Together we learn our worlds

Find here below all the materials prepared by the NEW ABC partners who first came up with this pilot action. You can find some particularities, the handbook prepared to explain the whole implementation process, and templates and specific materials produced for carrying out some activities.

This handbook proposes an approach towards building the identity of children, both local and migrant children, around the history and heritage of the region they are living in. To that end, it focuses on the role of intercultural assistants and their mediational relationship with children, schools, local communities and other stakeholders to enable a more effective anchoring of newly arrived children.

Wrap-up of the action

Testing country

Type of action
At-school and out-of-school activities

Children age

Download the handbook to learn how this pilot action was implemented

The activities you will find in this handbook are all related to a Sketchbook they have developed, which has 43 conceptually and graphically designed worksheets and 15 blank worksheets, which can be designed by the participants of the integration process in any way they wish

Click here for material and resources related to the activities


Download the Sketchbook IN ENGLISH


Download the Sketchbook IN POLISH


  • PART V: Evaluation, summary and reflection as an element of the work with the sketchbook

Download a template for notes and reporting (editable Word document)

Find here below all the materials prepared by the NEW ABC partners who replicated this pilot action. The second pilot of the action was adapted from the first pilot, after taking support and inspiration from the partners previously implementing it. You can find some data about the particularities at which these activities were conducted, you can download the handbook prepared to explain the whole implementation process, and finally, you can get access to the templates and specific materials produced for carrying out some activities.

Wrap-up of the action

Testing country

Type of action
Out-of-school activities

Children age
10-12 years

Download the handbook to learn how this repilot action was implemented

Activities you will find in this handbook:

  • Preparation of guide for facilitators and children; Training for facilitators
  • Let’s gain awareness of the linguistic and cultural diversity around us
  • The school and the neighbourhood as diverse spaces
  • What do we want to see in our linguistically diverse neighbourhood?
  • Let’s go out and research our linguistic landscape
  • What do we want to express about linguistic and cultural diversity and how?
  • Co-creation of an artistic production
  • Co-creating our final product
  • Let’s prepare our final presentation
  • Final presentation for the families and community

NEW ABC wants to share some tips to make it easier for you to adapt the activities to your own context. Click on each of them to see a longer explanation with examples and further details.

Evaluate the most suitable way to approach linguistic and cultural diversity

Feel free to adapt the activities included in this action according to your context and participants. For example, the focus might not be the same if you are working on linguistic and cultural diversity with local or long-time settled migrant communities (as in this repilot action), or if your participants are recently arrived refugees (as in the original pilot action), who might need a different approach to discover the linguistic and cultural heritage of the host community.

Plan with flexibility and avoid frustration if activities do not go as expected

Instead, allow pupils to lead and eventually transform the activities according to their needs and interests. For example, children might be interested in using the proposed activities to discuss other related experiences and concerns or to use other ways to express their points of view. Thus, when planning your activities, try to provide different options and spaces for pupils’ decision-making, and don’t get stressed in the face of unexpected changes, as this is part of co-creation.

Do not pre-define what languages, cultures and other key concepts are

Following principles of co-creation and collaboration, avoid imposing pre-established definitions of the action’s key concepts and allow children to express and build their own understandings of languages and cultures according to their repertoires and life experiences. Keep an open mind and consider that starting from what is relevant for them will probably make your action more meaningful and engaging.

Explore the neighbourhood where your action will be developed before going out with pupils

This will allow you to identify potential opportunities and challenges for children’s exploration during the field trip activity so that you can better promote and support their reflection about the cultural and linguistic landscapes around them. Having a previous idea of what can be found in their local context can also be helpful in deciding how many groups to create for the outing and how many adults will be needed to watch them over, as well as how many sites to document per group and which areas might be more convenient to explore.

Identify some engaging resource(s) that might work as a trigger to start your action

This could be for example a music video, a short, animated film, or any other resource from child/youth popular culture that might serve to introduce the topic of linguistic and cultural diversity in an attractive way and to encourage pupils to talk about their related experiences. Using an engaging ‘hook’ on your first session might make a big difference in children’s disposition towards deeper reflection in the upcoming activities. You can also use this resource to open the room for pupils’ own preferences. For example, in our action, we started by watching a music video from a Moroccan-Catalan hip-hop artist. This led pupils to share other videos from their favourite Arabic/Catalan rappers and to reflect together on why these artists and their lyrics made an impact on them.

Give voice and recognition to pupils’ multiple experiences, languages, cultures, manners and ways of behaving

Many of the things that children know and do in their daily lives are not usually visible or acknowledged at school, including the languages that they know and use at home, as well as other features and skills. Look for opportunities to let these practices emerge and be praised within this action, so that children know that their whole linguistic and cultural repertoires are valued. For example, you can encourage pupils to use their home languages in the activities and to teach some key concepts to their peers and adult facilitators, or to bring in and include their cultural knowledge into the activities.

Allow children to use multiple forms of participation

It is well known that embodied and arts-based approaches allow pupils to express feelings and ideas that do not always emerge through other channels. Use your imagination when planning the activities and encourage pupils’ participation through multiple and creative forms that go beyond typical school dynamics, usually based on oral or written expression. For example, you can include spaces for drawing as an alternative to writing for those children who are not yet fluent in the school language, or encourage the use of role-plays, games, singing, dancing and other ways of expression that might broaden everyone’s chances for participation.

Give space to local artists to allow children to come into contact with diverse forms of expression

An engaging way to open spaces for pupils’ creativity and participation in this action is by inviting one or more local artists to share their work and engage the pupils in a collaborative artistic performance. This exchange might help pupils to get to know different forms of artistic creation that might be available for them to perform and their affordances for self-expression. In this action, you will find inspirational resources to encourage pupils to express their ideas in creative ways. Indeed, one central activity consists of the design and production of an artistic creation guided by a local artist, and you can find a thorough description of the process and outcomes in our handbook. By the way, this was by far pupils’ favourite part of the action.

Be a model and be part of the reflection

Use this action to reflect on your own linguistic and cultural experiences, and share your story with pupils. For example, before asking children to produce their linguistic biographies through the ‘flower of languages’ (you can find the instructions in this handbook), create your own autobiographical account and share it with pupils, explaining your life trajectory in relation to languages, varieties and cultures. Along with being a model for their reflections, you might be surprised by your own findings!

Carefully guide the activities, so that sensible issues that might emerge can be discussed and critically revised

Don’t be surprised if the intended reflection around linguistic and cultural diversity leads children to express their opinions or concerns around other sensible topics, such as racism and other forms of discrimination. It might also be the case that during the activities they express their own linguistic and cultural prejudices and stereotypes about certain languages, accents or communities. Rather than avoiding these topics, try to be prepared and use them for critical reflection.

Be ready to redirect the discussion of pupils back to the main points

So far, we have recommended to be flexible and let pupils’ interests guide the action. However, there might be times when their initiative leads them far from the main topics and objectives of the proposal, into directions where they might lose the opportunity to reflect on the linguistic and cultural diversity around them. If this is the case, you can have some strategies prepared to bring them back to the topic, for example by sharing a personal experience and asking for their opinion, or by displaying some engaging audiovisual resource that might promote group discussion.

Involve families and other members of the school or the community as much as possible

When planning your activities, think of possible ways to involve pupils’ families and the wider community both in the action processes and in the final outcomes. This can be done by asking pupils to explain or to implement some of the activities at home (for example, they might create the linguistic biography of a family member) and bring some feedback back to the sessions. And, of course, family involvement can be promoted by organizing some type of final presentation for parents, siblings, friends, and the rest of the school and out-of-school community, as we did in our action.

Save some time after each activity and at the end of the project for collective reflection

This might be an important space for connecting the work done and the experiences lived during each session with the main objectives of the action. As in previous tips, you can also be creative here and propose diverse and dynamic forms of critical reflection, so that everyone finds a way to participate (see for example the strategies used by the urban artist in our handbook, or the postcard we used for the last session, where students could write what they had liked the most and what they had shared with their families). If there is not much time in every session for a proper collective reflection, you can use some sort of ‘exit pass’, asking pupils to share one word or brief comment about that day before leaving the room.

It is important to implement this pilot because…
it will structure the inter-sectoral framework for intercultural dialogue based on the transformation of regional heritage and socio-cultural base.

The pilot is also important as the proposed framework assumes building the identity of children, both local and migrant around the history and heritage of the region they are living in an attempt to find anchors for such identity in regional socio-cultural base.

The aim of this pilot action is…
to set the professional standards for multicultural assistants for children as multi-disciplinary intercultural mediators working in the whole child environment. We believe that such persons, once entrusted by children could be one of the major institutional forms of supporting children integration. Their role is to mediate between school, its teachers, children, their families and peers in order to build dialogue and mutual understanding as well as competencies and cultural sensitivity.

Children being empowered by assistants will be encouraged to express their experiences artistically and record those experiences in the sketchbook – half diary, half educational tool. The model of assistance, described and analysed together with LLL records entered by assistants will be the base for policy recommendation.

This pilot will contribute to address some or all of the following objectives:

  • Expand knowledge about regional education and its non-formal forms,
  • Empower intercultural assistants as autonomous social workers – not only aid to teachers,
  • Empower children in anchoring in new environment and for local children provide additional soft competences.

Conversations on the Together we learn our worlds pilot action

Presentation of the pilot Together we learn our worlds

Multimedia gallery

Photo gallery of the several activities carried out within this pilot action