"SM & CLIL – CONTENT AND LANGUAGE INTEGRATED LEARNING IN MATHEMATICS AND SCIENCE TEACHING"
AT, FR, ES, TR
The project “SM & CLIL” has contributed to the concept of Scientific Literacy by focusing on the potential and effectiveness of Content and Language Integrated Learning as a vehicle to promote motivation and understanding of learners in maths and science education.
The project team has developed and implemented lesson concepts and teaching material for maths and science subjects (in general higher secondary schools) in English as foreign language. The main objective was to enhance awareness of the role of language in the comprehension of concepts related to maths and science. At the beginning, partners' experience and expertise regarding the use of CLIL in content related subjects was different, which proved helpful in making evident what is needed for establishing good practice with CLIL.
Guidelines for the teaching and learning of maths and science via CLIL were established and language support sheets and templates were designed. The partner schools have worked on shared topics (e. g. “radiation and medicine”, “astronomy”, “light and colour”) and collected their results on a project website.
Students of all partner schools presented the material at the international meetings. The outcome was assessed via internal audits, questionnaires and minute papers. The teachers in this project include maths-teachers, science-teachers and language-teachers that have formed a community of practice (CoP). They intend to disseminate their experience and develop it further in a subsequent project “SL & CLIL – Scientific Literacy and CLIL”.
CZ, HU, PL, RO, TR
"Virtual EDEN” is an interdisciplinary (CLIL) project which addresses the areas of education, school curriculum and everyday life. The national curriculum is integrated into the project. While learning about the natural environment, this project will enhance the pupils' scientific approach. Biology, Chemistry, Physics and Mathematics will be the base for various activities. Art, Photography, ICT will be used to display the scientific research in a friendly way.
The project teaches respect for natural environment. Based on their nearby garden or park pupils will do some research: examine water, soil, air and fauna and flora, observe the weather. They will analyse and compare their results and publish on the Internet using Blogs, Photostory and the Wiki.
The project will help pupils develop scientific competencies, promote intercultural awareness and prepare students for their future as adult members of the European community. While improving linguistic and ICT competencies, collaboration on the European level will educate about planning, responsibility and team work. The project aims at pupils aged seven to fifteen with diverse backgrounds. Competition and quizzes will help to evaluate expected pupils' achievement. The final joint product will be a virtual garden and a scientific report presented on the Internet.
INTEGRATION OF CHILDREN WITH SPECIAL NEEDS THROUGH CREATIVE LABORATORIES ON NATURAL SCIENCE
IT, LT, GR,
HU, UK, BG, TR, PT
It follows a "can do" approachon natural science; The schools partnership aims to develop the
integration of children with special needs into normal classroom practice.
The theme of the project will be ‘Different Talents’. The group will develop a project broadly based on The World Around Us through which the children will be involved in a range of activities that will be encompass the entire curriculum giving the children the opportunities to realise talents they may not realise they had. This will be achieved through monthly creative workshops involving special needs children and their peers (who will work with the children to develop their own communication skills etc.)
Starting from "can do" pupils of the class will become teachers developing the ability to relate to the children with special needs in a permanent research of strategies, teaching models and paths. This ‘partnership’ between the children we hope will have a positive impact on all the children involved.
The different experiences will be exchanged between partner countries highlighting their achievements (disseminating good practice) and areas where improvements can be made. The project will enhance each partner countries' experience of different approaches/ methodologies that are used with the possibility of adopting them in their own country. All the material produced will be collected in a book with lessons on The World Around Us with a special pedagogical approach. The good practice developed in this project may be a template through which other schools can integrate children with special needs.
Forests are the treasure of the European countries. Working on the project we want to attract students' attention to the problem of natural resources conservation and form consideration to the forest and its inhabitants. Simultaneously we wish to raise students' interest in the science through environmental forest education and develop their knowledge on the tree species in different European countries indicating non-productive forest functions.
Thanks to the work on the project we want to enrich students' knowledge about forest as an integral element of the environment, the effects of the climate change on forests and forestry as well as the effects on the daily life, get to know the culture and landscapes of the partner countries using English language and ICT as means of communication and cooperation between all the partner schools.
Water, as a symbol of life, has become in the twenty-first century a topical issue that requires us to stop and think and involves the whole society and, especially, education. This Comenius environmental project about Water Culture, emerged in 2009 in a preparatory visit in Denmark, all partner schools shared the same concern: it was necessary to highlight issues concerning water, such as drought, lack of drinking water, global warming and water pollution, among other matters, and a reflection which offered future solutions, such as the responsibility towards consumption models and appropriate use of water.
Among the most significant proposals about water: To understand and appreciate the importance of water, to bring students near the literary, cultural and artistic perspective about water, to explore the characteristics of water and to test its potential in a practical way, to promote the personal and global commitment about respect, protection and environmental sustainability, to show patterns of water consumption in a responsible way, student-centred approach to the concrete realities of places where water is causing a major crisis due to its scarcity and lack of portable water supply, to make known scientific and technological developments, and involvement in the hydrological cycle, to promote recreation and leisure using the possibilities that water offers in a respectful manner and protecting the environment.
During the project, mobilities have been made for the exchange of experiences and knowledge, and to promote the European dimension and languages. The use of ICT among teachers and students, and creation of our own website, has been essential for the dissemination of our common proposal.
The project aims at combining the activities of the partner institutions in what concerns the environmental education of pupils. Focus will be given to the recognition of the environmental problems of each area, discussions of possible solutions, protection of natural resources, reduction of the mass of wastes, awareness of the world where we live in, thus trying to verify if the goals for a sustainable development including issues related to energy and climate change are reached; the participants will use ICT, theoretical and practical methods together in order to produce digitalized modules for environmental education.
The output of the project will be in the form of written, illustrated booklets, e-books, audio books, PowerPoint presentations, DVD/Videos of dramatized stories, images of Art objects, and through video conference/ webcam and e-mail communication. It will be linked to the following curriculum areas: Biology, Geography, Foreign Languages, Mother Language, ICT.
Through their involvement it is expected that pupils and adults will be motivated to look with interest and curiosity at environmental issues, that they will gain a deeper knowledge and consciousness of ecological balance and its importance for the continuity of human life as well as other creatures' life.
EST Star Project
CHANGE WITHIN THE CHANCE OUTSIDE. STOP CLIMATE CHANGE - EDUCATION FOR SUSTAINABLE DEVELOPEMENT IN AND OUTSIDE THE CLASSROOM
DE, EE, AT, FI, HU, IT, PL, ES
The partners want to connect within two important learning areas and from there develop lasting and sustainable projects. 1. Content: Prepare the ground for self-responsible, conscious/purposeful, climate considerate action in different life issues of the persons involved. 2. Method of teaching: International training of teachers in "cooperative learning" method. It is planned to collect, in cooperation with local environment-educational initiatives successful, active, interdisciplinary sense-appealing learning programmes, learning games, actions and projects.
On this basis there will be a choice of the criteria to be developed together. These criteria will be tested and evaluated in the participating schools. The most successful learning examples will be drawn up for publication focusing on the annual school curricula of the partnership project, e.g.: - natural science: analyses of water, alternative energies, weather statistics - art: scrap sculptures, photo theatre, music, dance - economy: second-hand-markets, pupil companies, repairing of used objects (bicycle repair shop), catering for bio-food ethnic food - sports: experiential education games and competitions in natural environments (tree climbing, adventure tracks, etc.) Furthermore, an ECO-menius certificate for award of climate-friendly behaviour will be developed jointly. By way of trainings, conceived and organized by an international team into which each competent partner school sends a suitable member, after two years, the "cooperative learning" method is supposed to be a permanent part of teaching practice in each partner staff. As regards the content, the basis for cooperative learning is provided by learning level 1.
As a result, a selection of best-practice-examples (games, activities, long-lasting projects developed in each partner-school often together with associated partners (organizations working in the field of environmental education) useful for teaching and education in developing sustainable thinking and behaviour in and outside school.
CLIMATE CHANGE WE ARE WORKING
DE, LU, DE, FR
We worked on the issue of climate change with two different approaches to the issue. During the first phase, we studied the causes of climate change and their correlation. This scientific research, conducted through relevant publications and participant observation, give reason to believe that humans are responsible for this rapid climate change, the consequences of which will undoubtedly be dramatic. We are not able to assess these consequences yet. In addition to consulting experts, we evaluated our own CO2 emissions; we observed the nature and visited exhibitions.
The second stage of our partnership was devoted to action aimed at protecting the local climate at personal level. The discussions focused on the ethical issues and the responsibility of individuals. Participants consulted local projects, companies, institutions and households that have managed to make an impact in terms of reducing their use of fossil fuel. These experiments were run on the basis of different media: posters, pod -casts, articles ... to make them known to many and encourage a responsible attitude to the consumption and technology.
Project participants have realised that our behaviour can actually slow down or accelerate global warming. Consequently, they will be able to make a choice and promote public awareness for the protection of the environment.
EST Star Project.
EMPOWERMENT OF YOUTH FOR ENVIRONMENT FRIENDLY SOURCES AS A CONTRIBUTION TO A SUSTAINABLE FUTURE
SE, SL, GR, PT, PL
Environmental pollution is the global challenge which has to be addressed to all society members, including youth. Therefore the project intends to empower youth for an active engagement. It is important that this issue is passed to youth who have to contribute to a more responsible attitude towards sustainable environmental conditions and to become the Earth ‘guardians’.
During the two years project implementation, pupils will study main causes for the pollution in their country, available strategies and measures to combat this issues, environmental friendly energy sources and devices. Some of them will even construct afew new devices. Through the whole process they will be tutored by teachers during curriculum subjects and/or non-curricular school activities. It is expected, for pupils and teachers, that familiarisation with other cultures will be significantly increased, international cooperation enlarged and strengthened, second language competences improved.
The project might have even an impact on pupils’ future career decisions. Teachers will have an opportunity to exchange practices of teaching methods and approaches, as well as upgrading of their professional knowledge and skills. Achievements and results will be disseminated also in local and wide lifelong learning community.
This Comenius school partnership consists of five upper secondary schools from Cyprus which is the coordinating country, Finland, Latvia and Sweden. The purpose of this partnership is to find out if and how they could save energy in their different countries and in the long run lower the emissions of Greenhouse gases. The idea of this project is derived from the fact that the accumulation of pollutants like carbon dioxide, methane, nitrous gases and other Greenhouse gases has reached crisis proportions in the atmosphere – portions that will affect our common life in the future.
In order to face this detrimental problem, project teams were formed in each participating school and a number of activities were set up like attending seminars about energy, studying energy sources, visiting local power stations, learning about the social and environmental impact of using different energy sources, doing a survey of ways of saving energy, creating models for saving energy, putting up displays in our schools and creating new teaching materials. The ‘project tries to get people acquainted with and become aware of the importance of saving energy, to learn how the countries involved in the project produce, use and save energy, to promote intercultural dialogue activities among teachers and students, to strengthen the European dimension in education namely developing understanding of wider European framework and educational outlooks, to encourage innovations and finally to promote the spirit of collaboration and tolerance of diversity.
Throughout the lifetime of this project and at the end of it, different innovative methods and activities were adopted like regular evaluation sessions, fieldworks and visits to places related to the project, regular presentations to the school management, publishing project results in the press, creation of a webpage, questionnaires for participants, email exchanges and filling up self – evaluation forms.
Subject and the aims of this project are connected with the environment dealing with situation and conditions of forests in the Czech Republic and Norway. This project focuses also on another close theme to the previous mentioned - living in the countryside. Both of the institutions are farm schools, their activities are really close to these themes as the environment, its fauna and flora are very important. Students got to know new information about the forest´s biotope, monitored current situation of Czech and Norwegian forests, investigated its flora and fauna, got to know their preservation, gave suggestions how to improve current situation.
One of the objectives of this project was to deepen the students’ interest in environment and forest’s biotope and to widen and improve the quality of their knowledge to which are their studies aimed to. Students compared the attitudes to protection of nature in the Czech Republic and Norway, they did fieldwork and got to know with nature and the ways of living in the countryside in the partner country that is absolutely different.
The main product of the collective work is a trilingual atlas of fauna and flora (in Czech, Norwegian and English languages).