already involved the media to report Project aims and objectives. Other schools to follow.

Alcazar Palace

The Alcazar of Jerez de la Frontera is a former Moorish Alcázar.

A first fortress was probably built in the 11th century, when Jerez was part of the small kingdom of the taifa of Arcos de la Frontera. In the 12th century, a new structure was built to be used as both residence and fortress by the Almohad rulers of southern Spain. Later, after the Reconquista of Andalusia, it was the seat of the first Christian mayors.

Features include an Octagonal Tower, in the Almohad style, the Tower of Ponce de León (14th century), a mosque, the only remaining of the eighteen once present in the city, the palace of the Patio de Doña Blanca, dating to the 12th century, an Islamic structure which was originally a leisure pavilion and baths. They include an entrance area for undressing, leading to the cold and tepid rooms.

The Alcazar also houses a camera obscura which has a live view of the whole of Jerez.

The Gonzalez Byass winery is one of Spain's most well-known sherry bodegas. Its origins can be traced back to 1835 when it was founded by Manuel María González Angel, who was subsequently joined by his English agent, Robert Blake Byass. The firm produces the fino sherry Tío Pepe.

We learned how the sherry was produced and were offered a taste of the dry and sweet sherries sold worldwide.

3rd of April,

Wednesday

09.30 Presentation of the different countries to the partners and students Development activities between centres and establish joint project objectives

10.45 Observation of workshops carried out by students

Observing teaching, support and interventions, methodology, resources, progression

12.00 Tour of the historic Centre and the Cathedral of Jerez Exploring culture to develop knowledge and understanding which will inform future activities

and planning opportunities

Report of the day A presentation from each School was given to classes of children about their own settings, the curriculum and the local area surrounding the schools. We showed the classes a slideshow that had been prepared about CVIS and also showed them our School website and video of life at our School. We also showed the children our new Core Strength video and encouraged them to join in as a warm-up. Following the presentation there was a question and answer session which allowed children to develop their knowledge about how schools in other countries work and what is offered. Children were particularly interested in our music provision and whether we were a fee paying School.

Our Spanish partner School had a living art exhibition where the children were encouraged to recreate a famous piece of art for parents and visitors. This proved very popular with pupils and the audience. The children had also carried out extensive work about the artist and their work before the exhibition took place. The Jerez Cathedral is a beautiful building from the 17th century which combines Gothic, Baroque and Neoclassical styles and stands above the earlier Great Mosque of Jerez and the old Church of El Salvador. The chapels of La Inmaculada, El Sagrario and Las Ánimas stand out inside, the latter dedicated to the famous Cristo de la Viga, from the 14th century. In the Cathedral Museum, amongst other paintings of interest, we find "La Virgen Niña" by Zurbarán and works by Juan Rodríguez “El Tahonero”. The bell tower, which is outside, was possibly built over the minaret of the old mosque of Jerez de la Frontera.

4th of April,

Thursday

09.30 Visit to the classrooms

Observing teaching, support and interventions, methodology, resources, progression 12:00 Visit to the Royal Equestrian School

Exploring culture to develop knowledge and understanding which will inform future activities and planning opportunities

14.30 Lunch with the teachers of the Centre in the school 16.00 Cake competition, Puppet theatre

Development activities between centres and establish joint project objectives

20.30 Dinner together at a “Tabanco” and Flamenco show Exploring culture to develop knowledge and understanding which will inform future activities

and planning opportunities

Report of the day

The lesson observed on day 4 showed a selection of maths activities to develop understanding of how numbers work. These were presented as independent problem solving activities where the children were working in pairs and in groups to challenge one another to find solutions. Resources were hand-made (some by the children) and considered the age and abilities of pupils in the class. The class teacher encouraged pupils to think about how to work out the problems as they worked through the activities.

The children had clearly been guided on how to present their findings as all work was clearly laid out and required little input at this moment in the academic year.

The Royal Andalusian School of Equestrian Art Foundation, in Jerez is famous all over the world for its show called "How the Andalusian Horses Dance", a unique exhibition of horsemanship which both exhibits and summarises the work which the institution has carried out since its establishment. Other work carried out at the centre includes the role as a social and cultural vehicle for equestrian heritage, the selection and promotion of horses, the training of Haute Ecole riders, the preservation and promotion of Classical and Country Dressage (Doma Vaquera), maintaining the prestige of horsemanship, the breeding of Spanish horses and traditions and culture.

Following the visit to the equestrian centre we were invited to take part in a meet and greet with parents and to judge an ‘Erasmus’ cake competition. The categories included; overall taste, appearance and relevance to the Erasmus ethos. This was an effective way to engage families in the Project and showed real community spirit.

Having listened to the children’s presentation of Flamenco on Monday it was interesting to see a real example of this during our evening meal. The performance was very passionate and had a significant impact on the audience. This was a fascinating cultural experience.

5th of April,

Friday

09.30 Whole School Assembly Examples of Development activities between centres

11.00 Official Meeting 2 Agenda

Future Actions

1. Outputs: Turkey – training manual using Web 2.0

Romania – Teaching pamphlet for EY Poland – Stories collated into book Spain – Booklet demonstrating how culture can be reflected through the arts Greece – Drama games brochure

2. Training: Poland – Offer CPD opportunities demonstrating how the needs of the different vulnerable groups are met in their setting and share advice on how to ensure provision is inclusive Greece – Drama activities and workshops about historical figures or events Suggestions for future activities for the children: Skype Art lesson collage of a famous artist’s painting (artist from their country) Art Day (Summer Term) Drama lesson uploaded by each group Community: Press releases Community Exhibition Mobility Dates: September Poland, March Crete, UK June

Report of the day and Minutes of Meeting

Minutes of Meeting 1. Outputs – See above – need to be uploaded to Erasmus blog and eTwinning. Clarification

on activities was given to ensure everyone was clear about the expectations (4/5 games for games brochure for Greece). Activities to be uploaded by the end of the summer term.

2. Training – Discussion to make sure everyone was clear on future training to be given during mobilities.

3. Future activities - It was agreed that all countries upload a selection of art activities which reflect an artist or cultural aspect of own country upload to blog by end of May. Each country to hold an Art Day in the Summer term and use some of the lesson ideas uploaded to the blog. Drama lesson to be uploaded by each country – June. Skype – Greece and Spain; CVIS and Poland; CVJS and Turkey; CVIS and Romania

4. Community – Romania and Spain have already had reports published with press and TV, Turkey will send links to their publication Poland, CVJS/CVIS to organise during mobilities Spain, Greece and Turkey have already held a community art exhibition (Turkey and Greece to send link to potos). CVIS to hold a Living Art Exhibition during Performance Evening on the 13th June

5. Mobility to Poland – September (please confirm dates). Each country let Poland have details of travellers and number of rooms as soon as posible. Crete, mobility changed to 4-8th May due to accommodation issues. CVJS to confirm dates (either 17th – 21st June which is preferable or 22nd – 26th).

6. Any Other Business – CVIS to resend application to Spain. For final report CVIS will collate information and send to all partner schools in Spring 2020.

Actions School to inform local press about the Project to inform the local community

Upload art and drama activities to blogs

Implement activities into our curriculum which promote Project aims using art (living art exhibition, …..)

Disseminate good practice observed in lessons to whole School (maths activities and Padlet)

Hold a cultural day which promotes our own culture by looking at the work of famous artists from the uk

Hold an International Art Day to share knowledge and understanding of other countries

Complete other activities as outlined in the Project timeline – see Minutes of Meeting 2

Share examples of pupil, staff and parent evaluation sheets which inform our practice

Use eTwinning to share resources and reports