AIM
Our aim is to equip our students with competences to live their lives to ensure environmental sustainability, but also to make them aware of different cultural expressions and ideas and learning to accept that. The background is the UN Millenium goal 7: Ensure environmental sustainability and five of the EU Key competences for lifelong learning: communication in foreign languages,mathematica
l competence and basic competences in science and technology, digital competence, social and civic competences and cultural awareness and expression. Within the project we will:
learn about water purification and how to avoid water pollution, energy sources and how different energy sources have an effect on the environment, air pollution and how transport and production of food have an effect on the environment. The students will do this in their own schools and share what they have done on a common webpage that we will set up as soon as the project begins. When we meet, the students will get an open question where they have to solve a problem that has got to do with the different aspects they have studied and when the students discuss and try to come to a solution they have to work in a democratic way and thus learn to do so. (These tasks includes both the millenium goal and the above EU competences except cultural awareness and expression) show each other typical dances, sing typical songs and eat typical food from the country we visit so that we also learn about cultural awareness and expressions. when we come back home to our own schools we will share what we have learnt so that not only the visiting people learn but also the staff and students at home. Use facebook as a communication forum
EUROPEAN ADDED VALUE
There are 5 schools in 5 different countries involved, from Turkey in the east, Sweden in the north, Italy in the south and the central countries Poland, and the Czech Republic. We will put all our results on a common webpage so that students, staff and anyone interested can share what we do and the results show how it is in each of our own neighbourhood e.g. how polluted the air is, how polluted the water is, what kind of energy we use and if we eat food produced in the neighbourhood or not. Then we all learn how it is in other European countries, which would have been difficult by just reading books. Both students and staff will also visit the other countries and get to know teenagers and adults from all countries and also get in contact with the culture in different countries – dances, songs and food for instance and that will be of great value for the visiting people. But when we come home we will share our experiences by telling the others, showing pictures and try to show the dances, sing the songs and cook the food, so that the others at our schools also get to know more. When visiting each other we will make new friends and continue to keep in contact with each other and share our daily lives and thoughts. Through facebook other students and staff, who are not travelling, will be able to get new friends too. IMPACT
Students:
Learning facts about environmental issues. Learning to discuss and find solutions to environmental problems and then they will be prepared for the future to discuss other problems too. Learning to live in an environmental friendly way. Greater acceptance of cultural and social diversity. Increased interest in learning foreign languages. Making new friends – through facebook and for the visiting students in real life. When the visit is in our own school everyone gets the opportunity to meet students from other countries. Opportunities to visit other countries and schools. Staff:
Learning more about environmental issues. Making new friends. Observing other educational systems. Sharing and exchanging new ideas. Improved approaches to teaching and learning. Learning to work together in spite of different teaching methods. Institution:
Increased curiosity for environmental studies. Greater understanding of the key issues. Increased uptake with students continuing to study foreign languages. Raised parental understanding of European issues. Increased parental involvement. Community:
Potential for developing community links and possibilities for other institutions to benefit from the links in Europe. Greater knowledge of environmental issues. MOBILITIES
NO of Planned outgoing mobilities in each country
STUDENTS 12
TEACHERS 12
Partners:
Kvänum Barnomsorg Skola (Sweden)
www.vara.se | mapa
Liceo Scientifico “G.PELLECCHIA” (Italy)
www.liceopellecchia.it | mapa
Zespół Szkół Ponadgimnazjalnych Nr 1 W Busku – Zdroju (Poland)
www.zsp1busko.pl | mapa
Gymnázium Kadaň (Czech Republic)
www.gymnazium-kadan.cz | mapa
Mimar Sinan İmam Hatip Lisesi (Turkey)
https://www.facebook.com/AhmetFiratComenius?fref=ts | mapa
