Wales

1. Wales Logo Salad Tale

2. Logo • In ourschool. • Weaskedthechildren to create a logo whichrepresentedourprjoect. These are some of the ideas wegave to inspire them. • Reading • Europe • Workingtogether. • Partners • Italy • Finland • Spain • Wales • Poland • Greece • Theyhadtheopportunity to create a logo on a piece of paper and thenweneeded to decide which logo would be chosen.

3. Here are a fewexamples of logos whichthechildrencreated.

10. The Project • Each country voted for the logo that they liked. • The one with the most votes would be the winner. • The winner was presented in our co-ordinators meeting in Cardiff. This is the logo which was chosen to represent our Erasmus Project.

11. Evaluation Logo Competition Aims Raise profile of our partners in Europe Explore vocabulary linked with partnership and cooperative working Create logo to represent our project Reading on the EU Road. All pupils in our school were encouraged to participate in the logo creation competition. Different stimuli were presented to offer ideas. Pupils explored the theme of Reading and Europe as well as considering partnerships and cooperation. A deadline was set for those who wished to submit an entry. The top ten entries were chosen by the Erasmus Reading Team at Ysgol Bro Eirwg and emailed to partners for their vote. Anna Naish was our winner and was presented with a small commemorative brooch at our Co-ordinators Meeting in Cardiff.

12. Salad Tale • In our school • Children to decide which character we will be using in our story. • Email a link to our partners explaining the character. • In the Classroom • The children researched the characters from Italy, Greece and Finland. • Children read the stories received from the Partners. 1st- Italy, 2nd Greece, 3rd Finland. Wales was last. • The children mind-mapped their ideas of where the characters could visit- Welsh Landmarks- Places to visit. Children voted and agreed on a story board. They planned and mapped their ideas. • They went ahead and wrote their stories. • Choose illustrators. • They had the opportunity to type up their stories- developed their IT skills. • The teacher edited the story. • Shared the story with other children for feedback.

13. The Project • Two stories in Several languages written by the Erasmus+ partners Reading on the EU Road. • The product allowed pupils and teachers to share cultural heritage and collaborate to create imaginary tales of favourite characters. The characters we meet in these stories are familiar favourites from legends and childhood stories that are popular in Europe. Each character is specific to his or her country but in this story they cooperate with each other to overcome challenges and visit familiar landmarks in Europe. • The partners sent their work to us via email.

14. Final Product • Originally we tried Prezzi- not suitable • We signed up for 30 Hands • We edited stories and pictures on word and saved on PDF. We • sent to Google drive and uploaded to 30 Hands. • Used pupils and teacher to record the read over. • We added –foreword • -prologue • -index. • We shared with pupils for feedback. • Posted the work on Twitter.

15. A Fantastic Adventure • Platero Salta-Pocinhas Silly Goat Poland, Portugal and Spain

16. Four Fantastic Friends

17. Impact. Our partnership aims to improve and encourage reading. By sharing, planning, plotting and writing a story which involved traditional characters, pupils had the opportunity to research and share their own traditions as well as meet new characters from other European traditions. Pupils employed a variety of reading skills throughout the process and will continue to enjoy the benefit of their labour by re-reading their own work and sharing it with others. Also this activity is uploaded to the common website of the project, which is accessible to families as well as anyone outside our center who is interested in seeing our work.

18. Evaluation Evaluation of A Salad Tale Aims Verbal: Develop their understanding of when to use standard and formal English Reading: Respond to writing from other cultures Reading: Consider what they have read and respond using appropriate ideas and language Writing: Adapt their writing to a specific audience using appropriate vocabulary The children decided which character we would use in our story. We email a link to our partners explaining the character. In the Classroom the children researched the characters from Italy, Greece and Finland. When we received our stories from the partners (1st- Italy, 2nd Greece, 3rd Finland, Wales was last) the children mind-mapped their ideas of where the characters could visit, Welsh landmarks were discussed. Children voted and agreed on a story board. They planned and mapped their ideas. They had the opportunity to type up their stories and developed their IT skills. The teacher edited the story and developed the final product on 30 hands. The pupils shared the story with other children for feedback.

19. Assessment The task was extremely successful. Pupils explored popular characters from other countries and considered significant characters from their own cultures. Continuing the story was challenging as the pupils had to analyse what significant events and landmarks had been offered in the other parts of the story. The pupils and teacher had to work collaboratively when discussing what ideas to include in the story and what ideas were to be dismissed. Choosing scenes to illustrate was within the story allowed for discussion. Illustrating their story was a popular activity. Viewing the story and hearing their recording received positive feedback. A challenging task which pupils enjoyed.