eTwinning Project

The aim of this project is to get pupils working together in order to create three refugees´ diaries of three characters who flee from war, civil unrest,  famines , terrorism or natural disasters. Every minute eight people are forced to flee war, persecution or terror. Over 870.000 refugees and migrants arrived by sea in Europe in 2015. More than 1 in 5 was a child. They have been forced to take difficult and potentially fatal routes. It´s important to explain the refugees´ crisis to pupils in order to encourage empathy and solidarity towards the situation of refugees.

  •  To understand that the causes of migration are many and varied
  •  To discover several reasons to migrate and to apply for asylum
  • To walk a mile in refugees´ shoes
  • To reflect on fears and prejudices related to refugees
  • To spark debates and thoughts about refugees and migrants
  • To find information about three refugee´s routes and true refugee´s stories
  • To locate three contemporary refugees ´routes on a world map
  • To develop empathy and solidarity towards the refugees
  • To use a foreign language effectively and practice their language skills
  • To improve their reading and writing skills
  • To improve research and communication skills
  • To develop competencies in Geography, Ethics and the use of technology
  • To learn to use various ICT tools
  • To work together in co-operation between the pupils from different countries

Website Diary (with Google Docs) and the Refugees´ diaries Blog
An exhibition in the School Library with the refugees´ journey with photos, maps and extracts from the three refugees´ diaries.
Spain, Italy, Greek and Germany

a. My life as a refugee app :
b. Online UNHCR Game:
c. Terraferma film (with English subtitles)
d. Internet resources
Refugees´diaries and true stories :

e. Poster boards, glue, scissors and print photos for the exhibition in the Library School
f.  Ivoox or Soundcloud (Optional Step 9)


8. WORK PROCESS (step by step)
Step 1: Starting Activities
At the start the teachers plan to meet regularly on Twin Space and create a google+ community in order to decide the resources, the work teams, the “cineforum” guide, and the ICT tools they want to use with their pupils. They have to create the evaluation rubrics too.
Then all team members introduce themselves, present their schools and countries. They have to decide how the intent to collaborate with the partners in the creation of the common diary and blog.
Teams: The teachers form teams among the pupils with members from the four countries. There are three teams, one per refugee´s diary and route. Each team has four groups, one in each school.
Step 2  Brainstorming
Brainstorming: pupils from each country brainstorm about refugees, reasons for migration, prejudices against refugees and migrants…
Then teachers explain briefly how many refugees came into Europe in 2015, the most important causes for migration and what routes did they take. After cineforum teachers will explain the refugee crisis and the main routes in more details in order to write the diaries. 
Step 3 Cineforum
Cineforum about Terraferma film with a student´s guide created by the teachers tailored to the age of the pupils. Depends on the pupils´ age you can choose some scenes or the complete film. It´s important to dialogue about the characters and their attitude towards refugees.
Step 4 Playing games
Students play the online UNHCR games “My life as a refugee” and “Against all odds” for walking a mile in refugees´ shoes
Step 5 Start up ideas
Teachers help the pupils look for the refugees´ crisis, the main routes and journey difficulties and reflect on fears and prejudices related to refugees. We go in depth the three main routes to Europe (Western, Central and Eastern Mediterranean routes) and read true refugees´ stories in order to start up ideas for the refugees´ diaries. It can be possible in Social and Geography, Citizenship, Language and English subjects.
Step6 Create the refugees´ diaries
Pupils create three refugees´ diaries in three teams with pupils from the four different countries. Four groups per team. Firstly one group writes one week of the refugee´s journey and then the others write the next weeks (one group per week). When the turn ends, the first group will start again until they reach Europe (Madrid, Rome and Berlin) in order to build their collaborative story.
Pupils write them on Google Docs (drive) and they can use the mailbox, forum and chat TwinSpace tools.
Step 7 Create a blog diary
Pupils create a blog with all refugees´ histories and upload the link on TwinSpace
Step 8 Exhibition
Finally they will organize and create an exhibition in the School library with photos, maps and extracts from the refugees´ diaries.
Step 9 (Optional step) Voice diary
Depends on the age of the pupils some of them can record diaries´ voices, upload the podcasts to soundcloud or ivoox and embed into the project blog

Assessment will be continuous, providing feedback on progress and identifying problems at an early stage to allow corrective action.
This project can be evaluated in different ways at different points:
- Rubrics: The assessment process for the teamwork is composed of two grading rubrics. One peer evaluation rubric, where every member in a team will evaluate his peers in the same team. The other rubric is for the teachers to evaluate the teamwork and the final products (diary, blog and exposition). Both will evaluate contribution, participation, communication, problem-solving, attitude and working with other.
- Each partner school creates a questionnaire  about their refugee´s journey for the partner schools to answer. They use Google Docs (Google Forms in Drive) and upload the link on TwinSpace
-Each team explains what they like and what they learnt about the refugees and we can upload the video on TwinSpace
-To keep in touch with partners abroad by mail and blog comments
-Involvement of partners in other refugee projects or refugees´ rights campaigns
-To spread the project throughout the school community and social networks

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