European Patchwork - international cooperation of schools for professional revival
In the year 2015, Felsőtárkány Primary school from Hungary applied for European Union Erasmus+ financial support along with two partner organizations, the Italian Elvira Castelfranchi Scuola Secondaria of Finale Emilia, and the Spanish Ceip La Acena school of Mazzaron. The application was titled “European Patchwork-Applying CLIL Approach to Culture swapping”. The phrase “European Patchwork” represents the cultural diversity of the countries concerned. In the framework of the two year long cooperation the pupils have got to know each other’s culture, history, and the main attractions and traditions of the partner countries working on a wide variety of activities.
Developing English language skills was also an important aim of the project. The students used English for communication and additionally, each programme was completed with special language exercises to support the deeper understanding of the new information. When we planned the tasks we used the CLIL approach. CLIL is an acronym and stands for the Content and Language Integrated Learning. This method is usually used by bilingual schools for teaching subjects; for example, science, history, and geography using a foreign language.
Here you can find our project website. Click the link below to learn more and see photos and videos about the project.
Hungary
The first venue of the project was Felsőtárkány, Hungary, where the Spanish and Italian students were hosted in April of 2016. The programme started with a welcome party. We held a European talent show, called E-Factor where each country presented a show about their national features. It was followed by the colour party where we played ice breaker games with balloons. The multiple colours of the balloons symbolised the multicolour Europe. It was the first time when we sang the Allegria song by René Dupéré together, which has lyrics in Italian, Spanish, Hungarian and English and later became the official song of the project.
During the week, two full day excursions were organized to the nearby historical towns of Eger and Hortobágy which are some of the most remarkable places in Hungary. The guests had the possibility to discover the history and folklore of the region and Hungary. In the organization of the Bükk National Park’s Visitor Centre, students were given a lecture about the flora and fauna of the territory. The Spanish and Italian students could try horse riding and learn about horses and their equipment from the Hungarian pupils’ presentation.
In the occasion of a marvellous farewell party the partners said goodbye to each other for a while. This time the youth of Felsőtárkány presented the authentic folk wear of the village and organized a folkdance party where they taught the unique Felsőtárkány folk dance. To say farewell was not easy, but it was not the end of the project. This week resulted in a fruitful partnership for teachers and students as well. It was inspiring for teachers, who could work well together learn from each other and students could make friends with foreign students. Everybody looked forward to meeting again in Spain.
Spain
The next gathering took place from October 16th-21st in 2016 in Mazzaron Spain, which was a magical experience for the participants. As a sign of their friendship the Spanish hosts welcome their guests with confetti falling and singing the song Allegria. A Cultural Expo was organized to show national characteristics of the participant countries, so for this reason students prepared materials, such as brochures, crafts, and cards. These things were displayed in the cultural centre of the town. During this week the guest groups discovered the historical monuments and the natural beauties of the country. A trip was organized to Cartagena, a city which is rich in historical monuments. Students tried water sports such as sailing and kayaking, as well as taking part in a ship excursion. Participants visited a greenhouse of the area, which exports tomato to different parts of Europe, even to Hungary. Additionally to the cultural programmes a pedagogical conference on CLIL approach was arranged to ensure professional development of teachers. Finally, a Spanish Fiesta was the height of the week, to say goodbye to the guests. The Spanish parents made their national dish paella in a huge cauldron to treat the Italian and Hungarian visitors. The children performed a closing show introducing typical dances of their country.
Italy
The last assembly was arranged in Finale Emilia Italy, from the 26th of March to the 2nd of April 2017. During the week participants took part in significant methodological and cultural programmes. Hungarian and Spanish guests could gain access to the Italian pupils’ school life, and teachers had the opportunity to observe a lesson based on CLIL methodology. After that the teachers discussed their observations of the lesson, exchanged experiences and opinions. At the same time, students took part in a PE lesson also planned by the method of CLIL. The closing event of the day was a cultural quiz, when the students of the different countries competed with each other, using the knowledge they acquired during the project. As a result of the competition a huge patchwork of photos was built up demonstrating the cultural diversity of the three countries.
Italian cultural wanderings were made to some of the most beautiful cities of the province Emilia Romagna, such as Ferrara, Bologna, Modena, Venetia and Mantova, additionally, in the occasions of guided tours their remarkable history and architecture was explored. Participants of the project also visited the Ferrari museum in Maranello, the Lamborghini museum in San’t Agata Bolognese and could look into the secrets of balsamic vinegar production.
It was heart breaking to listen to the description and seeing the result of the earthquake in 2012, but the enthusiasm and faith in reconstruction of the town dwellers were relieving.
It was a great experience playing the drums together with the Band Rulli Frulli, which is a nationwide known music group in Italy. The number of the Band components is steadily growing, achieving today 70 members among girls, children, teenagers and young people, skilled and disabled. The participant students could work together with the band making instruments out of recycled material. The students prepared a show representing their cultural characteristics for the project’s closing event. A play was written and staged by Italian performers for this occasion, which showed the history of the town Finale Emilia. The community of parents invited the guests and prepared dinner as an acknowledgement for the other two countries’ hospitality.
It was a great experience playing the drums together with the Band Rulli Frulli, which is a nationwide known music group in Italy. The number of the Band components is steadily growing, achieving today 70 members among girls, children, teenagers and young people, skilled and disabled. The participant students could work together with the band making instruments out of recycled material. The students prepared a show representing their cultural characteristics for the project’s closing event. A play was written and staged by Italian performers for this occasion, which showed the history of the town Finale Emilia. The community of parents invited the guests and prepared dinner as an acknowledgement for the other two countries’ hospitality.
Our Final product, The Cultural Dictionary
Our students summarized their experiances gained during the two year long project in short articles.
Finally a webinar was presented by Francisco Jaimez, Spanish CLIL expert which included lectures through Skype. At the end of the course the trainer was invited to Hungary, in order to hold model lessons on his innovative use of CLIL methodology. His visit was an unforgettable experience for the Hungarian pupils and motivated the Hungarian colleagues towards a professional revival.
The two long year partnership was worthwhile for all the partners. The time we spent together passed quickly but gives the opportunity for the students to practise English and lose their inhibitions on foreign language communication. The children gained a sense of achievement and they became more motivated to keep in touch with their new friends. Most of them think that their English has improved and they enjoyed taking part in the project. The teachers enriched their methodological toolbar and made friends with colleagues from other countries.
The two long year partnership was worthwhile for all the partners. The time we spent together passed quickly but gives the opportunity for the students to practise English and lose their inhibitions on foreign language communication. The children gained a sense of achievement and they became more motivated to keep in touch with their new friends. Most of them think that their English has improved and they enjoyed taking part in the project. The teachers enriched their methodological toolbar and made friends with colleagues from other countries.