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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!: