Rainbow Project

The requirement analysis was carried out in all partner schools by studying specific documents (for instance, in the case of Romania, the Annual Intern Evaluation Report), as well as through surveys conducted among teachers and students. The SWOT analysis concluded the following:logo rainbow 1

STRENGTHS

-Most partners have experience in implementing European projects
-The students in the partner schools have similar ages
-All partner school use a diversified curriculum, although the subjects that are studied are almost virtually the same
-All schools have well-trained, knowledgeable teachers


WEAKNESSES

-Teachers` lack of training in teach integrated curricula
-In very few situations are differentiated strategies applied for underprivileged students
-Teachers` lack of experience in integrating non-formal methods in the educational process

OPPORTUNITIES


-The possibility to collaborate, exchange experience and effective methods with schools across Europe, through the Erasmus+ programme



THREATS

-The reluctance manifested by some teachers and students concerning European collaboration
-The heterogeneous school environment, socio-economically underprivileged students, students who come from migrant worker families and students suffering from severe health issues
The SWOT Analysis allowed us to detect the main common issue in all the partner schools:
Insufficient experience in integrated approaches of the curriculum, both in the case of teachers and in the case of students; the lack of open-mindedness (in the case of some) for international collaboration, given the need of adapting school activities to the reality of socio-economic issues, health problems or age-specific difficulties
The needs of the partner schools that were observed are:


N1–Teachers must be trained to use an integrated curriculum and non-formal methods
N2–It is necessary that the students be involved in appealing activities, through modern means of teaching, that allow them to develop critical thought
N3–A school must develop a student`s social, civil and intercultural skills, with the purpose of fighting discrimination and segregation in the educational area
N4–It is necessary that all the partner schools offer quality education to all students, including those with socio-economic problems or health issues
N5–It is desirable that the students and the teachers participate together in activities of a European scale, with the purpose of strengthening their self esteem and their team spirit
Synthesising the previous analysis, we may conclude the following:


The GENERAL OBJECTIVE of the project is:

Ensuring the right to quality education for all the children in the partner schools, including the disadvantaged ones, through an appealing curriculum and innovative strategies which merge together formal and non-formal methods, applied by well-trained, team-spirited teachers, in a non-discriminatory educational environment, which allows students to develop their social, civil, intercultural skills and encourages open-mindedness regarding European and international collaboration
SPECIFIC OBJECTIVES:
O1–Introducing an integrated curricular approach in the partner schools, by using innovative strategies and non-formal methods and by training, in the context of the current European partnership, at least 47 teachers
O2–Developing students` critical thought and transversal capacities of analysis and synthesis by organising appealing learning programs
O3–Fighting against discrimination and segregation in all partner schools, by developing students` social, civil, technological and intercultural skills, through common activities during the partnership
O4–Facilitating the access to education of disadvantaged students by implementing appealing study programmes and activities, specially adapted to their needs
O5–Developing management and professional competences in all partner schools by implementing a European project



The TARGET GROUP of the project consists of:


-students in all partner schools (among which 447 students involved in activities)

 - teachers of all study subjects (among which 15 teachers involved in activities)

DIRECT BENEFICIARIES:


- 50 teachers/staff members of the 8 schools (including the 35 members of the project staff);
- 53 students of the partner schools;
The TRANSNATIONAL ELEMENT is justified by taking into account the following:
-The skills useful on a national scale are no longer sufficient in a world that has the tendency of internationalising itself
-The European society, as a whole, benefits from the students` learning of European competences (language, social and intercultural skills)
-European cooperation is a chance for exchanging experience and methods, which inevitably leads to the quality improvement of the education in all partner schools
-Both in the case of students and teachers, motivation and self-esteem issues will be solved by availing of the competences developed during the partnership


In what way is the project innovative and/or complementary to other projects already carried out?


The project we are submitting involves the integrated approach of a single theme on various subjects. For this project we have chosen as a theme THE ELEMENTS and throughout each semester for 24 months we will be dealing with each element (Water, Fire, Earth, Air) as it appears in more school subjects, both in the classroom, in clubs and in cross-curricular workshops. For example,
WATER will be analysed physically, biologically and chemically but we will also discover the symbols of the water in literature, art, we will multilinguistically analyse the lexical field of WATER, we will see how aquatic images can be used in photography and cinema, and we will also approach the topic of the use of water in nutrition.
The holistic approach of a theme and combining the formal methods and curricular activities with the non-formal methods and extracurricular activities form the very innovative aspect of the project. 
Our school carried out for a semester a cross curricular topic centre which followed an Erasmus+ KA1 project, implemented in 2015-2016. The results were very good; the number of the participants has already increased with 20%. Taking into consideration the fact that the partner schools did not carry out such a project, they considered that it was appropriate that we share our experience. As far as we are concerned, since our partners are more experienced in other domains, the collaboration will help us very much to solve some problems we are confronting with (combining curricular activities with extra and cross curricular activities,
adjusting activities to the students who have special needs and who could not get involved, some organisation aspects, etc).

 


How did you choose the project partners and what will they bring to the project? Does it involve organisations that have never previously been involved in a similar project?


Our institution’s partner schools in this project are:

Liceul Pedagogic Nicolae Iorga Botosani, Romania


1.IES Bezmiliana, from Malaga, Spain – they were recommended to us by our Turkish partner we previously collaborated with. The reasons for this partner’s choice are as it follows: 
-It is a theoretical highschool having similar majors with our highschool
-The teachers are interested in experimenting new methods of approaching the curricula, especially in Sciences
-They are highly experienced in implementing European projects

What the school additionally brings to the project:
-The school is very experienced in IT, they can develop educational software and can help make the outcomes and disseminate the project
-The teachers are experts in organizing extracurricular activities.
-They work with students coming from migrant families so they are experienced in inclusive education.

2.Liceo Scientifico Statale “Michele Guerrisi”, Cittanova, Italy–the communication with this partner started on the eTwinning platform The reasons for this partner’s choice:
-The students are very well prepared, good speakers of English (The school hosts a Cambridge examination centre)
-Although they have not implemented European projects yet, some of the teachers are trained and they can coordinate the project in school
What the school additionally brings to the project:
-it is exceptionally tooled up, they have laboratories and a Planetarium, so they can successfully organise part of the activities


3.VILNIUS SANTARISKES CONSULTING TEACHING CENTER, Vilnius, Lithuania – they were recommended to us by our Turkish partner
we previously collaborated with The reasons for this partner’s choice:

 -students with similar ages to the other participants
-they study almost the same objects as our students.
-The school has a rich experience in European projects.
What the school additionally brings to the project:
- it is a hospital school which works with students suffering from serious diseases or disabilities so, it will be an excellent opportunity to get familiar with the strategies used in such situations and they will help us adapt the content and the methods of the project to the specificity of this type of students

5. SOU Dobri Daskalov, Kavadarci, Macedonia – we were contacted by this partner with the help of eTwinning platform
The reasons for this partner’s choice:
-the school has similar majors to our school (Social Sciences, Languages, Arts, and vocational classes)
-the students got good results in contests
-the teachers are trained in various fields useful to our project (IT, e-learning)
What the school additionally brings to the project:
-the e-learning specialization is useful to adapting the activities to the disabled students
-a vast experience in European projects
-they have got experience in collaboration with universities, thus they will provide the project sustainability and its continuation through research connected to the outcomes which are to be used in more schools or even in a future project of strategic partnership


6. KAHRAMANMARAS SOSYAL BILIMLER LISESI, Onikisubat, Turkey – we successfully collaborated with this partner in two partnership Comenius projects, the latest ended in 2015
The reasons for this partner’s choice:
-excellent collaboration in the previous projects;
-students facing socio-economic problems
-a very rich linguistic environment
-compatibility in majoring (Social Sciences)

What the school additionally brings to the project:
-experience in European projects, in inclusive education and in approaching a very diverse range of students according to their social environment


7. HIGH SCHOOL OF ECONOMICS AND FINANCE "VASIL LEVSKI", Dobrich, Bulgaria – we were contacted by this partner on the eTwinning platform. The reasons for this partner’s choice:
-the age of the students is similar to the others
-vocational profile (although different in its major) which will help us adapt the project activities to this classes specificity
-experience in European projects
What the school additionally brings to the project:
- experience in vocational classes, in eTwinning, which will be a very important means of collaboration throughout the project, as well as in the dissemination.