"DO IT FOR THE FUTURE" 2010-2012 PROJECT DESCRIPTION
SUMARY:
The main objective of the Project is to encourage, among teachers and students, the cooperation, relationship and participation inside a common educative project, which has the environment and its relation with the society as its core of study.
Among the effects of the development of this project is the fact that sustainable development, responsible consumption and environmental management are questions that are form a part of our lifestyle. For it, we will calculate our environmental impact as consumers of resources, generators of waste in our homes and transport that we use, and to verify how much, we can reduce our environmental impact by changing our habits .
Activities: meetings; logotype, explaining the project (press); To editing videos to make ourselves the school community aware of the environmental problems; investigating the resources used at teachers and pupil´s homes and at different schools; creativiting worwshops about the 3 R´s rules: Games, theatre, invents; elaborating plan of measures to be taken in order to reduce the resources used and the waste produced.
A big number of various associated partner will be involved into project activities and valorization of the project results: public authoriries, NGOs, Parents´councils.
Interdisciplinary and cross curriculum connetion is foreseen as well as active involving of students´ into all stages of the project.
The cooperation is based on equal rights and duties of all partners.
PARTNERS:
1.- COORDINATION: IES Campo de San Alberto – NOIA – SPAIN
The IES Campo de San Alberto of Noia is a public school that teaches secondary compulsory, high school, vocational studies, adults education and spetial needs education. Noia is a little coast village in the norht-west of Spain. The principal ocupation is sailing and that is the reason why the family structure changes during the year, because the father is out of home, and the family economy changes depending on the sea resources. Our students suffer these changes and they need from school help for organization of lessons and leisure time. One of our school aims is the foreing languages learning, specially English. That is why we have been participating in Comenius and languages projects. Also we have European Section that consist in teaching some subjects as Music, Science and Philosophy in biligual Spanish-English. For us is important participating in Comenius project for several reasons:
- The importance of comunication in other languages for teachers and students.
- Knowing people from other cultures and learning to work with them improving our tolerance.
- Travelling to other countries and experience different ways of life in the European context.
- Being able to work with European teachers, reaching agreements, making common activities with our students.
2.- Gimnazjum Publiczne im. Jana Pawła II w Radomyślu Wielkim – RADOMYSL – POLAND
Gimnazjum Publiczne im. Jana Pawła II w Radomyślu Wielkim. The town where our school is located is in disadvantaged area (special economic zone) touched by unemployment, far from touristic areas in Podkarpackie Voivodship. Therefore we are trying to give a chance to the young people to cooperate and make friends with their mates from other European countries as well as motivate them and encourage to make changes. We believe that cooperation is the best way to achieve the aims. We also believe that by taking part in a European programme our teachers and students will be able communicate fluently in a foreign language. We take this aim very seriously since the importance of speaking a foreign language is increasing in globalizing world. Secondly, as we belong to the family of European Union countries we want our students to feel it and learn them to be open to other cultures and people from common Europe as well as being responsible for the future. We believe that intercultural dialogue through European projects will be able to make us achieve what European Union wants to receive; Unity in Diversity.
3.- Gymnazium arm.gen.L.Svobodu Humenne – HUMENE – SLOVAKIA
The Secondary Grammar School of army Gen. L. Svoboda is located in the very eastern part of Slovakia, not far from Ukrainian, Hungarian as well as Polish borders, in the town of Humenne. After 1989 the number of small plants lowered and the rate of unemployment increased. The bad situation on the work market in this area resulted in leaving people (especially men - fathers) for other countries to find a job there. The absence of one of the parents in the everyday family life has an impact on children and young people. School can play quite an important role in helping to find the right direction in young people life by offering them useful free time activities and supporting their healthy lifestyle.
The school has been involved in a few international projects which have always belonged to the most popular school activities. Students are given the opportunity to develop all their skills and creativity as well as sense of team work and practise tolerance, mutual respect and accepting differences in real life. Participation in international projects means great experience for young people that can influence their personality in a positive way from different points of view.
4.- Georg - Kerschensteiner – Schule – OBERTSHAUSEN – GERMANY
The town Obertshausen (25.000 inhabitants) is situated 25 km south of Frankfurt. Students come from the city of Offenbach and from the surrounding towns and villages. The area has been settled by various migrant groups starting in the 1960s: Italians, Spanish, Greek, Portuguese, people from former Yogoslavia and continuing into the 1990s: families from eastern Europe, especially from the former Soviet Union, from Turkey, Morocco, Afghanistan, Palestine, Jemen, Iran etc. So we have a pretty mixture of students: the overall percentage of students with a migrant background is 55%; in some classes we have nearly 100%. As the German economy has not run too well during the last 10 years many of these families have fathers out of work and must live on the lowest social level. We must work hard to give these students hope and motivate them to work hard for their future.
As we teach in two fields: economy and hotel jobs, languages are extremely important to get better chances in the job market. One language - mostly English - is not enough to get on well in Europe. Therefore we want to give our students the chance to learn about other languages and cultures to improve their general knowledge and to get an idea of what Europe will/can really mean in their future life. The combination with environmental issues is excellent as these are problems we will have to deal with in the future. We all have to cooperate to save our planet!
5.- Istituto Tecnico per Attivita´Sociali "Mateo Ricci" – MACERATA – ITALY
The town Macerata (44.000 inhabitans) is situated in the centre east of Italy in the region called Marche, near the Adriatic coast and not very far from the Appennine mountain range. The region is hilly and is characterized by lovely, medieval villages. The living standard is one of the best in Italy. We teach in the following fields: biology, pedagogy, economics and languages. In the language course we offer the possibility to learn 4 languages: English, German, French and Spanish. We Know that languages and international relationships are extremely important to get better chances in the job market. One languages -mostly English - is not enough to get on well in Europe. Therefore we want to give our students the chance to learn about other languages which can be useful in setting up future relations in contemporary Europe.
Students come from the surrounding towns and villages, the area has been settled by various migrant groups starting in the 1990s: from former Yugoslavia and eastern Europe, from Morocco, Senegal etc. We have a pretty good mixture of students: the overall percentage of students with a migrant background is 15%.
The school is very active in the field of environment preservation and is carrying out several projects in collaboration with the local municipalities.
MOTIVATION:
This project arises to give continuity to the previous project DO IT FOR YOURSELF based on ways of healthy life, and also to complement and to collaborate with other types of projects in which we are working nowadays in the center: Agend 21, aims of the milenium, climatic change,...
Besides, one of our school aims is the foreing languages learning, specially English. That is why we have been participating in Comenius and languages projects. Also we have European Section that consist in teaching some subjects as Music, Philosophy or Science in bilingual Spanish-English. For us is important participating in Comenius project for several reasons:
- The importance of communication in other languages for teachers and students
- Knowing people from other cultures and learning to work with them improving our tolerance
- Travelling to other countries and experience different ways of life in the European context.
- Being able to work with European teachers, reaching agreements, making common activities with our students.
OBJECTIVES:
- To establish a frame of collaboration among European schools.
- To stimulate the cooperation and the exchange of ideas between teachers and pupils from the involved schools.
- To understand the environmental problem
- To implicate teachers and pupils to preserve natural resources and to promote the use of the renewable ones (A21)
- To implicate teachers and pupils to reduce waste and to promote habits to reuse
- To progress in the culture of sustentainability.
- To enlightenin sustentaible values, attitudes, habits and behaviours under a philosophy of growing improvement
- To reduce CO2 emissions
- To colaborate with the council to reduce the impact of the town in the enviroment
- To plan and carry out new activities and didactic experiences as a part of the curriculum, within the different participating schools.
- To set the differences and similarities nowadays among different European countries looking for a commun European identity.
- To stimulate in students and teachers a practical and direct view of the European dimension of the education.
- To employ the new information technologies as a way to increase the transnational communications among the different schools.
- To give a general approach to the treatment of the topics chosen to be developed into the project.
SUBJECTS:
- Changing climate
- Saving of resources: water and power
- Contamination
- Waste and management
- Lifestyle: habits and behaviours
- Poverty and underdevelopment
- Environmental sustentainability
APPROACH:
We will try to use a totally practical methodology for what we will leave aside the role that the industries and the politicians officers play in the environmental problems and will centre on ourselves as resource consumers and generators of waste.
The strategy to continuing will have 3 phases:
1º phase: To investigate our environmental impact calculating the resources used in our homes and at highschool and with the suitable formulae to quantify or pollutant emission.
2ªphase: To know, to sensitize and to motivate: to make people/ school communities aware of the environmental problem that we cause and to motivate to stop the problem.
3 ª phase: to control and to reduce our environmental impact by means of the elaboration of a plan of modification of our daily habits.
EUROPEAN ADDED VALUE:
The students will obtain more motivation and knowledge based on their own experience understanding the necessity of changing their lifestyle.
The contribution to improving the students and teachers languages skills will be made as well as motivation to learn the foreing language will be fostered.
There will be enhaced the student participation in research and presentation activities as well as in the application of up-to-date Tecnologies.
Mutual comprehension and tolerance will be promoted.
Approved and disseminated new innovative approach to solving common problems on wide European level in north-south and west-est dimension will be created.
The students´ parents will get more interested in the possibilities for cross culture exchanges in the EU
The partner schools associated partners and other local and regional partners will obtain new information and experience to make closer links among the educational establishment and society.
With this project our students will have an opportunity to learn hands on about the cultural differences and similarities, environmental issues in the rest of Europe and language in its proper setting.
They also will become more responsible about their own environment, culture and historical heritage. They will learn to respect, preserve and pass these on for the next European generations.
IMPACT:
We expect a change in consumption habits, make aware of environment problems, in one hand in students and teachers and in the other hand in families and society by expositions in councils, associations, other schools...
ACTIVITIES:
1 Creating and choosing Logo December 2010 Germany
2 Creating and choosing Slogan December 2010 Germany
3 Designing consumption forms December 2010 Germany
4 Design the web December 2010 Germany
5 Collection information about consumptions
6 Activities with data collected: statics, grafics, debates, presentations,..
7 Editing Videos to make aware of the environmental problems
8 Debate on how to teach young people to be "green" May 2011 Poland
9 Evaluation of the first project year June 2011
10 Preparing creative workshops about the 3 R´s rules
11 Working with creative workshops about the 3 R´s rules: games, theatre, jokes, invents,… Italy October 2011
12 How can we modify our daily habits? Doing a routing sheet per school
13 Asking for information in council, diferents associations,… about environment situation in each region
14 Designing an ecological map of the region
15 Ecological guidebook for young people
16 Designing an energy plan for 2050
17 Collection information about consumptions
18 Competicion: the best energy plan for 2050 March 2012 Slovakia
19 collecting the results of the routing sheets, ecological maps and guides
20 Art and environment: reflexion about what means the project for you
21 comparision the consunptions after our new habits
22 Publication in local and regional newspapers, radio, Tv, Internet,.. Project results
23 Evaluation of the project, presentation of the products. June 2012 Spain
DISTRIBUTION OF TASKS
COORDINATOR SCHOOL: FUNTIONS
The IES “Campo de San Alberto” from Noia, will be the responsable to carry out an Europen Educational Project.
This school will be responsible for:
The pedagogical direction and the development of the project.
Total management of the E.E.P.
The meetings celebrated with the responsible for each of the other associated schools.
The summary of the required activity reports.
To make sure that all the schools respectted agreed dates limits.
Although one of the school will be responsible for the general coordination, the association will be characterized by a co-operative spirit where each of the associates would play an equal and clearly defined role in the development of the E.E.P. The co-ordination of an association should not become an administrative load for the school. Therefore the regular contact with the teachers of each participating school and the delegation of task are the essential organizing principles of the association.
Each of the meetings among the participants in the project must give a work schedule of the future, containing clearly defined and assignesd task , objectives of learning, strategies and limit dates.
To obtain the greater multiplying effect to all the associated schools and coordinators will be urged to share experiences of their E.E.P. They can make it, for example, in a local community (spreading their/its experiences to other schools in the same area). The links between primary and secondary schools will be of a particular interest to assure the scope of the E.E.P. to a wide public.
PARTNERS SCHOOLS: FUNCTIONS
All the associated schools will be benefitted of the work process by a reciprocal exchange of ideas, knowledge and experiences. Each partner school will have to designate a teacher responsible to coordinate the activities of the project in their school and to mantein the contacts with the other participating schools. That teacher will be responsible for the communication with the National Agency to present the necessary reports of the project.
One meeting will be organized by every partner school (evaluation of the actual situation of the project, experience exchange, presentation of the results, specific project activities).
COOPERATION E COMUNITATION
An effective cooperation is intended to be reached by regular Exchange of information at every stage of the project, beginning from the preliminary stage, coordination of the working programmes till preparation and realization of the charged activities.
The main means of communication are intended to be e-mail, as well as telephone, web –cameras and post service will be used if necessary.
It is intended to use information technologies at all stages of the project to ensure communication needs of the partners, qualitative preparation of the project materials and dissemination of the results.
As soon as the information about the projects´competition results is known the participants will be able to start intercommunication. At the first mobility stage the necessary work for creating the internet Web-site will be carried out. This work will be continued during the whole Project and, as the previous experience shows, after the official close of the project students keep up their individual contacts using e-mail. They also will be able to use the obtained skills to create visual materials on the topic of the project for further work at the learning process. Thus the improvement and continuity of the learning process will be ensured.
PARTICIPANTS´INVOLVEMENT
The main aim of these projects is the communication and relationship that happens between the students and teachers of the different countries and the team-work. That's why the staying of students will be at families´ homes in each meeting.
The students of all partner countries will have the oportunity and necessity to cooperate practically and communicate using the target language as well as the language of the partner country.
-In the mixed small groups during the process to accomplish necessary tasks
during the working process to communicate with the local community and associated partner
-in the computer classes of the partner schools during the work on design of visual materials and the project Website
-in the contact families which mainly speak their native tongues.
The project is focused on students. It is involve learners into all the stages mainly practically – in search during the mobility activities, in common activities with the students from the partner countries during the project meetings.
The small mixed groups including the students from all participating countries will gather information and summarize it and will prepare presentation of visual materials.
Students will be involved in evaluation of the project at the stages of preparation and realization of end products processing and preparing the materials for the project Website.
A project corner will be set up and not just the others students of the school but also the parents, staff, associated partners and all interested persons can inform themselves about the current progress of the project at any time.
While choosing the participants for the project, only objective criteria will be taken into consideration –progress, language knowledge, cultural and social competencies, adherence to the school and society rules.
INTEGRATION INTO GOING ACTIVITIES
The Project activities will be based on the previous knowledge and skills gained in the English language, computer study, environment and society connected subjects, social studies, technology and science.
The participation in preparation and realization of the project will enrich students and teachers with new experience, will ensure cross-curriculum connection and interdisciplinarity. The Spanish school will pay special attention to the following aspect: teachers of different subjects will test the possibilities of the project content in connection with interdisciplinarity in their lesson and inform other partners about of the results of this work. Examples: 1)Languages: Slogan text, analysis of advertisements, 2)Math: Statistics 3) Science: Power, Units, Environment, Wastes 4) Technology: Energy eficience
The obtained informative materials, statistics and experience will be able to be used in several lessons. It will give teachers the opportunities to make lessons more attractive and interesting; will change students´ views on the habitual school subjects; will make the teaching-learning process more oriented to the real life; will motivate pupils to learn foreign languages and other subjects on modern and creative way.
EVALUATION
The project is intended to be evaluated by making surveys at the end of each activity and of the whole project, taking into account
-the improvement of the communication ability and the skills of the English language (the target language) as well as of the languages of the partner countries;
-the development of social and other specific competences;
-the impact of the new experience on the students, their families, classmates and teachers in connection with the project content and activities
-impact of the acquired experience on the quality of education and healthy life style of pupils’ in each school;
-possible using and transfer of the project’s findings and results.
The questions will be worked out and the obtained results will be summarized by the participating teachers and students in each partner school.
The new experience will be discussed in the pedagogical meetings and be used to improve the quality of the project as well as to plan the following steps of the Project and similar projects in future.
The associated partners will be informed about the process of the project evaluation and about the results of each stage of it. They also will be suggested to visit each ending presentation and express their opinion.
The project teams of every partner school, administration, pupils and their parents as well associated partners will be involved into evaluation activities during whole the project.
It is foreseen to use following forms of the evaluation: internal evaluation in every partner institution and cross-evaluation in all involved institutions by using of identical and comparable tools and methods. By carrying out of evaluation following key elements will be taken into account: relevance (needs-objectives); efficiency (relationship between input and output); effectiveness (match between results and objectives of the separate activities and whole project); impact (pupils, teachers, partner schools, associated partners); sustainability (possibilities to use and to transfer the projects’ results, continuation of project after end of funding).
About the assessment procedures, might it begins with a rigorous and systematic control of the different activities:
Fulfillment of the calendar of the activities
Degree of students and teachers participation
Reporting results
Diffusion of the activity.
We propose the accomplishment of a short survey at the end of each activity, to evaluate the parameters outlined.
DISEMINATION AND USE OF THE RESULTS
The dissemination and explotation of the results is intended to be carried out using the following forms:
-in the participating organisations:
"Start-up” leaflet with Project aims and activities plan in all partner languages. Exhibitions of informative materials and products of the project in each partner school
Published information in school newspapers
Project blog –design, hosting and management
A database of key Project contacts, to be updated
Abstract journal from all project activities – DVD and brochure
Dissemination of Project results during conferences, seminars, workshops and meetings
Allocation of part of budget for dissemination and results’ exploitation activities.
-in the local communities:
Preparation and publication of information in local and regional newspapers.
Preparation and demonstration of video materials on local TV.
Dissemination of Project results during conferences, seminars, workshops and meetings. Information to/from external parties.
Testing of the Project products through feedback, adaptations etc.
-in the wider lifelong learning community:
The materials from the web-site will be available for the associated partners, colleagues from other schools in the partner countries and all interested persons.
Dissemination of Project results during conferences, seminars, workshops and meetings.
Raising of interest of policy makers as base for better understanding of necessity and further support of new educational projects.
One of the aspects to be emphasized is the diffusion of the project between the educational community from each school.
The different activities that we have planed, must be plublished during the different phases of developing. We propose different leves for the diffusion:
School level: a brief summary of the activities.
Educational community: invitation to participle in some of the activities and diffusion of the activities in regular meetings.
Geographical area: information to the local authorities, Local radio, TV and Regional Newspaper.
The main objective of the Project is to encourage, among teachers and students, the cooperation, relationship and participation inside a common educative project, which has the environment and its relation with the society as its core of study.
Among the effects of the development of this project is the fact that sustainable development, responsible consumption and environmental management are questions that are form a part of our lifestyle. For it, we will calculate our environmental impact as consumers of resources, generators of waste in our homes and transport that we use, and to verify how much, we can reduce our environmental impact by changing our habits .
Activities: meetings; logotype, explaining the project (press); To editing videos to make ourselves the school community aware of the environmental problems; investigating the resources used at teachers and pupil´s homes and at different schools; creativiting worwshops about the 3 R´s rules: Games, theatre, invents; elaborating plan of measures to be taken in order to reduce the resources used and the waste produced.
A big number of various associated partner will be involved into project activities and valorization of the project results: public authoriries, NGOs, Parents´councils.
Interdisciplinary and cross curriculum connetion is foreseen as well as active involving of students´ into all stages of the project.
The cooperation is based on equal rights and duties of all partners.
PARTNERS:
1.- COORDINATION: IES Campo de San Alberto – NOIA – SPAIN
The IES Campo de San Alberto of Noia is a public school that teaches secondary compulsory, high school, vocational studies, adults education and spetial needs education. Noia is a little coast village in the norht-west of Spain. The principal ocupation is sailing and that is the reason why the family structure changes during the year, because the father is out of home, and the family economy changes depending on the sea resources. Our students suffer these changes and they need from school help for organization of lessons and leisure time. One of our school aims is the foreing languages learning, specially English. That is why we have been participating in Comenius and languages projects. Also we have European Section that consist in teaching some subjects as Music, Science and Philosophy in biligual Spanish-English. For us is important participating in Comenius project for several reasons:
- The importance of comunication in other languages for teachers and students.
- Knowing people from other cultures and learning to work with them improving our tolerance.
- Travelling to other countries and experience different ways of life in the European context.
- Being able to work with European teachers, reaching agreements, making common activities with our students.
2.- Gimnazjum Publiczne im. Jana Pawła II w Radomyślu Wielkim – RADOMYSL – POLAND
Gimnazjum Publiczne im. Jana Pawła II w Radomyślu Wielkim. The town where our school is located is in disadvantaged area (special economic zone) touched by unemployment, far from touristic areas in Podkarpackie Voivodship. Therefore we are trying to give a chance to the young people to cooperate and make friends with their mates from other European countries as well as motivate them and encourage to make changes. We believe that cooperation is the best way to achieve the aims. We also believe that by taking part in a European programme our teachers and students will be able communicate fluently in a foreign language. We take this aim very seriously since the importance of speaking a foreign language is increasing in globalizing world. Secondly, as we belong to the family of European Union countries we want our students to feel it and learn them to be open to other cultures and people from common Europe as well as being responsible for the future. We believe that intercultural dialogue through European projects will be able to make us achieve what European Union wants to receive; Unity in Diversity.
3.- Gymnazium arm.gen.L.Svobodu Humenne – HUMENE – SLOVAKIA
The Secondary Grammar School of army Gen. L. Svoboda is located in the very eastern part of Slovakia, not far from Ukrainian, Hungarian as well as Polish borders, in the town of Humenne. After 1989 the number of small plants lowered and the rate of unemployment increased. The bad situation on the work market in this area resulted in leaving people (especially men - fathers) for other countries to find a job there. The absence of one of the parents in the everyday family life has an impact on children and young people. School can play quite an important role in helping to find the right direction in young people life by offering them useful free time activities and supporting their healthy lifestyle.
The school has been involved in a few international projects which have always belonged to the most popular school activities. Students are given the opportunity to develop all their skills and creativity as well as sense of team work and practise tolerance, mutual respect and accepting differences in real life. Participation in international projects means great experience for young people that can influence their personality in a positive way from different points of view.
4.- Georg - Kerschensteiner – Schule – OBERTSHAUSEN – GERMANY
The town Obertshausen (25.000 inhabitants) is situated 25 km south of Frankfurt. Students come from the city of Offenbach and from the surrounding towns and villages. The area has been settled by various migrant groups starting in the 1960s: Italians, Spanish, Greek, Portuguese, people from former Yogoslavia and continuing into the 1990s: families from eastern Europe, especially from the former Soviet Union, from Turkey, Morocco, Afghanistan, Palestine, Jemen, Iran etc. So we have a pretty mixture of students: the overall percentage of students with a migrant background is 55%; in some classes we have nearly 100%. As the German economy has not run too well during the last 10 years many of these families have fathers out of work and must live on the lowest social level. We must work hard to give these students hope and motivate them to work hard for their future.
As we teach in two fields: economy and hotel jobs, languages are extremely important to get better chances in the job market. One language - mostly English - is not enough to get on well in Europe. Therefore we want to give our students the chance to learn about other languages and cultures to improve their general knowledge and to get an idea of what Europe will/can really mean in their future life. The combination with environmental issues is excellent as these are problems we will have to deal with in the future. We all have to cooperate to save our planet!
5.- Istituto Tecnico per Attivita´Sociali "Mateo Ricci" – MACERATA – ITALY
The town Macerata (44.000 inhabitans) is situated in the centre east of Italy in the region called Marche, near the Adriatic coast and not very far from the Appennine mountain range. The region is hilly and is characterized by lovely, medieval villages. The living standard is one of the best in Italy. We teach in the following fields: biology, pedagogy, economics and languages. In the language course we offer the possibility to learn 4 languages: English, German, French and Spanish. We Know that languages and international relationships are extremely important to get better chances in the job market. One languages -mostly English - is not enough to get on well in Europe. Therefore we want to give our students the chance to learn about other languages which can be useful in setting up future relations in contemporary Europe.
Students come from the surrounding towns and villages, the area has been settled by various migrant groups starting in the 1990s: from former Yugoslavia and eastern Europe, from Morocco, Senegal etc. We have a pretty good mixture of students: the overall percentage of students with a migrant background is 15%.
The school is very active in the field of environment preservation and is carrying out several projects in collaboration with the local municipalities.
MOTIVATION:
This project arises to give continuity to the previous project DO IT FOR YOURSELF based on ways of healthy life, and also to complement and to collaborate with other types of projects in which we are working nowadays in the center: Agend 21, aims of the milenium, climatic change,...
Besides, one of our school aims is the foreing languages learning, specially English. That is why we have been participating in Comenius and languages projects. Also we have European Section that consist in teaching some subjects as Music, Philosophy or Science in bilingual Spanish-English. For us is important participating in Comenius project for several reasons:
- The importance of communication in other languages for teachers and students
- Knowing people from other cultures and learning to work with them improving our tolerance
- Travelling to other countries and experience different ways of life in the European context.
- Being able to work with European teachers, reaching agreements, making common activities with our students.
OBJECTIVES:
- To establish a frame of collaboration among European schools.
- To stimulate the cooperation and the exchange of ideas between teachers and pupils from the involved schools.
- To understand the environmental problem
- To implicate teachers and pupils to preserve natural resources and to promote the use of the renewable ones (A21)
- To implicate teachers and pupils to reduce waste and to promote habits to reuse
- To progress in the culture of sustentainability.
- To enlightenin sustentaible values, attitudes, habits and behaviours under a philosophy of growing improvement
- To reduce CO2 emissions
- To colaborate with the council to reduce the impact of the town in the enviroment
- To plan and carry out new activities and didactic experiences as a part of the curriculum, within the different participating schools.
- To set the differences and similarities nowadays among different European countries looking for a commun European identity.
- To stimulate in students and teachers a practical and direct view of the European dimension of the education.
- To employ the new information technologies as a way to increase the transnational communications among the different schools.
- To give a general approach to the treatment of the topics chosen to be developed into the project.
SUBJECTS:
- Changing climate
- Saving of resources: water and power
- Contamination
- Waste and management
- Lifestyle: habits and behaviours
- Poverty and underdevelopment
- Environmental sustentainability
APPROACH:
We will try to use a totally practical methodology for what we will leave aside the role that the industries and the politicians officers play in the environmental problems and will centre on ourselves as resource consumers and generators of waste.
The strategy to continuing will have 3 phases:
1º phase: To investigate our environmental impact calculating the resources used in our homes and at highschool and with the suitable formulae to quantify or pollutant emission.
2ªphase: To know, to sensitize and to motivate: to make people/ school communities aware of the environmental problem that we cause and to motivate to stop the problem.
3 ª phase: to control and to reduce our environmental impact by means of the elaboration of a plan of modification of our daily habits.
EUROPEAN ADDED VALUE:
The students will obtain more motivation and knowledge based on their own experience understanding the necessity of changing their lifestyle.
The contribution to improving the students and teachers languages skills will be made as well as motivation to learn the foreing language will be fostered.
There will be enhaced the student participation in research and presentation activities as well as in the application of up-to-date Tecnologies.
Mutual comprehension and tolerance will be promoted.
Approved and disseminated new innovative approach to solving common problems on wide European level in north-south and west-est dimension will be created.
The students´ parents will get more interested in the possibilities for cross culture exchanges in the EU
The partner schools associated partners and other local and regional partners will obtain new information and experience to make closer links among the educational establishment and society.
With this project our students will have an opportunity to learn hands on about the cultural differences and similarities, environmental issues in the rest of Europe and language in its proper setting.
They also will become more responsible about their own environment, culture and historical heritage. They will learn to respect, preserve and pass these on for the next European generations.
IMPACT:
We expect a change in consumption habits, make aware of environment problems, in one hand in students and teachers and in the other hand in families and society by expositions in councils, associations, other schools...
ACTIVITIES:
1 Creating and choosing Logo December 2010 Germany
2 Creating and choosing Slogan December 2010 Germany
3 Designing consumption forms December 2010 Germany
4 Design the web December 2010 Germany
5 Collection information about consumptions
6 Activities with data collected: statics, grafics, debates, presentations,..
7 Editing Videos to make aware of the environmental problems
8 Debate on how to teach young people to be "green" May 2011 Poland
9 Evaluation of the first project year June 2011
10 Preparing creative workshops about the 3 R´s rules
11 Working with creative workshops about the 3 R´s rules: games, theatre, jokes, invents,… Italy October 2011
12 How can we modify our daily habits? Doing a routing sheet per school
13 Asking for information in council, diferents associations,… about environment situation in each region
14 Designing an ecological map of the region
15 Ecological guidebook for young people
16 Designing an energy plan for 2050
17 Collection information about consumptions
18 Competicion: the best energy plan for 2050 March 2012 Slovakia
19 collecting the results of the routing sheets, ecological maps and guides
20 Art and environment: reflexion about what means the project for you
21 comparision the consunptions after our new habits
22 Publication in local and regional newspapers, radio, Tv, Internet,.. Project results
23 Evaluation of the project, presentation of the products. June 2012 Spain
DISTRIBUTION OF TASKS
COORDINATOR SCHOOL: FUNTIONS
The IES “Campo de San Alberto” from Noia, will be the responsable to carry out an Europen Educational Project.
This school will be responsible for:
The pedagogical direction and the development of the project.
Total management of the E.E.P.
The meetings celebrated with the responsible for each of the other associated schools.
The summary of the required activity reports.
To make sure that all the schools respectted agreed dates limits.
Although one of the school will be responsible for the general coordination, the association will be characterized by a co-operative spirit where each of the associates would play an equal and clearly defined role in the development of the E.E.P. The co-ordination of an association should not become an administrative load for the school. Therefore the regular contact with the teachers of each participating school and the delegation of task are the essential organizing principles of the association.
Each of the meetings among the participants in the project must give a work schedule of the future, containing clearly defined and assignesd task , objectives of learning, strategies and limit dates.
To obtain the greater multiplying effect to all the associated schools and coordinators will be urged to share experiences of their E.E.P. They can make it, for example, in a local community (spreading their/its experiences to other schools in the same area). The links between primary and secondary schools will be of a particular interest to assure the scope of the E.E.P. to a wide public.
PARTNERS SCHOOLS: FUNCTIONS
All the associated schools will be benefitted of the work process by a reciprocal exchange of ideas, knowledge and experiences. Each partner school will have to designate a teacher responsible to coordinate the activities of the project in their school and to mantein the contacts with the other participating schools. That teacher will be responsible for the communication with the National Agency to present the necessary reports of the project.
One meeting will be organized by every partner school (evaluation of the actual situation of the project, experience exchange, presentation of the results, specific project activities).
COOPERATION E COMUNITATION
An effective cooperation is intended to be reached by regular Exchange of information at every stage of the project, beginning from the preliminary stage, coordination of the working programmes till preparation and realization of the charged activities.
The main means of communication are intended to be e-mail, as well as telephone, web –cameras and post service will be used if necessary.
It is intended to use information technologies at all stages of the project to ensure communication needs of the partners, qualitative preparation of the project materials and dissemination of the results.
As soon as the information about the projects´competition results is known the participants will be able to start intercommunication. At the first mobility stage the necessary work for creating the internet Web-site will be carried out. This work will be continued during the whole Project and, as the previous experience shows, after the official close of the project students keep up their individual contacts using e-mail. They also will be able to use the obtained skills to create visual materials on the topic of the project for further work at the learning process. Thus the improvement and continuity of the learning process will be ensured.
PARTICIPANTS´INVOLVEMENT
The main aim of these projects is the communication and relationship that happens between the students and teachers of the different countries and the team-work. That's why the staying of students will be at families´ homes in each meeting.
The students of all partner countries will have the oportunity and necessity to cooperate practically and communicate using the target language as well as the language of the partner country.
-In the mixed small groups during the process to accomplish necessary tasks
during the working process to communicate with the local community and associated partner
-in the computer classes of the partner schools during the work on design of visual materials and the project Website
-in the contact families which mainly speak their native tongues.
The project is focused on students. It is involve learners into all the stages mainly practically – in search during the mobility activities, in common activities with the students from the partner countries during the project meetings.
The small mixed groups including the students from all participating countries will gather information and summarize it and will prepare presentation of visual materials.
Students will be involved in evaluation of the project at the stages of preparation and realization of end products processing and preparing the materials for the project Website.
A project corner will be set up and not just the others students of the school but also the parents, staff, associated partners and all interested persons can inform themselves about the current progress of the project at any time.
While choosing the participants for the project, only objective criteria will be taken into consideration –progress, language knowledge, cultural and social competencies, adherence to the school and society rules.
INTEGRATION INTO GOING ACTIVITIES
The Project activities will be based on the previous knowledge and skills gained in the English language, computer study, environment and society connected subjects, social studies, technology and science.
The participation in preparation and realization of the project will enrich students and teachers with new experience, will ensure cross-curriculum connection and interdisciplinarity. The Spanish school will pay special attention to the following aspect: teachers of different subjects will test the possibilities of the project content in connection with interdisciplinarity in their lesson and inform other partners about of the results of this work. Examples: 1)Languages: Slogan text, analysis of advertisements, 2)Math: Statistics 3) Science: Power, Units, Environment, Wastes 4) Technology: Energy eficience
The obtained informative materials, statistics and experience will be able to be used in several lessons. It will give teachers the opportunities to make lessons more attractive and interesting; will change students´ views on the habitual school subjects; will make the teaching-learning process more oriented to the real life; will motivate pupils to learn foreign languages and other subjects on modern and creative way.
EVALUATION
The project is intended to be evaluated by making surveys at the end of each activity and of the whole project, taking into account
-the improvement of the communication ability and the skills of the English language (the target language) as well as of the languages of the partner countries;
-the development of social and other specific competences;
-the impact of the new experience on the students, their families, classmates and teachers in connection with the project content and activities
-impact of the acquired experience on the quality of education and healthy life style of pupils’ in each school;
-possible using and transfer of the project’s findings and results.
The questions will be worked out and the obtained results will be summarized by the participating teachers and students in each partner school.
The new experience will be discussed in the pedagogical meetings and be used to improve the quality of the project as well as to plan the following steps of the Project and similar projects in future.
The associated partners will be informed about the process of the project evaluation and about the results of each stage of it. They also will be suggested to visit each ending presentation and express their opinion.
The project teams of every partner school, administration, pupils and their parents as well associated partners will be involved into evaluation activities during whole the project.
It is foreseen to use following forms of the evaluation: internal evaluation in every partner institution and cross-evaluation in all involved institutions by using of identical and comparable tools and methods. By carrying out of evaluation following key elements will be taken into account: relevance (needs-objectives); efficiency (relationship between input and output); effectiveness (match between results and objectives of the separate activities and whole project); impact (pupils, teachers, partner schools, associated partners); sustainability (possibilities to use and to transfer the projects’ results, continuation of project after end of funding).
About the assessment procedures, might it begins with a rigorous and systematic control of the different activities:
Fulfillment of the calendar of the activities
Degree of students and teachers participation
Reporting results
Diffusion of the activity.
We propose the accomplishment of a short survey at the end of each activity, to evaluate the parameters outlined.
DISEMINATION AND USE OF THE RESULTS
The dissemination and explotation of the results is intended to be carried out using the following forms:
-in the participating organisations:
"Start-up” leaflet with Project aims and activities plan in all partner languages. Exhibitions of informative materials and products of the project in each partner school
Published information in school newspapers
Project blog –design, hosting and management
A database of key Project contacts, to be updated
Abstract journal from all project activities – DVD and brochure
Dissemination of Project results during conferences, seminars, workshops and meetings
Allocation of part of budget for dissemination and results’ exploitation activities.
-in the local communities:
Preparation and publication of information in local and regional newspapers.
Preparation and demonstration of video materials on local TV.
Dissemination of Project results during conferences, seminars, workshops and meetings. Information to/from external parties.
Testing of the Project products through feedback, adaptations etc.
-in the wider lifelong learning community:
The materials from the web-site will be available for the associated partners, colleagues from other schools in the partner countries and all interested persons.
Dissemination of Project results during conferences, seminars, workshops and meetings.
Raising of interest of policy makers as base for better understanding of necessity and further support of new educational projects.
One of the aspects to be emphasized is the diffusion of the project between the educational community from each school.
The different activities that we have planed, must be plublished during the different phases of developing. We propose different leves for the diffusion:
School level: a brief summary of the activities.
Educational community: invitation to participle in some of the activities and diffusion of the activities in regular meetings.
Geographical area: information to the local authorities, Local radio, TV and Regional Newspaper.