"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."