Alice in Wonderland:

Discovering our roots

WHO ARE WE?

•  CEIP Pepe Dámaso •  Infant and Primary

Education •  400 pupils •  Bilingual Education •  Medium/low socioeconomic

level

2

INTRODUCTION   OUR MAIN SCHOOL AIM IS THE INTERNATIONALIZATION OF

EDUCATION

“Alice in Wonderland: Discovering our roots”

A two-year project in the framework of ERASMUS Plus Programme,

Key Action 229: Cooperation for Innovation and the Exchange of Good Practices

3

WHY ALICE?

How do you think she felt?

5

Colombia

Cuba

Marruecos

Venezuela

Ghana  

E cuador  

Argentina

F ilipinas

República  Dominicana

F rancia

S enegal  

Nigeria

Togo

Mali

Alemania

K orea  del  S ur  

Ucrania

Italia

Honduras

China  

Guatemala  

0 2 4 6 8 10 12 14 16 18

PAÍS E S  QUE  CONVIVEN  EN  E L  C E IP  PEPE  DÁMASO  

Our School Nationalities

VIDEO

6

https://www.youtube.com/watch?feature=youtu.be&v=eSCYjarLIkk&app=desktop

1. To be aware of the contributions of immigration as a factor of growth and innovation in Europe since the beginning of history.

2. To incorporate good practices for developing culturally inclusive education in partner schools.

3. To celebrate inclusion and diversity.

4. To promote the learner voice.

5. To raise awareness of European Cultural Heritage.

AIMS

7

“ Main Topics

1.Migration

2.Democracy

3.Together we achieve more

4. European cultural Heritage

8

MIGRATIONS

Alice initial feeling after falling down the hole was of extreme loneliness. Every attempt to establish a familiar basis of identity creates only the sense of being lost.

9

DEMOCRACY

The story presents a lack of social justice and the need to fight against great odds for rights and freedoms which others take for granted. Although there are plenty of rules, the laws in Wonderland seem ridiculous but they are a parody of justice and democracy

10

HOW TOGETHER WE ACHIEVE MORE

In the Caucus-race in Wonderland the aim is to have everyone dry off; so it doesn't matter who wins or loses, and clearly the outcome of the race is irrelevant

11

EUROPEAN CULTURAL HERITAGE

In 1969 Salvador Dali drew a version of Alice in Wonderland. Working on him and Surrealism movements in partner countries will help our students to understand our cultural diversity and develop mutual respect.

12

COUNTRIES IN THE PROJECT

13

14

EUROPEAN PARTNERS Greece

Italy Lithuania

UK: England and N. Ireland

Spain

MOBILITIES

15

NOVEMBER 2018 , GRAN CANARIA

MARCH 2019, NORTH IRELAND

MAY 2019, LITHUANIA

NOVEMBER 2019, GREECE

MARCH 2020, ENGLAND

MAY 2020 , ITALY

GRAN CANARIA

16

•  Welcoming the partners •  History and situation of immigration in

each partner country •  House of Africa and consulates

established in the Canary Islands

Immigration an important value in Europe

NORTHERN IRELAND

17

•  Work shops for teachers •  Presentation of activities related to the

project •  Informal meetings with families, local

authorities… •  Information about migrations in Northern

Ireland

How together we achieve more

LITHUANIA

18

•  First years project assessment •  Presentation of work done during the

year •  Sharing working methodologies:

Advantages and Disadvantages •  How to focus next year

First year projects assessment

GREECE

19

•  Social inclusion in the community and school

•  Visit refugee camp •  To be aware of the contributions of

immigration as a factor of growth and innovation in Europe since the beginning of history

•  Cultural blitz: language, food, music, sport, dance, art

Democracy as first practise in early education

ENGLAND

20

•  Teachers workshops •  Impact of the project locally •  Presentation on activities related to

the project •  Visit different museums in London •  School exhibition •  Cultural blitz: food, culture, music, art

Europe cultural heritage at our school

ITALY

21

•  Interviews with families from each country

•  Creation of a magazine with the different interviews done: this will be our final task and

•  "Discovering the origins and legends of my City!" with the students of the host school

•  Cultural blitz: food, culture, music, art

Team work on final report and present magazine interviews

PROJECT BASED LEARNING

22

FIRST TERM

23

INMIGRATION AS AN INMPORTANT VALUE IN

EUROPE

Animal Migration Final task Geography

- COUNTRIES: WORK ON COUNTRY PROJECT - FLAPS OF PROJECT AND NATIONALITIES

IN THE CLASS - PLACE IN THE MAP

- LOGO - MURAL

Human Migration

Nationalities in Pepe Dámaso

SECOND TERM

24

MELTING POT: CULTURAL FUSION

Coexistance of cultures of diffrent counttries

Canarian Migration: where did we went?

Solidary event

THIRD TERM

25

HOW TOGETHER WE ACHIEVE MORE

NGO

Consulates: how to use them. Why are they important?

The Canarian day: The indianos party

Dali: surrealism

SOCIAL IMPACT

•  Migration as a positive value

•  Families from different nationalities involvement

•  Diversity richness

•  Own decision making pupils

•  Promotion of reading habits

26

Nelson Mandela

“Our reach and varied cultural heritage has a profound power to help us build our nation.”

27

Alice: Is it possible? The Mad Hatter: Only if you believe it is.

28

Carmen Artiles Raquel Henríquez

CEIP Pepe Dámaso