CUESTIONARIO PARA LOS ALUMNOS/AS DEL IES MARTÍNEZ VARGAS




SURVEY 

Necesitamos vuestra ayuda para llevar a cabo nuestro proyecto ERASMUS +: BEHAVE. 

Es importante para el proyecto conocer qué opináis sobre el ambiente que habitualmente podemos encontrar en nuestro centro.


We need your help to carry out our Erasmus Project BEHAVE. It is important for our project to know what you think about the environment you find at your high school.
Así, os pedimos que contestéis con sinceridad a las siguientes preguntas que encontraréis haciendo click en el siguiente enlace:
So, we ask you to answer sincerely the following questions clicking on the link:


Thank you for your help!


TRAINING IS ALREADY STARTING...




Maja Maček, the Croatian special needs teacher, has been on the traininig "PROVIDING PSYCHOSOCIAL SUPPORT FOR MIGRANT CHILDREN IN SCHOOL".
Next November, she will share her experience with all the teachers involved in the project.
Here you can find some important aspects we would like to share with you.

Specific difficulties migrants children are facing

• From the countries they are coming : violence, exile, family lost, traumas caused by fear, lack of food and,…

• Travel routs: by foot or by boat, facing weather conditions on the way, possible death, coming without legal documents, increase possibility for human trafficking 

• Countries of their first residence: bad living conditions, low quality of life 

• Cultural problems: language barrier, different eating habits, they need to accept new culture and maintain their own, stigmatization of the society 


Why is important  to accept migrant children and to work with them?
• Refugee crises are rarely quickly solved – nearly 20 years so most people stay in the countries
• Isolation lead to poverty and ghettoization and radicalization, people stays on the social support for a long time which leads to violence increase.

How to prepare school enviornment and why?
• Tolerance and acceptance of differences are crucial human values
• Education is human right, nor a privilege, and one good structured school program is one of the most important way to heal traumas among children (children needs: structure, integration, sense of activity, peer to peer communication)
• Holistic approachthe results are better if we work with whole families
- support for parents -  helping with documentation, translatation, show respect toward other culture and customes, involve support of local comunity)
-  support for children- language learning, organise welcome clases, and prepare activities with food of their origin counties, make suveniers of their origin countries, prepare presentations of their origin countries

Advantages of inclusive education
• For migrant children: it gives them sense of belonging, it makes a sense of normalization and regular life routine, improve social skills and friendships
• For domestic people: opportunity for learning about differences, increase tolerance, improve respect for other cultures and habits, improves empathy and ability for helping
• For teachers: develop a sense and respect for differences, improves creativity and problem - solving,  develop team work and personal responsibility
• For local community: promotion of human rights, develop equality like a human value, increase socialization, prevent unacceptable behaviors

We also recommend to watch this video,

HOLA DESDE EL CEIP PEDRO I/ HELLO FROM PEDRO I SCHOOL



El colegio Pedro I se creó en 1981 como centro de educación infantil y primaria. Debido al crecimiento del número de alumnos/as se inauguró un nuevo edificio el 24 de septiembre de 2010.
Durante el curso 2006/2007 se inicia la experiencia de transformar nuestro colegio en Centro bilingüe en Francés desde la etapa de Educación Infantil.
En el curso 2014-15 el centro pasó a tener un programa bilingüe CILE 2; lo que supuso 8 horas lectivas de lengua francesa semanales.
Nuestro centro  en la actualidad es multicultural y conviven 14 nacionalidades diferentes (Marruecos, Gambia, Mali, Ecuador, Bolivia, Guatemala, Venezuela, República Dominicana, Argentina, Bulgaria, Rumanía, Polonia, China y Nicaragua),  y una minoría de niñ@s de etnia gitana. 
También hay en nuestras clases niñ@s con necesidades educativas especiales importantes (parálisis cerebral, autismo…). Desde su inicio, la  finalidad del programa bilingüe español-francés  ha sido fomentar en el alumnado del centro el aprendizaje de la lengua y la cultura francesas desde un enfoque comunicativo. Nuestro centro, por  impartir también  inglés, es plurilingüe.
El centro ha participado en distintos proyectos y programas que están relacionados con la línea de trabajo prioritaria de nuestro Erasmus Plus.
-          Commenius 2009-11: Developing the Global wordforce of the future: enchancing pupils life skills and intercultural understanding through examining traditional stories, sports and modern communication vehicles.
  • -          Escuela promotora de salud desde el curso 2009/2010.
  • -          Plan de convivencia.
  • -          Escuela de creatividad.
  • -          Proyecto de coro escolar.
  • -          Colaboraciones con el CAREI
Nuestro nuevo reto es la convivencia para el enriquecimiento mutuo  mediante un Plan de Atención a la Diversidad basado en una educación para la convivencia democrática, respeto a los derechos humanos y a la diversidad de todo tipo (sexo, cultural, étnica, social, intelectual…) y que posibilite el acercamiento cada vez mayor a la igualdad de oportunidades.
Desde el centro llevamos a cabo una serie de actividades  en el recreo, con las que se prentende potenciar actitudes positivas entre iguales y que son relevantes para el desarrollo de este proyecto:
  • ·         Juntos somos mejores.
  • ·         Bibliopatio.
  • ·         Juegos cooperativos.
  • ·         Zonificación del patio.
  • ·         Maestro de apoyo.
  • ·         Guardián de la paz.
Además, cualquier actividad a realizar en el Centro es consultada a la Asamblea de delegados donde los alumn@s aportan sus ideas y opiniones.
El trabajo cooperativo y por proyectos se utiliza en el Centro como una metodología que favorece la convivencia, el aprendizaje entre iguales y la autonomía personal.
De suma importancia para el Pedro I son las salidas a entornos próximos y lejanos como método para convivir y aprender de una forma significativa; teniendo una amplia experiencia en la organización de intecambios con otros países.
En el presente curso 2017/2018 contamos con un total de 21 unidades creadas: 6 infantil y 15 de primaria. En la actualidad al centro asisten 491 alumn@s.




Pedro I school was created in 1981 as a centre of infant and primary education. Due to the increase of pupils a new building was inaugurated on September 24, 2010.
During the course (year) 2006/2007 it began the experience of transforming our school into bilingual French Centre from the stage of Infant Education.
In the year 2014-15 the centre passed to have a bilingual program CILE 2; what it supposed 8 school weekly hours of French language.
Nowadays, our centre  is multicultural and there coexist 14 different nationalities (Morocco, Gambia, Mali, Ecuador, Bolivia, Guatemala, Venezuela, Dominican Republic, Argentina, Bulgaria, Romania, Poland, China and Nicaragua), and a minority of  gypsy etnia.
Also there are children with educational special important needs (cerebral paralysis, autism …) in our classes.


From the beginning, the purpose of the bilingual program Spanish – French has been promoting the learning of the French language and the culture from a communicative approach. Our centre, for giving also English, is plurilingüe.
The centre has taken part in different projects and programs that are related to the priority line of work of our Erasmus Plus.
- Commenius 2009-11: Global Developing the wordforce of the future: enhancing pupils life skills and intercultural understanding through examining traditional stories, sports and modern communication vehicles.
· - School promoter of health from the course (year) 2009/2010.
· - Plan of conviviality.
· - School of creativity.
. - Project of school choir.
. - Collaborations with the CAREI


Our new challenge is the conviviality for the mutual enrichment by means of a Plan of Attention to the Diversity based on an education for the democratic conviviality, respect to the human rights and to the diversity of all kinds (sex, cultural, ethnic, social, intellectual …) and that makes the equality of opportunities nearer.
From the centre we carry out a serie of activities in the playtime, with which it´s pretended to promote positive attitudes between equal and that are relevant for the development of this project:
· · Together we are better
· · Bibliopatio
· · Cooperative games
· · Spaces´classification
· · Support´s teacher
· · Gardian of the peace.
In addition, any activity to realize in the Center is consulted to the delegates' Assembly where alumn@s his(her,your) ideas and opinions contribute them..
The cooperative work and for projects it´s used in the Center as a methodology that allows conviviality, learning between equals and personal autonomy.
Really important for the Pedro I are near and distant outings as a method to coexist and learn of a significant way; having a wide experience in the organization of exchanges with other countries.
In the school year 2017/2018, we had 21 units at the school: 6 preschool units, 15 of elementary school. Nowadays, there are 491 students at the school.


TRAINING: TENERIFE


MEETING IN TENERIFE (Canary Islands)

28/29th SEPTEMBER 2017


Marta Soler and Lourdes Soler from Martínez Vargas travelled to Tenerife to meet a lot of teachers from other Spanish projects. There, they were given instructions from our National Agency SEPIE how to deal with the 24-month-poject we were starting to develop with other three schools. They learned how to upload materials in Mobility Tool and other relevant questions.

WELCOME TO BEHAVE

BEHAVE ("The Better Environment, the Higher Academic and Vital Evolution" ) , is a project prepared by four European institut...