IES Playamar is a Bilingual Secondary School located in Torremolinos, in the south of Spain. It was founded in 1998. It is an ICT center. This school year our educational center serves 912 students aged between 12 and 20 years old.
We offer ESO in fully bilingual (English) mode. And as
post-compulsory education: Baccalaureate in the itineraries of Social,
Humanities and Technology.
We also have two cycles of Vocational Training in the families of
“Computer Systems and Networks” and “Electromechanics of Motor Vehicles
in Dual Mode”.
The main problems of our context, based on the figures of the INE and the PISA report referenced to 2016 data, are:
-The high number of unemployed (22, 4%) and the consequent emigration.
-The growing number of students who leave school prematurely and the
failure in education (25.8%, among the highest at the regional and
-The low level of school performance (30%, among the highest at regional and national level)
Our school assists students from different socioeconomic contexts,
and the training opportunities are not the same for everybody. We have a
considerable number of immigrant students with special needs. Many
families are not able to Give adequate support to your children in the
school curriculum. These conditions lead to the direction and cloister
of the school to take additional measures to balance them. We have a
school accompaniment program during non-school hours in the center.
The school, as well as the region, possess an enormous natural
heritage, in reality excessively exploited and deteriorated by the
tourism and that, with the support of a good project, we are likely to
make it sustainable by encouraging growth smart and inclusive (ET 2020).
– Social Entrepreneurship, with a more efficient, supportive and responsible use of resources.
– Promoting inclusive growth through the promotion of multiculturalism among young people.
The teachers of the IES Playamar want to change this reality excessively dependent on seasonality and tourism.
Creating synergies, partnerships, initiatives that facilitate the start
of a new development model, capable of giving an impulse, not only
economic and sustainable, to our environment but also in solidarity.
A vision shared by all the partners of this project was that, to achieve success in its implementation, it was
It is necessary to guarantee a team of quality teachers, motivated and committed. Hence, we agreed on the following
criteria that we have applied in all schools of our association.
Where is IES Playamar?
The reasons for joining us are:
1) IES Playamar teachers want to change that described reality. We
intend to preserve and disseminate this ancestral knowledge about these
crafts, especially those that are in danger of disappearing. And, on the
other, to increase the employability of young people by helping them to
start from the detection of opportunities in the craft sector using
ICTs, so that they generate value and that, as their ancestors did, they
can continue living from it. .
2) We need to continue with our strategic internationalization plan
that began two years ago. Erasmus + is an opportunity. Regarding our
potential, as a center, with the contributions to the project, indicate
1) Our teaching team is involved in the main relevant areas of
knowledge of the project. The departments involved are: Art; History;
Technology; Economy; Computing; English; Orientation and the management
. 2) In this project the director, the association of fathers and
mothers (families) and the administrative staff actively participate
because, for them, it is also important to compare our organization and
management with other educational systems.
3) The school interacts and collaborates with cultural institutions and craft associations in the area.
Fjolbrautaskoli Nordurlands vestra (FNV) has 506 students, it is a
comprehensive high school in northwestern Iceland. It is located in
Sauðárkrókur, which has a population of 2,598 inhabitants. FNV offers a
wide variety of vocational programs. Specifically in Art, Computer
Science, Carpentry and Paramedicine.
We also have distance training courses. The students are between 12
and 20 years old. The social life in the school is very good, we have
several social clubs for students. In addition to Icelandic we teach
Danish, English, German and French. We have a “Fablab” inside the school
in cooperation with the town hall.
The Fablab is equipped with several 3D printers and the staff is
willing to help teachers and students learn. MOTIVATION We want to
continue with our internationalization project that we started in 2016.
We have introduced it in our Annual Plan. The main motivation for the
FNV to get involved in the project is that we are aware of the
importance of educating students in programming for the 21st century.
Where is Fjölbrautaskóli Norðurlands Vestra?
Our school is working on the implementation of programming as part of
our curriculum. In Fjolbrautaskoli Nordurlands vestra (FNV) there are
some programming courses, but they have been offered as part of the
electronics studies. In our environment there are many craft trades that
are being lost, which forces our young people to leave our town and go
to Reykjavik. We want to create the necessary circumstances to help our
students to have business opportunities and avoid depopulation of our
people. We are excited about this Erasmus project the possibility of
helping to preserve those ancestral trades, which require artisanal
skills, through the use of technology. For us, we think it is the key to
the survival of our beautiful people.
Our educators have the following experiences and capacities with
which they contribute to the project: – We have been working with 3D
students for years to solve social problems and we have a network of
companies involved in our workshops and activities. -All the teachers
involved have the technical knowledge, skills, administrative support
and sufficient experience to successfully execute all aspects of this
project. Our strengths are consistent and aligned with the achievement
of the objectives of this project.
However, in recent years, they have gained a relevant dimension, with the need to (re) formulate a project adequate to the needs and objectives of the surrounding reality, which systematically brings together the entire line of action that involves the AESL’s internationalization strategy: the European Development Plan (EDP).
At AESL there is a conviction that within the global dynamics the European dimension of education is an aspect to develop and deepen. It is assumed that European citizenship has to be more than mere political rhetoric and, in this context, synergies are sought with other entities that want to share knowledge, develop projects and carry out activities that, jointly promote the progressive assumption of the European dimension of citizenship. It is imperative to value the improvement of pedagogical quality as well as the internationalization of the institution itself, reinforcing the cooperation between transnational partners, with the aim of innovating in its pedagogical, logistical, administrative and organizational practices. This document must be seen as a dynamic instrument that can incorporate changes to any change in the organizational context and must also be seen as a tool to improve the quality of teaching and susceptible to adaptation to changes in educational policy. The PDE therefore constitutes a guiding and coordinating document for the various projects with European scope and subsequently as an instrument for operationalizing the strategies included in it.
Where is the School?
PRIORITIES The AESL’s self-assessment team carried out work, embodied in the respective report as well as in the improvement plan, having found that the grouping revealed the need for training in terms of quality, understood at various levels: pedagogical quality, quality of service provided to user, quality of processes and procedures, quality of learning and teaching.
The school’s internationalization process is part of the globalization context, with economic, social, educational and cultural policies. In this sense, the following are established as priorities of the present plan: Implementation of new methodologies and technologies in the teaching processes;
Combat failure and school dropout;
Adoption of good practices in international education;
Sharing of good practices of AESL;
Creation of new forms of relationship between schools and European institutions;
Development of actions that allow the acquisition of skills centered on students and for students;
Development of actions that allow the acquisition of skills centered on teachers and non-teachers
Mendelova High School in Nový Jičín (Czech Republic) has 823 students
and 84 teachers. The objectives of our multiannual plan are to promote
methodological change based on ICTs (programming), the resolution of
social problems with 3D printing and enhance entrepreneurship based on
the opportunities of our cultural heritage.
The main motivation is the interest of our school for the
conservation of historical and cultural heritage from the promotion of
social enterprise. Help our students to detect opportunities for
entrepreneurship in the European sector of art, crafts, protection and
promotion of cultural heritage.
In addition, Nový Jičín is located in the
Moravskoslezský region, one of the weakest economically in the republic.
However, it is surrounded by many artisanal businesses of great
cultural value that are in the process of disappearing because they
cannot compete in a globalized world. They are the great forgotten
public policies. Finally, an additional reason to participate in this
project is to offer our students the chance to see other realities. We
want them to learn to open their minds. Our school belongs to a small
town located in a remote area north of Moravia, in an increasingly
global world, this project, in addition to the skills and the change in
methodology that will mean for the school, will help us get them out of
their environment endogamic.
Where is Mendelova střední škola?
The main potential and capabilities of the center for the project
are: 1) Its multilingualism. At school we teach five languages: English,
German, Spanish, French and Russian. This fact is of great relevance
for the project, with a view to the translation of the final materials
in several languages. Some of their teachers use the CLIL teaching
The school has been accredited to take the ECDL test.
2) We have three higher education training cycles (Administration and companies, ICT and health).
The first two will be of great help to detect entrepreneurial
opportunities from the use of virtual reality in European crafts, for
example, creating audio guides made with virtual reality with the
students to preserve the knowledge of craft crafts at risk of
The center equipment. The school building is very well equipped. It
has 9 computer labs, 2 tablet labs, 10 interactive whiteboards, 3D
printers, etc. All staff have a high level of English and extensive
experience in international projects (Comenius, Leonardo, Erasmus +).
Since September 2009 the I.I.S.S. “G. Peano – C. Rosa” offers both high school and technical economic addresses to the Vibratiano area and beyond distributed in the two offices in Viale Europa and in Via Vittorio Veneto in Nereto.
In the current school year 2019-20 the high school courses D – E (Linguistico), H (Human Sciences), the classes of the Biennium A – B (Scientific) are hosted in the first location (historical location of the “G. Peano” High School) 1st ^ (Human Sciences) 1st ^ (Cambridge Articulated).
Where is the school?
The headquarters of the former I.T.C. “C. Rosa” hosts the A (AFM), B (SIA) and C (Tourism) courses of the Economic Technician as well as the high school courses C (Applied Sciences) and F (SU Economico Sociale), the 2 ^ G (Cambridge), the Triennium A – B (Scientific); the Evening course.
Both locations are well served by the T.U.A. (ex ARPA) which connects Nereto to the neighboring municipalities of the coast and inland.
The office and secretarial offices are also located in the Via Europa office.
The school year is divided into two periods: a first quarter, from September until the suspension for the Christmas holidays, with intermediate ballots in January, and a five-month period, from the beginning of January until the end of the lessons, with final ballots in the first mid-June.
The lessons of the Technical courses take place from Monday to Saturday from 8.20 to 13.20. The start of classes is always one week earlier than in high school.
The lessons of the high school courses are organized from Monday to Saturday from 8.20 and with exit from the school as follows:
Biennium: Monday, Thursday and Saturday at 12.20; Tuesday, Wednesday and Friday at 1.20 pm; classes 1BG (artic. Cambridge) and 2B and 2G leave at 12.20 on Saturday only.
Any additional and planning activities are activated from 2.00 pm to 5.30 pm.
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