A building of local heritage as a witness of the political, social, environmental and landscape history With our project (whatfor we have the same aims, de same departure, de same productions), we want to develop, compare and evaluate the different ways to work on the project so that each teacher can improve his own skills. One of our aims is to communicate and to build a common final support with using ICT : website, a e-book, a movie.....so that our pupils change their mind about medias and ITC and teachers can share their way of teaching. We are a group of teachers from 4 schools who are building this project. We and our partners (Sweden and UK) are schools with pupils from different social and economical level. And this affects our way of teaching and meeting our pupils. In our classes we also have a lot of pupils with special needs. They are integrated in the regular education. Because of all these circumstances we need to find different and new ways in teaching and we take all these different aspects and turn them into something good. We are always looking for unconventional ways of reaching out to our pupils. Often geographical or historical projects are restricted to a region, a period or a theme. Consider the historic building as a witness of our history allows us to cross the different parts that make up our history : the political, social, environmental and landscape parts, how human influence the history and how history influences human life. In our current project (In fact they are biosystem wonders - http://www.biosystemwonders.eu) we find out that the priority of social insects is to maintain the species. We, as human, we must reflect on our past and our present life so that we can choose if we want (as now) give priority at our personnal confort life or if we want to save our species. The research result will be a website (and/or a wiki), a documentary movie, a book or a e-book An educational resource pack on the internet (database) (where all the teachers involved in the project will put their didactical work about the project to share our teaching experience) Practical : We propose a 2 year project Each year, in september, a meeting only for teachers...in those meeting, the coordinator and/or one of the partner shares a specific skill with the others...making a prezi or power-point presentation, to build and share a wiki, to build and share a internet database, to make a movie..... Each year in winter and in the beginning of the summer, a pupils and teachers meeting ( pupils exchange) will be organized where the results will be shared....about - a objectief regard on the building - how this building was build (technical) and the evolution ot those technieks till ours - the history (political) where this building could be the witness - the social life arround this building through the ages - how this social life had an influence on the surrounded landscape At the end of the project, each partner will organize a event to share our common movie (documentary), our website and our crazy book
• Context of the project During the mobilities of previous projects, we observed that the pupils considered our technical and social situation to be very advanced compared to other European countries (particularly from the East) or to Turkey (mountain school). How can the children realize that this is only true at the scale of their generation and / or their gaze? In addition, in our schools we observe a difficulty to engage students in basic courses and particularly in history and geography. • Objectives For the students, to go into action of research on their own history, then by meeting with the partners and exchanges of the results, to discover that on the scale of the civilizations, each country passes by phases of shadows and lights. Become curious about the cultures and traditions of other countries. Acquire the skills of researchers, develop the spirit of critical analysis and adopt open-minded behaviors. For teachers, through the exchange of teaching techniques and practices, improve their teaching skills in history and geography to encourage student engagement in their learning. For schools, become an opening platform on the local, national and European territory. For local communities, better understand through their own stories and the presentation of stories of their "neighbors" how history is made of ups and downs, influences from the East and West, North and from South • Number and profile of participating organizations Belgium - primary rural school (2 ½ to 12 years old), +/- 360 students, active class pedagogy, conflict management expertise, social and cultural context rather favored UK - primary rural school (2 ½ to 12 years), +/- 120 students, active pedagogy and classes in nature, expertise in new technologies, weak social and cultural context Sweden - school for newcomers primary and secondary (6 to 16 years old), 2000 pupils, active interdisciplinary pedagogy, expertise: balance between intellectual courses, textbooks and sportsmen, disadvantaged social context of refugee families (only) Turkey - urban primary and secondary school (5 to 10 years), +/- 1000 students, pedagogy ex-cathedra course, expertise in social networks, social and cultural context disadvantaged with many Syrian refugees (20% of the school population) • Description of the main activities implemented - visit of historical sites (history of the place through the remains and information - guides, museum, posters - artistic activities in and around the place) - research and analysis of historical documents (visits, relics, maps, photos, texts, paintings / engravings,) - creation of documents to share research results with partners by going beyond the language barrier (small film, progressive maps, timeline with images, drawings / paintings, plays, books, plays, power-points, prezi ....) - meeting trips to share the results of the research and discover the monument and the history of the partners in situ, setting up an Erasmus corner in each school, visiting the classes and participating in the activities of the host school - final exhibition where the results of research are presented under various productions (scenic, models, drawings, books, panels, paintings, timeline ....) • Results and impacts achieved; - Proportional time lines on two axes, plays, books made, ... that immediately impacted children and their parents in their knowledge of their local history and the history of Europe. Discovery that progress and influences - at the level of humanity - pass from one country to another, welcome and openness to the other, affective and friendly relations beyond the border / culture / progress barriers - want to communicate and for some real progress in learning English - Introduction of new techniques and methods of learning history and geography in schools (visit of monuments, discoveries through the 5 senses of history, comparative analysis of maps, introduction of interactive tables in classes, realization adjustable time lines common because at the same scale, ....) • If applicable, long-term benefits. - Some friendships have been created between teachers and schoolchildren from different countries. - Teaching methods of history and geography classes where children are more engaged in the learning process - The time lines that will be used in classrooms to study history - Introduction of ITC in the courses (interactive boards, computers, tablets ..)