This project has been established within the context of the twinning of Valencia and Glasgow. The pupil population of the schools involved in this partnership come from a socially disadvantaged or migration background. John Paul II school has been identified as a high tariff area of deprivation 202 pupils out of 241 are within SIMD bands 1 and 2 and therefore accounts for 84% of the school population. There are currently 351 students at Colegio Hernandez. 65 students are entitled to free school meals and 85% get free materials. The socio-economic level of the families is medium-low. Almost 80 children across both schools were given life changing opportunities to immerse themselves in a different culture and communicate with their peers from differing countries. This is all the more worthwhile considering the serious obstacles and challenges that many of these children face; neuro-diverse conditions, complex learning needs, socially disadvantaged backgrounds, etc. Activities included the implementation of projects like European Language Portfolio, new methodologies in acquisition of foreign languages, HWB in terms of outdoor learning, STEMS projects and how to embed technology in to the daily curriculum. This project culminated in 2 short exchange visits over 2 years at each of the schools. (However, Colegio Hernandez were only able to visit Glasgow on one occasion due to the effects of COVID-19 on the project implementation). The children also gained an insight into the cultural heritage within the local area of both Valencia and Glasgow. Language acquisition was achieved through practical immersion and enhanced interest in global issues as well as a broader general knowledge. There was a sustained focus on self development and awareness which led to improvements in the self confidence and self esteem of the majority children. A programme of annual activities remain part of each schools annual calendar and will become a focus for future school improvement planning.

<< Objectives >>-To show students different approaches to mitigate climate change and to raise the level of climate literacy,-To raise awareness of all aspects of climate change, not only in students but also in families and their local communities,-To enable them to comprehend the effects of renewable energy sources on climate change.-To create awareness about the protection of natural resources and their conscious use.-To prepare an environmental awareness e-book for students<< Implementation >>We will carry out local, virtual and transnational activities in our project. We will inform our students and staff locally about our project. Our students will participate in virtual activities and work will be done on our project.In transnational activities, we will prepare an environmental awareness e-book for students and realize our results in the results section.<< Results >>-Our students'll see different approaches to mitigate climate change and raise their climate literacy level.- Awareness of all aspects of climate change will increase, not only among students, but also in families and local communities.- The effects of renewable energy sources on climate change will be comprehended.- Awareness of protection and conscious use of natural resources will be created-An environmental awareness e-book for students

"Development in ICT has introduced a new communication medium in 21st century: “Social Media”, which is defined as “Computer-mediated technologies that facilitate the creation and sharing of information, ideas, career interests and other forms of expression via virtual communities and networks”. It has spread among societies rapidly, and has become one of the basic communication mediums. On daily basis, the time spent on social media is growing day by day, and a number of social, physical, psychological problems occur under the brand new concept: “Social Media Addiction” Social media addiction is a phrase sometimes used to refer to someone spending too much time using social media – so much so that it interferes with other aspects of daily life. There's no official medical recognition of social networking addiction as a “disease” or disorder. Still, the cluster of behaviors associated with heavy or excessive use of social media has become the subject of much discussion and research. Recently, social media addiction cases become subject of psychological or neurological studies. Plenty of clinicians have observed symptoms of anxiety, depression and some psychological disorders in people who spend too much time online. In this context, a ""social media addict"" could be considered ""Someone with a compulsion to use social media to excess for hours on end"". Researchers at Chicago University concluded that social media addiction can be stronger than addiction to cigarettes and booze following an experiment in which they recorded the cravings of several hundred people for several weeks. Media cravings ranked ahead of cravings for cigarettes and alcohol. Many academic studies indicate risks of social media addiction, indicating significant findings. Time management is the process of planning and exercising conscious control of time spent on specific activities, especially to increase effectiveness, efficiency or productivity. Modern educational strategies should focus on how to use the most precious resource in human life: “Time”.. Therefore, time management at school era is of the utmost importance. The project “Social Media Addiction, Social Life's Extinction - Online Slavery"" has been developed in order to create awareness and multidimensional understanding on the irretrievable negative effects of social media addiction of students. The basic approach of the project is protecting young people from harmful effects of addiction and promoting offline (non-cyber) activities. In order to achieve its goals, the project addresses students (target group), teachers, parents, and school administrations throughout implementation. The project combines the power of educational authorities with related institutions (NGOs, research centers, technology centers, social activity promoters etc), blends good practices done so far, and offers practical activities. The project also supports target groups with both educational services (questionnaires, seminars) and with practical actions (campaigns, contests, tournaments, clubs, outdoor activities), and promotes face-to-face peer interaction in order to avoid excessive use of social media. Built up in a “regional partnership” concept, “Social Media Addiction, Social Life's Extinction” project offers the partnership activities in 3 participating regions: Kahramanmaras (TURKEY), Alzira (SPAIN), and Lodz (POLAND)."

"Our project has been the result of careful negotiation, building on 6 years of partnership activities and European projects between our two schools. Health and Well Being issues have been beginning to play a more important role in the opportunities afforded to our children and their educational attainment. Scotland has been awarded the unfortunate moniker of ""the sick man of Europe"" within the UK as life expectancy and other major health indicators fall below the UK average. In some parts of Glasgow, life expectancy is on a par with developing countries. Obesity is on the rise and there has been a huge demand on children's mental health services which health authorities are struggling to meet. In Valencian province, they are seeing a huge rise in health problems associated with obesity and the reporting of children's mental health problems are at a record high. Our project seeks to explore these issues with children but within the International context and by creating a project which seeks to address all aspects of childrens health. That is - physical, emotional and nutritional. It also seeks to raise aspiration for children from deprived backgrounds and develop the confidence of children from migration backgrounds. There is not a strong culture of female participation in sport within the wider community of Pollokshields and our project aims to address this, particularly in the selection of participants.We feel that our project is rather unique in the holistic approach it will take to Health and Well Being education and its attempts to address the key issues of social inclusion, the social and educational value of European cultural heritage. Our project will also build on the incredibly strong international partnership between Pollokshields and Colegio Hernandez and will develop the schools capacities to be ambassadors for International Education throughout the local authority and nationally.Our project aims to include our whole school populations, not just the children who will get to travel and take part in exchanges. This is reflected in the Learning Teaching Training activities that we have chosen to do. This will further develop our teachers skills in adopting international strategies in the classroom. The activities have also been carefully selected to ensure they tie in with the Scottish and Valencian curriculum. They are just doing this in a more innovative and impactful way. eTwinning will play a huge role in this project from presentation of classroom work and results to the innovative online clubhouse that we are planning to launch. This is a new and sustainable way for children to discuss issues that are pertinent to them in a safe and inclusive manner whilst also improving their language skills in English and Spanish. This element of the project will seek to build a capacity for our children to deal with change, particularly in connection with the transition to secondary education which many children find challenging and stressful. Built within the project are a two pronged approach to looking at all aspects of Health and Well Being whilst also focusing on European cultural heritage. This will be done by celebrating the food cultures of both countries during the exchanges and the sharing of national sports and past times whilst having the chance to take part in our Erasmus European Championships. Children will get the chance to enjoy new sports like Colpbol and rugby and improve their physical health during an outdoor residential week.Sustainability is built into every aspect of our project. The online clubhouse is something that can be continued year on year for children in the final year of their primary education. The new resources developed for studying food journeys can play an important part in our curriculum as we move forward. New sports can be practiced alongside traditional ones in our PE programmes and the development of our schools growing spaces/allotments is something that we will build on. This is important as it develops our teachers skills and confidence in sharing food journeys with our children. It will also give our children their first opportunities to plan menus and create dishes. This is an important life skill that they can take forward.The strong relationships that have already been formed between our two schools mean that we are confident in our methodologies and in our partners ability to deliver. Our activities can play an important part in future school improvement planning and we aim to share our work with the wider educational community. We recognise that all our work has to fit into our respective curriculum but we relish the freedom to do this in an international context. We have seen the benefits it delivers to our children over the years in terms of their self esteem and sense of achievement and believe that LTL2 gives them a special chance to further develop this."

"Our project has arisen out of the need to improve literacy outcomes for all our children. This is of particular concern to both of our schools due to the extremely large percentage of both schools pupils who speak English/Spanish as an additional language. Both schools have a large number of migrant children who speak different languages at home and often have family roots in different countries. A recent University of Strathclyde report into Children's literacy suggests that teachers are not always acknowledging the cultural capital that children are bringing into the classroom. These formative cultural experiences of children need to be recognised and valued if we are as teachers are to close the attainment gap for all our learners. Our project arose out of conversations around these issues and we have been happy to see it backed up by academic research. In short, our project seeks to improve the literacy attainment of all of our children using the international dimension as a self empowering and motivating vehicle. We seek improvement in all of the 4 main components of literacy - reading, writing, talking and listening and have devised a series of activities that we believe addresses all of these main areas. We are also striving for our project to be sustainable. Most of our activities can form part of a child's normal literacy curriculum and the resources we will create can be used over and over again as well as shared with other schools. We hope to improvements in our children's self esteem as they access literacy from a more culturally relevant and hopefully engaging perspective. This improvement in self esteem will improve the overall health and well being of our children. Another important objective of our project is to improve the relationships between our parents, grandparents and the school. Our activities not only encourage the involvement of a child's wider family group but demand it. Parental workshops form a vital part of our project as we seek to tap into the rich cultural capital that exists in both of our schools. Our schools are similar in terms of our children's language acquisition but come from very different social and economic areas. Pollokshields Primary is in Glasgow, a city that is making a transition from being a traditionally industrial city to one that is more service based. Colegio Hernandez is situated in Villaneuva del Castellon, an agricultural town which is centred around the orange industry. Our children will benefit from experiencing both social realities on our blended mobilities. Life in a multi cultural city, or in a small rural town. Our schools combined roll is 430 children but with the involvement of families and local stakeholders, the number of participants will be much much higher. Our activities begin with an eTwinning activity called ""How I got Here"". Here children will learn about their unique cultural capital by creating a book that researches their own family history as well as their families reasons for migration. The books will acknowledge and celebrate the wide variety of experiences that exist in our schools. With the help of parents, grandparents,libraries and local storytellers, we will then create a new literacy bank of stories, poems and plays. These resources will come from the communities that our schools belong to. Children will then use these new resources for a term to access the literacy curriculum in Scotland and Spain. This work will then be celebrated and disseminated in an International storytelling festival in Glasgow which forms part of our first blended mobility. Our second year will see children continue to use the resources developed in year 1 whilst creating new ones as children research myths and legends from their family cultures as well as myths and legends from Spain. They will create guidebooks, write play scripts and perform these plays. Senior classes from both schools will use eTwinning to collaborate and create a play based on these myths and legends which will be performed together on our second blended mobility in Spain in 2019. All activities will use progressive teaching methods such as AIFL (Assessment is for learning) and Active Learning whilst ensuring that clear about what is expected of them with targeted learning intentions and success criteria. We anticipate that our project will help to develop a lifelong reading habit amongst our children. The impact on the literacy attainment of our migrant/refugee children will be something that is vital to the success of the project. We anticipate a higher level of engagement from our parents as the nature of our project shows that we value them and the cultures they bring to Scotland and Spain. Our dissemination activities will increase the awareness of International Education throughout our countries. The resources we create will be shared and have an impact on the way that literacy is taught in our own countries and beyond."