1) Who we are:
Hovedgaard Skole, DK
The school is situated in a rural area. There is a department for children with special needs (adhd and autism) but the pupils´ background is very much alike and there are no migrants or refugees in the school. To make the pupils more open-minded and tolerant it is important to open their minds to different lifestyles and cultures.Fakultní základní škola Olomouc, Hálkova 4, CZ
The school is situated in an urban area in a historical centre of Moravia. The school specializes in teaching foreign languages (English, German, French, Russian) to pupils aged 6 – 15. Their background is almost alike, but there are also a few children of immigrants in our school. The project will help them to integrate into our educational system.St.Marys BNS, IR
St. Mary’s is an all boys school whose pupils come mainly from a middle class background. Recently there has been an increase in the number of immigrant pupils to the school and integration of other nationalities is encouraged.Gwynfryn School, UK
The school is located in a traditional Welsh speaking area in a rural village of the Gwendraeth valley, equidistant between the towns of Carmarthen and Llanelli within South West Wales. The school is an A category - Welsh traditionally speaking school with children educated within a bilingual context.2) Objectives of the project:
In the "Europe – Changes and Challenges" project we would like to make the pupils aware of both the strength and the fragility of new and unknown relations. We would like to open their eyes to the world around them, to give them a chance to look at their life in another perspective. Many children today take life/ their world for granted – we would like them to ask why and how and to be more surprised, astonished and to attain larger sense of responsibility when it comes to taking care of "their" Europe.
The world is constantly changing and what we today take for granted might be more uncertain tomorrow. One of the challenges in this is, through insight and understanding, to increase our pupils´ European awareness. We want them to look at their own everyday life and in fields as weather, climate and energy consumption, they will continually observe, register and examine. The results they reach will regularly be compared with the results of the partner schools. A common product will be produced during the project where all the participating pupils will have had an input.
We want it to be very interesting for teachers to participate in this project in a forum where pedagogical discussions and exchange of teaching methods, ideas and experiences will take place. It will be a great opportunity to bring Europe into the classroom and make the project a part of the everyday school life/ curriculum.
3) Milestones of the project:
- Personal introductions among the participating pupils
- "Our school" Photo Story presentations
- Final results of "Global warming: Causes and effects / PART 1"
- Final results of "Global warming: Causes and effects / PART 2"
- Publication of the "Europe – Changes and Challenges" calendar
4) Means and activities:
To make the project more authentic and presence to the participating pupils they start up by "meeting" each other in different ways, differentiated due to age and skills:The four participating schools are very different from each other in size, location, culture etc. By way of introduction each school will produce Photo Story about their school. It will contain pictures, text and speech. In this way they will be able to compare each others schools.
One of the main objectives is the pupils´ awareness of their Europe when it comes to "Global warming: Causes and effects". We have decided to split it in to two different parts. PART 1 is called "Life 30 years ago and now". The pupils will interview their grandparents/older relatives with focus on electric equipment and energy consumption. The outcome will be put into practice as: