Our project has three main objectives or special areas of interest: * Facing the immigration problem by working on the openness and cultural awareness of the students and teachers as well as preparing school for the immigrant students * Making the students aware of environmental problems in their area and work on their employability, research and innovative skills to solve them * Updating of teaching and learning resources in the classroom to make them linked to demands of labour market and future needs Nowadays we experience many worries about the future in particular because of the problems of modern world such as ecology and immigration. That is why we have chosen ecological education to be one of the main aspects of this project. It’s true that over the years there is a rising awareness of threats from neglecting environment but last few years showed that we still need a lot to learn. The project aims at increasing awareness of environmental issues and providing skills for conservation management as well as developing conservation attitudes to ensure that any research programmes and career/personal choices our students undertake later on in life will have minimal impact on the use of resources. Our students will think about the environment, learn the threats but also look for ways to cope with them. The carried out activities like looking for solutions to biggest environmental problems in their vicinity and creating a innovative eco-solution that could be used in future buildings will encourage them to be innovative and creative when approaching environmental tasks and will be aimed at encouraging the youths to think across a wider spectrum when trying to solve environmental issues and come up with conservation ideas and solutions. But a better future cannot be achieved without facing and solving another problem of this century – immigration. All European Union countries have been trying to resolve this problem with better or worse outcome. Thanks to this partnership we want to make students aware and understanding of different cultures. Planned activities are aimed at showing them long history of immigration and finding the traces of other cultures in their country. They will also create a survival kit from people from other countries. This should make them more open to people from different countries and less afraid of welcoming them. The tasks are also designed to promote teamwork, leadership skills, build new friendships as well as work on intercultural and social competencies. All activities of the partnership will be done in mixed international groups of students who will be encouraged to work using as many foreign languages as possible in their interaction. We want our students to realize that learning foreign languages as well as project based learning broadens their own opportunities in the labour market. In order to motivate pupils, teachers will be encouraged to implement innovative teaching and learning recourses and methods in the foreign language classroom and using CLIL, PBL integrating the use of ITC tools in their everyday practice and exchanging good practices between teachers in all participating schools, in which better links to more practical use of language skills required by the labour market will be specially developed. This multilingual interaction will extend the European dimension of the partner schools and cooperation between students and teachers. The multinational contacts will rise the knowledge about the partner countries, brake many stereotypes and rise in students the feeling of being part of the European Union. The project will especially be aimed at students aged 11-15 and teachers of sciences and language. We hope to open it for all students interested and motivated enough to involve themselves in project work. We have designed a realistic and complete dissemination plan along the project and afterwards and hope to influence also third parts, such as local businesses and teacher training centres as the three objectives are of key importance in our society and countries.
Our project had three main objectives or special areas of interest: * Facing the immigration problem by working on the openness and cultural awareness of the students and teachers as well as preparing school for the immigrant students * Making the students aware of environmental problems in their area and work on their employability, research and innovative skills to solve them * Updating of teaching and learning resources in the classroom to make them linked to demands of labour market and future needs Nowadays we experience many worries about the future in particular because of the problems of modern world such as ecology and immigration. That is why we chose ecological education to be one of the main aspects of this project. It’s true that over the years there has been a rising awareness of threats from neglecting environment but last few years showed that we still need a lot to learn. The project aimed at increasing awareness of environmental issues and providing skills for conservation management as well as developing conservation attitudes to ensure that any research programmes and career/personal choices our students undertake later on in life will have minimal impact on the use of resources. Our students thought about the environment, learnt the threats but also looked for ways to cope with them. The carried-out activities like looking for solutions to environmental problems in their vicinity and creating an innovative eco-solution that could be used in future buildings encouraged them to be innovative and creative when approaching environmental tasks and was aimed at encouraging the youths to think across a wider spectrum when trying to solve environmental issues and come up with conservation ideas and solutions. But a better future cannot be achieved without facing and solving another problem of this century – immigration. All European Union countries have been trying to resolve this problem with better or worse outcome. Thanks to this partnership we wanted to make students aware and understanding of different cultures. Planned activities were aimed at showing them long history of immigration and finding the traces of other cultures in their country. Students also created a survival kit from people from other countries. This made them more open to people from different countries and less afraid of welcoming them. The tasks were also designed to promote teamwork, leadership skills, build new friendships as well as work on intercultural and social competencies. All activities of the partnership were done in mixed international groups of students who were encouraged to work using as many foreign languages as possible in their interaction. We wanted our students to realize that learning foreign languages as well as project based learning broadens their own opportunities in the labour market. In order to motivate pupils, teachers were encouraged to implement innovative teaching and learning resources and methods in the foreign language classroom and using CLIL, PBL methods integrating the use of ITC tools in their everyday practice and exchanging good practices between teachers in all participating schools, in which better links to more practical use of language skills required by the labour market were specially developed. This multilingual interaction extended the European dimension of the partner schools and cooperation between students and teachers. The multinational contacts rose the knowledge about the partner countries, broke many stereotypes and raised in students the feeling of being part of the European Union. The project was especially aimed at students aged 11-15 and teachers of sciences and language. We opened it to all students interested and motivated enough to involve themselves in project work. We designed a realistic and complete dissemination plan along the project and afterwards and influence also third parts, such as local businesses and teacher training centres as the three objectives are of key importance in our society and countries.