Descriptions of Partner Establishments
Birchen Coppice Primary School Kidderminster, UK
Birchen Coppice is a primary school teaching pupils from age 3 until 11 years. It is a maintained school under the jurisdiction of Worcestershire County Council and caters for 279 pupils. It serves an area of high economic and social deprivation. A significant group of pupils come from the Gypsy Roma community.
The school curriculum is based on the 2014 National Curriculum which is adapted to meet the school's specific needs. Progress made by all children from their data on entry is judged to be good. However, the school struggles to achieve National Standards for a number of children who enter education well below age appropriate expectations. The practical and expanding curriculum proposed by the Erasmus Partnership is aimed at aiding the school in meeting needs in innovative ways.
To support the needs of children Birchen Coppice has a number of extra curricular areas of expertise. Nurture is provided to develop the emotional and behavioural needs for a range of pupils; there is a Learning Support Unit (LSU) and the school has recently introduced learning support teams to meet the learning needs of the most vulnerable pupils.
Mehmet Akif Ersoy University Burdur, Turkey
Mehmet Akif Ersoy University was founded by law on 17 March 2006 and the number 5467 published in the official newspaper in the issue 26111. Burdur Education Faculty, Burdur School of Health, Burdur Vocational School, Bucak Hikmet Tolunay Vocational School, Gölhisar Vocational School, Bucak Emin Gülmez Technical Science Vocational School, and Ağlasun Vocational School were connected to Suleyman Demirel University and Burdur Veterinary Faculty was connected to Akdeniz University which were then transferred to Mehmet Akif Ersoy University. The Faculty of Letters, Institutes of Social Sciences, Science and Technology, Health Sciences were founded by the same law.
Continuing Education Research and Application Centre , Strategic Researches Application and Research Centre, Teke Location Folk Culture Application and Research Centre, and Mehmet Akif Ersoy Application and Research Centre, which were planned to be active in different science fields within our university, were also founded. In addition to the Research and Application Centres, Ataturk’s Principles and History of Turkish Revolution Department, Physical Education and Sports Department, Informatics Department, Fine Arts Department, Turkish Language Department and Foreign Languages Department are active within the rectorship.
Most of the students at MAEU come from Turkey. They originate from all over the country, but very few, at present, are from abroad. Students usually enter the University after 12 years of education (4 years each of primary, secondary and high school). Following the completion of two examinations and an assessment of their school grade points average, they can apply for university. The specific qualification requirements of the department involved in the Erasmus Partnership are that students had maths and science as their major subjects at high school and that they obtained sufficient points from the verbal maths and science parts of the examinations.
Mehmet Akif Ersoy University includes 3 institutions which have graduate training programmes, 3 faculties and 2 higher schools which have undergraduate training programs, and 6 vocational schools, 4 research centres, 9 coordinator departments including Scientific Research Projects, Academician Training Programme, Co-Ordination of Project and Consultation, International Relations Office. There are 6 departments connected to the rectorship, with 14,991 students and 758 staff, which makes Mehmet Akif Ersoy University a significant foundation among other universities. Furthermore, the university has been continually progressing owing to its qualifications in education, research projects and scientific studies.
The expertise, which has been made available to the Partnership, is ideally suited its needs and the University will lead and support all academic endeavour.
Szkoła Podstawowa nr 47 im. J.K. Branickiego Białystok, Poland
Szkoła Podstawowa nr 47 im. J.K. Branickiego, Białystok Primary school nr 47 in Białystok is situated in North-Eastern Poland. Due to social and economic factors the area is rather poor and threatened by unemployment. The region of Białystok is ethnically diverse with different nationalities such as the Byelorussians, Lithuanians, Ukrainians, Tatars as well as refugees from Chechnya and Ukraine. This contributes to a religious diversity which influences the cultural and social make-up of the school and the area.
In the school there are children with special educational needs who are integrated into classes with the other children. The teachers aim to integrate all children and involve them in all activities and actions. The school is regarded as being very friendly to pupils, parents and teachers.
Vajda Péter Ének-zenei Általános- és Sportiskola, Budapest, Hungary
Vajda Péter is a public primary school which pupils attend from the age of 6 until the age of 14. There are approximately 510 pupils and 63 teachers in the school. It has two sections called faculties where pupils have extra lessons in Music and PE. It is a sports school as well. The sports education, trainings, trips and equipment, are partly financed by the National Olympic Committee and the curriculum formulated by the school's teachers is controlled by the NOC.
In the teaching as a sports school there is co-operation with outside sport associations and clubs. In the teaching socially handicapped pupils are integrated, as well as those who are the members of ethnic minorities. The school has received the title of Violence- Free and Health Conscious School, Point for the Talented (Tehetségpont) and Pre-Qualified Reference Institution. It is also part of the International Eco-school Network.
Since 1963 a musical section has been working at the school and the choirs have had great success inside and outside the country during the past few years. They often make guest performances within Hungary and also abroad. Every pupil of the school learns to play the recorder and also become a member of the school choir. The choirs and folk singers regularly achieve gold qualification in national qualifying competitions.
Základní škola Dany a Emila Zátopkových,
Třinec, příspěvková organizace, Třinec The Czech Republic
The school is located at the edge of the urban area of Třinec, which is an industrial town. There are 433 pupils in 20 classes from the age of six to fifteen. The total number of staff is 55, including 40 teachers, teaching assistants and 15 other employees - cleaners, cooks and office workers.
The school focuses on sports, particularly athletics and football. Sport in general is part of our curriculum and the pupils take part in many sports competitions. On offer are up to five PE lessons per week in two gyms, an outdoor field and a swimming pool, which can be hired for free from the town council. PE is a very important part of the school curricular and on offer are PE lessons appropriate to pupils' abilities from the talented athletes to children with various limitations such as obesity, poor body posture and clumsiness. Modern foreign languages (MFL) are taught from the first class. The first MFL is English, whilst the second foreign language starts in the seventh class when pupils can choose between Russian and Slovak. There are two language labs, one with an interactive board and the other set up with earphones for each pupil. The school is also satisfactorily equipped with computers and other ICT devices.
One of the strengths of the school is its focus on pupils with specific needs and speech disorders. There are special teachers and educational counsellors who work with the aforementioned pupils and with pupils with behavioural disorders. Recently there has been a rise in the number both of autistic pupils and pupils with defective hearing. The schools has active policies on issues such as truancy, bullying and repetitive failure.
A very important part of the school curriculum is focused on environmental issues. Each year there are cross-curriculum workshops across the school, during which pupils work together in mixed group and deal with different topics related to the environment and other global issues. There are also science seminars for pupils. The school has received grants for ten-day-recovery camps for younger pupils in the mountains, as Třinec is located in an area of high air pollution.
The economic situation for most families is not very good and for that reason the school tries to prepare free or inexpensive activities. There are annual festivals for pupils, like Christmas singing, carnival, singing and recitation on Mother’s Day and the Earth Day Project and Easter trade. The school organizes a few excursions for pupils to learn about The Czech Republic, although mostly within the local area. As the school focuses on sport, the school holds an annual international high jump competition for pupils and ski courses for both senior pupils and the youngest ones.
To lower the risk of social exclusion and improve the social atmosphere within the school, regular meetings with psychologists and similar specialists are organized and there are residential stays for classes and lectures and team building meetings for pupils. In this field ZS Zátopkových cooperates with the AVE Association, which provides support directly to both pupils and teachers.
There is a pupils' parliament at the school which communicates formally with teachers and school management. The school itself cooperates with both the parents/carers association called Zátopkových Association and with the School Board.
Istituto Comprensivo di Gatteo, Gatteo, Italy
Istituto Comprensivo di Gatteo acts in a landscape made up of different economic realities with maritime, agricultural and industrial resources. Since 1980 the population of Gatteo has increased thanks to tourism and industrial development. The area has also experienced a considerable immigration from other regions of Italy and from other countries. The immigrants are well integrated into the social context and they represent an important resource of cultural richness.
The families of the pupils express different needs and the school is continually urged to find new methodological approaches to meet each educational demand. There are also some disadvantaged pupils who each need individualized activities. Within the Institution there are three pre-primary schools, three primary schools and a secondary school. The pupils are in the age range of 3-14.
The pupils who it is intend to involve in the Partnership project are in the age range of 5-10 consisting of a class of pre-primary school children with pupils aged 5 and several classes of primary school age pupils distributed between the three schools of the Institution.
The economic status of the school population is relatively high. The largest part of Gatteo's population is native Romagna and relatively prosperous, whilst 10% comes from other regions of Italy and 3% are immigrants from other countries. The last group are the least well-off financially. Some have precarious jobs, whilst others are unemployed and seeking work. Most of the immigrants come from Maghreb and China, although there are also immigrants from Albania, Bulgaria and Senegal. The majority of pupils coming from Italian families attain a High Secondary School education. Some of them obtain a university degree. Immigrants coming from other countries meet barriers to achievement and there is a high rate of failure at school. Most leave school after compulsory education.
As an Erasmus Partner School, due to both pupils' and teachers' involvement, it will be possible to promote openness and respect in relations with European Partners and a contribution can be made to our pupils' awareness of multicultural Europe. It is hoped to give pupils a chance to cooperate with European peers, share their own traditions and customs, learn how to communicate their feelings and how to solve personal conflicts.
As a priority, the school would like to give disadvantaged pupils a chance to appreciate their own capacities, encouraging them to express themselves and learn that diversity means richness.
Sati Atatürk Ilkokulu, Ankara, Turkey
Sati Öztürk is a primary school from Ankara, the capital of Turkey, with 63 teachers including 4 English, 2 Special Education teachers and 3 student advisors. The school has 25 classes including a science lab and an indoor facility with 1360 pupils. Also provided is education for pupils aged 6 as a pre-primary school and there is a class for pupils who have special needs (SEND).
The school has been attending projects on a national basis for 10 years and now leads many projects on a national level. Some of the projects are; "Friendly School with Diet", " Clean and Healthy School", "Saving Energy" and "Stop Wasting Your Bread". In addition to all these projects the school is a member of the lifelong education programme and has been providing courses for people irrespective of age and gender.
Osnovna škola Katarina Zrinska Mečenčani, Mečenčani Croatia
Primary School Katarina Zrinska Mečenčani was established in 2006. Currently there are 99 pupils arranged in 8 classes, aged 6 – 14 with 30 staff members. The school is located in the village of Mečenčani, in the municipality of Donji Kukuruzari in Sisak-Moslavina County, near the Croatia - Bosnia and Herzegovina border. It is a disadvantaged area of special state concern, with a high percentage of unemployment and a very poor economic situation.
There is a high percentage of children with special educational needs (12.3%), which is higher than the national average. The school has to be very creative in order to enable all pupils to participate in lessons. They are encouraged to improve their skills and develop their range of interests to the limits of their capabilities. The school states "We try to develop compassion, love and care for other people. This is the foundation on which we build love towards the wider area, our country, Europe and the World. We teach our children that the best way for changing the world is by changing ourselves."
Although most of the pupils are very poor and their families have numerous children, every year the school participates in humanitarian projects and undertakes activities for those in even greater need. There is co-operation with a wide range of non-profit organizations such as the Red Cross and UNICEF. Children gladly volunteer and help older people and poor families.
Most of the children commute to Mečenčani from 15 smaller surrounding villages.
After school there are very few options in the area for different cultural activities, so the school tries to include the children in many activities such as a drama club, a movie club, an eco club, a creative club, a photo club, a geo club, a maths club,, a gardening club and a choir.
The school sees an Erasmus Partnership as enabling children to show other children in Europe what they can do and, likewise, to investigate, see and understand what children from European schools have to offer them. An Erasmus Partnership would be a great contribution to the educational and social opportunities for pupils. Also, Erasmus would enable all of the staff members to exchange experiences, thoughts, ideas and views with other staffs from around Europe which would develop them professionally and personally.
The school is located in a natural environment that is not disturbed by human activity and therefore pupils and staff have a highly developed environmental awareness and are happy to participate in activities relating to nature conservation. From the time of the school's establishment it has participated in numerous local, regional, national and international environmental projects.
Средно общообразователно училище "Христо Ясенов"
Sredno obshtoobrazovatelno uchilishte "Hristo Yassenov", Etropole, Bulgaria
“Hristo Yassenov” is a general secondary school with approximately 850 students aged 7-19. It is situated on the edge of the Balkan Mountains in the small town of Etropole, with around 12,000 inhabitants. The school is the largest educational institution in the area with pupils of all social groups, including families who live below the poverty line and come from minority ethnic groups. The years of transition and economic changes have led to a very high rate of unemployment in the area.
The school’s priorities are teaching foreign languages, information technology, arts and sports. At the secondary level pupils can have classes of intensive learning in English and Spanish. Russian and German are also taught as a second foreign language. A great number of the pupils have classes in folk dancing and folk singing. Teaching art is another priority and a lot of boys and girls from the school have taken part and won prizes in both national and international art competitions. The school has a drama club which prepares and presents a school play annually. Pupils do a lot of sports including, football, volleyball, swimming, table tennis and Taekwondo.
Although a lot has been done to involve and motivate pupils, there are still many children who achieve poorly at school or are in danger of exclusion. Many of the reasons for this lie in their challenging social backgrounds, coming from very impoverished families and minority social groups. In this area, also, the rate of drug abuse is currently growing.
The school has a staff of approximately 75 qualified teachers who are devoted to their work. They have worked on different national and international extracurricular projects.
The school’s policy is open to greater European integration in compliance with the new guidelines set by the Bulgarian Ministry of Education and Science.
Three Comenius multilateral partnerships have been completed and the school is convinced that this is a very efficient and fruitful way of incorporating more of our pupils and community at large into the EU values and goals. The acquired experience and knowledge will be extremely useful in developing this further partnership. In addition, such a policy will create a higher profile for the school and help it to attract more pupils and qualified staff, thus fulfilling its primary function of being a leading educational institution within the area.
Sociedad Cooperativa de Enseñanza de Profesores
Colegio Antonio Machado, Zaragoza, Spain
Colegio Antonio Machado, in Zaragoza, is set in La Venta Del Olivar, just over seven kilometres from the centre of Zaragoza.
The school's 360 pupils come from middle class families. Although the school is private, it is "Concertada" which means that the government pays for the schooling of the pupils. It is not a school with pupils with special educational needs, but there are some pupils with motor function problems.
Great importance is placed on the provision of individual attention to those who need it. The school describes itself as a small family school, where parents and pupils feel at home.
The school attaches great importance to the teaching of modern foreign languages (MFL). English, the first modern foreign language, is taught from the pupils' arrival in the school until they leave. At the age of seven they start a second MFL, which is French, and the school has begun teaching German, too.
Kose-Uuemõisa Lasteaed-Kool Kose-Uuemõisa Kose vald, Estonia
Kose-Uuemõisa is a small rural school 40 kilometres from Tallinn, the capital of Estonia. There are 4 classes in the kindergarten with 82 children (ages 2-7) and 4 classes at primary level with 57 pupils. There are no children assessed as having special educational needs or disabilities (SEND). All pupils are of Estonian ethnic origin.
Nearly all the children live in Kose-Uuemõisa. Only a few live in near-by villages and come to school by bus. Pupils move to secondary school as a group. Most of the parents work in Tallinn, but some of them are work in local enterprises. The families are generally prosperous. A lot of school events are carried out with the parents and carers and they are very active in taking part in school life.
Kose-Uuemõisa school is funded by the rural municipality government.
The school places emphasis on social and cultural development, foreign language learning (MFL) and the promotion of ICT.
Its statement of values identifies:
Learning (new methodology, motivation, learning to learn)
Individuality (recognizing each child as an individual, empathy, care)
Cooperation (family, openness)
Security (positive attitude, tolerance, mental and physical well-being, healthy environment)
Respect for nature (ability to save and value the natural world around us)
One of the objectives of the kindergarten-school is to ensure that the children understand the importance of preserving the nature around us. With the help of teachers and parents a nature track in the park next to the school has been created, where a lot of activities are carried out. Pupils value their own culture and the diversity of cultures. The school develops a positive attitude towards people and cultures, teaching pupils to be open-minded.
The school wishes to introduce to Partner Schools its wider community's way of life and how it preserves its ecology. It also wishes to learn about and from those Partners. The desire is to show pupils that although the countries are different, there are still a lot of similarities. Through communication with other European schools pupils and staff will enhance both their foreign language competency and their ICT skills.
Engelbrektskolan Borås, Sweden
Engelbrektskolan is a large local authority school that includes a primary and a secondary section. About 800 pupils, aged 6-16, attend the school. The Centre for Multilingual Learning (CFL) is also a part of Engelbrektskolan’s unit. The socio-economic background is mostly relatively prosperous middle-class. Many pupils have parents/carers with higher education or are self-employed. However, groups of pupils with varying backgrounds have increased considerably in recent years, which gives the school a more dynamic profile.
Most of the pupils have Swedish as their first Language, but as a result of newcomers the school has various additional languages.
It is centrally located within walking distance of The University of Borås, The Science Centre "Navet" and a variety of Museums.
The teaching staff is divided into teams and the school has a well-functioning pupil health team. All members of staff at the school are involved in pupils' development and their ultimate goal is to pursue an education of good quality which gives pupils the knowledge, confidence and a solid platform for the rest of their lives.
The school currently participates in various projects, including developing Mathematics to a more professional level. Engelbrektskolan also works with cultural promotion activities at all levels with the support of the Arts Council. The attractive location, in proximity to both the city centre and green spaces, provides great opportunities for activities outside the classroom.
Last year the school obtained a "Green Flag-certificate" after having developed the school's knowledge of environmental issues and sustainable development. The project increased both pupils' and staff awareness of and engagement with issues of sustainability. An important consequence of the project was a thorough change reorganization of the recycling system throughout the school.
The Partnership can inspire staff, pupils and the wider school community on how they can work pro-actively on sustainability issues and determine environmental problems. Engelbrektskolan strives to take an international approach and is always interested in school and teaching improvement. The school finds appealing the idea of developing skills together and spreading knowledge internationally. To share experiences, compare work and communicate with other European countries will develop pupils' language skills and help them to communicate in real-life situations. Another positive consequence of the Partnership is the access to international professional knowledge in teaching, IT and sustainability issues. Engelbrektskolan is looking forward to inspiring others and developing together with the colleagues in the Partnership.