Federica Montseny Secondary School is located on the outskirts of Valencia, on the east coast of Spain and has an educational offer in Compulsory Secondary Education, Upper Secondary Education (A Level) and Vocational Studies.On the one hand, 60% of the students who begin their studies in the first year of Compulsory Secondary Education are disadvantage students who reside in a neighborhood of Singular Preferent Action inhabited by ethnic minorities and where there are different nationalities. The families of the neighborhood, many of which are gipsy, have a low socio-cultural level and limited economic resources in general. The students from this neighborhood have a high level of absenteeism and dropout. For that reason, our school feels the need to combat school failure and it is a priority the early detection of risk of dropout and absenteeism reduction. In the last two years, we have been working on an Intercentros Project with an experimental group of students from the neighborhood and with the collaboration of the CAES Primary School (Center for Singular Education Action), another school in the locality, Social Services of the city and the Maranatha Gipsy Association .On the other hand, we have students who benefit from the fact that IES Federica Montseny is a pioneering center in Valencian Community on teaching through two foreign languages (English and French) simultaneously, which allows our students to complete their studies in Secondary Education knowing four European languages: the two co-official and two foreign. With the ultimate goal of improving educational quality in Secondary Education, the community of IES Federica Montseny has detected the necessity to act on some key issues. In the Intercentros Project we should continue adapting the curriculum to the needs of students and planning lessons to get them motivated and closer to the European reality. At the same time, we need tools to detect and combat absenteeism and dropout effectively. Teachers should improve their teaching practice by using new tools and methodologies, such as task work or CLIL methodology for the development of plurilinguism. Continuing with the spirit of improving the coexistence of our multiethnic students, it’s also a priority that students can know different realities in Europe similar to their own realities and establish ties with people from other countries through our exchange experience. All the faculty, in general, and all the teachers who use a foreign language to teach, in particular, can improve their language skills to transfer these improvements to their students. In all groups and levels of the Secondary Education, teachers should continue teaching with new tools and methodologies such as project work.During the 2015-2016 and 2016-2017 school years IES Federica Montseny has developed a project of Erasmus + “Come, get involved, learn” in Compulsory Secondary Education, which focuses on the areas mentioned above. Four teachers were selected to participate in four activities of European mobility. These were four training courses about dropout prevention, methodology and CLIL project work, organized by ITC, an entity with more than fifteen years of experience in training teachers and based in the Czech Republic. Participants in this Erasmus+ project were stable in the school, participating in existing projects in the center, had language skills in English and French, dominated ICT and also had experience in international activities. In order to disseminate the different activities carried out , we have regularly contacted the local media (press, radio web…) and institutions. Therefore, the project aims and results have reached the school community, and local and regional population and institutions. All the students at Secondary Education have benefited from this project because it gives coverage to the plurality of school pupils and the diversity of realities which we work with. The decrease of the dropout and the improving of the quality of education will have a positive impact on the entire environment.

Accredited projects for mobility of learners and staff are implemented by organisations holding an Erasmus accreditation. Each accredited project represents a step in the implementation of the organisation's long-term Erasmus Plan.

Accredited projects for mobility of learners and staff are implemented by organisations holding an Erasmus accreditation. Each accredited project represents a step in the implementation of the organisation's long-term Erasmus Plan.

Federica Montseny Secondary School is located on the outskirts of Valencia, on the east coast of Spain and has a training offer in Compulsory Secondary Education, Upper Secondary Education (A levels) and Vocational Studies.The Compulsory Secondary students come from local Primary State Schools, one of which is a CAES Primary school (center for singular education action). The students coming from this school belong to families with low socio-cultural level, limited economic resources and at risk of social exclusion.On the other hand, our school belongs to the net of plurilingual schools of Valencian Community and is a pioneering centre in our Community on teaching through two foreign languages (English and French) simultaneously. This allows some of our pupils complete their studies in Secondary Education knowing four European languages: The two-cooficial and two foreign.Federica Montseny School wants to do the project “languages a motor of inclusion” to include all our students in the Educative system and also in the European reality through the learning of languages, favouring their personal development, social inclusion and feeling of European Citizenship.Our main objectives focus on the improvement of all the students’ linguistic competence in foreign languages, increase the multilingual courses on offer (levels and subjects), update / upgrade teacher’s expertise in didactics and methodology as well as their own language proficiency, applying new ICTs in the classroom, getting to know at close hand an educational system with a different way of grouping students which allows us lay the foundations for a more inclusive future, increase the number of teachers involved in European projects, enhance our institution’s capacity for international cooperation, increase our contacts network and contribute to develop a European citizenship awareness in our students and institution. From all the teaching staff, the selection panel will choose 7 teachers who best meet the established profile for each mobility according to the scale set out in the project. Participants will carry out the following activities:1. Job shadowing at “Grange Academy” in Kilmarnock, Scotland:two teachers, one in the scientific, technical field and another in the sociolinguistic field will visit a school in the Spring of 2017 in order to get to know the Scottish educational system, its curriculum and institutional linguistic policies. They will analyse/ how this policy is applied and how ICTs are used in the classroom.2. Study visit to secondary schools and Training seminars in Belgium. 2 teachers will do job shadowing and training activities for 7 days, from 12 to 18 February, 2017. Its aim is to take a close look at how different subjects are taught in English, to exchange professional and cultural experiences and discuss problems found at schools, educational systems and students regarding the topics mentioned. 3. Course on CLIL methodology in England: 1 teacher during 12 days from 18 to 29 July 2016 will take part in a course which aims to learn the fundamentals, develop and evaluate didactic resources and design didactic units which will help promote integration of all the students in the multilingual approach. 4. Course for teachers of English in Ireland: ““Exploring English and Culture in Ireland: Inquiry based methodology for Teachers of English” 2 TEACHERS of English will do a 12 day training course in July 2016 the aims of which are to create an active Portfolio, analyse Irish culture and literature, share didactic resources with other teachers, literacy across the curriculum, promote the European dimension in education through strategies likely to lead to future KA2 partnershipsThe teachers taking part in the project will round out their teacher training in different points. Once the project has been accepted and after the selection panel has chosen the suitable teachers, each one will sign an agreement with the school, commiting to accomplishing the task program and the settled schedule for the mobility, and also to all the activities that will be carried out while the project is on. We expect the project “languages a motor of inclusion” will motivate our students, increasing their self-esteem and encouraging their adaptation to school. A distinguishing mark of our school is our concern about offering our students a high standard in foreign languages. Thanks to this project, we will improve and increase our multilingual courses on offer, so that it reaches the most students at our school.The language training and direct watching of the methodology used by other schools will let us address high quality plurilingual programs.We mean to get the training needed to integrate all the students in the educative system and in the European reality, through language learning, favouring their personal development, their social inclusion and awareness of European citizenship.

Accredited projects for mobility of learners and staff are implemented by organisations holding an Erasmus accreditation. Each accredited project represents a step in the implementation of the organisation's long-term Erasmus Plan.