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Monday, December 11, 2017

Task Performance Assessment

Grade Descriptors
Task Performance Assessment


Demonstrates excellent understanding and appreciation of the content in regard to the question or task; responses that may be convincing, detailed, independent in analysis, synthesis and evaluation; highly developed levels of expression, both orally and in writing; very good degree of accuracy and clarity; very good awareness of context and appreciation of the effect on the audience/reader; very effective structure with relevant textual detail to support a critical engagement with the content of the sources. Excellent understanding of the multicultural devices and the differences and similarity across the countries specifics.


Demonstrates very good understanding of the content in regard to the question or task; responses that are, mainly, convincing, as well as detailed and independent to some degree, in analysis, synthesis and evaluation; well-developed levels of expression, both orally and in writing; good degree of accuracy and clarity; good awareness of context. High awareness of the multicultural devices and the differences and similarity across the country specific.


Demonstrates good understanding of the content in regard to the question or task; responses that offer generally considered and valid analysis, synthesis and / or evaluation; good levels of expression, both orally and in writing; adequate degree of accuracy and clarity; awareness of context and awareness in the usage of the sources. Good understanding of the multicultural devices and independent comparison of the sources.


Demonstrates some knowledge and some understanding of the question or task; responses that are only sometimes valid and / or appropriately detailed; some appropriate powers of expression, both orally and in writing; lapses in accuracy and clarity; limited awareness in the usage of the sources. Some development of multicultural awareness and ability to compare the sources.


Demonstrates superficial knowledge and understanding of the question or task; responses that are of generally limited validity; limited powers of expression, both orally and in writing; significant lapses in accuracy and clarity; little awareness in the usage of the sources. Limited development multicultural awareness.

Christmas around the world

Click on the image to do the activity.

Web Poster Wizard

Sunday, December 10, 2017

Festivals and traditions

Activity I. Each partner will analyze the festivals of their own country or city. What festivals do they celebrate?  Where do they come from?
Activity II. We will reflect on the role of women in these festivals. How is she represented?  What are her main attributes?
Activity III. We will analyze popular songs from each participant country. Which values do they highlight? Do they praise their countries as the best ones? Are they sexist?
Once the activities have been done, we will value those traits in the popular festivals and traditions we feel identified with and which, if any, are anachronistic nowadays.
Activity IV. The students will make a video about their festivals that will be shown at the learning and training activities meeting and we will discuss about the most striking and differentiating elements. We will also talk about similar festivals or traditions. Where are they from?  Are they imported from other countries?.
In our visits, we will go to places related to these traditions and festivals and if it is possible we will try to make the date of our visit coincide with one of these festivals.
The host country will be Romania, which is the farthest one for us. We have a biased image of it because of the gypsy immigrants and its controversial president. They will show us their festivals and they will tell us about their language (of Latin origin like ours) and we will check if we are so different.

Activity V. Relationship between climatology and country.

Geographical location is a starting point to get to know the peculiarities of the different countries and this is the reason why we are going to see the geography and climate of each of the participant countries.
a) We will find out about the climograph of the different places where the schools are located. We will search the annual average temperature and precipitation, hours of sunlight per year, direction of prevailing winds, influence and closeness to the sea and main associated climate risks.
b) Taking into account the school days, we will have a look at holidays in the different countries and if it is something to do with climate.
c) Daily schedules: school days, breaks, lunchtime and extracurricular activities.
d) Gastronomy, the cuisine of each region is associated with its climate, both for the number of calories in the food intake and for the basic products of each place. Main dishes are also related to the natural environment and its characteristics.
e) Local and allochthonous products. We will find out about the most used ones and relate them to History and Economy. In the case of Spain, some ingredients have been added to our typical dishes after the discovery of America, for example, potato.
f) We will talk about international cuisine and globalization. We will see pros and cons. There will be a debate, in which two teams, at random, will tell us about advantages and disadvantages. There will be also some judges who will draw up conclusions after the presentation given by each team.
g) We will deal with the relationship between diet and health (healthy habits, consumption of vegetables and fresh fruit, fish as a common dish in our diet, daily calories in the food intake and non sedentary activities, etc).
h) We will have a look at the life expectancy in each of the participant countries and relate them to diet, physical activity, health system and preventive medicine.

Activity VI. Differences between North and South.

Economic, social and environmental differences between the North and the South are an important problem we can find in many countries and on some continents. The countries from the North are more developed than those from the South, within a country we can see the places from the North are wealthier than the ones from the South (in Spain, for example) and even within the same region. We should try to find out the origin of this phenomenon since its existence is evident.                                        
a) We will seek the per capita income of the countries taking part in the project that were deliberately chosen from the North and South. We will compare them and look for possible causes.
b) We will also compare the different education systems. Are there any differences between North and South?
c) We can talk about the different measures that could be carried out in order to reduce those differences, including those ones related to the preservation of the environment. The students have to make a report and draw up conclusions that will be presented to the rest of the school community in each country.

Activity VII.Religious, political and social days off.

We will deal with the different religious, political and social bank holidays in each country and we will relate them to the history of each one.What kind of influence do they have on their culture?
a) The different national holidays will be seen in an annual calendar and we will talk about their origin.
b) The students, in groups, will discuss about it and draw up some conclusions, being respectful to different opinions.

Project activities

We are going to work on different issues such as language, family, religion, education, gastronomy, politics, climate, customs, traditions, lifestyle, music, art etc organized into five main topics for study and research:

1- Festivals and traditions. We will learn about the different artistic and cultural manifestations as well as the customs of the different countries. It is impossible to deny the influence of culture in our way of thinking and that’s why we want to work on them, to get to know about different festivities, their origins and the similarities among the countries.

2. Prejudices and stereotypes. What do we think about ourselves and about the others? Is it real? How do they affect our attitude towards immigrants? We will also learn about the others and discover the contribution of foreign cultures to our own ones.

3. Globalization and different lifestyles. We want to analyse how globalization is affecting  our way of living and we will see advantages and disadvantages. Are we losing our national identity because of globalization?. We will study about the use of the internet, social networks, mobile phones, Mass Media and so on.

4- Role of women. We will study the traditional roles given to men and women in the different countries and the development of the role of women in the last century. We will pay special attention to all the messages abot women that our culture transmits us through music, cinema etc and we will discuss about equality between men and women and gender violence.

5. Education system and citizen participation. We will compare our different education systems and the different ways to participate as critical citizens in our society.

Friday, December 8, 2017

The winner is...

The winner of the logo contest is ... Romania!! Congratulations!!

From now on, this is the logo that will represent our proyect UniDiversity

Thanks to everyone for participating by voting for your favourite!

Monday, December 4, 2017

Disseminating "UniDiversity"

On the occasion of our first transnational meeting, our project appears on the blog of the regional Ministry of Education for Multilingualism in Málaga.

Friday, December 1, 2017



We are going to use two kinds of evaluation: a formative one and an evaluation of assessments.
- Formative evaluation. It is necessary permanent feedback to value the implementation of the project and the achievement of the objectives. This evaluation will allow us to improve the project and make adjustments if necessary.
- Evaluation of achievements. It is useful to evaluate the achievements made. We will also consider the unexpected achievements, namely, these achievements that are not directly linked to the project but are of interest to the project.
To do all this we have:

1. Objective indicators:

a. The number of activities done.
b. Quality of the works. To evaluate them we will use headings that will consider:
- The maturity of the contents.
- How the information has been organized.
- Language skills (oral and written).
- Work presentation
- Use of resources.
- Team work.
- Originality.
- Punctuality in the production and presentation of works.
c. We will assess the podcasts according to:
- Vocalization
- Speed.
- Tone.
- Intonation.
d. Number of teachers involved in the project
e. Number of events promoted and number of attendees.
f. Number of students involved in the implementation of the project.
g. Number of visitors of the Blog (visitor counter)
h. Number of followers on Facebook and Twitter.
i. Evaluation questionnaire of the project as an educational experience.
j. Self-thinking questionnaire about the activities.

2. Qualitative indicators. They are difficult to quantify but not less important:

a. Degree of involvement.
b. Team work.
c. Effort made.
d. Degree of self-confidence achieved.
e. Attitude in relation to the topics we have dealt with.

Interviews will be carried out about the topics they have liked the most, differences, similarities, degree of enrichment, enjoyment, conclusions and, what is really important: Can they use what they have learnt in their daily life?

Logo contest

On Facebook we are currently having a contest to choose the best logo for the project. Everyone is invited to vote. The deadline is Monday 04.12.2017.


Would you like to participate? Come on! Vote for the one you like best!:

Wednesday, November 29, 2017

Romanian flyers

Monday, November 27, 2017

First Transnational meeting

Last week, our partners from Romania and Poland came to Málaga (Spain) for our first Transnational meeting.
For several days, we were talking about the project in detail and without a doubt, we make a good team; we really enjoyed working and being together. A very fruitful meeting sharing knowledge, ideas and opinions.
Here you are some pictures of their stay in Málaga and the meeting schedule we planned for their visit.


Sunday, November 26, 2017

Poland Banner

Banner from Poland:

Thursday, November 23, 2017

Romanian Banner

Leaflet publications from IES Poland

Here is some of the work made from Polish students:

Tuesday, November 21, 2017

Leaflet by Spain

Monday, November 20, 2017

Banner at La Rosaleda High School

Friday, November 17, 2017

About our country: Spain

Some of our students' works:

     (By Cristian Maldonado, Felipe Martín and Álvaro Ruíz)

                             (Bárbara Gómez)

                   (By Sara García and Alberto Ruíz)

Thursday, November 16, 2017

Introductions by Spanish students

 Here you are some of them:
(By Bárbara Gómez)

(By María Pueblas)

(By Lucía Carrasco)

Wednesday, November 15, 2017


"La Rosaleda" High School started its activity in 1947 as a Union school of Vocational Training. It is said that its original design corresponded to facilities to accommodate a big hospital but once its different storeys and buildings were built they decided to turn it into a school instead. This is the reason why there are so many corridors and it is so spacious. In its first school year, 1947-1948, there were 210 students and the number of them has been increasing over the years. Nowadays, there are around 2.300 students.
Regardless of the political reasons it was built for, the social work that has been carrying out during all these years has allowed young people from very humble families, with very unfavorable economic situations, to study a vocational course or to go to university.
Although, it is well known as a Vocational Training school, within the about 70,000 square meters it owns, it offers most of the existing different educational modalities and also pays special attention to the integration and effective inclusion of all students such as hearing impaired students and some others with special needs, who have been able to integrate satisfactorily in our school community.
At present, we offer a wide range of studies, from Vocational Training courses belonging to the following fields: Tourism, Hospitality, Cookery, Trade , Secretarial studies, Woodwork, Construction Operations and Interior Design, Printing and Graphic Arts, Gardening, Telecommunication, Electronics,  Metal work, Air conditioning and Refrigeration, Welding, Vehicle mechanics and Sport and Physical Activity Animation to Baccalaureate in Humanities, Social Science , Science and Music and Art . We also have a Bilingual program in Baccalaureate and in a VTC in Catering services, online studies and upper secondary education for adults.
Bearing in mind this diverse and varied environment it is essential for us to work on cross-curricular topics and values which are so important for the integral development of our students regardless of what they are studying. In this context, the current project on cultural identity with our bilingual high school students is particularly relevant since the whole school community :  teachers, parents and students can benefit from the projects results and its dissemination.
Our school is open to the community; our facilities are used by Málaga football club and even by football children's teams that carry out extracurricular activities. Our classrooms are shared with students from the Residence adjacent to our school and thanks to a Higher Vocational Training course in Catering Management, we also have a large and spacious restaurant, open to all those who want to taste a quality menu at a good price, where our student do their training under the supervision and support of their teachers. Each year, too, “Open doors Days” are held in order to show our school to our visitors. Students’ works are displayed and activities and methodology are also explained to them.

Our school deals with cross-curricular topics whose contents are integrated in the different subjects of the different courses. The objectives that we want to seek is education for peace in order to instill in our students respect for societies and cultures different from their own ones,  multiculturalism, respect for human rights, social cohesion, gender equality, responsible consumption, cooperation and solidarity among people as well as the acquisition of values that promote respect for others and sustainable development.  

Tuesday, November 14, 2017


The German Theoretical High School was founded in 1997. The school is destined for the German minority and all those who want to study in German and to know the German civilization and culture. The school attracts students from the county and the North-West of Romania. Due to this our students are from different  ethnics and confessions.
In the school learn more than 900 students, aged 6-19, under the guidance of 60 teachers. The high school students can choose from different fields of study: mathematics-informatics bilingual English, mathematics-informatics and philology. The second foreign language is Italian.
Since 1999 the students have had the possibility to take the DSD C1/B2 exam and the Cambridge exam and this project will help them to  practice foreign languages. The informatics graduates get a certificate that attest their IT knowledge and all students have the chance to take the ECDL exam too.
The number of students, contrary to demographic tendencies, has been continually increasing, thanks to the results our school has achieved in recent years. Even if the school is relatively young, it has traditions that are celebrated annually, like the Christmas Bazar, the Carnival, Doors Open Day, the Science Fair. The school also offers a series of extracurricular activities that our students can indulge in, like the choir, the German traditional dance group, the German and a Romanian theater group,  the editorial department of the bilingual Children’s Universe/Kinderwelt, the school radio, the Science Magazine. In addition to these activities, our students also participate in numerous projects and national and international contests. Our volunteers are collaborating with the "Caritas" Organisation and with the orphanage "Casa Maria" where they help the integration of the disabled children.

The school is located in a multicultural city with three ethnicities, Romanian, Hungarian and German, it is very close to the Hungarian and Ukrainian border. The school is an open space of multiculturalism, the subjects are taught in  the German language (as mother tongue), for the high school students we have bilingual classes with English. In addition to German and English, the students learn Italian as second foreign language after English. It is a common thing that most of our students speak very well 3-4 languages.  In our school we have Romanian, German and Hungarian students, therefore our students have very different backgrounds in terms of language, family, religion, social habits and lifestyle. It is one of the main goals of the school to educate young people in the spirit of respecting human rights and fundamental freedoms, in the spirit of dignity and tolerance.

This project is a good possibility for us to have an exchange of experiences and good practices in the field of languages, students will have the chance to develop their foreign language competences not only in English, but in the languages of the partners too, an opportunity to get to know different cultures directly, to make contact with people with different lifestyles and education, to learn to be tolerant and accept the differences around them. It will be also an opportunity to present our region, its history, beauty, UNESCO heritage to our partners.

Monday, November 13, 2017


The mission of the International European School is to prepare its pupils to meet the challenges of the 21st Century as citizens of a united and democratic Europe and the world, who are aware of their rights and are open to all races and cultures.
The school aims to become an exemplary centre for teaching and learning, a school that sets and achieves world class standards in multilingual education. This is based on the school's Pastoral and Social Education programme, and on accreditation to international educational organisations. The school aims to provide each pupil with an excellent foundation for the further study of national programmes within the framework of the International Baccalaureate.
The friendly and welcoming atmosphere is central to the school's Pastoral and Social Education Programme. There is no place at school for bullying, intolerance, violence, drugs or indifference to the problems of others.
Pupils are made aware of their rights, based on the school rules and on international declarations. Every pupil has the right to learn about their own religion at school.
Native and proficient English-speaking staff with the highest pedagogical qualifications ensure that each pupil receives individual attention in classes with a maximum number of twelve pupils.
Teachers assess the work of pupils according to objective criteria outlined in the school's Assessment Policy. Pupils also learn to assess their own work in order to develop a self-critical approach.
English is the language of instruction and communication in class. Every pupil also has the opportunity to study Polish language and culture. Other languages which can be studied are French, German, Spanish, Italian and Russian. Pupils can also learn about their own language, culture, traditions and history.
The Polish basic curriculum is taught in the Primary and Middle Schools. In the Middle School and High School, pupils are also prepared and entered for International British IGCSE and Advanced level examinations. The school's international curriculum enables pupils to make a smooth transition to similar schools in other countries. British examination certificates are recognised as Higher Education entrance qualifications by the most prestigious universities in Europe and throughout the world.
The educational philosophy developed by the International Baccalaureate Organisation (IBO) to serve the needs of multicultural environments has always been a rich source of inspiration for the school.
This includes all three of the IBO's programmes: Primary Years Programme (PYP), Middle Years Programme (MYP) and the IB Diploma Programme. The school is authorized to offer the Diploma Programme of the International Baccalaureate Organization and to present candidates for examination.

In IES Warsaw we have an Multicultural environment that facilitate the communication in different languages. Our pupils have very different cultural backgrounds, so at IES we have to make an effort to understand the background and stimulate the quick adaptation of the pupils in the new class environment. Understand the particular needing of the pupils and develop Teacher skills is our first mission and in order to reach the goal we have all the time to improve our skills and cooperate with different Institutions and  ONG,  understanding and applying the new media technology to our communication and teaching methods.
The exchange will represent a unique possibility to understand better our Culture, to compare, to raise awareness about differences between the mindset of people from different European region and to encourage  the pupils to exchange experiences and opinions.
The collaboration with teachers will also be enhanced and the best practice exchange will enlarge Teachers knowledge and enrich the professional background.

Friday, October 20, 2017

Warming up activities

Before diving into the project we are going to carry out some “warming up activities “so that our students can get to know one another and have information about the different countries taking part in this “interesting journey” we are just starting.

1. Introduce yourself.

Write an email to a student from another country in order to introduce yourself. Say name and age and include information about:

- family.
-likes and dislikes.
- personality.
-what you do in your spare time.
- what you want to do in the future.
Also, upload your email to Blabberize 

2. Leaflet about your country or city

Prepare a leaflet for your country or own city. Think about location, climate, attractions, food, culture and religion.

Your leaflet can be bi-fold (a single sheet printed on both sides and folded into halves.Two panels on each side ) or tri-fold (the same, but folded into thirds, three panels on each side).

And remember, use colourful pictures and try to make it attractive and eye-catching!

Friday, October 13, 2017


UniDiversity is a project about cultural identity and has to do with those characteristics that define us and make us belong to a group of people, community or country.
We will work on different issues such as language, family, religion, education, gastronomy, politics, climate, customs, traditions, lifestyle, music, art, etc organized into five main topics for study and research:
1. Role of women. We will study the traditional roles given to men and women in the different countries that participate in this project and the development of the role of women in the last century. We will pay special attention to all the messages that our culture through music, cinema, etc transmits us about what a woman is supposed to be and we will discuss about gender violence.
2. Prejudices and stereotypes. What do we think about ourselves and about the others? Is it real? How do they affect our attitude towards immigrants? We will also learn about the others and discover the contribution of foreign cultures to our own ones.
3. Globalization and different lifestyles. We want to analyse how globalization is affecting our way of living and we will see advantages and disadvantages. Are we losing our national identity because of globalization?. We will study about the use of the internet, social networks, mobile phones, Mass Media and so on.
4. Festivals and traditions. It is impossible to deny the influence of culture in our way of thinking. That’s why we want to work on them, to get to know about different festivities, their origins, the similarities among the countries. The role of women and men in our traditions, the values they promote and if they have turned into old fashion or continue being current.
5. Education system and citizen participation. In this case we are going to see different education systems and different ways to participate as critical citizens in society.

There will be three countries involved: Spain, Poland and Romania and these are the different contributions that each organization can bring to our project:  -Spain. We will focus on the issue of the role of woman in society. Spain is a Catholic country, defender of a traditional family and with a macho culture. Many cases of gender-based violence are taking place nowadays and we want to find out whether it only happens in this country or it has become a global problem.
-Romania. It is a country we don’t have much information about, we just know something about its gypsy background. We are amazed by the different religions that coexist in the country and how this may have influenced its inhabitants and its language of Latin origin like Spanish. We will see similarities and differences with the rest of the countries.
-Poland. Being one of the relatively recent countries that joined the European Union after the fall of communism, we are interested in getting to know how this transition took place and how it has affected people in its opening towards Europe. It will be relevant to get first-hand knowledge about the impact on its economy and society.
We will also deal with prejudices and stereotypes because of the high number of immigrants in our countries. We would like to know how the problem of refugees is being lived and what solutions are being given.
Finally, we will compare the different education systems and the citizen participation in each of the participant countries.

The purpose of all the activities is to promote among the students the development of skills such as the empathy, teamwork, dialogue, etc and to reach this objective we must think about our differences. Are they as deep as we can fancy? What do we have in common? Is there anything that can be called national identity? And if it is so, can we make of it a source of enrichment?

Our methodology will be active and collaborative based on the use of the new technologies and the different tools from the web 2.0 such as Blog, Google sites, Youtube, Facebook, Twitter, Instagram etc..Students will access knowledge from a constructivist perspective, they will learn "by doing" and they will be working on the different activities in national and international cooperative teams sharing goals in order to maximize learning. Videos, podcasts, digital books etc...will be made and shared on the net. Afterwards when meeting up in a country we will review our conclusions and reflect on our previous work. Workshops will be carried out and the final products, after each visit, will be uploaded to the various digital platforms (e-twinning, blog, etc…) There will be also exhibitions, presentations, discussions and a constant dissemination plan of the whole project.

Our main aim is not only to find out similarities and differences among the countries involved and reflect on it but also to make students and teachers get involved in the knowledge creation process by working together and try to go a bit further so as to achieve meaningful  learning by extending it beyond the classroom.
Our project is a “pro human” project, with an individual-centred approach ,because we think that by searching for our own identity and getting to know the others better we can become more tolerant, generous, critical, supportive, understanding and appreciate the different cultures as a vehicle of enrichment based on mutual respect. Learning from ourselves and from the others can be an important way of social integration to build a better world.