PETRER MAR 2020
“The ways we build” is the title of the last step of our project. By the time we reach it, the students will have a broader understanding of their heritage and will be ready to approach it in a deeper sense. This last section is about making our heritage more accessible and about building “WAYS” (not walls) to preserve it.
BEFORE THE EXCHANGE, the students must work with real cultural and heritage-related resources. They will analyse these materials and improve or adapt them to make them accessible to a higher number of citizens, including those who may be impaired or have a disability. Some tasks may include translating brochures, creating an audio-guide version of a current written guide, complementing informative material at museums or sites (by adding QR codes, photos…), studying the weaknesses of a resource and adapting it following the UDL principles or even translating it into Braille.
This will bring about improved inclusive resources, which will be available to their communities through the local institutions with which the schools have been creating bonds since the beginning of the project. Besides, the students will work on heritage preservation: they will carry out research tasks, analyse how the passage of time has affected some natural and cultural sites and participate in discussions to realise that further involvement is necessary to find measures to protect our heritage in sensible and viable ways. We will also try to join the UNESCO Associated Schools Project Network. We will be encouraging students to care and get involved. These tasks will be shared in the TwinsSpace.
DURING THE EXCHANGE: Day 1: Welcome and socialising activities. Intro of the plan of the visit. Schools present and/or share what they have done before the exchange. Teachers and/or field experts assess these presentations. The students participate in the daily routine of the school by taking part in the lessons of the host school. Meanwhile, the teachers will meet to prepare the final report. Days 2 and 3: Exploration of the area of Petrer and its region (we may visit some castles, the Fallas, the Palmeral in Elche, la Albufera…) The host school will be responsible for involving their local authorities and organising the visits. Besides, students from all the countries may carry out a debate about heritage preservation (role-play following PBL methodology). They will also work collaboratively in groups to create a time capsule where they will have to decide which elements they would choose to preserve, and give reasons for their choice. The compilation the plurilingual heritage guide will be finished during this exchange. The Spanish students will have a leading role in their groups. The final products will be carried out in English, although the other languages may be helpful. Day 4: Students finish and share their product. Assessment of the exchange. Delivery of certificates. Farewell ceremony.
You can know the program: C5 program