1

Good Practice Guidelines

Good Practice Guidan

2

Peter Lea Primary School Intergenerational Learning www.peterleaprimaryschool.com

Where we started

We wanted to establish an inter-generational learning project which

integrated adults from the local area into our school community to

achieve the following:

● To develop the adult learners' ICT skills and knowledge

● To develop children's expertise in the use of, and sharing of, ICT

skills with others

● To foster better links with adults in the community, placing the

school as a hub for community learning

What we did

The school's ICT facilities were already being accessed by a group of

adult learners from the local community, who were keen to participate in

the project and deepen the link between themselves and the school.

The sessions ran for a duration of 90 minutes every Thursday afternoon

for a period of 15 weeks. Sessions took place in the school ICT suite,

kitchen and staffroom. They involved up to 6 adults and 8 children from

Years 5&6, along with a facilitating teacher.

iPads were purchased using funding from the Regio project to support

activities. These were used in addition to school Chromebooks and the

adults' own tablet devices.

3

Week 1

● Adults taught children from Foundation Phase and Key Stage 2

how to bake a traditional Welsh recipe (Welsh cakes)

● Children taught the adults how to use the camera function on

iPads to take photographs and record video footage of the recipes

and baking process

Weeks 2 & 3

● Children showed the adults how to use the

● video footage of from the previous week to

create an edited movie using the iMovie app.

Adults were shown how to insert video and

photographs, trim clips, add

titles, audio tracks and include transitions

between scenes.

● Final movies were produced and saved onto

iPads

4

Week 4

● Cloud storage was explained to adults with specific reference to

Dropbox

● Children showed the adults how to upload their movies to the

cloud (Dropbox) and how to download from the cloud onto another

device, using the school Dropbox account

Week 5

● Children supported adults in setting up

their own Dropbox accounts on

desktop computers

● Adults were provided with a handout

summarising use of Dropbox for

reference at home (see attached)

Week 6

● Adults brought their own tablet devices to school and children

guided them through some of the main features

● Adults were encouraged to use and practice with their tablets

between sessions to embed their new understanding and highlight

areas in which they need more support

Week 7

● Children ran a troubleshooting clinic, answering queries and

solving problems adults had encountered with their own devices

since the last session

Week 8 - Plenary Session

● Adults discussed the areas they had found most useful so far,

highlighted aspects they would like to revisit later in the project and

identified other aspects of ICT they were interested in learning

about - this guided future sessions on cloud computing

5

Week 9

● Adults and children were introduced to Chromebooks and Google

Apps by the school ICT Coordinator, in response to previous

session

● Together, adults and children were shown how to use Google

Docs as an online word processor

● Adults were provided with a handout summarising use of Google

Apps for reference at home (see attached)

Week 10

● Adults and children were shown how to use Google Slides as an

online multimedia presentation program

Week 11 & 12

● Children showed adults how to create a multimedia eBook using

Book Creator app, including how to insert and format text, video

and photographs

● Finished books were uploaded to Dropbox

Weeks 13 & 14

● Adults and children were asked to work together to produce a

multimedia presentation using any of the devices, apps or

programs they had mastered over course of the project

● In the presentations, the participants described what they had

gained from the project and demonstrated how they hoped to use

emerging technologies in the future

Week 15

● Adults and children presented their work to children, staff and

school governors, sharing their experience of working together

across generations

6

Impact of project

Feedback from Adult Learners involved in the project was very positive.

They felt that they knew more about modern technology as a result of

their involvement in the project, and enjoyed the experience of working

with and learning from young people. Several of the adults reported that

they felt less intimidated by computers and tablets, including their own

devices.

The benefits of working across generations was also highlighted by adult

learners.

"It's given me the confidence to use my tablet - to take it out of the

case and use it!" Roseanne Bond, Adult Learner.

“The group has been quite amazed at the knowledge the children

have. They've worked well together and there's been a good

rapport between them. It's worked really well.” Paula Jessett, Adult

Group Leader.

Indeed, one suggested that the project had changed her perceptions of

young people.

"All my adult life, I've had nothing whatsoever to do with children

but I've enjoyed every minute of it, and I've found I do like children

after all!" Josie England, Adult Learner.

A range of children from Years 5 and 6 took part in the project. All

agreed that the work had been fun and had enjoyed demonstrating and

sharing their technological expertise with others. The children also

recognised the positive impact it had on their ICT skills and knowledge.

A core aspect of the project was the use of emerging 'cloud'

technologies, as one learner noted.

"I've learned more about using the iPads. For example, I've

learned how to download files and pictures from Dropbox which I

didn't know how to do before." Hannah, Year 6

7

Several children suggested that they had developed other key skills in

addition to ICT, notably their communication and ability to explain tasks

and ideas. Similarly, the opportunity to work with different people was

cited as another positive aspect of the project.

"I think I've gained confidence in teaching other people about

things. I've enjoyed working with people from different classes and

getting to know what they think about things." David, Year 5.

What next?

The school continues to act as a hub for community learning, with the

adults involved in this project using the facilities to further develop their

skills with ICT. Some of the adult learner group have also agreed to

lead a further project working with parents of children at the school to

pass on their ICT skills, and it is hoped that we will be able to integrate

the young learners from this project as well, to share their expertise with

another generation.

Furthermore, the children who have been involved in this project have

begun to share their new skills using different apps and hardware with

other groups of younger children lower down in the school. This has

already resulted in the production of stop-motion animation films by

pupils in Year 2, and it is intended that these skills are further shared

within the school community, across both key stages and all year

groups.

8

Cadoxton Primary School www.cadoxtonprimary.com

Year 1 Where we started

Promote intergenerational learning within the local area

To develop links with Spanish schools

Raise the profile of our school and local area

To share good practise in the use of technology What we did

Nov 2013 Cadoxton Primary visit Tierno Galvan in Molina to set up links and plan ways forward. Aims of the project agreed - Develop links with older members of community Use technology to work with older members of community Research and discover about local history and local area Work plan Older Cadoxton pupils and teachers to share stories of Cadoxton with the children Use Aurasma ipad app to record and share use of this with older generation Timetable to take place during Spring term. 1st half term create stories using iPads, meeting elderly ex pupils and teachers 2nd half term- work on wider area developing learning walk using Aurasma app

9

2014 Spring term Work begins with children

Topic - What a Wonderful World

Children looked at the 7 wonders of the world, the history and why they were chosen.

Discussed history of our school being over 100 years old and the changes that have taken place.

Children looked at how the school is used now and created 'MTV' style crib video's of different areas around our school.

Invited past pupils and previous members of staff to recall stories about the history of Cadoxton School.

Pupils interviewed and filmed a local historian

Aurasma app used to provide video behind trigger photo of areas of school.

Using inspiration from 7 Wonders of World, children decided to create their own 7 Wonders of Barry. In preparation for the Spanish partner Schools visit, the children decided they would like to take them on a bus tour of their 7 Wonders of Barry.

Worked in groups to decide upon significant local attractions - from this extensive list, they decided upon their 7 wonders

Children then worked in groups of 3 on a chosen wonder.

They completed research which they collated in pic collage

Used Google earth to compare 7 wonders in the past and the changes over time and to draw and map out their local 'Wonder'

Created stories about their chosen wonder using Lego Story Starter and Istop Motion animation app.

Children created adverts for the bus tour using Pic Collage.

They used green screen technology to relay their information and promote and advertise their chosen wonder. (QR codes were attached to the green screen You Tube film and are on display.)

Using publisher, the children also created information leaflets on their wonder.

The children used Garage Band app to create a jingle of their wonder

10

Developing Creativity

Worked with a local artist to depict their 'Wonder'. This was then transferred into a stained glass window, which is displayed in school.

Their drawings were also used to create a plaque showing the 7 Wonders of Barry. The QR code is displayed on the plaque.

Bus Tour

Spanish lessons take place regularly and vocabulary was based around the 7 Wonders of Barry.

The company who created the plaque also made stickers, which were then used on a 'passport' of places visited during the Barry Bus Tour.

Children worked in their groups of 3 to ensure they were prepared for what they were about to say on their chosen wonder.

We invited Spanish visitors, Governors, past pupils and the Women's institute (WI), to join our bus tour.

The bus tour was carried out tri-lingually, with children presenting in English, Welsh and Spanish.

The tour was filmed by Big Learning Company and a film was created and has been placed on You Tube.

We were invited by WI to talk about our project and head boy and head girl presented our project to them. June 2014 In preparation for teachers visit to Molina, children created an iMovie presentation of the work completed so far. June visit to Molina Feedback to all schools on progress to date and showcasing iMovie. Visit schools -Tierno galvan Showcasing iMovie with children and teachers Tierno galvan - shared their progress and work so far Planned a way forward for 2014/2015.

11

Year 2

Learning objectives

Develop pupils as digital learners

Engage families and wider community in digital projects

September 2014

Children decided to create short films to help parents, the wider community and younger children to learn how to use digital technology on ipads.

Children began to make ‘How to’ films using IMovie, Book Creator and Pic collage. They took several sessions planning their film – using instructional language and carefully working through the technology before deciding on the best way to film the Guides.

Films were edited before being tested on other class members

Members of WI were invited in to help children make poppies for our WW1 project.

October 2014

Children showcased their films in the Club Innov8 Library Learning session where a group of children showed their films to children from other schools and visitors to the library.

Year 6 children then worked with members of the local community, e.g. Father Ben, WI and parents during a FAST session. They were then able to make their own IMovie following this session.

Children visited Cardiff Met to show their films and the effect it had on the local community to new teachers.

12

Creating “how to” videos – this is how we do it @CadoxtonPS

Example – create a movie trailer

1. Engage

Show exemplar movie trailers – discuss content, format, features, how are they engaging etc

Study exemplar how to videos – assess quality – what was done well? / what could be improved? / what was learned from watching it?

Formalise success criteria – a real need for clarity in use of language , a professional feel to the film

2. Develop

Standardise appropriate language necessary – ie imperative verbs, create writing/ speaking frames using instructional language and specialized vocabulary

Familiarization with appropriate apps – collaborative group work

3. Innovate Provide a scenario – ie a context and audience, eg. A group of

grandparents would like to create a movie trailer of a family event,

they need “how to” instructions in it’s use – how can you help

them? – revisit success criteria

In groups, children plan their film through storyboards

In groups, children prepare a script to fit their storyboards and identify roles in the film creation – director, editor, narrator, model, designer.

Children agree on how best to demonstrate and record the film

Groups present their storyboards and plans to other groups and peer assess strengths and opportunities for improvement

Children review and finalise their plans and create their film

First draft is peer assessed and improved

4. Express

Film is showcased with the parent and grandparent group and used to enable them to create their trailers.

The film is published to you tube for wider community use.

13

Evenlode Primary School www.evenlodeschool.co.uk

Where we started

We already had a successful ‘knitting club’ which was run as a lunchtime

club by a few of our Grandmothers. They become affectionately known

as the ‘Knitting Nannies’ and came in each week to teach the children

the old skill of hand knitting. We decided to take that old skill and bring it

into the 21st century by using digital technology in the form of a

computerized knitting machine. The children would teach our ‘Knitting

Nannies’ the modern skills involved in using digital design

software and a knitting machine.

The Knitting Machine

We purchased a Silver Reed SK840 knitting

machine and Designaknit software. We found it

very difficult to master the knitting machine and

struggled to locate training on how to use it. We

worked out how to assemble the knitting machine

via ‘you tube’ clips. We found ‘you tube’ was a good source of training

but that only took us so far and it did not help with the Designaknit

software. There was no training or

information available and we found the software very complex. We

found some support via e-mail from the software company Softbyte but

this did not replace the one on one training we required. We eventually

tracked down some training via a company called Techsoft. We had to

travel to Reddich in Worcestershire for a days training.

At last we were ready to launch our project!

14

The Product

Initially, the children and ‘Knitting Nannies’ had lots of

ideas for knitted products. They ranged from juggling balls

to door stops, school scarves to mobile phone socks.

Having not found any training on how to use the

Designaknit software we were still having difficulty in

using it but didn’t want to delay launching our project any

longer. Therefore we decided to make mobile phone ‘socks’.

These are used to protect, decorate and personalise your mobile phone.

It is a simple design which would involve just knitting a simple square,

fold it in half, sew it up and finally decorate.

15

Entrepreneurial Aspect

The children created mobile phone socks.

Initially,

we focused upon plain socks in just one

colour,

moving to using two colours and

experimenting with

blocks of colour and stripes. We would progress to

using the design software and were able to make our

sock more elabourate. When we have enough mobile phone socks we

will plan a sale. The children will be involved in the marketing and

participated in some consumer research to assertain the right price.

Tips

-Since our journey with our knitting machine project has been extremely

bumpy and frustrating. If you are contemplating a similar project, here

are some tips....

-On purchasing a knitting machine, ensure there is training available.

We were told it was simple to use and there was no need for training but

this was not the case!

-Before purchasing design software, ensure there is training and

technical support available because again we found it was not at all

straight forward and no training available.

-Start simple—get used to knitting with just the knitting machine before

attempting to use the software. We wanted to use the design software

straight away before we had mastered knitting with the machine. You

can’t run before you can walk!

-Small numbers—you need to accept it is a painfully slow process and

don’t try to involve too many children initially.

16

It involves just one child on the knitting machine & lots of preparation

beforehand & after by an adult.

It has been said to us on many an occasion, why a knitting machine?

and why not an embroidery machine?

We particularly wanted a knitting machine in order to have that natural

progression between our existing knitting club and a new exciting

venture. However, in hindsight, perhaps an embroidery machine would

have been a more suitable project for KS 2 children. Something to

consider if you are wanting to pursue a similar project.

The Next Phase

We plan to continue to create more exciting and adventurous

products in our ‘Evenlode Enterprises’ knitting club.

We would like to create school scarves and ensure the design

software is an integral part of our design, make and marketing

project.

17

Barry Island Primary School www.barryislandprimary.com

Where we started

We have already established several links with European schools

through various Comenius projects and are an established Apple

Regional Training Centre, therefore this was a project that would allow

us to provide support and interact with schools in a mentoring capacity

as well as developing links within our own community.

What we did

Children decided the best way to share their stories of the Island was a

Digital Information Trail (D.I.T). Children created the D.I.T by collecting

historical facts from families. HWB was used to create the initial link

between families and the school. Once this link was established we held

an intergeneration Day and began gathering, recording and filming our

facts!

We gathered family and friends of BIPS in

our Café and shared stories of the Island.

We were particular in our communities

links to specific locations on the Island.

The day was a huge success and we had

lots of interesting facts to apply to our

D.I.T. The day was a huge success and a reminder of how special our

community is

QR codes and Augmented reality were the

weapon of choice when creating our Digital

Information Trail ( D.I.T) These contained

key information, links to sites and even

personalised videos or sound bites created

from facts shared during our

Intergenerational Day

18

Geo caching club was a way of getting children out into the local area

(and beyond) and exploring their surroundings. Through ICT and a

range of numeracy skills children were encouraged to collect and create

interesting facts hidden in secret places around Barry Island.

In addition to using Geo caching the children also hid QR codes which

contained information and historical facts collected from our

Intergenerational events. We used this concept to create our D.I.T.

We also took this a step further and created a digital information trail

during our visit to St David’s – the locals were very impressed.

The Impact

• The impact of the project is that the D.I.T and Intergeneration Days have further strengthened links with the wider community, families and the historical society.

• Use of Augmented reality and QR codes are now EXPECTATIONS for every display following the widespread use last year. They have both been added to our Display policy.

• We have seen a significant improvement in ICT skills in the community as parents enjoyed participating in the project and engaging with the school through a range of ‘tech’

• The use of Hwb was further validated as an ‘excellent’ way of harnessing community interaction with the school.

• The use of Hwb as a method for gathering information has enriched learning by creating a clear link between class work and home learning.

• The comparison of Molina and Barry Island has encouraged a deeper sense of Global Citizenship and improved children’s knowledge of education in other countries.

• The Geocaching club acted as a stimulus to creating the tour and improved Numeracy skills and ICT skills as well as geographical knowledge of the local area.

19

What next:

We have utilised our strong relationship with the community and

organised a trip to NASA in order to engage and improve STEM

skills of MAT pupils.

We have began delivering community training every Tuesday and

Thursday and have been credited HWB + Centre of excellence

status in partnership with Cadoxton Primary School. Children and

parents get trained in

Hwb on both sites

alternating from week to

week.

The project not only

developed relationships

between us and our

Spanish partnership

school but has created

strong links with the

Welsh school involved in

the project too.

20

Colegio Concertado Sagrada Familia. Centre: Sociedad Cooperativa de Enseñanza

Colegio Sagrada Familia www.csgradafamila.es

Where We Started

During the last years the school had been investing in new technologies,

mainly tablets, in order to develop some specific projects. Furthermore

during the last two years the school had been focusing their cultural

week on traditions and popular games in the Region of Murcia especially

in Molina de Segura. So that, participating in this project would be a

chance of integrating eldest generations as part of this activities, in

addition our students could expand their sources of knowledge through

the experiences of their previous generations , fulfilling several

objectives:

1. Students and Grandparents sharing time together

2. Interacting and enriching each other

3. Interchanging their knowledge

4. Promoting and developing new skills through New technologies

5. Participating in an European project and sharing experiences with

other schools.

What We Did

We had a first meeting with students and grandparents where

grandparents talked about different issues in the past. At the end of the

meeting students made a list of different topics they were interested in

and that would be part of the project: reading, sewing and other popular

games and traditions.

We all agreed that the different events and activities taking place in the

school would be posted in our intergenerational learning blog.

21

www.intergenerationallearning.blogspot.com in order to share with the

community.

The reading workshop took place in January. One of our student’s

grandparents gave a motivating talk about PANOCHO, a dialect that

have been spoken in the region of Murcia during many years, especially

in the vegetable garden. They were working on Panocho poetry and

focusing on specific words and expressions. It was a brilliant

experience, our students showed their enthusiasm and they had the

chance to ask many questions. At the end of the talk the grandparent

provided them some interesting book references in order them to

expand their knowledge about PANOCHO. They have been working on

it over the whole year and have even made a PANOCHO dictionary that

is now available in the school library.

The sewing workshop took place in March. Some grandmothers taught

our students crocheting. A technique that in the past was commonly

used for making bedspreads and tablecloths. Our students decided to

make crocheted bracelets in order to sell them and save some money to

buy some electronic devices for their class.

In addition, during the cultural week a wide variety of activities from the

past took place in the school by a group of grandparents and in which

our students were able to develop a wide range of skills and abilities

very different from the ones they are used to, like football, basketball or

computer games. For example pottery, making esparto grass fabric and

petanque.

Finally in May our students organised a meeting with grandparents in

order to teach them how to work with tablets and also how to use some

applications such as QR codes or AURASMA.

22

The Impact

Developing a Project aimed at students:

1. Increased knowledge among students related to school

and lifestyle past and present, and making a

comparison.

2. Promoting students training in New Technologies, such

as QR codes or AURASMA, using cameras, video, etc.

3. Coordination and collaboration between students and

grandparents to carry out the Project.

4. ‘Comenius Corner’ decoration, developing art skills.

5. Knowledge about spatial orientation and their own town

through the map they have been working on, in

collaboration with the others schools.

6. Collaborative knowledge.

Developing a Project aimed at teachers:

1. New technologies - teacher training.

2. Adding new methodologies for teaching - Welsh

schools and schools from Molina de Segura.

3. Coordination amongst teachers from the different

schools in Molina and Cardiff.

Developing a Project for educational community:

1. Intergenerational learning: teaching new technologies.

2. Tourist guide for Molina and its tourism.

23

Resources:

Six tablets, video camera and digital camera80p0

Cooperation and coordination performances:

Among schools from Molina de Segura

Among the council of Molina and the council of Cardiff

Among schools from Cardiff and schools from Molina

Among teachers and workers from CPR

All the activities will be published in the Comenius blog: You teach me, I

teach you. www.intergenerationallearning.blogspot.com.es

Also it will be available in the school web site. www.csagradafamila.es

What Next

Joining new European projects

Teacher´s training

Using tablets and New technologies as methodologic resources.

Integrating and encouraging families in the school

Developing new projects with schools from Molina

24

Centre: CEIP Tierno Galvan (Molina de Segura)

www.colegiotiernogalvan.es

Where We Started

When we were asked, by the Department of Education, to participate in

this project, our centre intended to start working with tablets. We

acquired the first tablets in order to work with pupils with special

educational needs, and for learning a second language (English). We

joined this project for three reasons:

• To work with pupils with special educational needs.

• The use of new technologies.

• To participate in a European project with other schools whose

language is English - we are a bilingual school.

What We Did

We developed an action plan to be developed 2013-2015, based on 2

project targets :

Learning Community programme with QR codes - for access to

resources during a Learning Walk

• During the 2013-2014 we worked with students of all ages, recording

and publishing information via QR codes. At first we started working with

(augmented reality) but the quality of the recordings was quite low.

• During 2014-2015 we expanded the scope preparing information on

the most significant places in our local area. The idea was to create a

complete map of Molina among the three participating schools.

Our work plan:

- Prepare written or oral informatrion.

Students worked on translation of texts into English, with the support of

their language teacher. Rehearsals were held before recording in both

Spanish and English.

- make multiple recordings and discard those not needed.

- select the images (it is very important to create an image bank,

25

uploaded to the web)

Information to include:

1. School Facilities in English and Spanish.

2. Literary Recommendations from our library in Spanish.

3. Centre services and journey through our history, in English and

Spanish.

Technology Centre open to intergenerational learning.

Training in android, IOS, Windows

• By creating an open technology centre students will offer a service to

the community with the support of the school. User training in new

technologies is intended. Students could disseminate proposed

community workshops during Cultural Week, or other relevant dates.

New tools acquired by the project (tablets) will be used

• During 2013-2014 several students were trained and disseminated this

knowledge to others in the school community during the workshops

designed for this purpose.

• The experience was motivating, and continued during 2014-2015.

• In addition to these activities and training workshops several online

competitions have been organised through the learning platform Moodle

"Aula XXI", through which the centre promotes collaborative

intergenerational projects between members of our wider School

Community. These have been well received.

The Impact

Pedagogical Contributions:

• Developing a centre aimed at developing student student knowledge:

1. Increased awareness among students of the centre’s facilities,

reading for pleasure, school performance comparing our school

Yesterday and Today

2. Student Training for those especially interested in technologies.

Training in recording and using QR codes and augmented reality

Aurasma, training moodle platform Aula XXI, use of videos.

3. Coordination and collaboration among students to carry out the

project.

4. Commissioning and European Programmes área - decor coordinated

26

using new technologies.

5. Intergenerational Learning (grandparents / parents / children), training

in new technologies.

6. Knowledge of spatial orientation and location through the mapping of

Molina among the three participating centres.

7. Collaborative learning. Tasks that require input from several people.

• Project aimed at teachers:

1. Teacher training in new technologies, using tablets.

2. Contribution to the faculty of pedagogy and new technologies used in

the different centres of Cardiff.

3. Coordination of teachers in the centre by the teachers involved in the

Regio project.

Contributions to the Educational Community:

• Open technology centre, students provide a service to the community

with the support of the school.

• Training of users of new technologies throughout the educational

community and external agents by students.

• Intergenerational Learning (grandparents / parents / children), training

of new technologies.

• Bringing families into the classroom learning platform XXI.

Material Resources:

• Six tablets.

Collaboration and coordination.

• Impact - cooperation, coordination and exchange of performance

records amongst participants in Molina centres.

• Impact - coordination and exchange of information between the Welsh

centres and downtown.

• Impact - coordination with the City of Molina, City of Wales,

representing CPR and centres participating in the Regio Project.

• Advice on the preparation of stories and legends with local writer Paco

Lopez Mengual.

27

Publication of activities and materials.

• All activities are published in the digital school newspaper "The Digital

Street Light".

• a blog within the school website is opened to collect all works and

activities that have been created with this project.

www.colegiotiernogalvan.es

What Next?

Continue to participate in European projects.

Teacher training.

Broaden the use of tablets, audio and video recordings and teaching

moethodology resources.

Streamline collaboration between families and the centre.

Development of new collaborative projects between the participating

centres, especially in developing joint programming between the centres

of Molina de Segura activities.

Integrate some methodological and organisational experiences of the

other participating institutions in our teaching.

28

Ce Inf Prim El Romeral (Molina De Segura) http://regioelromeral.blogspot.com.es/p/historias.html

Activity - “QR CODES GUIDE”

Where We Started

Our local council contacted us to see if we were interested in starting a

Regio project with schools in Wales.

It was a project about involving new technologies into our education.

We had been looking at how we could introduce ICT into our school.

The library has been recently opened by a famous local writer. When he

visited us he told the children some old stories that had happened in

town. We were amazed how the children engaged with that so why not

use those stories for our project?

What We Did

We decided to start the Project with the QR codes and make a map of

our town for the first year.

29

How We Did It

- Molina´s stories compilation. A famous writer Paco López

Mengual (who was born in our town) knew a lot of old mysterious stories

that took placed in Molina. The children chose the most interesting of

these stories and started to map their location.

- A walk around the town. The teachers were taken around the

town to the different locations as each story was told by the writer. Later

the children were introduced to these locations, which were finished off

by playing a quiz about the stories in the town.

- QUIZ: We went on excursion into the historical part of town.

Our students had to orient themselves using a map.

- The children worked in groups of 6 - 8

- Find the places that were marked on the map by asking the

local people about the area in order to guess the answers of

the quiz.

- The local people would then tell the children the story that

what relevant to their location.

- Film videos. The children made a small video at each

location where there was an old story. The story was told in

Spanish and in English.

- Edit Videos. The students were able to put QR codes to

each of the stories around the town. These codes have

been used to create an official tourist guide of the city. The

Town Council have published this guide and has put the QR

codes in the spots in town.

From now on, every single person, every school of the city,

all the families… can enjoy our guide and discover how

great reporters our students are.

30

The Impact

Families in the area have become very interested in the work we have

been doing with European projects. They are keen that we implement

this new teaching method into our existing curriculum.

On teachers and students:

Use of tablets for recording videos and audios.

Children gaining confidence in their own ability to tell stories.

Children learning about their own City.

Children have lived a bilingual experience realizing the

importance of learning languages in our society.

Children being able to memorize a story and report it for the

community.

Teachers learning a new way of working with children giving

them a more active role in their own process of learning.

Impact on the School Community

Families have shared stories of the past together.

Children have been able to tell their families what they have

learnt.

Our school is increasing the number of students thanks to

our participation in European projects.

This is the beginning of a new educational methodology in

our school that is closely related to our new curriculum.

Resources:

4 tablets.

Imovie software.

Maps of the city.

31

Coordination and cooperation.

Coordination among the regio coordinators in the school and

the teachers.

Coordination and sharing teaching experiences between

schools in Wales and El Romeral.

Dissemination.

All the activities are uploaded onto the Regio blog

http://regioelromeral.blogspot.com.es/p/historias.html

32

Activity: “Learning Walks”

https://www.youtube.com/user/aytomolinadesegura

Where We Started

We were very excited when we were told we could part of this project.

This would give us the opportunity to share teaching experiences with

teachers from a different country.

We had just finished a multilateral partnership and the experience had

been so good that we did not hesitate to join it.

This was a two year project and we could achieve two out of the three

goals we had set ourselves.

Our school chose to work on QR codes, so we spent that first year on

that.

It was a challenge as our school had poor quality technological devices.

The thing we enjoyed the most was being able to share and exchange

teaching experiences with colleagues from a different educational

system.

It was in our first meeting in Spain, when we were introduced to learning

walks and how beneficial it was for the children.

We then planned our project around these activities alongside our Welsh

partners.

33

What We Did

Working on an Erasmus + partnership does not only mean, from our

point of view, dealing with the topic itself, but it is a great mean to get to

know other cultures, not only the language but also the traditions,

people, cities and so on. In this sense, we decided that it was vital that

our students were able to locate Cardiff on the map and learn a bit of the

culture of that country.

We planned some activities to be developed during the first year of the

partnership:

Doing some research about

o The most popular buildings in the city.

o The most popular sports played in Wales and their teams.

o Traditional dishes.

o The most outstanding people like writers, sport players,

musicians and so on.

o Making some posters with the information so that

everybody was able to read it.

Having planned the activities it was time to start working. We made a

big map of Europe and the United Kingdom.

We searched for some information about Wales and elaborated posters

about them.

Next, we took our students around schools telling them what we had

found about that culture and locating Wales and the city of Cardiff on the

map of Europe.

Once the children had a general idea of the country, they were asked to

do some research on their own. We divided topics among different

groups and they found out about important welsh people, buildings,

sports.

34

Each group had to provide the school with the information they found

using the devises they had been given.

In the end, it was the students themselves who took turns to walk around

the hall telling their classmates what they had learnt about Wales and

Cardiff.

During these walks, they used the tablets provided by this project to film

each other.

The Impact

On teachers and students:

Use of tablets

Children gaining confidence since they checked they were

able to learn and tell their classmates what they had learnt

Children learning about Europe and Wales

Kids being able to find out specific information about a

country

Teachers learning a new way of working with children giving

them a more active role in their own process of learning

Impact on the School community:

Families have been able to see their kids’ work by walking around

school

Children have been able to tell their families what they have learnt

Our school is increasing the number of students thanks to our

participation in European projects

35

Resources:

4 tablets.

Posters

Coordination and cooperation.

Coordination among the regio coordinators in the school and

the teachers.

Coordination and sharing teaching experiences between

schools in Wales and El Romeral.

Dissemination.

All the activities are uploaded onto the Regio blog

http://regioelromeral.blogspot.com.es/p/paseos-aprendizaje-

cardiff.html

and e-twinning

What Next

Integrating this activity into our methodology.

Teaching students in the use of new apps that can be used in the

school.