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Erasmus+ project

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Go for LiteraCy to enlighten your future


This project has been funded with support from the European Commission.
This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.


SPAIN : Institut Marina

We're a Secondary school in an industrial town near Barcelona called La Llagosta. We teach General Comprehensive studies to 12-16 years old students and also further education (16-18 years old) for those who wish to get ready to get into University. Our school's objectives have to do with our students to become citizens and to get this, they need a wide range of basic competences to adapt themselves to this rapidly changing world we are living in. These basic competences and literacy skills on Maths, Languages (English, Catalan and Spanish) as well as Sciencies and ICT knowledge are developed through the four courses of compulsory school.  Our students are provided with tasks that promote communication and collaboration. We apply the ILEC ( government measure to improve the know-how of reading to learn and reading for pleasure) during the first four years of compulsory schooling,


      However, we still don't get to the Catalonian results which are higher- Our students' success is lower regarding further learning since they've got a low academic success in literacy skills such as reading, writing, listening and speaking. By means of coordinating and taking part in this project, we'd like our pupils to enhance their interest in these skills mentioned above as well as in language learning, not just for students, but also for teachers. We'd like our pupils to raise their awareness in language learning and mastery, a key to their personal fulfilment and development, inclusion and employment. 

Our school was built in 2005 under a special project. There are 56 teachers for 1013 students whose education is based on Sciences, Maths, Social Sciences and Languages.We are a school that always aims futher at the reconstruction in the name of education paralell with our mission. Knowledge, creating and using knowledge are very important terms as literacy-communication is at the top. We feel our objectives may become true by means of creating, improving and using knowledge.


       We should brighten our next generation about innovative new approaches to language teaching and learning. The results show our students cannot choose their ideal which, literacy-related departments for their university career due to low success in literacy, among others such as science and maths. The main reason for this their low unwanted success that means they are not able yo use basic skills such as writing, speaking, listening and reading. We'd like to canalize our students to be interested in the literacy skills mentioned before by means of participanting in this Erasmus + Project GFLEF, among other actions.

ESTONIA: Paikuse Põhikool

It's a basic school with 504 students and 35 teachers. Students are aged 7-16 years (primary school 7-11). The school is situa

ted in Pärnu County (around 83.000) in the South - West of Estonia. It's a popular health resort with sandy beaches and the sea. The area where the school is located is wuite advantage one, social conditions are usually good and there has been a good economic increase, especially in the building industry. The school curriculum includes the teaching of chess, drama and dance. There are several choirs.


     As for methodology, we appreciate very much integration in teaching; We need much effort when dealing with team work. We'd like to share our experience and we are eager to learn and try new things in our lessons. This project will increase language awareness among students and teachers. The participants use only English as the sole language of mediation because we all speak different mother tongues. Better english speaking skills will be developed and participants will overcome their shyness when speaking English.  Our participation is this project will be a huge motivating factor for our pupils to overcome the linguistic barrier and be aware of the importance of learning foreign languages.

GERMANY: Berufskolleg Borken

We're a vocational school in Borken (close to the Dutch border) with courses on: economy, technics, agricultural sector, educational and social affairs. The school is attended by 3000 students (aged 16-18 years old) and we have roughly 120 colleagues.  We are a rural school in a big community area, Borken has got much industry (mostly clothing) and it offers many training courses for our students.


    However, not all of them find a job as they lack important skills.Therefore, many students attend school full time and they are without motivation. Besides, some of them are not willing to move to look for a job abroad. Since they live in a rural area, students don't often have to do with other cultures. Some of these ones have decreased over the last years since our students spend most of their time in IT. Pupils communicate with short messages on social media and they don't advance in their literacy practice and development. They don't learn how to express themselves in formal contexts as their writing and speaking skills are also low.


     We hope that by means of participating in this project we will give our students more motivation in their school career. This will increase their writing, reading, listening and speaking skills. We offer our students alternatives such as drama activities school exchanges with countries abroad and one day trip to London yearly. 

FRANCE:  College Sainte-Anne 

We are a school in Le Bouscat which hosts 458 pupils from 12 to 16 years old. It's a general curriculum school and there about 60 teachers, 4 classes per level. We teach French, English, German, Spanish, Chinese and French among the foreign languages. We also offer what is known as EPI (interdisciplinary works). The opening to Europe and to the world is a priority to our school that is willing to develop the interest of pupils in foreign cultures, to integrate a multicultural world and be able to work in it as well learning to respect the difference.


    We've got students from middle to lower class families from Bordeaux, Le Bouscat and the Medoc area. Some of them go to vocational studies when they get year 9 and the assessment of skills is one of our worries. We also host a high number of dyslexial pupils, 20% don't read properly and 25% have difficulties writing. The access to reading and writing for daily purposes   is an issue in the French policy nowadays. Some specific fields of our school are: foreign languages, literary fields such as drama, Innovative technical equipment, fulfilment of the individual, developing autonomy and learning through project teaching methods.

Reading skills

Our project


  • To develop pupils' skills on literacy (reading, speaking, writing and listening) and of transversal skills such as critical thinking, problem solving, creativity, collaboration, learning to learn, autonomy and initiative.


  • Reading capitalization strategies to develop literacy skills in students and eucourage them to read to research, but most importantly, to read for pleasure. 


  • Develop teachers' knowledge, methodologies and strategies in the design and organisation of activities and lessons that help to develop these skills, competences and potentials in students


  • To promote the exchange of innovative practices and experiences between the participant countries through the development of teaching materials (manuals) based o linguistic skills.




Monitoring and evaluation is an ongoing process. The following evaluation forms will be used:


  • Initial evaluation ( at the beginning of the project): questionnaires on students'linguistic skills, transversal skills, habits and likes. + swot analysis per country (Sept-Dec 2017)

  • Transnational Meeting evaluation ( at each transnational meeting)

  • Formative evaluation (during the project) by means of group discussions, observation, analysis of products/results. This will be included in both the interim and final reports.

  • Interim evaluation (at the end of first year of project, June-July 2018)

  • Final evaluation ( at the end of the project, June-July 2019)

  • At partneship level, the following aspect will be assesed


    • To achieve the expected impact on participants, school groups, partner institutions

    • Quality of the activities, results and intellectual outputs

    • Implementation of the partnership ( communication and cooperation between partners, stakeholders, compliance of the planning by partners)

    • Management and coordination

    • The appropriate use of budget.

Assesment of project success


Activities that will indicate the fulfilment of project objectives are:


  • Transnational meetings

  • Each partner will test the excercises and activities proposed for he training programme "The Teaching of Living Abilities with Literacy"

  • Work sessions to work on the outcomes (manuals)

  • Activities and lessons with the students to develop their linguistic and other transversal skills: each partner will apply 10 activities and their description will be included in "Inspire Literacy: Cross-Curricular Approaches"-("Literacy lessons")<.

  • Dissemination tools ( website of the project, poster, flyer, logo, 6 newsletters)

  • Making at least 12 events to disseminate the project and the results (at least 2 events per partner during the two years of the project: articles, seminars, workshops, social media etc)

  • Making at least 8 learning activities to test tasks from " The teaching of living abilities with Literacy" (3 activities each partner during 2 years)

  • Making a minimum 80 students and at least 15 teachers to participate in the activities of the project during the two years each partner.




GFLEF Management Plan:


  • Work packages ( developed by each partner who is responsible for coordinating the tasks withing that package)

  • Gantt Chart

  • Ground rules

  • List of results and outcomes

  • Internal communication plan

Dissemination tools: 


  • Logo

  • Website

  • Flyer/leaflet

  • Poster


Work plan


  1. First project meeting and follow up files ( meeting report evaluation, minutes, newsletters no.1)

  2. First module: "The Teaching of Living Abilities with Literacy: reading strategies"

  3. The second project meeting and follow-up files (meeting report evaluation, minutes, newsletter no. 2)

  4. Second module: "The Teaching of Living Abilities: writing strategies"

  5. Interim evaluation report: coordination, communication among partners, quality of results, fulfilment of the work plan. + swot analysis at a partnership level

  6. Third meeting and follow up files (meeting report evaluation, minutes, newsletter no. 3)

  7. Third module "The teaching of living abilities: speaking and listening strategies"

  8. The fourth meeting and follow up files (meeting report evaluation,minutes, newsletter no. 4)

  9. Final evaluation questionnaire (same criteria as interim report.)

  10. The fifth meeting and follow-up files ( meeting report evaluation, minutes, newsletters no.5)

  11. The guide "Literacy: Cross-Curricular Approaches"

  12. Th sixth project meeting and follow-up files (meeting report evaluation, minutes, newsletters no.6)

  13. Final evaluation report

  14. Final report

Writing skills

In this project, we have worked on two collaborative activities via Etwinning and workshops while meeting during mobilities.

You'll find description and results of these activities in this section.

We also recommand to visit our Twinspace to look at all the work done and pupils' exchanges.

Listening and speaking skills


Initial evaluations

Interim evaluations

Final evaluations