intellectual outputs, dissemination tools, monitoring and evaluation tools, management tools, teaching and learning materials
CHRONOLOGICAL LIST OF TANGIBLE RESULTS
10/2014: SLL Project Management Plan containing the contact details of the partner schools, detailed work plans for the six work packages (each package plan will be developed by the partner who is responsible for coordinating activities within that package), Work Packages, Gantt Chart, Ground Rules, List of Results and Outcomes-Gant Chart, Internal Communication Plan. During the implementation of the partnership to this manual management will be attached various documents made at the partnership’s level (evaluation questionnaires, results of evaluation activities, progress and final reports, minutes of project meetings, transnational dissemination tools etc. All the documents specific to the project‘s management and also the project’s results will be posted in a common area of work (eg can be used www.dropbox.com). So, all the documents will always be available to both the coordinator and partners. So all the partners have access to information on project management and can inspect the information when needed, thus ensuring transparency in the partnership. We will realise the first newsletter at partnership level which will contain general information about the project.
02/2015: Dissemination tools: project logo, flyer/leaflet, poster, project site. Leaflets and posters are simple but effective ways to provide an overview of project. Logo is a graphical element that facilitates identification of the project by target groups. Project website sections: Home, Partners, About project, Meetings, Activities, Results/outcomes, Photo Gallery.
02/2015: First project meeting and follow-up documents (meeting report evaluation, minutes, Newsletter no. 2.). At partnership level will be developed five newsletters; they will contain both information about the project meetings and information about local activities undertaken by partners between project meetings. Newsletters also help to keep people informed about project’s activities. Publications should be easy to read, avoid jargon and be attractive to readers.
02/2015: First module from the Training Program for students “The teaching of Life Skills with Literacy” (A Training Manual): “Reading Strategies”.
05/2015: The second project meeting and follow-up documents (meeting report evaluation, minutes, Newsletter no. 3)
07/2015: interim report, the second module of the Training Programme for students “The teaching of Life Skills with Literacy” (A Training Manual): “Writing Strategies”.
08/2015: interim evaluation report (completing questionnaires and interpretation of results). The evaluation questionnaire will cover issues such as coordination, communication in the partnership, cooperation between partners, quality of results, fulfillment of the work plan. We will carry out a SWOT analysis at the partnership level.
10/2015: the third project meeting and follow-up documents (meeting report evaluation, minutes, Newsletter no. 4)
01/2016: the third module from the Training Program for students “The teaching of Life Skills with Literacy” (A Training Manual): “Speaking and Listening Strategies” (Oral Communication).
03/2016: the fourth project meeting and follow-up documents (meeting report evaluation, minutes, Newsletter no. 5), final evaluation questionnaire (this questionnaire will be structured on the same criteria as the interim evaluation questionnaire mentioned above)
05/2016: the fifth project and follow-up documents (meeting report evaluation, minutes, Newsletter no. 6)
06/2016: the guide “Think Literacy: Cross-Curricular Approaches” (“Literacy lessons”)
07/2016: final evaluation report
08/2016: final report
-improved skills for students participating in activities in the field of literacy and transversal key competences. Thus, students will be able to carry out their activities in an efficient manner both in school and later at work place. Students will get better results, increase self-esteem and motivation to learn.
-awareness of the concept of literacy for success both in school and future job
-Improved knowledge and experience regarding the theme of the project, planning and implementation of extracurricular activities and training sessions for students to develop skills in literacy and transversal skills
-improved project management skills
-personal development through experiences and “lessons” lived and learned, transnational cooperation, exchange of methods and ideas
-Links with schools in Europe that can lead to new collaborations and projects
-A group of teachers with improved skills and abilities which will be an asset for schools
-Creating a model of educational intervention at the schools level in order to develop students’ literacy skills