EXACT Project

Template for identification of Good Practice

E2C- GIJON CITY COUNCIL
Project Language(s
Title WWW.COM “When )
(e.g. Writing We English/Spanish/Greek
SOCCE COMmunicate”
R)
1. Type of Output e.g. Handbook, e-portfolio

DVD- Students Publication

2. Description of Project Output:

DVD: Included the description of the project, organization and activities developed in local
framework ( Language Centre, Adult Centre, Cultural Centres, ITC enterprises) and
European network (workshops developed in every Second Chance School partner of the
project: Leeds- U.K.(coordinator), Gijón- Spain and Athens- Greek.

Publication: Designed by students includes Text selection from different Second Chance
School, product of workshops developed. Introduction supported by Luis Sepúlveda,
important writer, which supported the work in Gijón. National Award in Spain: “Premio
Planeta”.

3. Learner Competencies: Learning for Life Indicator 1- 5

Does your example provide opportunities to: 1=low, 5=high

• Demonstrate positive Gender, Diversity and 3

Intercultural Communications
• Demonstrate key skills and social
competence 5
• Demonstrate Civic, Political and citizenship 4
skills
• Effectively develop Creative and ICT skills 5

b) Describe how your example promotes Learning for Life

competencies

From Second Chance School we are always trying to look for new methodologies through
the organization of innovative and attractive activities close to young people, activities that
enable young people to learn formal aspects under the frame of informal education. We also
try to bring near local resources and enlarge their interest discovering new abilities and fields
which are not always open to their possibilities because of their contexts, specially cultural
context, closed for this type of youngster. It is the context were “WWW. COM Project
appears”. This Project is focused in improving the cultural representation in order to avoid
segregation and to favour their process of normalization. Project includes the intervention in
every area quoted: the promotion of expressive resources, the work in formal aspects
through by informal workshops, the discovering of local resources and well-know people
from Gijón in our case, and the opportunity to take part in training activities, moreover, the
bringing together to new languages including the relationship with other youngsters, as an
aspect inside in European project.
c)Describe the teaching and learning methods that are used
We divided our objectives into different fields:

1 Pedagogical objectives. Includes work in different workshops linked to every

Second Chance Schools directed to : a) development and improvement off
expressive resources though the realization of activities linked to the writing process;
b) the learning and improvement of formal aspects related to the language area
( grammar, composition, writing..) and also the general learning because the
methodology used (organization, evaluation, achieving of objectives..); c) the
improvement of curriculum aspects such as the offer of training courses in
coordination of Adult’s Education Centre.

2 Relational objectives. Include the work in every workshop in common abilities

considered key competences as a reference in all E2C programs: a) the relation with
themselves, and the understanding of their own experiences where the writing is a
way of expression; b) the social relation with other youngster, through the grupal
work and the listening of the others.

3 Cultural objectives. This meant the work on two senses: a) inside the SCS’
program including this workshop inside the formative offer and the culture as an
element to develop inside the work plan; b) Inside the local resources, fundamentally
in cultural centre and different entities which developed activities in this field. This
included meetings with writers, participation on expositions and conferences.

4 Transnational objectives: Include the organization of transnational workshops in

every Second Chance Schools directed to: a) promoted the meeting of young people
of different cultures b) to interchange working methodologies between students
among trainers; c) to organise the final publication with the work and text selected in
different Second Chance School workshops.

The organization included: a) intern common workshops and individual tutorials; b) extern
common workshops in cultural Centres: c) complementary workshops related to certain
areas (edition, languages, radio, writers meetings).

4. Learner Competencies :Learning for a job Indicator 1-5

Does your example provide opportunities to: 1=low, 5=high

• Demonstrate key skills and social

competence

• Effectively develop Creative and ICT skills

• Demonstrate economic & social

wellbeing
b)Describe how your example promotes Learning for a Job
competencies

c)Describe the teaching and learning methods that are used

5. Who are the Beneficiaries?

a) Direct target groups b) Indirect target groups
Professionals X Disadvantaged/dissaffected young
Teachers X people X
Trainers  Long term unemployed adults
Social Workers  
Mentors X Ethnic groups

Migrants & immigrants 
People living in socially/economcally
deprived areas

Other (please state)

c) Describe the characteristics of the beneficiaries and how their needs
will be met by your example of good practice.

a) Youth in disadvantaged with little social and familiar support as the common
denominator and serious learning difficulties or rejection to schooling, social behaviour and
health mental problems in some students of Gijón Second Chance School group. Many of
them needed to express, without being recognised, what the had done with their lives and
what they wanted to do, taking their problems onto an imaginary level.
The intervention in different and complementary levels before described (pedagogical,
relational, cultural and transnational) was possible the work about the different areas and
necessities, but specially , the public and cultural work as the important to be recognised for
the others to avoid the segregation and to favour their process of normalization.

b) Teachers, trainers, professionals. This project introduced an innovative way to work

with students and demonstrated the necessity to work together in different areas to obtained
results with this type of youngster. The organization of a local network between cultural
professional, LLP centres teachers, Second Chance School trainers, mentors and was a
very effective model. The culture as an element to be considered and included in curriculum
in favour to promote the active participation and social recognition of students was tasted in
the project.

6. Developing Teacher competencies. Indicator 1-5

Does your example provide opportunities to: 1=low 5=high

• Meet the needs and interests of learners 5

• Provide effective assessment to support 4

learning and development

• Provide effective teaching and training to 4

support learning and development

• Develop effective resources to support 3

learning and development

7. How has the quality been assured ?

Please explain how you checked the quality of this
example
a) Planning (setting goals, tasks, objectives)
We established a first meeting to introduce the proposal, in the city of Leeds. We define the
general objective (the approach of young people to the culture and social recognition), the
complementary areas (social, pedagogical, cultural and transnational), the phases ,the
common activities for every Second Chance Schools, task definition for obtained the final
products. After, every one adapted the proposal of the real situation of own Second Chance
School, students, teachers and possibilities of local network, introducing the supports
necessaries or interesting of other professionals.
b) Implementation (principles and procedures of quality approach)

a) Every partner: We introduce as evaluation and self evaluation methods in every school:
individual sessions with students to evaluate the work and the implication in the program
( text and experiences) , teachers meeting every two weeks to follow the program and to
introduces the support necessaries in the planning, general meeting every month with
professional that cooperate in the project, external to SCS.

b) Second Chance School coordinator: every month we sent to the coordination in Leeds.
We informed the coordinator about all the changes that we can considered necessary to
introduce and the information to be introduced in general rapports.
c) Evaluating and Assessing (collection and processing data,
discussion on results)

We have three types of data:

- Every Second Chance Schools: All the material developed to organise the project
in different workshops are in every SCS collected. We have a general objective but
not an only method to work in creative writing. We though that we had not to close
the way to work , if not the result to be obtained .

- Final results: We introduce the final text but also other complementary materials
which we though would be success to work in the area proposed in the project and
to understand the organization developed. (DVD)

- National Agency: We organise together the rapport to be developed in the National

Agency that finally was also a document complementary in the materials. This
rapport included in detail all the planning, activities , objectives and results of the
project.
d) Reviewing (processing feedback and organising change)

We decide to organise a open project with closed objectives. The own structure, link with
local network, cultural references and cooperation between different professional need to
introduce a dynamic project. In fact the possibility to introduce changes and ideas of people
that are in other sector in cooperation with Second Chance School, was the most innovative
element in the organization. For this reason we needed to have a correct coordination
between different partner in order to inform in every time about the possible changes.

8. How would you evaluate this as Good Practice?

Which criteria would identify your example as “Good Practice”
Easy to Use X
Supports independent learning X
Interactive teaching tool X
Teaching tool/method to support differentiated learning X
Available in different languages X
Adaptable to different languages X
Teaching tool/method to develop learning for life competencies X
Assessment Tool to measure competence/skills 
Adaptable to different cultures X
Promotes informal learning as a teaching method X
Teaching tool/method specific to needs of disadvantaged/disaffected
learners 
Utilises “learning by doing” as a teaching methodology X
Integrates ICT into the teaching process X
Integrates information, guidance and support into teaching methodology X
Teaching tool/method to develop learning for a job competencies 
Matches learner competence to labour market requirements 

9. What methods have you used to assess this as Good Practice?

Learner feedback X Community feedback X

Employer feedback  Teacher feedback X
Data a1.nalysis  Reports X
Focus Group X Peer Review 
Testing and Piloting 

Availability of Example:
Project Website:

Your NAME: Cecilia Cañedo-Argüelles

Organisation: Second Chance School. Gijón City Council

Evaluation Feedback (Peer reviews/Focus groups)

This project was selected and published by the National Agency in Spain as a model of good
practices. It was introduced in different important events by proposal of the group of
National Agency:

- 1.999: General Conference in Asturias. Spain: General Open of LLP program:

Grundtvig introduction. WW.COM
- 2.000: Products selection Grundtvig. National Conference Madrid: Good practice
Grundtvig: Introduction WWW.COM
- 2.001: National Quality Award SCS Gijón City Council
- 2.001: Grundtvig 10 Anniversary . Projects selected: WWW-COM

Action points for Review ( What changes that need to take place)
- Translation of DVD to English language: necessary

Complementary actions that could introduced a added value:

- Collection of pedagogical materials developed in different workshops in every Scholl

- Portfolio with explications about project organization.