The main goals of our Industry project are to influence the students’ way of thinking about work in general, including physicallabour, shape their social, civic, citizen and environmental attitudes, make them aware of the interdependence of industrialprocesses shaping our present civilization and effort that has to be put into obtaining what they are normally used to taking forgranted and finally to make them realize the necessity to involve in teamwork and apply work ethic rules in order to achieve furtherdevelopment both as individuals and as a community. We are going to work towards reaching these objectives by involving ourstudents into a series of activities, most of which have been planned in a way that helps develop basic and transversal skills andassists low-achieving pupils and can thus be easily incorporated into all areas of the curricula. Also increasing mobility aspect playsan important role in our programme, with groups of international students working together on a planned product and learning tocooperate in multicultural groups towards achieving a common goal. Another important aspect of our project is to prepare the students for the new tendencies and assumptions of the vocational education system which is undergoing gradual reforms. The project consist of 10 stages:8 thematic stages dedicated to one industry type of the three basic economy sectors, the 1st introductory stage and the last - evaluation stage. Each stage comprises a series of hands-on activities from all curriculum areas performed by the students working collaboratively in groups, individually or as class teams and a set of more theoretical activities utilised by the teachers. The thematic stages are: within the Primary Economy Sector:Stage of Coal (Mining Industry), Stage of Steel (MetallurgyIndustry) and Stage of Wool (Animal Husbandry); Secondary Economy Sector:Stage of Silk (Textile Industry), Stage of Clay(Handicraft) and Stage of Food (Food Industry); Tertiary Economy Sector:Stage of Tourism (Tourism Industry) and Stage of Film(Entertainment Industry).Due to the nature of our project and the activities that involve collaboration and reporting, the scope for the number of participants is limitless. Through interacting with different factions of society, our project will be long- reaching. The creation of a readily- available, meaningful, relevant and effective Teacher Resource Pack is something which will be published, not only on our own website, but on education resources websites also. this will enable the aims and priorities of our project to reach a wider audience and impact positively on the progression and development of change in regards to employment, education and citizenship. The activities will involved our students engaging at a meaningful level with quality, inclusive learning experiences that will enable them to build transferable skills that they can utilise through their journey of l;earning. it is our intention that the project will empower our students as agents of change, preparing them for their role in society. Building and sustaining links with entrepreneurship will stimulate a though process and attitude shift where the children will view different opportunities for their own future. This may help to tackle the early school leaver rate. Through liaison with other schools, educational centers, press, industries, families and community, we envisage the long term benefits of our project to be lasting. Making the Teacher Resource Pack available to other educators will interaction between other schools and the key issues affecting them.
The main goal of our Industry project was to influence the students’ way of thinking about work in general, including physical labour. We aimed to shape their social, civic, citizen and environmental attitudes, to make them aware of the interdependence of industrial processes shaping our present civilization and the effort that has to be put into obtaining what they are normally used to taking for granted. Finally, they realized the necessity of working as part of a team, the importance of successful teamwork and applied work ethic rules in order to achieve further development both as individuals and as a community. We reached these objectives by involving our students in a series of activities, most of which had been planned in a way that helped to develop basic and transversal skills. These activities assisted low-achieving pupils and were easily incorporated into all areas of the curricula. Also the mobility aspect played an important role in our programme, with groups of international students who worked together on a planned product and learned to cooperate in multicultural groups towards achieving a common goal. The project consisted of 10 stages: 8 thematic stages dedicated to one industry type of the three basic economy sectors, the first introductory stage and the last evaluation stage. Each stage comprised a series of hands-on activities from all curriculum areas carried out by the students who worked collaboratively in groups, individually and as class teams. It also included a set of more theoretical activities utilised by the teachers. The thematic stages were: within the Primary Economy Sector: Stage of Coal (Mining Industry), Stage of Steel (Metallurgy Industry) and Stage of Wool (Animal Husbandry); Secondary Economy Sector: Stage of Silk (Textile Industry), Stage of Clay(Handicraft) and Stage of Food (Food Industry); Tertiary Economy Sector: Stage of Tourism (Tourism Industry) and Stage of Film(Entertainment Industry). Due to the nature of our project and the activities that involved collaboration and reporting, the scope for the number of participants was limitless. Through interacting with different factions of society, our project proved to be long reaching. The creation of a readily available, meaningful, relevant and effective Teacher Resource Pack was something which was published on our own website. This enabled the aims and priorities of our project to reach a wider audience and impacted positively on the progression and development of change in regards to employment, education and citizenship. The activities involved our students engaging at a meaningful level with inclusive, quality learning experiences that enabled them to build transferable skills that they utilised throughout the project and will continue in their journey of learning. It was our intention that the project would empower our students as agents of change, preparing them for their role in society. Building and sustaining links with entrepreneurship stimulated a thought process and attitude shift where the children were able to view different opportunities for their own future. Through liaison with other schools, educational centres, press, industries, families and community, we envisage the long term benefits of our project to be lasting.