This document describes an intergenerational learning project between a primary school and older community members. The project aimed to teach digital skills to older adults through intergenerational activities. Students taught adults how to use iPads, editing software, cloud storage, and other technologies. Adults helped students with baking and shared stories about the history of the school. Both groups enjoyed learning new skills from each other. The school plans to continue offering technology training opportunities that bring generations together.

1. 1
Good Practice Guidelines
Good Practice Guidan

2. 2
Peter Lea Primary School
Intergenerational Learning
www.peterleaprimaryschool.com
Where we started
We wanted to establish an inter-generational learning project which
integrated adults from the local area into our school community to
achieve the following:
● To develop the adult learners' ICT skills and knowledge
● To develop children's expertise in the use of, and sharing of, ICT
skills with others
● To foster better links with adults in the community, placing the
school as a hub for community learning
What we did
The school's ICT facilities were already being accessed by a group of
adult learners from the local community, who were keen to participate in
the project and deepen the link between themselves and the school.
The sessions ran for a duration of 90 minutes every Thursday afternoon
for a period of 15 weeks. Sessions took place in the school ICT suite,
kitchen and staffroom. They involved up to 6 adults and 8 children from
Years 5&6, along with a facilitating teacher.
iPads were purchased using funding from the Regio project to support
activities. These were used in addition to school Chromebooks and the
adults' own tablet devices.

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Week 1
● Adults taught children from Foundation Phase and Key Stage 2
how to bake a traditional Welsh recipe (Welsh cakes)
● Children taught the adults how to use the camera function on
iPads to take photographs and record video footage of the recipes
and baking process
Weeks 2 & 3
● Children showed the adults how to use the
● video footage of from the previous week to
create an edited movie using the iMovie app.
Adults were shown how to insert video and
photographs, trim clips, add
titles, audio tracks and include transitions
between scenes.
● Final movies were produced and saved onto
iPads

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Week 4
● Cloud storage was explained to adults with specific reference to
Dropbox
● Children showed the adults how to upload their movies to the
cloud (Dropbox) and how to download from the cloud onto another
device, using the school Dropbox account
Week 5
● Children supported adults in setting up
their own Dropbox accounts on
desktop computers
● Adults were provided with a handout
summarising use of Dropbox for
reference at home (see attached)
Week 6
● Adults brought their own tablet devices to school and children
guided them through some of the main features
● Adults were encouraged to use and practice with their tablets
between sessions to embed their new understanding and highlight
areas in which they need more support
Week 7
● Children ran a troubleshooting clinic, answering queries and
solving problems adults had encountered with their own devices
since the last session
Week 8 - Plenary Session
● Adults discussed the areas they had found most useful so far,
highlighted aspects they would like to revisit later in the project and
identified other aspects of ICT they were interested in learning
about - this guided future sessions on cloud computing

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Week 9
● Adults and children were introduced to Chromebooks and Google
Apps by the school ICT Coordinator, in response to previous
session
● Together, adults and children were shown how to use Google
Docs as an online word processor
● Adults were provided with a handout summarising use of Google
Apps for reference at home (see attached)
Week 10
● Adults and children were shown how to use Google Slides as an
online multimedia presentation program
Week 11 & 12
● Children showed adults how to create a multimedia eBook using
Book Creator app, including how to insert and format text, video
and photographs
● Finished books were uploaded to Dropbox
Weeks 13 & 14
● Adults and children were asked to work together to produce a
multimedia presentation using any of the devices, apps or
programs they had mastered over course of the project
● In the presentations, the participants described what they had
gained from the project and demonstrated how they hoped to use
emerging technologies in the future
Week 15
● Adults and children presented their work to children, staff and
school governors, sharing their experience of working together
across generations

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Impact of project
Feedback from Adult Learners involved in the project was very positive.
They felt that they knew more about modern technology as a result of
their involvement in the project, and enjoyed the experience of working
with and learning from young people. Several of the adults reported that
they felt less intimidated by computers and tablets, including their own
devices.
The benefits of working across generations was also highlighted by adult
learners.
"It's given me the confidence to use my tablet - to take it out of the
case and use it!" Roseanne Bond, Adult Learner.
“The group has been quite amazed at the knowledge the children
have. They've worked well together and there's been a good
rapport between them. It's worked really well.” Paula Jessett, Adult
Group Leader.
Indeed, one suggested that the project had changed her perceptions of
young people.
"All my adult life, I've had nothing whatsoever to do with children
but I've enjoyed every minute of it, and I've found I do like children
after all!" Josie England, Adult Learner.
A range of children from Years 5 and 6 took part in the project. All
agreed that the work had been fun and had enjoyed demonstrating and
sharing their technological expertise with others. The children also
recognised the positive impact it had on their ICT skills and knowledge.
A core aspect of the project was the use of emerging 'cloud'
technologies, as one learner noted.
"I've learned more about using the iPads. For example, I've
learned how to download files and pictures from Dropbox which I
didn't know how to do before." Hannah, Year 6

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Several children suggested that they had developed other key skills in
addition to ICT, notably their communication and ability to explain tasks
and ideas. Similarly, the opportunity to work with different people was
cited as another positive aspect of the project.
"I think I've gained confidence in teaching other people about
things. I've enjoyed working with people from different classes and
getting to know what they think about things." David, Year 5.
What next?
The school continues to act as a hub for community learning, with the
adults involved in this project using the facilities to further develop their
skills with ICT. Some of the adult learner group have also agreed to
lead a further project working with parents of children at the school to
pass on their ICT skills, and it is hoped that we will be able to integrate
the young learners from this project as well, to share their expertise with
another generation.
Furthermore, the children who have been involved in this project have
begun to share their new skills using different apps and hardware with
other groups of younger children lower down in the school. This has
already resulted in the production of stop-motion animation films by
pupils in Year 2, and it is intended that these skills are further shared
within the school community, across both key stages and all year
groups.

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Cadoxton Primary School
www.cadoxtonprimary.com
Year 1
Where we started
 Promote intergenerational learning within the local area
 To develop links with Spanish schools
 Raise the profile of our school and local area
 To share good practise in the use of technology
What we did
Nov 2013
Cadoxton Primary visit Tierno Galvan in Molina to set up links and plan
ways forward.
Aims of the project agreed -
Develop links with older members of community
Use technology to work with older members of community
Research and discover about local history and local area
Work plan
Older Cadoxton pupils and teachers to share stories of Cadoxton with
the children
Use Aurasma ipad app to record and share use of this with older
generation
Timetable to take place during Spring term.
1st half term create stories using iPads, meeting elderly ex pupils and
teachers
2nd half term- work on wider area developing learning walk using
Aurasma app

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2014 Spring term
Work begins with children
 Topic - What a Wonderful World
 Children looked at the 7 wonders of the world, the history and why they
were chosen.
 Discussed history of our school being over 100 years old and the
changes that have taken place.
 Children looked at how the school is used now and created 'MTV' style
crib video's of different areas around our school.
 Invited past pupils and previous members of staff to recall stories about
the history of Cadoxton School.
 Pupils interviewed and filmed a local historian
 Aurasma app used to provide video behind trigger photo of areas of
school.
 Using inspiration from 7 Wonders of World, children decided to create
their own 7 Wonders of Barry.
In preparation for the Spanish partner Schools visit, the children
decided they would like to take them on a bus tour of their 7
Wonders of Barry.
 Worked in groups to decide upon significant local attractions - from
this extensive list, they decided upon their 7 wonders
 Children then worked in groups of 3 on a chosen wonder.
 They completed research which they collated in pic collage
 Used Google earth to compare 7 wonders in the past and the
changes over time and to draw and map out their local 'Wonder'
 Created stories about their chosen wonder using Lego Story
Starter and Istop Motion animation app.
 Children created adverts for the bus tour using Pic Collage.
 They used green screen technology to relay their information and
promote and advertise their chosen wonder. (QR codes were
attached to the green screen You Tube film and are on display.)
 Using publisher, the children also created information leaflets on
their wonder.
 The children used Garage Band app to create a jingle of their
wonder

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Developing Creativity
 Worked with a local artist to depict their 'Wonder'. This was then
transferred into a stained glass window, which is displayed in
school.
 Their drawings were also used to create a plaque showing the 7
Wonders of Barry. The QR code is displayed on the plaque.
Bus Tour
 Spanish lessons take place regularly and vocabulary was based
around the 7 Wonders of Barry.
 The company who created the plaque also made stickers, which
were then used on a 'passport' of places visited during the Barry
Bus Tour.
 Children worked in their groups of 3 to ensure they were prepared
for what they were about to say on their chosen wonder.
 We invited Spanish visitors, Governors, past pupils and the
Women's institute (WI), to join our bus tour.
 The bus tour was carried out tri-lingually, with children presenting in
English, Welsh and Spanish.
 The tour was filmed by Big Learning Company and a film was
created and has been placed on You Tube.
We were invited by WI to talk about our project and head boy and head
girl presented our project to them.
June 2014
In preparation for teachers visit to Molina, children created an iMovie
presentation of the work completed so far.
June visit to Molina
Feedback to all schools on progress to date and showcasing iMovie.
Visit schools -Tierno galvan
Showcasing iMovie with children and teachers
Tierno galvan - shared their progress and work so far
Planned a way forward for 2014/2015.

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Year 2
Learning objectives
Develop pupils as digital learners
Engage families and wider community in digital projects
September 2014
 Children decided to create short films to help parents, the wider
community and younger children to learn how to use digital
technology on ipads.
 Children began to make ‘How to’ films using IMovie, Book Creator
and Pic collage. They took several sessions planning their film –
using instructional language and carefully working through the
technology before deciding on the best way to film the Guides.
 Films were edited before being tested on other class members
 Members of WI were invited in to help children make poppies for
our WW1 project.
October 2014
 Children showcased their films in the Club Innov8 Library Learning
session where a group of children showed their films to children
from other schools and visitors to the library.
 Year 6 children then worked with members of the local community,
e.g. Father Ben, WI and parents during a FAST session. They
were then able to make their own IMovie following this session.
 Children visited Cardiff Met to show their films and the effect it had
on the local community to new teachers.

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Creating “how to” videos – this is how we do it @CadoxtonPS
Example – create a movie trailer
1. Engage
 Show exemplar movie trailers – discuss content, format,
features, how are they engaging etc
 Study exemplar how to videos – assess quality – what was
done well? / what could be improved? / what was learned
from watching it?
 Formalise success criteria – a real need for clarity in use of
language , a professional feel to the film
2. Develop
 Standardise appropriate language necessary – ie imperative
verbs, create writing/ speaking frames using instructional
language and specialized vocabulary
 Familiarization with appropriate apps – collaborative group
work
3. Innovate
Provide a scenario – ie a context and audience, eg. A group of
grandparents would like to create a movie trailer of a family event,
they need “how to” instructions in it’s use – how can you help
them? – revisit success criteria
 In groups, children plan their film through storyboards
 In groups, children prepare a script to fit their storyboards
and identify roles in the film creation – director, editor,
narrator, model, designer.
 Children agree on how best to demonstrate and record the
film
 Groups present their storyboards and plans to other groups
and peer assess strengths and opportunities for
improvement
 Children review and finalise their plans and create their film
 First draft is peer assessed and improved
4. Express
 Film is showcased with the parent and grandparent group
and used to enable them to create their trailers.
 The film is published to you tube for wider community use.

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Evenlode Primary School
www.evenlodeschool.co.uk
Where we started
We already had a successful ‘knitting club’ which was run as a lunchtime
club by a few of our Grandmothers. They become affectionately known
as the ‘Knitting Nannies’ and came in each week to teach the children
the old skill of hand knitting. We decided to take that old skill and bring it
into the 21st century by using digital technology in the form of a
computerized knitting machine. The children would teach our ‘Knitting
Nannies’ the modern skills involved in using digital design
software and a knitting machine.
The Knitting Machine
We purchased a Silver Reed SK840 knitting
machine and Designaknit software. We found it
very difficult to master the knitting machine and
struggled to locate training on how to use it. We
worked out how to assemble the knitting machine
via ‘you tube’ clips. We found ‘you tube’ was a good source of training
but that only took us so far and it did not help with the Designaknit
software. There was no training or
information available and we found the software very complex. We
found some support via e-mail from the software company Softbyte but
this did not replace the one on one training we required. We eventually
tracked down some training via a company called Techsoft. We had to
travel to Reddich in Worcestershire for a days training.
At last we were ready to launch our project!

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The Product
Initially, the children and ‘Knitting Nannies’ had lots of
ideas for knitted products. They ranged from juggling balls
to door stops, school scarves to mobile phone socks.
Having not found any training on how to use the
Designaknit software we were still having difficulty in
using it but didn’t want to delay launching our project any
longer. Therefore we decided to make mobile phone ‘socks’.
These are used to protect, decorate and personalise your mobile phone.
It is a simple design which would involve just knitting a simple square,
fold it in half, sew it up and finally decorate.

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Entrepreneurial Aspect
The children created mobile phone socks.
Initially,
we focused upon plain socks in just one
colour,
moving to using two colours and
experimenting with
blocks of colour and stripes. We would progress to
using the design software and were able to make our
sock more elabourate. When we have enough mobile phone socks we
will plan a sale. The children will be involved in the marketing and
participated in some consumer research to assertain the right price.
Tips
-Since our journey with our knitting machine project has been extremely
bumpy and frustrating. If you are contemplating a similar project, here
are some tips....
-On purchasing a knitting machine, ensure there is training available.
We were told it was simple to use and there was no need for training but
this was not the case!
-Before purchasing design software, ensure there is training and
technical support available because again we found it was not at all
straight forward and no training available.
-Start simple—get used to knitting with just the knitting machine before
attempting to use the software. We wanted to use the design software
straight away before we had mastered knitting with the machine. You
can’t run before you can walk!
-Small numbers—you need to accept it is a painfully slow process and
don’t try to involve too many children initially.

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It involves just one child on the knitting machine & lots of preparation
beforehand & after by an adult.
It has been said to us on many an occasion, why a knitting machine?
and why not an embroidery machine?
We particularly wanted a knitting machine in order to have that natural
progression between our existing knitting club and a new exciting
venture. However, in hindsight, perhaps an embroidery machine would
have been a more suitable project for KS 2 children. Something to
consider if you are wanting to pursue a similar project.
The Next Phase
We plan to continue to create more exciting and adventurous
products in our ‘Evenlode Enterprises’ knitting club.
We would like to create school scarves and ensure the design
software is an integral part of our design, make and marketing
project.

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Barry Island Primary School
www.barryislandprimary.com
Where we started
We have already established several links with European schools
through various Comenius projects and are an established Apple
Regional Training Centre, therefore this was a project that would allow
us to provide support and interact with schools in a mentoring capacity
as well as developing links within our own community.
What we did
Children decided the best way to share their stories of the Island was a
Digital Information Trail (D.I.T). Children created the D.I.T by collecting
historical facts from families. HWB was used to create the initial link
between families and the school. Once this link was established we held
an intergeneration Day and began gathering, recording and filming our
facts!
We gathered family and friends of BIPS in
our Café and shared stories of the Island.
We were particular in our communities
links to specific locations on the Island.
The day was a huge success and we had
lots of interesting facts to apply to our
D.I.T. The day was a huge success and a reminder of how special our
community is
QR codes and Augmented reality were the
weapon of choice when creating our Digital
Information Trail ( D.I.T) These contained
key information, links to sites and even
personalised videos or sound bites created
from facts shared during our
Intergenerational Day

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Geo caching club was a way of getting children out into the local area
(and beyond) and exploring their surroundings. Through ICT and a
range of numeracy skills children were encouraged to collect and create
interesting facts hidden in secret places around Barry Island.
In addition to using Geo caching the children also hid QR codes which
contained information and historical facts collected from our
Intergenerational events. We used this concept to create our D.I.T.
We also took this a step further and created a digital information trail
during our visit to St David’s – the locals were very impressed.
The Impact
• The impact of the project is
that the D.I.T and
Intergeneration Days have
further strengthened links
with the wider community,
families and the historical
society.
• Use of Augmented reality
and QR codes are now
EXPECTATIONS for every
display following the widespread use last year. They have both
been added to our Display policy.
• We have seen a significant improvement in ICT skills in the
community as parents enjoyed participating in the project and
engaging with the school through a range of ‘tech’
• The use of Hwb was further validated as an ‘excellent’ way of
harnessing community interaction with the school.
• The use of Hwb as a method for gathering information has
enriched learning by creating a clear link between class work and
home learning.
• The comparison of Molina and Barry Island has encouraged a
deeper sense of Global Citizenship and improved children’s
knowledge of education in other countries.
• The Geocaching club acted as a stimulus to creating the tour and
improved Numeracy skills and ICT skills as well as geographical
knowledge of the local area.

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What next:
We have utilised our strong relationship with the community and
organised a trip to NASA in order to engage and improve STEM
skills of MAT pupils.
We have began delivering community training every Tuesday and
Thursday and have been credited HWB + Centre of excellence
status in partnership with Cadoxton Primary School. Children and
parents get trained in
Hwb on both sites
alternating from week to
week.
The project not only
developed relationships
between us and our
Spanish partnership
school but has created
strong links with the
Welsh school involved in
the project too.

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Colegio Concertado Sagrada Familia.
Centre: Sociedad Cooperativa de Enseñanza
Colegio Sagrada Familia
www.csgradafamila.es
Where We Started
During the last years the school had been investing in new technologies,
mainly tablets, in order to develop some specific projects. Furthermore
during the last two years the school had been focusing their cultural
week on traditions and popular games in the Region of Murcia especially
in Molina de Segura. So that, participating in this project would be a
chance of integrating eldest generations as part of this activities, in
addition our students could expand their sources of knowledge through
the experiences of their previous generations , fulfilling several
objectives:
1. Students and Grandparents sharing time together
2. Interacting and enriching each other
3. Interchanging their knowledge
4. Promoting and developing new skills through New technologies
5. Participating in an European project and sharing experiences with
other schools.
What We Did
We had a first meeting with students and grandparents where
grandparents talked about different issues in the past. At the end of the
meeting students made a list of different topics they were interested in
and that would be part of the project: reading, sewing and other popular
games and traditions.
We all agreed that the different events and activities taking place in the
school would be posted in our intergenerational learning blog.

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www.intergenerationallearning.blogspot.com in order to share with the
community.
The reading workshop took place in January. One of our student’s
grandparents gave a motivating talk about PANOCHO, a dialect that
have been spoken in the region of Murcia during many years, especially
in the vegetable garden. They were working on Panocho poetry and
focusing on specific words and expressions. It was a brilliant
experience, our students showed their enthusiasm and they had the
chance to ask many questions. At the end of the talk the grandparent
provided them some interesting book references in order them to
expand their knowledge about PANOCHO. They have been working on
it over the whole year and have even made a PANOCHO dictionary that
is now available in the school library.
The sewing workshop took place in March. Some grandmothers taught
our students crocheting. A technique that in the past was commonly
used for making bedspreads and tablecloths. Our students decided to
make crocheted bracelets in order to sell them and save some money to
buy some electronic devices for their class.
In addition, during the cultural week a wide variety of activities from the
past took place in the school by a group of grandparents and in which
our students were able to develop a wide range of skills and abilities
very different from the ones they are used to, like football, basketball or
computer games. For example pottery, making esparto grass fabric and
petanque.
Finally in May our students organised a meeting with grandparents in
order to teach them how to work with tablets and also how to use some
applications such as QR codes or AURASMA.

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The Impact
 Developing a Project aimed at students:
1. Increased knowledge among students related to school
and lifestyle past and present, and making a
comparison.
2. Promoting students training in New Technologies, such
as QR codes or AURASMA, using cameras, video, etc.
3. Coordination and collaboration between students and
grandparents to carry out the Project.
4. ‘Comenius Corner’ decoration, developing art skills.
5. Knowledge about spatial orientation and their own town
through the map they have been working on, in
collaboration with the others schools.
6. Collaborative knowledge.
 Developing a Project aimed at teachers:
1. New technologies - teacher training.
2. Adding new methodologies for teaching - Welsh
schools and schools from Molina de Segura.
3. Coordination amongst teachers from the different
schools in Molina and Cardiff.
 Developing a Project for educational community:
1. Intergenerational learning: teaching new technologies.
2. Tourist guide for Molina and its tourism.

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Resources:
 Six tablets, video camera and digital camera80p0
 Cooperation and coordination performances:
 Among schools from Molina de Segura
 Among the council of Molina and the council of Cardiff
 Among schools from Cardiff and schools from Molina
 Among teachers and workers from CPR
All the activities will be published in the Comenius blog: You teach me, I
teach you. www.intergenerationallearning.blogspot.com.es
Also it will be available in the school web site. www.csagradafamila.es
What Next
 Joining new European projects
 Teacher´s training
 Using tablets and New technologies as methodologic resources.
 Integrating and encouraging families in the school
 Developing new projects with schools from Molina

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Centre: CEIP Tierno Galvan
(Molina de Segura)
www.colegiotiernogalvan.es
Where We Started
When we were asked, by the Department of Education, to participate in
this project, our centre intended to start working with tablets. We
acquired the first tablets in order to work with pupils with special
educational needs, and for learning a second language (English). We
joined this project for three reasons:
• To work with pupils with special educational needs.
• The use of new technologies.
• To participate in a European project with other schools whose
language is English - we are a bilingual school.
What We Did
We developed an action plan to be developed 2013-2015, based on 2
project targets :
Learning Community programme with QR codes - for access to
resources during a Learning Walk
• During the 2013-2014 we worked with students of all ages, recording
and publishing information via QR codes. At first we started working with
(augmented reality) but the quality of the recordings was quite low.
• During 2014-2015 we expanded the scope preparing information on
the most significant places in our local area. The idea was to create a
complete map of Molina among the three participating schools.
Our work plan:
- Prepare written or oral informatrion.
Students worked on translation of texts into English, with the support of
their language teacher. Rehearsals were held before recording in both
Spanish and English.
- make multiple recordings and discard those not needed.
- select the images (it is very important to create an image bank,

25. 25
uploaded to the web)
Information to include:
1. School Facilities in English and Spanish.
2. Literary Recommendations from our library in Spanish.
3. Centre services and journey through our history, in English and
Spanish.
Technology Centre open to intergenerational learning.
Training in android, IOS, Windows
• By creating an open technology centre students will offer a service to
the community with the support of the school. User training in new
technologies is intended. Students could disseminate proposed
community workshops during Cultural Week, or other relevant dates.
New tools acquired by the project (tablets) will be used
• During 2013-2014 several students were trained and disseminated this
knowledge to others in the school community during the workshops
designed for this purpose.
• The experience was motivating, and continued during 2014-2015.
• In addition to these activities and training workshops several online
competitions have been organised through the learning platform Moodle
"Aula XXI", through which the centre promotes collaborative
intergenerational projects between members of our wider School
Community. These have been well received.
The Impact
Pedagogical Contributions:
• Developing a centre aimed at developing student student knowledge:
1. Increased awareness among students of the centre’s facilities,
reading for pleasure, school performance comparing our school
Yesterday and Today
2. Student Training for those especially interested in technologies.
Training in recording and using QR codes and augmented reality
Aurasma, training moodle platform Aula XXI, use of videos.
3. Coordination and collaboration among students to carry out the
project.
4. Commissioning and European Programmes área - decor coordinated

26. 26
using new technologies.
5. Intergenerational Learning (grandparents / parents / children), training
in new technologies.
6. Knowledge of spatial orientation and location through the mapping of
Molina among the three participating centres.
7. Collaborative learning. Tasks that require input from several people.
• Project aimed at teachers:
1. Teacher training in new technologies, using tablets.
2. Contribution to the faculty of pedagogy and new technologies used in
the different centres of Cardiff.
3. Coordination of teachers in the centre by the teachers involved in the
Regio project.
Contributions to the Educational Community:
• Open technology centre, students provide a service to the community
with the support of the school.
• Training of users of new technologies throughout the educational
community and external agents by students.
• Intergenerational Learning (grandparents / parents / children), training
of new technologies.
• Bringing families into the classroom learning platform XXI.
Material Resources:
• Six tablets.
Collaboration and coordination.
• Impact - cooperation, coordination and exchange of performance
records amongst participants in Molina centres.
• Impact - coordination and exchange of information between the Welsh
centres and downtown.
• Impact - coordination with the City of Molina, City of Wales,
representing CPR and centres participating in the Regio Project.
• Advice on the preparation of stories and legends with local writer Paco
Lopez Mengual.

27. 27
Publication of activities and materials.
• All activities are published in the digital school newspaper "The Digital
Street Light".
• a blog within the school website is opened to collect all works and
activities that have been created with this project.
www.colegiotiernogalvan.es
What Next?
Continue to participate in European projects.
Teacher training.
Broaden the use of tablets, audio and video recordings and teaching
moethodology resources.
Streamline collaboration between families and the centre.
Development of new collaborative projects between the participating
centres, especially in developing joint programming between the centres
of Molina de Segura activities.
Integrate some methodological and organisational experiences of the
other participating institutions in our teaching.

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Ce Inf Prim El Romeral (Molina De Segura)
http://regioelromeral.blogspot.com.es/p/historias.html
Activity - “QR CODES GUIDE”
Where We Started
Our local council contacted us to see if we were interested in starting a
Regio project with schools in Wales.
It was a project about involving new technologies into our education.
We had been looking at how we could introduce ICT into our school.
The library has been recently opened by a famous local writer. When he
visited us he told the children some old stories that had happened in
town. We were amazed how the children engaged with that so why not
use those stories for our project?
What We Did
We decided to start the Project with the QR codes and make a map of
our town for the first year.

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How We Did It
- Molina´s stories compilation. A famous writer Paco López
Mengual (who was born in our town) knew a lot of old mysterious stories
that took placed in Molina. The children chose the most interesting of
these stories and started to map their location.
- A walk around the town. The teachers were taken around the
town to the different locations as each story was told by the writer. Later
the children were introduced to these locations, which were finished off
by playing a quiz about the stories in the town.
- QUIZ: We went on excursion into the historical part of town.
Our students had to orient themselves using a map.
- The children worked in groups of 6 - 8
- Find the places that were marked on the map by asking the
local people about the area in order to guess the answers of
the quiz.
- The local people would then tell the children the story that
what relevant to their location.
- Film videos. The children made a small video at each
location where there was an old story. The story was told in
Spanish and in English.
- Edit Videos. The students were able to put QR codes to
each of the stories around the town. These codes have
been used to create an official tourist guide of the city. The
Town Council have published this guide and has put the QR
codes in the spots in town.
From now on, every single person, every school of the city,
all the families… can enjoy our guide and discover how
great reporters our students are.

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The Impact
Families in the area have become very interested in the work we have
been doing with European projects. They are keen that we implement
this new teaching method into our existing curriculum.
 On teachers and students:
 Use of tablets for recording videos and audios.
 Children gaining confidence in their own ability to tell stories.
 Children learning about their own City.
 Children have lived a bilingual experience realizing the
importance of learning languages in our society.
 Children being able to memorize a story and report it for the
community.
 Teachers learning a new way of working with children giving
them a more active role in their own process of learning.
 Impact on the School Community
 Families have shared stories of the past together.
 Children have been able to tell their families what they have
learnt.
 Our school is increasing the number of students thanks to
our participation in European projects.
 This is the beginning of a new educational methodology in
our school that is closely related to our new curriculum.
 Resources:
 4 tablets.
 Imovie software.
 Maps of the city.

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 Coordination and cooperation.
 Coordination among the regio coordinators in the school and
the teachers.
 Coordination and sharing teaching experiences between
schools in Wales and El Romeral.
 Dissemination.
 All the activities are uploaded onto the Regio blog
http://regioelromeral.blogspot.com.es/p/historias.html

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Activity: “Learning Walks”
https://www.youtube.com/user/aytomolinadesegura
Where We Started
We were very excited when we were told we could part of this project.
This would give us the opportunity to share teaching experiences with
teachers from a different country.
We had just finished a multilateral partnership and the experience had
been so good that we did not hesitate to join it.
This was a two year project and we could achieve two out of the three
goals we had set ourselves.
Our school chose to work on QR codes, so we spent that first year on
that.
It was a challenge as our school had poor quality technological devices.
The thing we enjoyed the most was being able to share and exchange
teaching experiences with colleagues from a different educational
system.
It was in our first meeting in Spain, when we were introduced to learning
walks and how beneficial it was for the children.
We then planned our project around these activities alongside our Welsh
partners.

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What We Did
Working on an Erasmus + partnership does not only mean, from our
point of view, dealing with the topic itself, but it is a great mean to get to
know other cultures, not only the language but also the traditions,
people, cities and so on. In this sense, we decided that it was vital that
our students were able to locate Cardiff on the map and learn a bit of the
culture of that country.
We planned some activities to be developed during the first year of the
partnership:
 Doing some research about
o The most popular buildings in the city.
o The most popular sports played in Wales and their teams.
o Traditional dishes.
o The most outstanding people like writers, sport players,
musicians and so on.
o Making some posters with the information so that
everybody was able to read it.
Having planned the activities it was time to start working. We made a
big map of Europe and the United Kingdom.
We searched for some information about Wales and elaborated posters
about them.
Next, we took our students around schools telling them what we had
found about that culture and locating Wales and the city of Cardiff on the
map of Europe.
Once the children had a general idea of the country, they were asked to
do some research on their own. We divided topics among different
groups and they found out about important welsh people, buildings,
sports.

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Each group had to provide the school with the information they found
using the devises they had been given.
In the end, it was the students themselves who took turns to walk around
the hall telling their classmates what they had learnt about Wales and
Cardiff.
During these walks, they used the tablets provided by this project to film
each other.
The Impact
 On teachers and students:
 Use of tablets
 Children gaining confidence since they checked they were
able to learn and tell their classmates what they had learnt
 Children learning about Europe and Wales
 Kids being able to find out specific information about a
country
 Teachers learning a new way of working with children giving
them a more active role in their own process of learning

 Impact on the School community:
Families have been able to see their kids’ work by walking around
school
Children have been able to tell their families what they have learnt
Our school is increasing the number of students thanks to our
participation in European projects

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 Resources:
 4 tablets.
 Posters
 Coordination and cooperation.
 Coordination among the regio coordinators in the school and
the teachers.
 Coordination and sharing teaching experiences between
schools in Wales and El Romeral.
 Dissemination.
 All the activities are uploaded onto the Regio blog
http://regioelromeral.blogspot.com.es/p/paseos-aprendizaje-
cardiff.html
 and e-twinning
What Next
 Integrating this activity into our methodology.
 Teaching students in the use of new apps that can be used in the
school.