SPAIN:

INTEGRATION IN THE SCHOOLS' OFFICIAL DOCUMENTATION

PEC: PROJECTE EDUCATIU DE CENTRE  (section  5.2. etwinning projects as innovation projects): 

INTEGRATION IN THE CURRICULUM OF ENGLISH 4th ESO

This project is integrated within the curriculum of English as a Foreign Language for 4th ESO:

-  (see official curriculum): link to the official curriculum 

• -school programming (p.40): 

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Specific Competency 1
Describe and value linguistic and cultural diversity by recognizing the languages of the students and the multilingual, multicultural, and intercultural reality. This aims to facilitate linguistic transfer, identify and reject linguistic stereotypes and prejudices, and value this diversity as a source of cultural richness.

Specific Competency 2

Understand and interpret oral and multimodal texts in the standard language, grasping the general meaning and the most relevant information, along with their form and content. This is to build knowledge, form opinions, and expand opportunities for enjoyment and leisure.

Specific Competency 4

Understand, interpret, and analyze written and multimodal texts with a critical sense and for different reading purposes. Recognize the overall meaning and the main and secondary ideas, identify the sender's intention, reflect on the content and form, and evaluate their quality and reliability. This is to build knowledge and respond to diverse communicative needs and interests.

Specific Competency 5

Produce written and multimodal texts with appropriateness, coherence, and cohesion by applying basic strategies of planning, writing, revision, correction, and editing. This involves peer regulation and progressively autonomous self-regulation, adhering to the conventions of the chosen discursive genre. The goal is to build knowledge and respond in an informed, effective, and creative manner to specific communicative demands.

Specific Competency 6

Search for, select, and compare information from different sources with increasing autonomy, evaluating its reliability and relevance based on reading objectives. This includes avoiding the risks of manipulation and misinformation, and integrating and transforming the information into knowledge to communicate it. This should be done while adopting a critical, personal perspective and respecting intellectual property.

SABERS (KNOWLEDGE):

Languages and Their Speakers, Communication

ITALY

Our document explaining the curricular integration and the different methodologies applied.

It has been published on the school PTOF and personal programs.

FRANCE / LA REUNION :

INTEGRATION IN THE SCHOOL'S OFFICIAL DOCUMENTATION – LYCÉE SAINT CHARLES, LA RÉUNION (FRANCE)

This project was fully integrated into the high school curriculum, particularly through the subjects of History, Geopolitics (HGGSP), and the European Section.

The project supported key curriculum goals while promoting a multidisciplinary and intercultural approach.

• Language and Cultural Knowledge

The project deepened students' understanding of European and global cultural heritage through the exploration of major authors and historical narratives. It also promoted the use of English in a disciplinary context, especially in the

European section

Students developed a stronger sense of belonging to the European community 

Working on shared themes such as memory, conflict, democracy, and human rights, students practiced respectful dialogue and reflected on civic responsibility, both in national and international contexts.

• Digital Literacy

Students enhanced their ICT skills by using digital tools for research, content creation, and communication. They produced digital posters, videos, timelines, and presentations in collaborative formats across platforms.

• Inclusive and Varied Work Methods

The collaboration with the school CDI (library) provided opportunities for inclusive projects such as literary exhibitions, guided research paths, and interdisciplinary workshops, allowing students to learn through different formats.

• Self-directed Learning

By managing their own mini-projects (such as preparing presentations or researching historical themes) students practiced autonomy, responsibility, and initiative.

INTEGRATION IN THE SCHOOLS' OFFICIAL DOCUMENTATION - FINLAND  

This project is well integrated in the Regional Core Curriculum. Several aspects of compulsory subjects as well as wide-ranging expertise were covered during the school year.

Enhanced Communication Skills: 

Encouraged pupils to interact and express themselves through reading and discussing literature in multiple languages, improving their communication skills. 

Language and Cultural Knowledge: 

Developed pupils' language skills and general knowledge about literary traditions and famous authors from partner countries, promoting intercultural understanding. 

Increased Language Awareness: 

Increased pupils' awareness of different languages through reading and discussing literature in both English and their native languages. 

Identity as International Actors: 

Developed pupils' identity as international and European actors by engaging with diverse literary traditions and participating in cultural exchanges. 

Social and Civic Skills: 

Reinforced pupils' social and civic skills through collaborative projects and discussions about literature and its societal impacts. 

Cooperation and Teamwork: 

Increased pupils' cooperation and teamwork competence by working together on different assignments. 

Digital Literacy: 

Improved pupils' capabilities to use ICT and electronic learning environments creatively to communicate, collaborate, and create joint final products. 

Cultural Awareness and Respect: 

Helped pupils become more aware of their own and other cultures, guiding them to treat others with respect and follow good manners.

Broadened Worldview: 

Broadened students' view of the world and guided them to see cultural diversity as a positive resource through exposure to various literary works. 

Cultural Flexibility: 

Helped pupils learn to perceive cultural peculiarities and act flexibly in different environments by engaging with diverse literary traditions. 

Respect and Trust: 

Strengthened respect and trust towards other groups of people and nations through shared experiences and discussions. 

Inclusive and Varied Work Methods: 

Offered possibilities to use inclusive and varied ways of work through library projects and collaborative activities. 

Self-directed Learning: 

Encouraged pupils to set their own study goals and take responsibility for achieving them through independent reading and project work. 

Increased Engagement and Motivation: 

Increased pupils' involvement, creativity, and motivation in lifelong learning.