Report on participating schools & their countries

Branston Junior Academy 

Most encouraging to us, as teachers, during this writing task, was the sheer enthusiasm of the children when writing, in terms of content, structure and presentation.  Across the school, children planned, drafted, wrote, edited and presented non-chronological reports about partner schools and locations.  When children were unsure of accurate information to use, emails were sent and Skype conferences were help in order for them to gain the information they needed. The outcome of this task has been a high standard of writing, even from the most reluctant of writers, with a focus on accuracy of grammar structures, spelling and on engaging the reader through varied sentence structure.

Szkoła Podstawowa nr 9 im. Józefa Piłsudskiego w Zespole Szkół nr 3 

During the realisation of the last task students broadened and consolidated their knowledge about the partners’ schools, countries and traditions. Another Skype meeting strengthened the involvement in the project and influenced positively their communicative skills. The creation of travel guidebooks resulted in the improvement of children’s descriptive and informative writing skills. The group work helped developing pupils’ cooperative skills. The display of the guidebook contributed to the dissemination of the results in the local community.

XIV Istituto Comprensivo Karol Wojtyla

For our task 5 children wrote a small ,simple booklet concerning facts about the countries involved in the project: Great Britain, Poland, Italy  and Guadeloupe. To do this children collected news on history, famous  people, climate, traditions, legends and school. They worked in groups collecting most of the information from the Internet. During the realization of this task the teachers noticed that at the end of the project, after two years, children have someway acquired a sort of familiarity with some aspects of these countries ,even if they have never visited them. The reason is that during the visit of foreign colleagues to our school children have realized the existence of different cultures  and languages. Moreover, they have been given the opportunity to exchange with the other children works concerning school day, sport rules, ecology problems and legends in their countries. So they knew in part what they were going to write, making a synthesis of the previous tasks and collecting from them what was essential for the final task.  At the same time, they also made a comparison among different cultures thus learning that the respect of differences is the only way to live together.

Ècole Marcel Lacoma

We decided to keep the same country studied in the production of Writing No. 4. The oldest children were in charge of studying Poland and Guadeloupe.

Each "team" divided the different areas defined during our meeting in Guadeloupe. Choice noted in a table. Then we made an inventory of what we knew, missing information and what we needed to know to make our tourist book.

We did a collective search in which the children took notes.

They then worked as a group to give back the information and organized themselves for the presentation of their work. They will then be completed by adding photos or illustrations.

We asked the children to comment on what they felt, appreciated or not in this work.