Lifelong Learning Programme

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Success Stories

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Now I learn in school
Lower Secondary School
Identification of students’ at risk

The student belongs to a disadvantaged environment, with a low socioeconomic level. They live in a humble neighborhood of Sevilla, specifically Litanies in South Polygon.
The student is curdando 1st Grade (2012-2013)
In this case, the family is interested because the student has a good academic performance.
The student did not come to school regularly because he did not feel motivated nor satisfied with the activity of the center, and the girl came from central primary with a prior history of school failure. This information is known to the center, thanks to Transit program, establishing communication channels between primary schools and secondary schools.
Was performed by the team of educational one
wherein Psicopedagógica evaluation takes into account the context
specific student. This evaluation is intended to define
the set of actions designed to collect, analyze and evaluate
information on the personal characteristics of the student, his
interaction with the school and family context and competence
curriculum. Following this assessment, we have taken tough decisions
against objectives and teaching methodologies.
In the center where he is schooled Education Preferred Care is where teachers work thirty-two, only two of them stable. Most are working there because they have expressly solitado and they have had to carry out a specific project to develop there. An important detail is that there is a wide variety of reasons for this, as it is easier to find work in a center of this type than others.

Trigger Change: adaptation specific individualized curricular significant, implying adaptation objectives, content, methodology and evaluation of student's own.

The family does not agree that significant changes are made in the curriculum because it lowers the level of academic rigor to the student, despite this, the family works with the proposal that the faculty teaching innovation proposes to meet the educational needs of the student. Among the proposals suggested by the faculty are: flexible hours. During the first three hours of the morning is done instructional teaching: language, mathematics, natural. After recess, tasks proposed to the student find it more motivating, functional, where you feel competent. For example, conducting a workshop to elaborate handmade soaps, which receives short-term rewards, ie, makes an effort to make a soap that can then show others.

Similarly, faculty center voluntarily, but unpaid, in the evenings to attend school to provide educational support to students in need with the intention of giving continuity to the educational measures desarrollardas during the school day.
Critical analysis:
Evidence of continued success story student attendance at the center, as well as their active participation in learning. Although we can not speak of success achieved fully, there is insufficient evidence that the measures taken are emerging the desired effects.
The actions performed by all involved are important.
The family does not agree with the educational, but shows its full cooperation with the school to work from home, and supports the actions.
It is important to participate in academic tasks that arise.
When trying to identify the center to ensure that each of the students to find the meaning of learning, delivering a well-defined work for teachers.

The teacher is very patiently, and looked for a suitable content for the student.
they have used adaptation and flexible hours.
Activities are used to students regarding their daily lives, such as monthly workshops complement curricular education. The workshops work professions. The resulting materials were wood, clay, soap ...
Key actions undertaken to understand is to understand the performance guidelines distitnas truancy cases. Nationally, the Education Act (LOE, 2066) stable schools must ensure the overall development of its students for what to make such adjustments to the curriculum as needed. It also identifies the Regional Government schools located in high risk areas sociocultural. These centers reiben more specific attention and increased resources and manpower.

Keys to success with Transfer are possible:

Unconditional cooperation with the educational family.
Flexibility of the curriculum.
Plasticity of the school.
Direct involvement of teachers, guidance and management team.
Voluntary participation paid the same teacher after school.

20 December 2014

Final Partners’ meeting

The fourth partners’ meeting took place in Florence (IT) on 15 December 2014. The meeting had the objective to check the activities carried out since the third meeting of the project and share and assess the in progress results. A special focus has been dedicated to the presentation of the strategies to solve the case scenarios.