This document provides information about the MAKE EVERY STEP COUNT (MESC) Erasmus+ eTwinning project taking place from 2016-2018. The project involves 7 schools from 7 countries (UK, Portugal, France, Italy, Turkey, Lithuania, and Reunion Island) and aims to help students develop social and emotional skills to increase achievement, self-belief, and enhance their view of life. Key activities within the project include collaborating on topics like cultural diversity, stress management, and environmental awareness. The project also aims to include students with special education needs.

1. MAKE EVERY STEP COUNT
MALTA, OCTOBER 2017
Ana Pina (anapina2212@gmail.com)
Debra Grogan(dgrogan@pchs.lancs.sch.uk)
https://twinspace.etwinning.net/26214/home

2. MESC
 MESC = MAKE EVERY STEP COUNT
 KA2 ERASMUS+ eTwinning project
 Start: October 2016
 End: September 2018
 https://twinspace.etwinning.net/26214/home

3. Countries 2016/2018
Map
ERASMUS PLUS
+
eTwinning

4. Team/Coordinators?
 7 schools/7 countries
 Debra Grogan United Kingdom: Pendle Community High School
 Ana Pina Portugal: Agrupamento de Escolas do Barreiro
 Gonca Cilli Turkey: Balikesir Karesi Ortaokulu
 Sara Brunno Italy: Liceo scientifico e delle scienze umane "O.M. Corbino"
 Mira Hamrit France: College Departemental Elsa Triolet
 Rita Juskeviciene Lithuania: Radviliskio r. Baisogalos gimnazija
 Jemina Grondin France, Reunion Island: College Bory De Saint Vicen
+ 14 teachers (school team)

5. Learning with each other…
Internet
safety
Individual rights and
responsibilities and
respecting cultural
diversity
Personal
Challenges
Volunteering
Managing
stress and
anxietyCommunication
Using Technology
in the home
First Aid
Environmental
awareness
UK
PORTUGAL
FRANCE
REUNION
ITALY
TURKEY
LITHUANIA
SYNERGY
Developing ICT
skills

6. PARTNERSHIP AIMS
 Our partnership's primary aim is to provide inclusive opportunities for all
students, irrespective of academic ability, to develop and become more adept
and competent in social and emotional situations, which, in turn will increase
their achievement, self belief and enhance their view of life.
 Teaching and learning activities at the majority of schools focus purely on
academic progress and examination results, however students learn best in
collaboration with their teachers, communicating with their peers and with
the support of their families.
 The relationship of the students with their teachers, peers and families, their
awareness of themselves, their aspect and styles of living may facilitate or
impede children’s academic engagement and success in school.
 In almost every country, there is an agreement among educators, policy-
makers and the public that schools should produce students who can not only
achieve academic success but also have the ability to work socially and
emotionally with others from diverse backgrounds and to practise healthy and
considered lifestyles as well as behaving responsibly and respectfully.

7. IMPACT AND OUTCOMES FOR STUDENTS
 Increase their academic achievement;
 Create better goals and life purpose;
 Manage and spend their time effectively;
 Enhance their ability to handle stress, adversity and change;
 Build better relationships with people;
 Improve self esteem and confidence;
 Be exposed to frequent, highly motivating use of English during contact with peers from partner schools;
 Develop creativity, organisational and group work skills;
 Gain self confidence in communicating in a foreign language and realise the importance of foreign languages
in today's world;
 Improve their ICT skills by making multimedia presentations and contributing to a website;
 Gain knowledge on partner countries and regions;
 By cooperating with European peers, reduce and hopefully abolish stereotypes and prejudices about others
nations, religions, etc.

8. INCLUSION FOR SEN
 The UK school is a specialised school for children with generic learning
difficulties;
 Some of the difficulties faced by the UK studnets include Autism and
Aspergers (ASD), Visual / Hearing impairments, Multi-sensory impairments,
(VI/HI/MSI) Physical disability (PD), Complex medical needs, Profound and
Multiple Learning difficulties (PMLD), Social, Emotional, Mental Health
(SEMH), Severe Learning Difficulties (SLD) and Moderate Learning Difficulties
(MLD);
 This project allows teachers from each country to see ways in which the
modules are adapted to meet different needs so as to include all students in
the project.

9. TEAM COLLABORATIVE WORK IN THE
TWINSPACE
 Up until now there have been discussions with in the forum and many
activities have been completed together at face to face meetings.
 We are in the process of setting up some tasks to work together
collaboratively in the TwinSpace – these topics are ongoing throughout the
project and are based upon:
 Cultural Diversity;
 How to manage stress and anxiety;
 Environmental Awareness.

10.  https://vimeo.com/229253688
VIDEO

11.  THANKS FOR YOUR ATTENTION!