SummaryErasmus+ Project 2016-19 KA2: ESWER With our project we strive to improve future prospects of our students and thus also a small part of future Europe. As our topic we chose "European Students Work on Energy Revolution ESWER". On the one hand side this topic mirrors current political developments regarding renewable energy in the EU. At the same time we aim at improving knowledge and attitudes in the field of mathematics, science, and technology – an area of employment and research where interested young workers will continue to be in demand.The students will investigate many aspects of renewable energy, i.e. the scientific and technical basics (1st year), the actual technical and social energy situation in Europe (2nd year) and future ideas and chances (3rd year). Every school will work on one type of renewable energy that is relevant for their region. It will be the students' task to compare different types of renewable energy to each other and to fossil energy types. They will collect data using renewable energy producing systems which cities, schools and/or universities will provide, and compare the energy situation, future challenges and solutions across Europe. The students will furthermore visit technical museums, companies and political institutions, prepare and arrange interviews with engineers and discussions with politicians about the future use of energy ("turnaround in energy policy"), produce portfolios and presentations. They will also build a technical model of an energy park using PICs which will simulate the generation and distribution of renewable energy. The project work will result in innovative lesson plans for all interested schools. They will contribute to the sustainability and distribution of the project's result. The associated partners Hochschule Rhein-Waal Kamp-Lintfort and Technical College Gliwice have agreed to monitor the attainment of the project aims. This project "ESWER" will be meeting key objectives of the European Union's Europe 2020 strategy covering employment, energy and education and strive to create “the conditions for a smart, sustainable and inclusive growth.” Student’s cultural appreciation and understanding will be developed and enhanced by this project. Every participating student will visit at least one foreign school and town within the three project years. This project will increase the students’ and staff’s knowledge of the EU and the inter-related needs of our respective countries and economies. A special aspect will be the preparation for future professional careers in energy companies within and across Europe especially for children with special needs.At the end of each school year, students from all schools will come together for a residential summer school to live and work together. These summer schools will include staff integration and professional development. According to our evaluation of previous projects these summer schools have proven to be very successful in terms of achieving the project's objectives.The cooperation of the students with their European partners in small groups, the communication via different types of ICT, and the experiences made during school visits will further the intercultural, linguistic, and ICT competences of the students. Different ICT skills will be practised for communication, documentation, presentation, design, and controlling models by programmed PICs. All of these competences are highly desirable in today's and especially in a future European workin g environment. Language development for students and teachers will be an important goal. The common language will be English. Presentations and papers will need both technical and communication phrases. Language games in all partner languages with be developed during the project to be played during summer schools.The tasks and responsibilities of the participating partners were fixed as follows:Gymnasium Rheinkamp Europaschule Moers (DE): Coordinating institution, preparing applications, collaboration with Rhein-Waal-Hochschule in Kamp-Lintfort, facebook/website/eTwinning support, hosting summer school 2017Institut de Navarcles (ES): Pupil integration, "ice-breaking activities", summer school films, hosting summer school 2019Gimnazjum No. 10 Gliwice (PL): Documentation, brochure, multimedia publications, collaboration with Technical University Gliwice, hosting summer school 2018Waterpark College Waterford (IR): Communication, cultural dimension, language support, evaluationRhein-Waal-University Kamp-Lintfort (DE) / Technical University Gliwice (PL): Technical support, technology workshops, study and career informationRough travel plan:Every school year will start with a teachers' meeting in one of the participating schools, every March we plan project meetings (schools visit each other) with students and summer schools (all groups meet together in one school) will be hold at the end of every school year.
Erasmus+ Project 2016-19 KA2: ESWER (European Students Work on Energy Revolution). Energy: On the one hand side this topic mirrors current political developments regarding renewable energy in the EU. At the same time we aimed at improving knowledge and attitudes in the field of mathematics, science, and technology – an area of employment and research where interested young workers will continue to be in demand. The students, 13 to 16 years old, investigated many aspects of renewable energy, i.e. the development of the energy situation in Europe (1st year), the scientific and technical basics (2nd year) and future ideas and chances (3rd year). Partnerschools were Gymnasium Rheinkamp Europaschule Moers (DE), SI de Navarcles (ES) and Gimnazjum No.10 Gliwice (PL). Unfortunately withdrew the originally designated fourth school Waterpark College Waterford (IR) after the first project meeting according to instructions of their school board. So we had to change our project working plan and schedule of meetings. Every school worked on one type of renewable energy that is relevant for their region. It was the students' task to compare different types of renewable energy to each other and to fossil energy types. They collected data using renewable energy producing systems which cities and schools provide and compared the energy situation, future challenges and solutions across Europe. The students visited energy producing sites, museums and political institutions, discussed the future use of energy ("turnaround in energy policy") with engineers and politicians, produced portfolios and presentations. They also built technical models which show the generation, conversion and use of renewable energy. Measurements of efficiency were made. The project results were used to create lesson plans for all interested schools. They contributed to the sustainability and distribution of the project's result. The associated partners Hochschule Rhein-Waal Kamp-Lintfort, University Duisburg and Technical College Gliwice helped in reaching the project aims. So this project "ESWER" met key objectives of the European Union's Europe 2020 strategy covering employment, energy and education and strive to create “the conditions for a smart, sustainable and inclusive growth.” Culture: This project developed student’s cultural appreciation and understanding. Every participating student visited at least one foreign school and town within the three project years. This project increased the students’ and staff’s knowledge of the EU and the inter-related needs of our respective countries and economies. Preparation for future professional careers in energy companies within and across Europe were made. At the end of each school year, students from all schools came together for a residential summer school to live and work together. These summer schools included staff integration and professional development. These summer schools have proven to be very successful in terms of achieving the project's objectives.The cooperation of the students with their European partners in small groups, the communication via different types of ICT, and the experiences made during school visits furthered the intercultural, linguistic, and ICT competences of the students. Different ICT skills were practised for communication, documentation, presentation, design, and controlling the models. All of these competences are highly desirable in today's and especially in a future European working environment. The common language was English. Presentations and papers needed both technical and communication phrases. We could observe excellent language as well as personal development of students and teachers by different evaluation means.