(De Beukennoot)------------------------------Flanders, Belgium. - Epos

EPOS vzw ‐ Europese Programma's 

voor Onderwijs, Opleiding en Samenwerking 

Koning Albert II‐laan 15 / 6A 

1210 Brussel 

COMENIUS- 

PROGRAMMA 

COMPENDIUM 

PARTNERSCHAPPEN 

VLAANDEREN 

 

EPOS vzw is het Nationaal Agentschap voor Vlaanderen 

voor het Europees Programma Een Leven Lang Leren

Multilateral Schoolpartnerships: Primary Schools 

2010‐COM‐MP‐B‐CO‐01 

Technosportkid(t)...................................................................................................................................... 7 


THE MAGICAL 7: Not Just Another Story................................................................................................... 8 


Work with your strengths for a strong Europe! ........................................................................................ 9 


WOW Europe: Wide Open Windows in Europe...................................................................................... 10 


Arts & Artists in a Digital Europe............................................................................................................. 11 


“Creative bridges to Europe” .................................................................................................................. 12 


EUROGAMES: Games Connecting Europe............................................................................................... 13 


Name the Game ...................................................................................................................................... 14 


A Healthy (Little) Mind in a Healthy (Little) Body.................................................................................... 15 


Lets Build Europe together with legobricks ............................................................................................ 16 


FIT IN(to) EUROPE.................................................................................................................................... 17 

2010‐COM‐MP‐B‐PA‐01 

European Energy Adventures.................................................................................................................. 18 


Le Plus Beau Jardin des Mots Européens ................................................................................................ 19 


Tomorrow's Success Starts Today ........................................................................................................... 20 


Europe: Knowing You Knowing Me ......................................................................................................... 21 


European Children Sharing Culture Through Puppetry and Legends. .................................................... 22 


Work with your strengths for a strong Europe! ...................................................................................... 23 


"À la recherche d´une identité culturelle européenne au travers de nos peintres"............................... 24 


Europe@the_stage.................................................................................................................................. 25 


Teddy Bears Picnic................................................................................................................................... 26 


Play Fair! You and me ‐ Creative playing across borders ........................................................................ 27 


Active Citizens of Europe......................................................................................................................... 28 


What can I see from my classroom window ......................................................................................... 29 


Barefoot through life............................................................................................................................... 30 


Yes we can...stop global warming!.......................................................................................................... 31


Growing Together as Europeans ............................................................................................................. 32 


A Healthy (Little) Mind in a Healthy (Little) Body.................................................................................... 33 


Name the game ....................................................................................................................................... 34 


Go green, go clean, act now! ......................................................................................................... 35 


Ch@t in Europe ....................................................................................................................................... 36 


" We All Came Here From Somewhere".......................................................................................... 37 

Multilateral Schoolpartnerships: Secondary Schools 

2010‐COM‐MP‐S‐CO‐02 

Youth and European Standards/values................................................................................................... 39 


Let me Inside ! ......................................................................................................................................... 40 


WILL (Water is Long LIFE ) ....................................................................................................................... 41 


Common Goods and Peace ..................................................................................................................... 42 


From Da Vinci to the 2012 Olympics....................................................................................................... 43 


EU‐FORUMS FOR ACTIVE EUROPEAN YOUNGSTERS. ............................................................................. 44 


Information and Communication Technology for you............................................................................ 45 


Putting us on the map .............................................................................................................................46 


Food for Thought..................................................................................................................................... 47 


The 10 Commandments of Tolerance ..................................................................................................... 48 


Different and still the same! .......................................................................................................... 49 


Working at European Talent ................................................................................................................... 52 


www.planet‐e.eu..................................................................................................................................... 51 


EXCITED‐Explore Creativity and Innovation in Technology, Entrepreneurship and Design.................... 54 


Space and us ‐ A Journey to the Planets ................................................................................................. 53 


FinE – Fashion in Europe ......................................................................................................................... 54 


"On the paths of remembrance, from Yper to the Somme, Europe in the Great War" ......................... 55 


My world, your World, our World........................................................................................................... 56 


CHEF – Creating a Healthy European Future........................................................................................... 57 


4 

EPOS VZW – COMENIUS VLAANDEREN – COMPENDIUM PARTNERSCHAPPEN 2010

Touching Maths....................................................................................................................................... 58 

2010‐COM‐MP‐S‐PA‐01 

The European Tradesman .......................................................................................................................59 


Let me Inside!.......................................................................................................................................... 60 


Rendons les élèves acteurs d'un monde plus équitable ......................................................................... 61 


Tell Me a Jewel!....................................................................................................................................... 62 


European Mosaic ‐ The Seven Wonders of our City................................................................................ 65 


Young Professionals Research the Future of their Town ........................................................................ 64 


Common Roots ‐ Common Future .......................................................................................................... 65 


Entwicklung und Erprobung einer Unterrichtsreihe mit dem Thema "Mehrsprachige 

Präsentationen" ...................................................................................................................................... 66 


Caring for the environment we live in..................................................................................................... 67 


It's what you do next that counts ‐ A path to eco‐friendly behaviour .................................................... 68 


Crisis ‐ what crisis .................................................................................................................................. 69 


Putting us on the map .............................................................................................................................70 


SCRIPT ‐ Social Competence Responsibility Independence Preparation and Training ........................... 71 


Parents are Partners................................................................................................................................ 72 


@LIVE4LIFE – International Social Internship ......................................................................................... 73 


Are you a CO2nsumer............................................................................................................................ 74 


Teen TV.................................................................................................................................................... 75 


Friendly People for Friendly Energy ........................................................................................................ 76 


You are what you eat. ............................................................................................................................. 77 


Gender roles through time and place ‐ a travelling exhibition ............................................................... 78 


Preparing for Adult Life in Europe........................................................................................................... 79 


TEXTILE PATTERNS ON THE MOVE .......................................................................................................... 80 


The Ecocentricity Chase .......................................................................................................................... 81 


TEXTILE PATTERNS ON THE MOVE .......................................................................................................... 82 


Stepping Stones to an All‐Inclusive European School ............................................................................. 83 

EPOS VZW – COMENIUS VLAANDEREN – COMPENDIUM PARTNERSCHAPPEN 2010 

5


Ambassadors for the future: exploring national and European citizenship ........................................... 84 


UNITED IN EUROPE THROUGH CULTURE AND TRADITIONS ................................................................... 85 


Our School Environment ......................................................................................................................... 86 


FOCUS – Folklore, culture and similarities .............................................................................................. 87 


Equilibrium ‐ wir bauen eine Brücke zwischen Vergangenheit, Gegenwart und Zukunft ...................... 88 


Eco‐tourism ‐ A Green Travel Guide throughout Europe........................................................................ 89 


My Traditions In Our Europe................................................................................................................... 90 


Educational Tourism as a Means of Promoting Our Regions.................................................................. 91 


YOUNGTERS THROUGH EUROPEAN CINEMA.......................................................................................... 92 


COME’NIUS – COME aNd Impersonate US.............................................................................................. 93 


Europe des Arts , creuset des civilisations. ............................................................................................. 94 

Bilateral Schoolpartnerships 

2010‐COM‐BP‐PA‐02 

MESPRA – Mehrsprachigkeit öffnet Türen und Grenzen........................................................................ 95 

Regio Partnerships 

2010‐COM‐REG‐CO‐02 

Stay on track............................................................................................................................................ 96 

2010‐COM‐REG‐PA‐01 

EYE – Early Years and Equality. Observing and living each other’s practice in Early Years to 

inform quality development. .................................................................................................................. 97 

2010‐COM‐REG‐PA‐04 

Water‐ The source of life......................................................................................................................... 98 

6 


Project Reference: 2010‐COM‐MP‐B‐CO‐02 

Project Description: 

TECHNOSPORTKID(T) 

1. General aim of the project is bundled in the project title Technosportkid(t). 

‐ Technosportkid: We want the children to get fascinated by technology and sport. We want to start 

early in the education of a child with technology and sport to make sure the children and parents can 

make better choices after primary school and they discover other talents (from the child) than 

knowledge alone! Gender can’t be a problem in school to do more technology or sport. 

‐ Technosportkit: We want the children to use materials and toys in technology and sport. 

2. Activities during the 2 years of the project: first year: Technokid(t) 

Technology is the main subject of the first year. 

• During the first year, the children will work on technology by means of a technology corner in the 

class or in the school (a place where they can experiment, discover, dismantle a technical system, …), 

by means of workshops, visits, etc. 

• The teachers will exchange know‐how about how to work on technology during their classes with 

children: they will follow workshops, etc. 

• In school we will offer children opportunities to do technology: Doing experiments with technical 

constructions, solving technical problems alone or step by step, … 

‐ second year: Sportkid(t) 

Sports (healthy mind in healthy body) is the main subject of the second year. 

• During the second year, children will experience a lot of new sports games. 

• Teachers will share information about how they work on sports at their schools. 

• Children invent a new game in each school. 

• Sharing information about their national sports and about sport in their lives 

• Promoting the idea of Olympic games 

3. Products or results from the project:digital photo album about activities about technology and 

sports 1‐2 year. Digital sport journal (2 year) 

Composition of the partnership: 

Coordinating Flemish School: 

Vrije Basisschool (De Regenboog) 

Kwaadstraat 20 

9750 Zingem 

Belgium 

www.cac.be/vsz 

vsz@cac.be 

Jacques Dhondt 

Partners: 

‐ Libatse Kindergarten Elementary School‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Estonia 

‐ Zespol Szkol Publicznych w Nagoszewie‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Poland 

‐ Základní škola Vidce, okres Vsetín ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Czech Republic 


7



THE MAGICAL 7: NOT JUST ANOTHER STORY 

Since ages 7 is a magical number in fairytales. In this project we want to combine the magical world 

of fairytales with the daily reality of children’s European society. 7 schools from 7 different European 

countries will create 7 continuing stories (serials) with 7 chapters each in 7 different techniques 

about 7 children’s rights. To represent the fairytale spirit during the project every school will create a 

magician to be present in the Comenius corner of each school. He will introduce the children’s rights 

and can be used as a kind of joker in the stories. The treated subjects are: cultural diversity, family 

values, safe environment, right to education, school violence, right to decide, equal rights for 

disabled children. 



Vrije Basisschool – Scharrel 

Witherenweg 2 

2322 Hoogstraten (Minderhout) 


www.scharrel.be 

info@scharrel.be 

Pat Leysen 

Partners: 

‐ Kuulammen koulu‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Finland 

‐ Direzione Didattica di Sarzana 1‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Italy 

8 




WORK WITH YOUR STRENGTHS FOR A STRONG EUROPE! 

During this project we want to work on the strengths of (head)teachers and pupils to make sure we 

create better teachers and learners. 

Too often the evaluation of teachers and pupils focuses on their weaknesses. We want to change 

that and create education from a positive point of view, so that we increase the motivation of both. 

The project is worked out on two tracks: 

‐ on the level of (head)teachers: we want to discover the strengths of all teachers by means of the 

theoretical approach of Marcus Buckingham: ‘Discover your strengths’. Once the (head)teachers are 

aware of their strengths they will get opportunities to improve them (personal aspect) and to 

strengthen the school (group aspect). This is a way to improve the working of the school and to 

increase the motivation of the teachers. 

‐ on the level of the pupils: we want the pupils to discover their strengths. Therefore, we want to 

develop, implement and improve methods the teachers can use to discover these strengths, such as 

the labyrinth. We want the children to get a picture of their strengths, to improve them and to 

accept themselves as they are, to be more motivated to learn and hopefully become better humans. 

From this positive view on learning, all actors (heads, teachers and pupils) in the school become 

complementary to each other and enrich each other. 

As an end result we want to create tools to work on strengths and to create a ‘richer’ school. 



Vrije Basisschool (De Smalle) 

Smallestraat 2 

8000 Brugge (Koolkerke) 


www.desmalle.be 

rudydejonge@yucom.be 

Rudy de Jonge 

Partners: 

‐ Gemeentelijke Lagere School (De Beukennoot)‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐Flanders, Belgium 

‐ Szkola Podstawowa Nr 28 im. K. I. Galczynskiego ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Poland 

‐ Gözpinar Ilkögretim Okulu‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Turkey 

‐ Direzione Didattica DON MILANI‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Italy 


9



WOW EUROPE: WIDE OPEN WINDOWS IN EUROPE 

Wide Out Windows wants to open the eyes of children of both nursery and primary school for 

similarities and differences between countries in Europe. Look out of the windows and get to know 

the habits and folklore in several European countries. 

In this project we share elements of feasting, traditional stories, clothes, houses and food. 

Dare looking further than your garden and open your window for Europe, it is worth it! 

Within the first year of this project, we intend to share by means of the “presentation” some words 

and short songs in the native tongues of our partners, and we would like to learn how to locate them 

on the map. Then, we will find out about their favourite holidays and stories. 

During the project’s second year, we will learn things about the clothing, dwelling and food of our 

European partners. 

The final products (the project web site, the game table, the setting up of ”WOW Europe Day’’) will 

be excellent opportunities to show the teachers in other schools, the parents and the local 

community that Europe is a large, happy “family” 



Basisschool Park GO! 

Eikstraat 8 

9300 Aalst 


www.bspark.be 

directie@bspark.be 

Steven Verleysen 

Partners: 

‐ Volksschule Hiltenfingen (GS)‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Germany 

‐ EB1/JI Vila Ruiva ‐ Agrupamento de Escolas de Cuba ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Portugal 

‐ 1st Primary School of Kalamaria‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐Greece 

‐ ECOLE PRIVEE SAINT AUGUSTIN DE NOYAL SUR VILAINE ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ France 

10 




ARTS & ARTISTS IN A DIGITAL EUROPE 

The project focuses on 'The Arts' ‐ painting, sculpture, design, music, dance (from the sport 

curriculum) and drama. 

In each school, classes will work each semester on one artist (male or female) and their art form, by 

researching and presenting their findings. They will send their findings to their partner pupils, who 

will examine the information, interpret the information, look up the country the information is 

coming from and learn from their partners. 

The children will then “re‐create” a chosen piece of work by their artist. At the end of each semester 

they will mount an exhibition in their own school, together with all the collected information of the 

partner schools / country. After that, a selection of the exhibition will be sent to each partner school 

and we will each have an international exhibition, composed of the information of the country, the 

artist and the artwork. 

The number of artists and art works will depend on the number of classes working on the project. At 

the end of the project each school will exhibit their own work and that of the other partners in a 

public place in their local area. They will also include information about Comenius and their 

Comenius project. 

A feature of the project will be how the children communicate and disseminate their work by ICT. 

Teachers will also participate in the Lifelong Learning principle, by learning a new skill from their 

partners at each Project Meeting. 



Gemeentelijke Basisschool Hoogstraten 

Gravin Elisabethlaan 21 

2320 Hoogstraten 


www.gemeenteschoolhoogstraten.be 

info@gemeenteschoolhoogstraten.be 

Ann Oomen 

Partners: 

‐ St Anne's Primary School‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐Northern Ireland, United Kingdom 

‐ Skönsmons skola ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Zweden 

‐ Krusaa Skole ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Denmark 


11



“CREATIVE BRIDGES TO EUROPE” 

“Creative bridges to Europe”, is a project where partners from Belgium, Greece, France, Spain, the 

UK and Norway will try to "build a language‐bridge between the countries" by sharing the same ideas 

in common work, on a creative way. The partnership we intend to do is focused on foreign 

languages, we all have at least one or two common languages to communicate and we all teach 

languages at very young children, even in the kindergarten! Languages, ICT, techniques and arts will 

be the topics we work on in a very creative way! During the 2 next years partnership meetings will be 

held in all countries. 

During year one, we will start with a school‐ and class presentation for the partners. Videos, photo’s, 

drawings, collages and other material to make our country, school and classes “visible” will be 

sending to all partners. Christmas cards will be sent by pupils and the second part of year one “a 

story book” will be made. All partners will write (at least) 5 pages of “ONE story” about traditions in 

our country. As main character we choose “a troll” because our partnership started in Norway. The 

main character will travel through the partnership countries and children will draw and write the 

(cultural) story. The written part will be for each country in 2 languages (mother tongue and second 

language teached in school – witch is not always English!). This is a funny way to introduce ALL the 

languages we have in the partnership! 

In the second year we will build a “European village” through discovery boxes. Pictures from all boxes 

and the manuals (again in several languages) will be put on the common website. The final project of 

year two schools will share examples of children’s art work and focus on significant national artists. 



Gemeentelijke Basisschool ‐ De Katersberg 

Katersberg 27 

2440 Geel 


http://katersberg.sbsgeel.be/ 

de.katersberg@geel.be 

Ann Vanhoudenhove 

Partners: 

‐ Our Lady & St Thomas RCVA Primary School --------------------------------- United Kingdom 

‐ Platt Bridge Community School----------------------------------------------------- United Kingdom 

‐ Centro de Educación Infantil y Primaria "Muñoz Garnica" ---------------------------------Spain 

‐ Trondheim International School, Barnehage ----------------------------------------------- Norway 

‐ ECOLE MIXTE II DU BOURG ------------------------------------------------ Guadeloupe, France 

12 




EUROGAMES: GAMES CONNECTING EUROPE 

This project will bring together eight countries across Europe in order to learn about our own and 

each others culture, language and traditions through games. The focus will be on children games, 

traditional games, game songs and the way children play. Language and relation skills in both the 

mother tongue and in foreign language learning will be improved by sharing and comparing these 

games with our European partners. In the beginning of the first year each school will send a surprise 

box to all partners, containing a typical game and a game mascot, and also typical things of the own 

school and country. In this way the partner schools and their students get to know each other better. 

Each school will organize a Comenius Day during which the boxes are presented to the children. 

During the second activity a DVD will be made in each school on which children will explain and show 

typical, local playground games. In a third activity, grandparents will be invited to the schools to 

explain old games they used to play when they were young. A Games Booklet will be made and sent 

to each partner school. In the second project year the pupils' creativity will be challenged by 

inventing a new board game in which partner schools find out new things about the different 

countries and habits. During the activity 'Games and Music' children will teach and learn each other 

games that contain a special song on a self‐made DVD. At the end of the project an exhibition of all 

the project work undertaken will take place at all schools. 



Vrije Basisschool De Tweesprong 

Kronevoordestraat 62 

8620 Handzame 


www.detweesprong.be 

handzame@detweesprong.be 

Jan De Wit 

Partners: 

‐ Szkola Podstawowa nr 33 im. I. J. Paderewskiego w Kielcach ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Poland 

‐ Gorsemoor Primary School ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐United Kingdom 

‐ SC. PRIM. ACHILLE LAURI 3 CIRC. DID. ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Italy 

‐ St Gregory's Catholic Primary School (SGCPS) ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐United Kingdom 


13



NAME THE GAME 

Concerning the European Life Long Learning Programme, would it not be very basic to put our focus 

on pre‐primary children 

This is the wish, supported by 7 European schools from Belgium(2), Germany(1), Czech Republic(1), 

Romania(2) and Finland(1). 

Pre‐primary children are sensitive to their immediate surroundings. We want to improve their 

awareness of language and surrounding differences in a European perspective. In the meantime we 

wish to expand their social skills towards each other and the others from different parts of Europe. 

By creating a sense of undertaking in a European perspective, an awareness of the own identity will 

grow through the mirror of the others. 

The way we wish to realise this has to be appropriate to age. So we chose games as they are a 

children´s right. Considering the characteristics of pre‐primary aged children, we will focus on four 

intensified periods of seven weeks, during which seven games will travel from one school to another 

in a carousel of game‐mobility. Each school will receive another game each week and this will be 

repeated four times with a different content. We selected these repeated intensified periods 

because the pre‐primary children benefit more from this than a more spread input. 

As children are also entitled to support, we will create a platform of teachers, parents and older 

children to sustain the project. The older children will be sensitised to play the games as well, to be 

able to help their friend in the pre–primary. 

There will be 5 project meetings for making the games within each others context. Considering our 

activities as the bricks, the planned mobilities towards each others schools would be the cement... 


Flemish School: 

Vrije Basisschool ‐ De Graankorrel 

Blaubergsesteenweg, 172 

2230 Herselt 


www.degraankorrel.be 

schoolblauberg@degraankorrel.be 

Herwig Schroijen 

Partners: 

‐ Vrije Basisschool ‐ Mariagaarde ‐ De Linde ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Belgium 

‐ Materská škola Barevný svet Olomouc, Delnická 17 B, príspevková organizace ‐‐‐‐‐‐‐‐‐‐‐‐ 

‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Czech Republic 

‐ Gradinita de copii nr 87 "Spiridusii" ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Romania 

‐ Kinderwelt Hamburg e.V. Internationaler Kindergarten ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Germany 

‐ GRUPUL SCOLAR “PREDA BUZESCU”‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Romania 

‐ Martinniemen päiväkoti (Martinniemen Kindergarten)‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Finland 

14 




A HEALTHY (LITTLE) MIND IN A HEALTHY (LITTLE) BODY 

With the project 'a healthy (little) mind in a healthy (little) body' (parva mens sana in corpusculo 

sano) we want our youngest children (and their parents) to become aware of the need to live by a 

healthy lifestyle. We want to work this out primarily by stimulating them to do physical 

(outdoor)activities but also by emphasizing the importance of eating healthy food, have attention for 

healthy mental activities (live by positive values) and environmental applications (problem of 

garbage, climate, ...). In fact, we want them to create a healthy consciousness. 



Vrije Basisschool (Oeterveld) 

Ophovenstraat 71 

3860 Neeroeteren 


www.kbaoneeroeteren.be 

victor.medaer@skynet.be 

Victor Medaer 

Partners: 

‐ Skogsgläntans idrottsförskola, Vä, Kristianstad ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐Sweden 

‐ Leikskolinn Arnarsmari ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐Iceland 

‐ Vrije Basisschool (De Wissel)‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Belgium 

‐ Ozel Cevre Anaokulu ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Turkey 

‐ Sc.Infanz. L’Albero Azzurro di Gattella Claudia ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Italy 

‐ Przedszkole Miejskie nr 13‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Poland 


15



LETS BUILD EUROPE TOGETHER WITH LEGOBRICKS 

Used by child and young since the nursery school until university, LEGO allows developing a different 

project work. Involving teachers and pupils, it permits all to cooperate, observe, think, explore, 

innovate and create. 

We will start improving the use of Lego bricks in our schools. Getting a “Lego room” and using it (with 

parents help) we will focus on Lego Basics (cheaper and allowing a wider range of uses) so that taking 

the example of join small pieces to build bigger objects, we will also build Europe joining ourselves 

ideas. 

We will ask pupils to show, with their creations, something of themselves, their towns and region. 

Photos and videos of it will be shared with other partners using Internet, giving even to the youngest 

pupils a chance to communicate without words. 

We also think to discover and experience some freeware programs with Lego bricks on computer. 

Older pupils will use English to describe their creations, and will experiment using computer for make 

instruction for assembling them. They will organize international Lego contests. The winners will be 

selected by all the pupils of the partnership. 

Teachers will meet for develop and share good practices using Lego in learning activities, and will 

produce a “teacher's guide” about the use of legobricks and spread it around as end product. 

We will show the different activities and products on the eun webspace (and on our own 

schoolwebspaces) on witch each country can place his own activities and products. 



Vrije Basisschool (O.‐L.‐Vrouwcollege) 

Kaaistraat 22 

8400 Oostende 

www.olko.be 

olko@skynet.be 

Dominique Huyghe 

Partners: 

‐ Madsebakken Skole ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Norway 

‐ Istituto Comprensivo Ezio Giacich‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Italy 

16 




FIT IN(TO) EUROPE 

Throughout the project children and teachers are encouraged to discover the cultural wealth of the 

partner countries and think about their own identity in order to develop intercultural dialogue. 

We want our children to grasp the European identity to recognize the similarities and appreciate the 

differences. 

We want our children to find out what the advantages of modern technology gives them to improve 

communication. 

Theme and activities: 

Our project is a quest for health as it is defined by the United Nations. 

“Health is a state of optimal physical, mental and social well being, in which everybody should get 

the chance as a human to develop and use capacities..”. 

For our school practice this means: 

Activities (information + education) aimed at influencing behaviour. 

The development of a Health Policy. 

Taking structural measures that create a learning and living environment where ‘Healthy’ choices are 

obvious. 

Year 1 

‐ Constitute a Comenius comité and developing a Comenius corner in each school. 

‐ Exchanging various messages. 

‐ Creating a herb and/or vegetable garden – exchange ideas, seeds, plants …. 

‐ Exchanging of 'healthy recipes' to achieve a collective recipes book. 

‐ A joint eating day 

Year 2 

‐ Inventory of “Healthy Motions” and exchanging (3 HM) in a presentation. 

‐ Harvesting and sharing experiences – virtual visite to the ‘Gardens’ 

‐ Developing a game based on ‘Trivial pursuit’ with questions about the ‘active food triangle’, for 

pre‐schoolers (3‐6 year) and for students (6‐12 year), aimed at influencing behaviour. 

‐ The pupils choose the 'ten commandments' for a healthy way of life. 

‐ Apotheosis: Healthy day + signing the charter + delivered to the European Parliament 



Basisschool van het GO ‐ Maaseik ‐ Centrum (De 

Sprong) 

Burgemeester Philipslaan 78 

3680 Maaseik 


Partners: 

www.bsgodesprongmaaseik.be 

bs.maaseik.centrum@g‐o.be 

Tonny Godderie 

‐ Kolding Friskole‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Denmark 

‐ Bailey Green Primary School ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐United Kingdom 

‐ Bilinguale Ganztagsgrundschule Dualingo ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Germany 

‐ 31st PRIMARY SCHOOL OF HERAKLION‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐Greece 


17

Project Reference: 2010‐COM‐MP‐B‐PA‐01 


EUROPEAN ENERGY ADVENTURES 

The main idea of the project is to encourage children to seek alternative sources of energy. The 

children will construct models to illustrate each new idea. For the younger children stress will be put 

upon raising their awareness of European diversity as far as countries, languages and energy sources 

are concerned. First the children are to conduct a study regarding the existing sources of energy 

used in each country. That way the pupils can compare 14 European countries by exchanging the 

information using the IT skills. Then each school will make a puppet carrying a mobile phone. The 

main aim will be to recharge the phone, take the picture of a device being used to do it , describe it 

both in national language and in English and send it to the next school. The other school has to do 

the same again, but a different charging device must be used. At the same time puppets from each 

school will start their journeys through Europe and descriptions with pictures will form booklets. 

Alongside the pupils can also make short films of the models they make and put them on the 

website. At the same time younger children will follow the routes of puppets on special maps. They 

will conduct simple experiments showing different ways of getting energy. Finally there will be 15 

puppets with booklets of at least 15 methods in each of them. All the data that appear during the 

project will be used for creating mathematical tasks and are to be presented on Project website. In 

each school there will be maps of Europe created presenting either different sources of energy and 

routes all puppets moving along. The amount of schools engaged in the project is crucial as that way 

children’s creativity is going to be challenged and the results may be more impressive. 



Vrije Basisschool ‐ St.Jan 

Bloemenlaan 71 

3630 Maasmechelen 


www.stjaneisden.be 

info@stjaneisden.be 

Jean Kubben 

Partners: 

‐ Szkola Podstawowa nr 58 im. Jerzego Kukuczki (Coordinating School) ‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Poland 

‐ IST. COMP. PIETRASANTA 2 ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Italy 

‐ AGRUPAMENTO VERTICAL DE ESCOLAS MONSENHOR JERÓNIMO AMARAL ‐‐‐‐‐ Portugal 

‐ EDUCATIONAL CENTER of INFANT and PRIMARY CEIP SAN ROQUE‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Spain 

‐ SPORT UND INFORMATIKHAUPTSCHULE TRAISKIRCHEN ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐Austria 

‐ Grundschule Stassfurter Hoehe Aschersleben‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Germany 

‐ LANTERN LANE PRIMARY AND NURSERY SCHOOL‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ United Kingdom 

‐ 1st PRIMARY SCHOOL OF XANTHI‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Greece 

‐ ECOLE ELEMENTAIRE BERNARD PALISSY ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ France 

18 




LE PLUS BEAU JARDIN DES MOTS EUROPÉENS 

In an enlarged and united Europe, diversity represents the salvation from a poor uniformity. Through 

their own language, culture and traditions, each country contributes to the European unity, thereby 

strengthening this through diversity. In this regard, our goal targets to realize a project which, on one 

hand aims to stimulate students to study foreign languages that are less researched (Portuguese, 

Romanian, Greek, Polish), and on the other hand, to gather students working on the proverbs and 

expressions out of the cultural history of partner countries, in order to improve their language skills 

in French, which seems increasingly to lose more ground. In Europe, fruit trees, fruits, animals, 

flowers and vegetables are part of a large number of expressions. The idea is to make an electronic 

European‐dictionary explained in French with phrases and idioms that refer to these areas. Each 

page of the dictionary will be illustrated with drawings of the pupils. Each school will choose a 

proverb which becomes the subject of a video and for which they will seek another form of 

expression (music, dancing, drawing ...). These productions will appear on a DVD. In order to achieve 

all these things, we will have to do research with countries that are so different to us , we can learn 

other languages, we will improve not only vocabulary, but we will know more about coexistence and 

tolerance. We hope our students become more sociable, more willing to read and more open to 

research. 



Vrije Basisschool ‐ De Komme 

Sint‐Jozefsstraat 2 

8000 Brugge 


www.dekomme.be 

info@dekomme.be 

Tristan Defebere 

Partners: 

‐ Instituto de Ensenanza Secundaria Ramon Menendez Pidal (Coordinating School) ‐‐‐‐‐‐‐ 

‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Spain 

‐ Vilniaus Jeruzales vidurine mokykla ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Latvia 

‐ Dr.‐Carl‐Hermann‐Gymnasium ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Germany 

‐ Athénée commnal Léonie de Waha ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐Frenchspeaking Community, Belgium 

‐ Scoala cu clasele I‐VIII " Stefan cel Mare " ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Romania 

‐ Escola Secundária/3 Ferreira de Castro ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Portugal 

‐ ECOLE ELEMENTAIRE CROIX CHEVALIER ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ France 

‐ 22 ND GYMNASIUM OF PATRAS‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐Greece 

‐ Gimnazjum nr 6 im. Jana Kochanowskiego ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Poland 

‐ OZEL CAKABEY ILKOGRETIM OKULU ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Turkey 

‐ Sc. Sec. di I grado Giuseppe Impastato ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Italy 


19



TOMORROW'S SUCCESS STARTS TODAY 

The project will aim to develop children's skills with particular focus on business and enterprise so 

they are more aware of the skills needed for life and to broaden their horizons and aspirations. We 

aim for children to see that they have meaningful opportunities to work in their communities to 

provide positive experiences so that they can make a real difference. We aim to teach real life skills 

and an awareness of the value of money and how to manage money so they become citizens of the 

future in a fast changing world. The project will help the children to realise that the problems and 

challenges they and their families face are shared by their partners across Europe and the wider 

world. The project will address the issues of increasing unhealthy lifestyles so that the children can 

make informed choices and see opportunities to take part in sport and develop healthier lifestyles 

through community involvement and working with their partners. We will also encourage the 

children to consider the environmental impact of their lifestyles and to compare this with their 

partners so that they make a positive contribution in this area too. 



Vrije Basisschool ‐ Het Spoor 

Spoorweglei 6 

2500 Lier 


www.hetspoorbasisschool.be 

het.spoor.basisschool@skynet.be 

Hilde Van den Bogaert 

Partners: 

‐ St Patricks RC Primary School (Coordinating School)‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐United Kingdom 

‐ Gl. Lindholm Skole ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Denmark 

20 




EUROPE: KNOWING YOU KNOWING ME 

Knowing You Knowing Me's planned partnership is to develop a sense of self identity through getting 

to know our European partners alongside learning about our own cultures and customs. Since we are 

working with primary aged children ( 6‐10 yrs) including SEN, we plan to achieve this through the 

thematic topics of 'Food and Physical' and 'Mental well being activities' (including sport, dance, 

playtime games and songs), where these recipes/activities will be shared with our partners. To 

support this and promote the MFL (modern foreign language) provision and ICT development, a 

common dictionary illustrating these topics will be produced and accessed through a shared open 

website. 

In each term 

1: a permanent European exhibition in each school where results of all the activities we have done, 

will be shown to children, parents, local community, press, ... 

2: a common website will be updated with the results from each partner in accordance with the 

timetable of the project. This will include: pictures , videos of dances etc. For example: the 

traditional recipes and mental well being activities mentioned above will be recorded and other 

partners will use these materials for making these recipes, dances, ... . (cooperative work) Other 

institutions can take advantage of all the work. 

3: a common dictionary with pictures and pronunciations of the key words in the recipes/ activities, 

in each language will be made. 

We work in an environmentally friendly way: Staff and children will communicate with partners by 

using available ICT. 

We will use environmentally friendly packing.Integral to the project will be the principles of equality 

for all. 

Through developing knowledge and understanding of diversity within our partnership, a sense of 

European citizenship can be fostered. 



Vrije Basisschool ‐ Sint‐Dimpna 

Laar 3 

2440 Lier 


Partners: 

www.vbsd.be 

directie@vbsd.be 

Marcel Vanlommel 

‐ Základní škola Bodláka a Pampelišky, o.p.s., Veliš 40, okr. Jicín (Coordinating School) ‐‐‐ 


‐ St. Stephens CP School‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐United Kingdom 

‐ Publiczna Szkola Podstawowa Nr 2 im. I.J. Paderewskiego w Staszowie‐‐‐‐‐‐‐‐‐‐‐‐‐ Poland 

‐ CEIP EL ZARGAL‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Spain 


21


EUROPEAN CHILDREN SHARING CULTURE THROUGH PUPPETRY AND LEGENDS. 


The children in the partnership are to work together on a project which uses the ideas of researching, 

making and performing with puppets and learning about legends and stories to explore the culture of 

its partners. This enjoyable and educational project, will enhance the teaching of basic skills, enrich 

the curriculum and give purposeful reasons for developing skills in new technologies and foreign 

languages. 



Vrije Basisschool ‐ De Wilg 

Schoolstraat 45 

3740 Bilzen 

http://www.schoolschoonbeek.be 

School.schoonbeek@telenet.be 

Ludo Lynen 

Partners: 

‐ Bentley St. Paul's Church of England Primary school (Coordinating School) ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ 

‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐United Kingdom 

‐ Priors Mill Church of England Primary school‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐United Kingdom 

‐ Volksschule Neuhausen Grundschule‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Germany 

22 




WORK WITH YOUR STRENGTHS FOR A STRONG EUROPE! 

During this project we want to work on the strengths of (head)teachers and pupils to make sure we 

create better teachers and learners. 

Too often the evaluation of teachers and pupils focuses on their weaknesses. We want to change 

that and create education from a positive point of view, so that we increase the motivation of both. 

The project is worked out on two tracks: 

‐ on the level of (head)teachers: we want to discover the strengths of all teachers by means of the 

theoretical approach of Marcus Buckingham: ‘Discover your strengths’. Once the (head)teachers are 

aware of their strengths they will get opportunities to improve them (personal aspect) and to 

strengthen the school (group aspect). This is a way to improve the working of the school and to 

increase the motivation of the teachers. 

‐ on the level of the pupils: we want the pupils to discover their strengths. Therefore, we want to 

develop, implement and improve methods the teachers can use to discover these strengths, such as 

the labyrinth. We want the children to get a picture of their strengths, to improve them and to 

accept themselves as they are, to be more motivated to learn and hopefully become better humans. 

From this positive view on learning, all actors (heads, teachers and pupils) in the school become 

complementary to each other and enrich each other. 

As an end result we want to create tools to work on strengths and to create a ‘richer’ school. 



Gemeentelijke Lagere School (De Beukennoot) 

Beukenhofstraat 38 

8570 Vichte 


www.vichte‐ingooigem.be 

kareluitvichte@gmail.com 

Karel Demeulemeester 

Partners: 

‐ Vrije Basisschool (De Smalle) (Coordinating School) ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐Flanders, Belgium 

‐ Szkola Podstawowa Nr 28 im. K. I. Galczynskiego ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Poland 

‐ Gözpinar Ilkögretim Okulu‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Turkey 

‐ Direzione Didattica DON MILANI‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Italy 


23


"À LA RECHERCHE D´UNE IDENTITÉ CULTURELLE EUROPÉENNE AU TRAVERS DE NOS PEINTRES" 


Our Comenius association, composed of 6 countries', wants to develop an intercultural exchange of 

artistic dimension among Pre‐primary and Primary students, their teachers and families. It is titled "In 

the search of a cultural European identity through our painters". We will work on the following 

painters: SOROLLA in Spain, ALONZI in the French‐speaking area of Belgium, RAVEEL in Dutchspeaking 

area of Belgium, LEONARDO DA VINCI in Italy, MATISSE in France, NECMETTIN OKYAY in 

Turkey and STEFAN LUCHIAN in Romania. 

To “capture” the painters’ work, the students "will paint in the style of...", hence developing an 

interest for art and creativity. They will research these painters and their artistic trends and 

interchange different aspects of their respective regions. Through this students will acquire 

knowledge in art, history, literature and geography. They will practice their skills in reading and 

writing communicating among themselves with the aid of the TIC. As for the teachers, they too will 

learn to handle and use the TIC as a tool for learning and communicating. This could also be the 

initiation in their acquaintance of foreign languages through contact with their colleagues from the 

member countries. 

The first year will be dedicated to the creation of a Web site built with the corresponding research, 

production and documentation of the interactive exchanges. 

The second year will be committed in organizing a European exhibition which will present the 

students' paintings from the six participating countries. The event will take place in the coordinating 

country, Spain, and it will be associated through Internet where the works will be sold donating the 

benefits to a humanitarian association in Albania. 



Vrije Basisschool (Anzegem) 

Kerkstraat 91 

8570 Anzegem 


www.vba.be 

v.b.anzegem@skynet.be 

Cies Vanmechelen 

Partners: 

‐ C.E.I.P. CERVANTES (Coordinating School)‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Spain 

‐ Ecole Libre Subventionnée de Ochain‐Clavier ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ 

‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐Frenchspeaking Community, Belgium 

‐ École primaire Marcel Pagnol‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ France 

‐ KARABUK FEVZI CAKMAK ILKOGRETIM OKULU‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Turkey 

‐ SCOALA DE ARTE SI MESERII BUTEA‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Romania 

24 




EUROPE@THE_STAGE 

Europe@the_stage is a solid project about creative musical and dancing skills. The project connects 

folk dancing and singing in different countries to the creativity of children and their own 

interpretations of the songs and dances. The project is largely based on national heritages which are 

being reinvented through the use of modern IT technologies, culminating in a big “Eurovision song 

contest” finale in Belgium with live video feed streaming to all the participating countries at the same 

time. 

In the first year (which will also serve as a general rehearsal for the second year show) the children 

prepare a traditional local dance and, through the use of modern IT technologies, teach it to all the 

other partner schools. At the end, a video show with ALL the children dancing all the dances is 

created. 

In the second year, similarly through the use of PowerPoint presentations, phonetic transcriptions 

and video conferences, children teach every partner a song in their mother language. Afterwards, 

every partner school creates a “European gig” at their own school, presenting all the different songs. 

It’s put on a video. 

At the end of the project, there is a Eurovision show in Belgium, where children of every partner 

school are present to perform it and video stream it live back to their own countries. 



Vrije Basisschool (Putte) 

Waverlei 22 

2580 Putte 


www.vrijebasisschoolputte.be 

directie@vrijebasisschoolputte.be 

Rudy Leys 

Partners: 

‐ Osnovna šola Tržišce (Coordinating School)‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Slovenia 

‐ Základní škola a Materská škola Verovice, príspevková organizace ‐‐‐‐‐‐‐‐ Czech Republic 

‐ Salaspils 1. vidusskola‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Latvia 

‐ CEIP Pompeu Fabra‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Spain 

‐ Hunyadi Mátyás Általános és Magyar‐Angol Két Tanítási Nyelvu 

Iskola, Egységes Pedagógiai Szakszolgálat ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Hungary 


25

‐ Project Reference: 2010‐COM‐MP‐B‐PA‐10 


TEDDY BEARS PICNIC 

The outdoor classroom will be the main focus for learning, to enhance the whole child’s development 

We will focus on the ‘outdoor classroom’ to look at how each country uses the available ‘outside 

space’ to develop the children’s learning through play in their immediate environment. 

In year 1 the project will look at how, we make the best use of the outside space to develop the 

whole child. We will look at the use of water play, sand play, creatures that can be found in the 

garden, together with imaginative, physical and creative play and share good practice between the 

partner schools. 

In year 2 we will focus on a project where children create pictures and models using found objects 

either natural such as stones, twigs, flowers or objects others might consider rubbish, such as empty 

food packaging. The pupils will create models or pictures for exchange. 

The content of the curriculum in all partner schools will be enhanced through participation in the 

project, by experiential learning in the Early Years setting. 

At the end of the project all schools will celebrate the success of the partnership and the pupils work 

be celebrating with a ‘teddy bears picnic’ in a favourite corner of their ‘outdoor classroom’. Parents 

and grandparents will be invited to this celebratory event. 



Kleuterschool van het GO ‐ Dr.Ovide Decroly 

Geraardsbergenstraat 221 

9600 Ronse 


www.decrolyschool.be 

Ks.ronse@g‐o.be 

Esther Herregodts 

Partners: 

‐ Cadoxton Nursery School (Coordinating School)‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐United Kingdom 

‐ ECOLE MATERNELLE EXTERIEUR ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ France 

26 



PLAY FAIR! YOU AND ME ‐ CREATIVE PLAYING ACROSS BORDERS 


Partnership schools work together according to a common plan to develop sense of community. 

School emphasizes cooperation and making friends. Essential part of project is also to prevent 

bullying. By working together we aim to prevent social exclusion. We cooperate with class, school 

and partner schools. We aim to equality between pupils, tolerance with race, religion and property. 

We are all the same, also special need pupils, disabled persons and people from other nationalities. 

Method, how we reach results is to grow communality by games, plays and teamwork. 

We´d like to share knowhow and customs with each other. 



Basisschool van het GO ‐ ’t Kasteeltje 

Molenstraat 7 

2870 Puurs 


http://www.kasteeltje‐puurs.be 

dir.bs.puurs@g‐o.be 

Tania Van Poyer 

Partners: 

‐ Rannankylän koulu (Coordinating School) ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Finland 

‐ DIR. DID. 1° CIRC. DI ARIANO IRPINO‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Italy 


27



ACTIVE CITIZENS OF EUROPE 

This project is designed to encourage the pupils to be active citizens of Europe. We aim to give our 

pupils the knowledge and skills to be able to cooperate with each other, communicate with each 

other, respect each other, value each other and develop a bond of trust and friendship across the 

borders of Europe. 

We aim to allow our pupils to develop a sustainable commitment to the project which will allow 

them a fortitude to overcome language barriers and unite them. They will be a driving force to 

ensure their participation is full and enthusiastic. Their ideas and values will shape the direction the 

aspects of the work will go over the life of the project. Pupils of all abilities, races, languages, gender, 

religions and other discriminating factors will be encouraged to be a full part of the project. 

We aim to encourage our pupils to take care of our shared environment and work together to ensure 

our world is protected as we move into a new decade. To encourage our pupils to participate in 

common activities that unite us all and therefore develop our common identity. 



Basisschool van het GO (Klimop) 

Blaasveldstraat 57 

2830 Tisselt 


www.klimoptisselt.be 

dir.bs.klim‐op@g‐o.be 

Carine Hellemans 

Partners: 

‐ ECOLE ELEMENTAIRE JEAN MACE (Coordinating School) ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ France 

‐ St Columba´s Catholic Primary School ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐United Kingdom 

28 




WHAT CAN I SEE FROM MY CLASSROOM WINDOW 

'What can I see through my classroom window' is a Multilateral project between the UK, Finland, 

Romania, Belgium, Spain and Italy. The main activities of the project are to produce a guidebook of 

each school, to undertake an environmental activity to improve the area we see from our classroom 

window, artwork based on the view from the classroom windows and then a presentation about the 

wider area that the school is based in. The project will include the use of ICT, art, languages, 

geography, music and sport. The aims of the project are to learn about other cultures, to encourage 

the learning and use of different languages, to enthuse the children to learn about the wider world 

and to use ICT in 'real' situations. The project will involve mobilities between the participating 

schools for both staff and children. The project will also involve the collecting, sharing and analysis of 

data collected from the environmental activities done in each school. This will give the children the 

chance to compare and contrast environmental issues and impacts in different countries as well as 

their own environment. 



Vrije Basisschool ‐ Sint‐Filippus 

Wijngaardlaan 7‐9 

2900 Schoten 


www.filippus.be 

filippus@telenet.be 

Carine Mestdagh 

Partners: 

‐ Ducklington CE Primary School (Coordinating School)‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐United Kingdom 

‐ Heteniityn ala‐asteen koulu ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Finland 

‐ Istituto Comp. di Arcola/Ameglia ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Italy 


29



BAREFOOT THROUGH LIFE 

The main objective for our Barefoot through Europe project is to learn about the natural 

environment of each of the partner countries and to educate the pupils about environmental issues 

across Europe. 

The main activities for the two year programme will include: 

Visits to each of the partner countries, creation of an online digital nature dictionary, family and 

community learning events, creation of a talking book, tree planting, a postcard to the local 

community after each trip, creation of artwork made from recycled materials and the creation of a 

multi sensory pathway and garden area in each of the partner schools. 

The final product will be a website which can be sustained beyond the two year programme and a 

multi sensory pathway and garden using materials and plants from the partner countries. The path 

will be designed to enable the child to walk barefoot and feel textures from all of the partner 

countries e.g. sand from Turkey, shells from Italy and grass from Northern Ireland. Around the 

pathway we will plant herbs from the partner countries and a fruit tree will also be planted at the 

end of the path. 



Basisschool van het Gemeenschapsonderwijs (De Regenboog) 

Regenboogstraat 5A 

3960 Bree 


www.bsbree.be 

bs.bree@g‐o.be 

Raf Deckers 

Partners: 

‐ St Joseph's Catholic Primary School (Coordinating School)‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐United Kingdom 

‐ Waldgrundschule Hohen Neuendorf‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Germany 

‐ Karsikon Koulu ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Finland 

‐ Magherafelt Nursery School ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐United Kingdom 

30 




YES WE CAN...STOP GLOBAL WARMING! 

Our project is aimed at raising awareness of environmental, cultural and geographical consciousness 

and respect, both locally and globally. By working on child orientated projects with other European 

children, we hope to show children how they can make a difference to climate change and have a 

positive impact on nature and our environment. Our activities are designed to include all children 

from our school, including those with special educational needs. We wish to make real and 

meaningful contact with children from different European countries, planting a seed of 

environmental consciousness and cultural tolerance that will develop in the actions and thoughts of 

all the children involved. 

We want to show every member of our school communities how their actions can lead to a more 

sustainable lifestyle and we hope that our project will lead to a valorization of our ideas. 

We hope to raise our community's local and international knowledge of geography, historical and 

modern culture, as well as providing a platform for our children to discover more for themselves in 

their future. We wish to broaden our children's horizons and introduce them to people, customs and 

places that they are hitherto unfamiliar. By providing a perspective into other people's lives, we hope 

that our children will raise their own aspirations and ambitions for their futures. 

It is a real interactive project between schools from different countries. During 2 years we will 

constantly challenge each other by giving each other assignments. All the assignments are related to 

our theme, working around sustainable and effective recycling procedures, as well as activities about 

nature and the natural environment. 



Vrije basisschool (De Minnestraal) 

Lange Minnestraat 59 

9280 Lebbeke 


www.minnestraal.be 

directie@minnestraal.be 

Herman Vermeiren 

Partners: 

‐ St. Catherine's CE Primary School (Coordinating School) ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐United Kingdom 

‐ CEIP ÁNGEL FRIGOLA‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Spain 

‐ Moision koulu‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Finland 

‐ Direzione Didattica I Circolo G.B.Perasso ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Italy 


31



GROWING TOGETHER AS EUROPEANS 

Our project is to establish a sensory garden with Special Needs pupils in each of the partner schools, 

which will also benefit the whole school community. We want the children to develop an awareness 

of their own environment and to become aware that they are also part of a wider European 

community. To this end, they will plant bulbs, herbs and flowers, study the bird‐life in their area, 

learn to appreciate the sight, sound, touch and uses of water and incorporate art work made from 

recycled materials in to the garden. Each of the gardens will be shared with the other partner schools 

through use of art work, photographs and ICT, especially the e ‐twinning portal. We envisage that the 

sensory garden will be a lasting end product of this project, for future generations of school 

communities to enjoy. 



Gemeentelijke Lagere School voor Buitengewoon onderwijs ‐ MOZA‐IK 

Heiveld 17 

1745 Opwijk 


www.moza‐ik.be 

info@moza‐ik.be 

Nancy Van Belleghem 

Partners: 

‐ Woodland National School (Coordinating School)‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐Ireland 

‐ Beacon Hill School ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐United Kingdom 

‐ C.E.I.P. LA MORANA ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Spain 

‐ Evergreen Primary School‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐United Kingdom 

32 




A HEALTHY (LITTLE) MIND IN A HEALTHY (LITTLE) BODY 

With the project 'a healthy (little) mind in a healthy (little) body' (parva mens sana in corpusculo 

sano) we want our youngest children (and their parents) to become aware of the need to live by a 

healthy lifestyle. We want to work this out primarily by stimulating them to do physical 

(outdoor)activities but also by emphasizing the importance of eating healthy food, have attention for 

healthy mental activities (live by positive values) and environmental applications (problem of 

garbage, climate, ...). In fact, we want them to create a healthy consciousness. 



Vrije Basisschool (De Wissel) 

Maaseikerlaan 2A 

3680 Neeroeteren 


www.kbaoneeroeteren.be 

basisschool.maaseikerlaan@skynet.be 

Jean Evens 

Partners: 

‐ Vrije Basisschool (Oeterveld) (Coordinating School) ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Belgium 

‐ Skogsgläntans idrottsförskola, Vä, Kristianstad ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐Sweden 

‐ Leikskolinn Arnarsmari ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐Iceland 

‐ Ozel Cevre Anaokulu ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Turkey 

‐ Sc.Infanz. L’Albero Azzurro di Gattella Claudia ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Italy 

‐ Przedszkole Miejskie nr 13‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Poland 


33



NAME THE GAME 

Concerning the European Life Long Learning Programme, would it not be very basic to put our focus 

on pre‐primary children 

This is the wish, supported by 7 European schools from Belgium(2), Germany(1), Czech Republic(1), 

Romania(2) and Finland(1). 

Pre‐primary children are sensitive to their immediate surroundings. We want to improve their 

awareness of language and surrounding differences in a European perspective. In the meantime we 

wish to expand their social skills towards each other and the others from different parts of Europe. 

By creating a sense of undertaking in a European perspective, an awareness of the own identity will 

grow through the mirror of the others. 

The way we wish to realise this has to be appropriate to age. So we chose games as they are a 

children´s right. Considering the characteristics of pre‐primary aged children, we will focus on four 

intensified periods of seven weeks, during which seven games will travel from one school to another 

in a carousel of game‐mobility. Each school will receive another game each week and this will be 

repeated four times with a different content. We selected these repeated intensified periods 

because the pre‐primary children benefit more from this than a more spread input. 

As children are also entitled to support, we will create a platform of teachers, parents and older 

children to sustain the project. The older children will be sensitised to play the games as well, to be 

able to help their friend in the pre–primary. 

There will be 5 project meetings for making the games within each others context. Considering our 

activities as the bricks, the planned mobilities towards each others schools would be the cement... 



Vrije Basisschool ‐ Mariagaarde ‐ De Linde 

Van Steenlandstraat 15 

2100 Deurne 


www.delindeschool.be 

directie@delindeschool.be 

Greet Vochten 

Partners: 

‐ Vrije Basisschool – De Graankorrel (Coordinating School)‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Belgium 

‐ Materská škola Barevný svet Olomouc, Delnická 17 B, príspevková organizace ‐‐‐‐‐‐‐‐‐‐‐‐ 


‐ Gradinita de copii nr 87 "Spiridusii" ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Romania 

‐ Kinderwelt Hamburg e.V. Internationaler Kindergarten ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Germany 

‐ GRUPUL SCOLAR “PREDA BUZESCU”‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Romania 

‐ Martinniemen päiväkoti (Martinniemen Kindergarten)‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Finland 

34 




GO GREEN, GO CLEAN, ACT NOW! 

The main aims of the "Go green, go clean act now" project are to educate our pupils to become 

aware of and interested in their environment and human well‐being, committed to a sustainable way 

of living, to get common awareness about our planet, what to do, how to act. 

Through this project, our students will become aware that the environmental issue is a world wide 

problem. The climate protection is perhaps the key challenge the next generation will be facing. 

They will learn about the challenges and opportunities we are facing now and in the future. 

Participation in development and evaluation of activities in each school from the perspective of 

sustainable development and comparison with international partner schools will enhance our pupils´ 

skills to influence environmental matters. The formal education is extremely important in order to 

create awareness and understanding. 

An important part of our project is that the children from all partner schools have the same thoughts 

and they will become aware of the importance of learning about the chosen subject, in order to 

understand why they should act now. To think new thoughts be innovative. They have to face the 

challenge, to deal with the problem, not being "lazy" or on the opposite, scared. 

‐ We want them to become truly European active citizens. Be aware, that they make a difference. 

Small wheels can move big things! 



Vrije Basisschool ‐ Viversel ‐ Sint‐Jan Berchmans 

Poothof 4 

3550 Heusden‐Zolder 


www.sintjanberchmansviversel.be 

nfo@sintjanberchmansviversel.be 

Rita Maes and Koenraad Beerten 

Partners: 

‐ Sennels Skole (Coordinating School) ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Denmark 

‐ A´Demotiko Sxoleio Aradippou‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Cyprus 

‐ 8 DIMOTIKO SCHOLEIO NEAS SMYRNIS‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐Greece 

‐ Scuola sec. primo grado G. Borsi ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Italy 

‐ Szkola Podstawowa Nr 20 im. Ks. Prymasa Stefana Kardynala Wyszynskiego‐‐‐‐‐‐ Poland 

‐ AGRUPAMENTO VERTICAL DE ESCOLAS DIOGO CÃO ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Portugal 

‐ Scoala cu clasele I‐VIII Rediu ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Romania 


35



CH@T IN EUROPE 

Our project is entitled "Ch@t in Europe" with its key principle being to expand and develop 

communication opportunities within our own institutions, within our partnership group and between 

and throughout our partnership institutions. The "'@" within our title is deliberate as ultimately our 

intention is to maximise the potential offered through new technology both within our classrooms 

and throughout our partnership. 

There are three key features of our partnership project : 

1) Effective pedagogy in early language development and broader communication skills, 

2) The use and range of ICT in teaching and learning with a particular focus on the motivating impact 

of the effective use of Interactive Whiteboards in the classroom, 

3) Cultural awareness of our pupils, staff and wider school communities. 

Within the partnership it is clear that there are a range of effective strategies utilized in each country 

to successfully develop early language learning. The project aims to share the best practice to 

support both mother tongue and modern foreign language learning and teaching. 

ICT provision and utilisation differs significantly within each partnership school. The project aims to 

share best practice and expertise in the use of ICT to enhance teaching and learning. The project also 

aims to enhance the ICT skills of both pupils and staff within each school. 

Finally the project aims to significantly enhance the cultural awareness of pupils, staff and the wider 

school community. 



Basisschool van het GO ‐ De Springplank 

Scoltisplein 21 

3680 Maaseik (Neeroeteren) 


www.go‐despringplank.be 

bs.neeroeteren@g‐o.be 

Pietro Falcone 

Partners: 

‐ Anchorsholme Primary School (Coordinating School) ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐United Kingdom 

‐ C. P. "CLAUDIO SÁNCHEZ ALBORNOZ"‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Spain 

‐ Direz. Did. Stat. Valdagno ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Italy 

‐ OBS Gevers‐Deutz Terwee‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ The Netherlands 

36 




"WE ALL CAME HERE FROM SOMEWHERE" 

Our project aims to build a cultural support to students, teachers and local community to help them 

in crossing the barriers which are forced upon them by concepts such as race and different values. 

‐ In a socially cohesive society, both the individual and society recognize the value of building a 

sense of acceptance and belonging among people based on trust, shared values and common 

experiences that bridge social, cultural, linguistic and religious differences. This project is to increase 

motivation and enjoyment both for pupils and for teachers and the broadening of the horizons of all 

involved. 

‐ We proposed ourselves to introduce the cultural heritage of every participant country and to 

promote the national culture by traditions, customs, life styles, religious holidays, wedding and 

Baptism ceremonies, folk arts, handicraft, architectural monuments, archaeological sites, local music 

and food, famous places, sculptures, painters, musicians, novelists, and poets, spiritual life. We’ll 

collect all materials and information obtained during the project’s activities in a multicultural guide 

and produce a DVD, brochures, booklets with impressions and opinions, photo albums, and we’ll also 

create and develop a website for the dissemination about our project’s progress and results. 

‐ With this partnership we follow to promote the intercultural education emphasizing the fight 

against racism and xenophobia, to increase the foreign languages learning and the linguistic diversity, 

to improve the education of the disabled students, to promote the equality of chances, to develop 

skills for young learners and their teachers too in the field of European citizenship and Community 

Cohesion in order to engage young people in active citizenship. 



Basisschool van het GO ‐ Boom Park 

Van Leriuslaan 221 

2850 Boom 


www.boompark.be 

bs.boom.park@g‐o.be 

Tania Van Poyer 


37

Partners: 

‐ Anafartalar Lisesi (Coordinating School) ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Turkey 

‐ IST. COMP. GEN. MACALUSO ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Italy 

‐ CEIP Joaquín Blume‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Spain 

‐ Základní škola Velké Nemcice, okres Breclav ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Czech Republic 

‐ SRH Leonardo da Vinci Gymnasium Neckargemünd ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Germany 

‐ ECOLE ELEMENTAIRE NUYENS ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ France 

‐ COLLEGE MARIE MAURON DE FAYENCE ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ France 

‐ Olaine Secondary School No1‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Latvia 

‐ SCOALA CU CLASELE I‐VIII GIUBEGA ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Romania 

‐ 4 DIMOTIKO SCHOLIO THERMIS‐THESSALONIKI‐MAKEDONIA‐HELLAS ‐‐‐‐‐‐‐‐‐‐‐‐‐Greece 

‐ EBI/JI Prof. Dr. Ferrer Correia ‐ Agrupamento de Escolas Ferrer Correia‐‐‐‐‐‐‐‐‐‐‐ Portugal 

‐ 122nd PRIMARY SCHOOL”NIKOLAI LILIEV” ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Bulgaria 

‐ Vyturiu pagrindine mokykla ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Lithuania 

‐ Farr Primary School‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐United Kingdom 

‐ Szkola Podstawowa Zwiazku Nauczycielstwa Polskiego w Lodzi ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Poland 

38 


Project Reference: 2010‐COM‐MP‐S‐CO‐02 


YOUTH AND EUROPEAN STANDARDS/VALUES 

What makes our students European youth By studying themes that are important for all of us we 

want to publish a charter of important standards/values/principles for youth, made by European 

youth. 

Students will have a “close look” at important youth topics, such as friendship, expectations for the 

future, perception of gender male and female, family, free time and leisure, environmental values, 

education and how it is for youth to be a citizen in this intercultural Europe. These topics will be 

distributed between the partner schools (2 for each school). The pupils will participate in research 

activities, selection and analysis/organization of information. This way they develop the common 

European skills agreed by the partners, representing all the subjects in school and life. 

Studying and working on several different perspectives, pupils will produce and direct a movie about 

their chosen topics. Together with their movie the pupils develop a didactic package that can be 

tested. In the second year all partners test and evaluate the material of 2 other topics made by their 

partner schools. They can change, add or delete activities. 

Using the knowledge gathered during these 2 years, the pupils have a final debate in the European 

Parliament to come to a list of 8 important standards/values/ principles for European youth (1 for 

each topic). 



Sint‐Vincentius‐ en Vrij Handelsinstituut 

Peter Beonoitlaan 40 

9800 Deinze 


www.sintvincentiusdeinze.be 

info@sintvincentiusdeinze.be 

Hilde Van Den Hende 

Partners: 

‐ Cardonald College, Glasgow‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐United Kingdom 

‐ Istituto Sup. Istruzione G. Ferraris‐F. Brunelleschi‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Italy 


39



LET ME INSIDE! 

LET ME INSIDE: We (8 schools:2 from BE, 1 from FI, HU, RO, AT, TU, and EL) plan to develop a project 

through which our pupils may grow in knowledge and understanding of themselves ( increasing self 

esteem ) and others, even people they never saw ( respect for other people and races ). During the 

project, the pupils will inform the partner schools about themselves, their way of living, habits, 

customs, traditions, school activities… using all kinds of techniques from painting, self‐made reports, 

pictures, work of art … to technologies they never saw or used before, developing into designing a 

joint Comenius logo (logo contest between the schools), making a work of art, informing the others 

about games and traditions and making a Comenius good news newspaper. They should have a 

better understanding of all partner school countries, the European Community and their place within 

it. This will be achieved through many areas of the curriculum such as language, social education, 

handcraft, art … We will use ICT where possible (to make reports, newspaper … ) and thus improve 

our pupils skills in this and other areas. The approach: the pupils have to do it by themselves. The 

teacher’s task will be to improve the empowerment of the pupils. 

*The teacher will explain the pupils the purpose off the themes that shall be worked out during the 

project. 

*Than brainstorming session: how to work out the theme, methods, materials, ... 

*Development of the project is done by the students themselves, the teacher will support the pupils 

in their work... 



Buitengewoon Secundair Onderwijs Haverlo 

Weidestraat 156 

8310 Assebroek 


WWW.HAVERLO.BE 

info@haverlo.be 

Johan Debusschere 

Partners: 

‐ Kajaanintullin koulu ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Finland 

‐ Fachschule für Wirtschaftliche Berufe der Caritas ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐Austria 

‐ BuSO ‐ De Kouter Kortrijk ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐Flanders, Belgium 

40 




WILL (WATER IS LONG LIFE) 

Water has an important influence on each participating city of this project. 

The sea or the river nearby each partner school has a huge impact on history, economics, commerce, 

trading & jobs, on culture, art & music, fashion & mode, city structure & public transport. It 

determinates the daily life, the free time, the lifestyle of the pupils and their choice of studies and 

jobs. 

They will make oral & written inquiries. Therefore they will contact & meet pupils & teachers in own 

school & partner schools, parents, local traders, shopkeepers, merchants & politicians. They will 

investigate the relationship between water and history, commerce, social and city‐structures, 

mobility & public transport, try out food related to water (fish e.g.), look for a song, a text, a painting 

related to water, design clothes. 

The pupils in Blankenberge will sell some school‐made products in their shop. All partners will have 

to take decisions in own school and in cooperation with their foreign partners. Regularly, they'll 

elaborate this information in their class, exchange the data with their partners, present the relevant 

results in a diary‐book. They'll bring the final results on a dvd, & invite school partners, parents, local 

communities & press for a final presentation & exhibition in each partner school. 

This project will give them the opportunity to meet other cultures, to open their mind, enlarge their 

boarders, become more self‐confident, surpass the frontiers, take the first step to meet other 

cultures. To work together. 

Finally this experience will be useful in their future life & job : they'll become real European citizens, 

ready to trade with foreign partners, to live in a world where boarders disappear & people often 

travel & trade beyond frontiers. 



Sint‐Jozefshandelsschool 

Weststraat 86 

8370 Blankenberge 


www.demare.be 

info@demare.be 

Jan Destaelen 

Partners: 

‐ Berufskolleg Vera Beckers ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Germany 

‐ LYCEE ARCISSE DE CAUMONT DE BAYEUX ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ France 

‐ Zespol Szkol Technicznych ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Poland 


41



COMMON GOODS AND PEACE 

“Common Goods and Peace” starts from the theory Noam Chomsky has developed on Common 

Goods. Translated to more human terms and school terms” Common goods and Peace” wants to 

teach young people to be careful with natural resources. Young people should also be aware that 

terror, conflicts and war very often rise when these “common goods” are not shared in a fair way. 

“Common Goods and peace” wants to inform young people about the enormous value of natural 

resources like air, water, land. It wants to create awareness, via discussions and workshops that 

there is a clear link with peace. Without a fair sharing of natural resources peace becomes almost 

impossible, worldwide! A project a bigger ECO conscience! First (in the first year of the project) some 

scientific research will have to be done on the present day situation of our global environment. 

Themes water, air, land… can indicate a structure and divide tasks to the different partners. Risks can 

be mentioned, solutions can be studied. A greater awareness of the enormous natural “treasures” in 

our environment should be the result. Second (in the second project year) the more general or 

abstract “Common Goods” like knowledge, education, communication, health care, security, human 

rights, freedom of speech, work, fair trade… can be dealt with. Some research will have to be done. 

Some conclusions will have to be discussed and, finally, a greater awareness will grow from it. This 

could lead to a MANIFESTO for Common goods to be put under legal and public protection, 

distributed in justice so that mankind can survive peacefully instead of being destroyed and 

condemned for ever. This MANIFESTO could be declared on the FINALE COMMON GOODS TOP in 

Belgium. PEACE will be the overall aim! 



Heilig Hart ‐Bovenbouw 1 

Kloosterstraat 5, 7 

2220 Heist‐op‐den‐Berg 


www.heilighartscholen.be 

kl@heilighartscholen.be 

Bernadette De Cat 

Partners: 

‐ Hadeland Videregaende Skole , Norway ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐Norway 

‐ Oberstufenzentrum Wirtschaft und Sozialversicherung ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Germany 

‐ Berufliches Schulzentrum für Wirtschaft "Prof.Dr. Zeigner" ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Germany 

‐ Istit. prof. stato servizi alber. ristoraz. G.Casini‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Italy 

‐ Liceo Classico Scientifico Scotti – Einstein ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Italy 

‐ Istituto Tecnico Industriale Statale Giulio Ciampini ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Italy 

‐ Istituto Istruzione Sec. Sup. P. Boselli ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Italy 

‐ Bálint Márton Általános és Középiskola ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Hungary 

42 




FROM DA VINCI TO THE 2012 OLYMPICS 

Mathematics is difficult, boring, much too theoretical... Very often present day students think in 

these stereotypes when talking and thinking about mathematics. This project aims at proving them 

wrong by demonstrating that mathematics can be fun, interesting and very practical. 

'From Da Vinci to the 2012 Olympics" wants to lead teachers and students on a search for new 

means of teaching mathematics by producing challenging whiteboard material, and take them on a 

voyage along plenty of practical applications of maths as they are to be found in the field of 

aeronautics by designing and building their own zeppelin for the future. As they can be found within 

the schools of the project themselves by demonstrating how so‐called theoretical maths are applied 

in technical subjects. As they can even be found in the world of sports in general or the Olympic 

disciplines in particular. The upcoming London Olympics being not only a challenge for our countries' 

athletes but also for the students and teachers involved in the project. 



Vrij Technisch Instituut Veurne 

Iepersesteenweg 90 

8630 Veurne 


www.vtiveurne.be 

info@vtiveurne.be 

Lut Hoornaert 

Partners: 

‐ Istituto Tec. Aeronautico F. De Pinedo ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Italy 

‐ Základní škola Cervený vrch, Praha 6, Alžírská 26‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Czech Republic 

‐ Kupittaan lukio‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Finland 


43



EU‐FORUMS FOR ACTIVE EUROPEAN YOUNGSTERS. 

YOUNG EUROPEANS EUPHORIC ON ACTIVE CITIZENSHIP. 

Our project aims at raising pupils' awareness about their European Citizenship, by developing their 

competences and skills as active European citizens and by broadening their knowledge of EU's 

history, institutions and aims. Starting out from pupils' perception of the influence/ impact of EU and 

EU's institutions on their everyday lives, we will reflect on both the challenges and bottlenecks of 

21st century European Citizenship. The activities will be centered around topics that really affect 

pupils' lives. 

4 main topics will be broached: Education and Labour market, Active Citizenship, Migration, Equal 

Opportunities. 

Education and Labour market: How can pupils find their way in the ‘maze’ of opportunities Active 

citizenship: what does it mean (practical project). Migration: immigration and emigration. Equal 

opportunities: gender, race, social exclusion, ... At the crux of our approach will be the historical 

perspective. When dealing with a topic, the contemporary aspects will be linked with the historical 

and European dimensions. 

ICT is an essential part of the project: as an efficient platform for cooperation and communication, 

we will create an INTERNET forum (EU‐FORUMS) with full options to optimize pupils' active 

interaction and involvement. The forum and the subforums will be operational from the very 

beginning so that activities can start immediately and be monitored by all participants. A common 

website will put the project results on display to ensure a high visibility of the project. 

The diversity of partners is both an asset and a challenge. Our partnership includes schools from the 

"founding" countries of the EU, long time and new members and one candidate country. A perfect 

mix to experience what active European Citizenship can mean. 


Coordinating Flemisch School: 

Stedelijk Instituut voor Sierkunsten en 

Ambachten 

Cadixstraat 2 

2000 Antwerpen 


http://www.sisa‐antwerpen.be 

info@sisa‐antwerpen.be 

Marina Struelens 

Partners: 

‐ IPSSCT ELSA MORANTE ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Italy 

‐ Zespol Szkol Ponadgimnazjalnynch nr 1‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Poland 

‐ ISTITUTO ISTRUZ. SUP. DANTE ALIGHIERI‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Italy 

‐ GEROSKIPOU HIGH SCHOOL‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Cyprus 

‐ Strední umeleckoprumyslová škola Uherské Hradište‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Czech Republic 

‐ Alströmergymnasiet‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐Sweden 

‐ Gertrud‐Luckner‐Gewerbeschule ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Germany 

44 




INFORMATION AND COMMUNICATION TECHNOLOGY FOR YOU 

The ICT4U‐project will be an innovative project between different European educational institutes. 

The aim is to increase the IT‐implementation in classrooms and evaluate/discover new IT‐tools that 

can be used in the different schools. Students will form international teams to prepare hands‐on 

sessions and educational step‐by‐step cards for teachers by communicating and collaborating with 

each other. The result of this cooperation will be demonstrated during the project meetings before 

an audience of teachers from the host‐school. Each partner school is responsible for some special 

interest groups (SIG's). 

The project intends particularly to give access to disadvantaged children who are meeting difficulties 

in learning, often because they belong to a disadvantaged ethnic minority. Virtual communication 

empowers pupils to look for information, classify it, discern, comment and give opinions on it, to 

make comparative decisions and to make their voice heard. 



Provinciale Technische School Maasmechelen 

Europaplein 36 

3630 Maasmechelen 


http://www.ptsmm.be 

ptsmm@limburg.be 

Robert Conings 

Partners: 

‐ IES Maestro Juan Maria Leonet‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Madrid (Spain) 

‐ Andrássy György Közgazdasági Szakközépiskola ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Eger (Hungary) 

‐ First Vocational High School of Lamia‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Lamia (Greece) 

‐ Siduskoli ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐Akureyri (Iceland) 


45



PUTTING US ON THE MAP 

This project will put our schools scattered over Europe on the map by focussing on the fact that a 

school is imbedded in a local community. And it is by interviewing people from that community (local 

businessmen, restaurant holders, famous people, HR managers, priests or vicars, politicians, farmers, 

hospital staff etc.), translating the interviews into English and publishing the results on our Comenius 

website that we will be able to learn about our partners' communities. Through the forum and the 

chat‐room on our website we will exchange information and ask questions about life in and around 

our partner schools. Students will get the opportunity to tell other students what would make a trip 

to their school and their local community worthwhile. In that respect we will also organise student 

and teacher exchanges amongst all partner schools (paid for by the interested students themselves 

and not paid with Comenius funds). 



Sint‐Vincentiuscollege Buggenhout 

Kloosterstraat 15 

9255 Buggenhout 


www.sivibu.be 

sivibu@telenet.be 

Michaël Buyle 

Partners: 

‐ Carl‐Friedrich von Weizsäcker‐Hauptschule Ratheim‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Germany 

‐ St. Mary's comprehensive school ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐United Kingdom 

‐ Istituto Paritario Maria Ausiliatrice ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Italy 

‐ Istituto Istruzione Sup. V. Scuderi‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Italy 

‐ Vrij Instituut voor Secundair Onderwijs – Gent‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐Belgium, Flanders 

‐ St. Colman's High School ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐United Kingdom 

46 




FOOD FOR THOUGHT 

Food is fundamental to the health of ourselves and our communities. 

This project will allow students and staff to explore economic, health, environmental, historical, 

cultural, social, aesthetic issues about food production, processing, transport, preparation, cooking 

and consumption. 

We will explore these issues in collaboration with local businesses involved in food production, 

processing and provision. 

All the tasks relating to these issues will become 'Chapters' of a book that will organically grow over 

the course of two years. 

By focusing on positive aspects and improvements made, we would like to focus on 'positive 

handprints' rather than 'ecological footprints'. This is indeed 'Food for thought'. 



Heilig‐Hartcollege 2 

Stationsstraat 85 

8970 Waregem 


http://www.collegewaregem.be/ 

info@collegewaregem.be 

Lieven Vuylsteke 

Partners: 

‐ SAN FERMIN IKASTOLA ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Spain 

‐ LYCEE DU NOORDOVER‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ France 

‐ Izmir Özel Fatih Fen Lisesi‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Turkey 

‐ Laksevåg videregående skole ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐Norway 

‐ Vasa övningsskolas gymnasium ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Finland 

‐ Ulstein videregåande skule ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐Norway 


47



THE 10 COMMANDMENTS OF TOLERANCE 

The 10 Commandments of tolerance in Europe creates numerous opportunities to study and 

research students’ attitudes towards four different aspects of tolerance/intolerance. This will be 

ensured by varied activities requiring cooperation between partners. 

Year 1 

‐ General attitudes regarding (in)tolerance: students record the attitudes of members of the local 

community (video interviews) 

‐ Intolerance towards physical conditions: how do local governments deal with disabled people 

‐ Paralympics: students & teachers overcome barriers by organising their own ‘Paralympic Games’ 

with able and disabled people helping each other. 

‐ Visualising: European map that is updated constantly shows the results during the 2 years of the 

project. 

Year 2 

‐ Religious intolerance: how do students relate to various religious backgrounds 

‐ Socio‐economical intolerance: short plays during the meetings will reflect students’ experiences 

(concerning a visit with an NGO). 

‐ Ethnical intolerance: students gather news articles about racial integration in their own country, a 

discussion during the meetings will compare the results. 

Throughout the project, students and teachers are encouraged to discover differences in tolerance 

between the partners. As a final aim, the partners will construct the Ten Commandments of a 

Tolerant Europe, and pupils can develop a strong self‐esteem regarding their ability to express 

themselves and their feelings as well as to improve students' social skills and sensitivity for 

differences among humans. All these impressions and results of the project activities will be 

represented in a small book: "about tolerance and intolerance in Europe". So our conclusions can still 

be useful for other people. 



Zuidmoerstraat 125 

9900 Eeklo 


www.collegetendoorn.zvl.org 

info@collegetendoorn.zvl.org 

Patrick Verhasselt 

Partners: 

‐ Zespól Szkól w Jezewie – Gimnazjum w Jezewie ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Poland 

‐ I.E.S. LOS CRISTIANOS‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Spain 

‐ Korpilahden lukio ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Finland 

48 




DIFFERENT AND STILL THE SAME! 

In the course of this project titled: "Different and still the same!" our main aim is to obtain a better 

understanding of the population in all participating countries. We will produce a documentary film 

showing the stereotypes that exist about other countries. We'll try to tackle prejudices people may 

have. Interviews and funny situations will be our tools to achieve the goals we set. 

Pupils will contact their counterparts in another participating country and together they'll draw up a 

set of questions regarding that partner country. Then they'll go to the streets in their own country 

and ask people the questions they prepared together. Later, at the project meeting in the partner 

country they'll go to the streets there in a mixed group and check whether the ideas people have are 

correct or not. 

The film will reflect traditional events, heritage, cuisine etc. of a region or country. This film should 

become an educational tool for schools, youth movement etc. It won't be a professional film but it 

should be entertaining and instructive. 

During the 1st year pupils will write a script, write questions and predict answers, visit a film set, film 

a draft version, present their region, write reports etc. 

In the 2nd year they'll make the final version of the film, produce a "behind the scenes"(ppt), make 

interviews, write reports and articles. 

We expect that this project will improve the understanding of different ethnic populations and it will 

stimulate the pupils’ creativity and cooperation. We hope that through this active cooperation the 

pupils will realize that they are all part of the same European Union, that they’re also European 

citizens, that boundaries are vanishing and that ethnic differences don’t have to be a problem but 

can also be an enrichment. 



Stedelijke Humaniora (Dilsen) 

Europalaan 10 

3650 Dilsen‐Stokkem 

www.sh‐dilsen.be 

dir@sh‐dilsen.be 

Rob Schruers 

Partners: 

‐ Gymnázium J.Š Baara, Domažlice, Pivovarská 323‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Czech Republic 

‐ Centro de Educación Especial Fernando Arce‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Spain 

‐ Aydin Lisesi ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Turkey 

‐ Zespol Szkol Ogolnoksztalcacych nr 2‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Poland 


49



Outline: 

WORKING AT EUROPEAN TALENT 

Partners: 3 schools from very different parts of Europe with specific educational approaches 

Persons: per school a core group of teachers from different disciplines 

Mobility: 3 mobility moments for 4 teachers per school during the project, different core‐team 

members participating each time 

Didactic method, period and deadlines are determined on an international level 

Contents: 

introducing new didactic methods, based on the latest scientific insights to cater for the specific 

differences of students. Trying them out in order to achieve differentiation for different groups of 

learners, thus enhancing the motivation of the various groups of learners. The expectation is that the 

project works both ways, teachers will become more aware what didactic tools to use for which 

groups of learners and the learners will learn to select the approach which works best for them. 

Convergent differentiation being the keyword. 



Onze‐Lieve‐Vrouw‐Presentatie (Bovenbouw) 

Kardinaal Cardijnplein 11 

2880 Bornem 


www.olvpbornem.be 

olvpbovenbouw@scarlet.be 

Christel Baert 

Partners: 

‐ Stedelijk Gymnasium Leiden ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ The Netherlands 

‐ Åva Gymnasium ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐Sweden 

50 




WWW.PLANET‐E.EU 

We want to enhance European citizenship and introduce a new European dimension for our pupils in 

having them create and maintain a dynamic web‐platform including a digital newspaper, video‐clips, 

soundbits, pictures and other creations in four foreign languages (German, Spanish, French and 

English). The core pupil groups of editors will meet twice during the two‐year project to discuss and 

adapt the project in collaboration with the coordinating teachers. We hope to make our pupils aware 

of a broader European perspective in which every individual has his own unique value. 



College Salus Nostra Sint‐Jan Berchmans 

Jakob Smitslaan 36 

2400 Mol 


www.sjbmol.be 

info@sjbmol.be 

Joris Branckaerts 

Partners: 

‐ Heinrich‐Drake‐Schule – Ganztagsschule mit Gemeinsamem Unterricht‐‐‐‐‐‐‐‐‐ Germany 

‐ Mikael Elias Teoretiska Gymnasium‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐Sweden 


51



EXCITED – EXPLORE CREATIVITY AND INNOVATION IN TECHNOLOGY, 

ENTREPRENEURSHIP AND DESIGN 

The project offers possibilities to work action‐ and practice‐oriented with the students between 

different countries. The ability to work in a team with partners divided over Europe is a perfect 

simulation of the realistic industry. 

Intercultural learning, the use of foreign languages, the use of modern communication media and 

modern technological techniques and self‐contained planning, organisation of interdisciplinary work 

forms will be in the centre of our project work. 

To achieve our goals, all partners will work together on a technological project. 

We will create a multi purpose programmable assembly‐line. More specific, we want to take care of 

the design, the creation and the coupling of several handling units. These handling units can work 

stand alone as well as connected together on an mainframe, to become one machine. 

It is obvious that we will take care of a very detailed description and communication between the 

units. 

Carriers that are running through the assembly‐line, will contain a programmable chip. This chip 

contains data that steer the units. So the assembly‐line will react differently for every carrier. 

The challenge of the project is to let the units work separately as well as joined. Each school will be 

responsible for one part of the project that basically exists of mechanical modules, controlling units 

and a mainframe unit. 

To make this project work, the students and the teachers will have to communicate and deliberate 

on a very detailed scale. We have to work together, exchange ideas, solutions, work pieces etc. This 

guarantees that all elements are compatible. Our costume‐designed website with a handy forum and 

internet polls will be the centre of our communication. 



Gemeentelijke Secundaire School 

(Munsterbilzen) 

Appelboomgaardstraat 2 

3740 Munsterbilzen 


http://www.gsm‐munsterbilzen.be 

info@gsm‐munsterbilzen.be 

Peter Evens 

Partners: 

‐ Stord vidaregåande skule ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐Norway 

‐ Technische Schulen des Kreises Steinfurt‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Germany 

‐ Strední škola prumyslová a hotelová Uherské Hradište ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Czech Republic 

‐ Teknisk Erhvervsskole Center, Automatik Ballerup‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Denmark 

‐ Fjölbrautaskóli Norðurlands vestra ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐Iceland 

52 


‐ Project Reference: 2010‐COM‐MP‐S‐CO‐17 


SPACE AND US ‐ A JOURNEY TO THE PLANETS 

The main goal of the project is to build an atmosphere in which each school participating at the 

project, and of course its staff and students and the group of schools as a whole, is able to raise 

interest in and to build or raise motivation for science education. Having this intention the project 

will have to be built in as completely as possible in the curriculum, most important, though not 

exclusively, in the scientific curriculum subjects. 

To achieve this goal the planned partnership is being set up to study the subject “Us and Space ‐ A 

Journey to the Planets”, because it's a subject that appeals to many students and staff. It also is a 

very important and actual theme in Europe (and the world) and its evolution will have deciding 

consequences for us (e.g. new technologies). The partnership also wants to emphasize the 

important role Europe can play in discovering space. 

Therefore it will concentrate on a broad range of scientific subdivisions, such as the knowledge of the 

solar system, the study of the working of a rocket, the history of space travel, its social influences, 

the race to the moon, etc. which all will be attended to in the curriculum. 

Furthermore the structure and goals of the ESA will be studied and the partners will also be asked to 

approach the rather scientific subject in a literary way by working together at the accomplishment of 

a play, a diary, a novel. End products are, apart from the actual built rockets, the model of the solar 

system, films, power point presentations, papers, posters, role plays, the diary and the novel. In 

doing so we also aim to lower the language barrier between students/staff of the different nations, 

to experience problems originating from the difference of cultures and find solutions to solve them. 



Sint‐Romboutscollege 

Veemarkt 54 

2800 Mechelen 


http://www.srco.be/indexaso.php 

post@srco.be 

Geert Aerts 

Partners: 

‐ Evangelisches Gymnasium Werther (EGW) ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Germany 

‐ Beech Hill College ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐Ireland 

‐ Zespol Szkol Zawodowych im. Stanislawa Staszica ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Poland 

‐ Osnovna šola Bojana Ilicha ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Slovenia 


53



FINE – FASHION IN EUROPE 

Our main aim is to organise a fashion show which we are going to perform in at least one of the 

partners’ schools or cities. The presentation of this show is going to be in English and the host 

country’s language. The target group is: students of fashion design and tailoring, hairdressing and 

make‐up, commerce and administration, who will be involved in each step of the organisation. Our 

activities will be shown on a website. This will also be the platform on which we discuss and evaluate 

the progress. We are planning to do four meetings in which we are going to exchange ideas, 

techniques and results that have been done during the year in each school. The final meeting will be 

the definite performance of the show. 



Sint‐Claracollege 

Kloosterbaan 5 

2370 Arendonk 


www.sintclara.be 

info@sintclara.be 

Hilde Driesen 

Partners: 

‐ LYCEE PROFASSIONNEL ALEXIS DE TOCQUEVILLE DE CHERBOURG ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ France 

‐ Johann‐Joachim‐Becher‐Schule Berufsbildende Schule Speyer ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Germany 

‐ Ies La Serrania Villar Del Arzobispo‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Spain 

54 



"ON THE PATHS OF REMEMBRANCE, FROM YPER TO THE SOMME, EUROPE IN THE GREAT WAR" 


This multi‐disciplinary project has allowed pupils to go to the battlefields to learn about the reality of 

the battles of the First World War and to insist on the notion of memory in history in order for 

society to re‐live its past. 

Relying especially for its success on the interest, but also on the emotions of the pupils, it has been 

formed with a European dimension by symbolically uniting pupils whose origins are directly 

concerned by this conflict. ES Mol has as a primary associate in the project a German school and, in 

order to add an even more symbolic dimension, in March 2010 a French school will join this project, 

to add to its European dimension. This will be stressed even more by the arrival of a Hungarian 

school from Budapest. 

Co‐operation, solidarity and peace are expressed between those young generations of Europeans. 

The teachers can transmit here a multicultural dimension and contribute to the formation of a 

European spirit... It seemed coherent and symbolic to us to add schools of several European 

countries in order to promote this dimension in a project which analyses the reasons for which 

Europe was on its path through history a place of rivalry and of conflicts. Thus it is an opportunity to 

nourish the reflection of pupils on this European conflict, on the sacrifices made, on the meaning 

which is given to this remembrance of the past and of today in Europe, through collaboration 

between French, German and European schools, with possibly a fourth, Hungarian, school. 

Moreover, organising a group visit of all participating schools contributes to a cultural discovery, as 

well as to linguistic practice and develop a European citizenship. 

The duty to remember the symbolic and European dimensions are thus the cornerstones of this 

project. 



European school of Mol 

Europawijk 100 

2400 Mol 


www.esmol.be 

thierry.petrault@esmol.be 

Nicola Whitty 

Partners: 

‐ Louise‐Schroeder‐Gymnasium‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Germany 

‐ Lycée polyvalent du Haut Val de Sèvre ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ France 


55



MY WORLD, YOUR WORLD, OUR WORLD 

Our project "My world, your world, our world" aims at raising students' awareness of their own 

cultural background, historical reasons for this and providing opportunities to explore different 

cultures, customs and traditions. The project will allow students to investigate the similarities and 

the differences. The students taking part in the transnational meetings are ambassadors of their 

school, region and culture. In the course of this project students immerse in different cultures, they 

get to know basic expressions of lesser used languages such as Rumanian, Polish, Turkish, Danish, 

Dutch and Bulgarian. 

Each partner school has a specific background, not only concerning its legal status (public/ private), 

but also concerning the identity of the region and the students e.g. the Danish minority in Northern 

Germany, a multicultural society in Flanders ‐ Houthalen, a Hungarian minority in Rumania. This 

allows us to make students aware of the historical reasons for this situation and of the implications 

of belonging to a particular group. 

The general concept of the project is a revolving process in which individual and transnational work 

alternate. Istanbul being the cultural capital of Europe is the perfect location to start the project. 

In between meetings each school does individual research on agreed topics. The world results are 

brought together at the second transnational meeting which again creates new possibilities for some 

more exploration of the topic on a deeper level. A dvd is the final product and compilation of work by 

the individual schools as well as the work by the students. In the second year of the project, this 

alternating system remains the same, but more profound research will be carried out and other 

countries will host. 



Sint‐Pauluscollege 

Herebaan‐West 41 

3530 Houthalen‐Hechteren 


http://www.sintpauluscollege.be 

info@sintpauluscollege.be 

Josée Machiels 

Partners: 

‐ Duborg‐skolen ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Denmark 

‐ Gimnazjum 17‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Poland 

56 




CHEF – CREATING A HEALTHY EUROPEAN FUTURE 

'Creating a healthy European future’ stands for a multilateral project which will allow schools from 

Poland, Belgium, Norway, UK, Austria, Cyprus to research and explore local and cultural ways into 

living more healthy lifestyles and give the chance to explore other European ideas and spread the 

message. Together we want to contribute towards transforming our home regions by changing our 

young people’s attitude towards living healthfully. We will educate and inform them about many 

different ways to change their lifestyle to be healthier. 

First the schools will deal with traditional local ways to be healthier, including national local sports, 

healthy menus and other fun and engaging ways to be healthy. Students will have the opportunity to 

promote their favourite sports as well as national sporting success. They will also explore and suggest 

a range of ways to be healthier to help as many different young people as possible. Although we will 

try to involve as many partners in our work as possible, the project will focus on the students with 

them doing the work. They will do research and broaden their knowledge about local ideas but also 

learn from the other participating countries. They will work out descriptions of their chosen ideas 

and promote their suggestions. They have to investigate to be creative in producing project materials 

like leaflets, flyers, powerpoint presentations, short video clips, websites and other multimedia. They 

will use their mother tongue and foreign languages with the majority of the work being in English. 

Another focus of the project will be ICT. The students will learn to use different tools for example 

video conferencing, designing webpages, e‐Twinning, ... The ideas of every country will be put 

together on a website. 



Middenschool van het GO Halle 

Auguste Demaeghtlaan 40 

1500 Halle 


www.campuskahalle.be 

ms.halle@g‐o.be 

Katrien Van Vaerenbergh 

Partners: 

‐ Sporthauptschule Neusiedl am See ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐Austria 

‐ St. Peter's Church of England High school and International Language College‐‐‐‐‐‐‐‐‐‐‐‐‐ 

‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐United Kingdom 

‐ Gimnazjum nr 8 im. Armii Krajowej w Rzeszowie‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Poland 

‐ Gymnasio Palouriotissas ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Cyprus 

‐ Sogndal ungdomsskule ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐Norway 


57



TOUCHING MATHS 

In general this project wants to provide and stimulate greater equal opportunities for braille users in 

the field of maths by providing them and their teachers with better methods and educational 

material. 

During the first year, we will exchange good practice about mathematical braille code on the one 

hand, and visual aids on the other hand: tools for reading, writing and listening (laptop, braille 

display, daisy) and software. In the second year we will work on the conversion of visual material into 

tactile material (drawings, graphics, tables,...) and calculators. The schools will implement some good 

practices that fit into the local educational system and evaluate it. 

As a final product of the project, we will create a website with examples of good practice concerning 

the four themes we will address. 



BuSO Koninklijk Instituut Spermalie 

Potterierei 46 

8000 Brugge 


www.ki‐spermalie.be 

info@buso‐spermalie.be 

Sarah Van Liefferinge 

Partners: 

‐ Royal London Society for the Blind: Dorton College‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐United Kingdom 

‐ Huseby Kompetansesenter ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐Norway 

‐ Koninklijke Visio ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ The Netherlands 

‐ Tartu Emajoe Kool ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Estonia 

‐ Institut National des Jeunes Aveugles (INJA)‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ France 

‐ Johann‐August‐Zeune Schule fur Blinde und Berufsfachschule Dr. Silex‐‐‐‐‐‐‐‐‐‐ Germany 

58 


Project Reference: 2010‐COM‐S‐PA‐01 


THE EUROPEAN TRADESMAN 

By fetching together the best of each country's skills and ideas, we will be able to achieve our 

planned aims of producing an across borders course to produce and teach uniform rules and 

regulations in the field of Residential electrical installations within partner countries through 

curriculum and cross‐curricula activities. 

All participants of the planned partnership are members of the European Community, and the 

project will give a great opportunity to all to work together to achieve the common goal. 

The project will provide a medium for the following activities 

‐ development of web page (all partners contribute ideas to the creation of a web page to share 

resources, ideas and developments. The web page will be created by the German partner. 

‐ creation of common teaching modules in all partnership languages. These modules will complete a 

whole course on the Residential Electrical Installations. 

‐ data collection and transfer (partners will be provided with data to enable a common teaching and 

learning experience, creation of a materials dictionary in all partnership languages. 

‐ personal learning and thinking skills (via feedback of project work partners will develop problem 

solving information handling and communication skills) 

‐ global curriculum (key concepts such as sustainable development and global citizenship) 

‐ competence comparison (at the end of the partnership, the pupils will sit the same test in order to 

compare their knowledge, then they will obtain a certificate of competence which will give them a 

better position in the European working field) 

Students will be taught the same topics in their own language as other students in partnership 

countries meaning that at the end, all students will have the same level of knowledge on their 

vocation. 



Provinciaal Instituut voor Technisch Onderwijs 

Laageind 19 

2940 Stabroek 


www.pito‐stabroek.be 

info@pitostabroek.provant.be 

Xavier Geerolf 

Partners: 

‐ B’ TEXNIKI SXOLI LEMESOU (Coordinating School) ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Cyprus 

‐ Strední prumyslová škola strojnická, Plzen, Klatovská 109 ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Czech Republic 

‐ Technisches Bildungszentrum Mitte Bremen ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Germany 

‐ 13th EVENING Technical Vocational Educational School of Thessaloniki ‐‐‐‐‐‐‐‐‐‐‐‐Greece 

‐ Colegiul Tehnic Motru ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Romania 


59



LET ME INSIDE! 

LET ME INSIDE: We (8 schools:2 from BE, 1 from FI, HU, RO, AT, TU, and EL) plan to develop a project 

through which our pupils may grow in knowledge and understanding of themselves ( increasing self 

esteem ) and others, even people they never saw ( respect for other people and races ). During the 

project, the pupils will inform the partner schools about themselves, their way of living, habits, 

customs, traditions, school activities… using all kinds of techniques from painting, self‐made reports, 

pictures, work of art … to technologies they never saw or used before, developing into designing a 

joint Comenius logo (logo contest between the schools), making a work of art, informing the others 

about games and traditions and making a Comenius good news newspaper. They should have a 

better understanding of all partner school countries, the European Community and their place within 

it. This will be achieved through many areas of the curriculum such as language, social education, 

handcraft, art … We will use ICT where possible (to make reports, newspaper … ) and thus improve 

our pupils skills in this and other areas. The approach: the pupils have to do it by themselves. The 

teacher’s task will be to improve the empowerment of the pupils. 

*The teacher will explain the pupils the purpose off the themes that shall be worked out during the 

project. 

*Than brainstorming session: how to work out the theme, methods, materials, ... 

*Development of the project is done by the students themselves, the teacher will support the pupils 

in their work.. 



BuSO ‐ De Kouter Kortrijk 

Beekstraat 101 

8500 Kortrijk 


www.kouterkortrijk.be 

info@kouterkortrijk.be 

Philippe Blondeel 

Partners: 

‐ Kajaanintullin koulu (Coordinator)‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Finland 

‐ Fachschule für Wirtschaftliche Berufe der Caritas ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐Austria 

‐ Buitengewoon Secundair Onderwijs Haverlo ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐Flanders, Belgium 

60 




RENDONS LES ÉLÈVES ACTEURS D'UN MONDE PLUS ÉQUITABLE 

In our project, we are working from the written statement in the constitutional act from UNESCO 

that wars are born from the spirit of men and that we should engender peace in that spirit by 

bringing up our children to defend peace. 

We would like to achieve this ideal of peace and a fair world by the promotion of international 

cooperation founded on the exchange and the respect of such values as: cultural and economic 

diversity, tolerance towards the handicapped, solidarity with people in difficulty, social and economic 

justice and equality between men and women. 

We hope to achieve these objectives by helping our students to better understand their own identity 

and that of the partner countries through culture and daily life. Thanks to this approach, they will 

learn to learn and understand the world in which they live and to work and manage in a unified 

Europe, and to work in teams and to take initiatives (such as learning to organize themselves, 

achieving goals they have defined and making choices). 

They will have the possibility to practise languages they are learning (English and French) and to 

discover other languages (Polish, Spanish, Slovac, Portuguese) which will increase their motivation 

and enrich the methodology of language teaching. 

They will use ICT to communicate and produce a final product: a DVD presenting the culmination of 

the activities, reflections and an evaluation by the students covering the whole project. They will 

become, therefore, participants in and creators of a fairer world. 



Katholiek Secundair Onderwijs Mol ‐Technisch Instituut St.‐Paulus 

Kruisven 25 

2400 Mol 


www.tisp.be 

info@tisp.be 

Ludo Lenaerts 

Partners: 

‐ LYCEE PROF. LUDOVIC MENARD (Coordinator)‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ France 

‐ INSTITUTO DE ENSEÑANZA SECUNDARIA Nº1 DE CHESTE‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Spain 

‐ Gymnázium Andreja Sládkovica ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Slovakia 

‐ Escola Secundária de Avelar Brotero‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Portugal 


61



TELL ME A JEWEL! 

" Tell me a jewel! " as you tell a story, and why not the story of this jewel… A project as an allegory of 

The Little Prince by Saint‐Exupéry which calls for the dreams of childhood, the learning of 

adolescence, and the transmission of knowledge all the life long. 

The project gathers ten school partners in Europe through their common professional field (jewellery 

schools) and their common will to engage a maximum of high‐school pupils in a pedagogy of the 

project. Each school partner itself is integrated in a local inheritance where history of the profession 

and craft traditions mix together. However, the professionals, the companies, and the creative 

jewellery craftsmen do not always spontaneously transmit technical, secular gestures and know‐how. 

The project "Tell me a jewel! " intends to cause meetings between European high‐school pupils, 

professional jewellers and jewellery craftsmen, through : 

1) the discovery and the apprehension of the craft techniques used in its own country and the 

country of a partner. 

2) the creation of contemporary jewels by reinvesting these techniques. 

3) the writting and the diffusion of these experiments (newspapers high‐school pupils, Web sites). 

4) an European itinerant collective exhibition of the created jewels. 



Stedelijk Instituut voor Handel en Ambachten 

Eikenstraat 8 



www.siha.be 

eiken@siha.be 

Jean Goeman 

Partners: 

‐ LYCEE PROF. JEAN GUEHENNO (Coordinator) ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ France 

‐ ESCOLA SECUNDÁRIA ARTÍSTICA ANTÓNIO ARROIO‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Portugal 

‐ ESCOLA SECUNDÁRIA ARTÍSTICA SOARES DOS REIS‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Portugal 

‐ Strední umeleckoprumyslová škola a Vyšší odborná škola, Turnov, 

Skálova 373, príspevková organizace ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Czech Republic 

‐ Institut des arts, techniques et artisanats ‐‐‐‐‐‐‐‐‐‐‐Frenchspeaking Community, Belgium 

‐ ESCUELA ARTE N°3‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Spain 

‐ DIEK ‐ MUNICIPAL VOCATIONAL TRAINING INSTITUTE ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐Greece 

‐ IST. ISTR. SUP. B. CELLINI ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Italy 

‐ LIEPAJAS MAKSLAS VIDUSSKOLA‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Latvia 

62 




EUROPEAN MOSAIC ‐ THE 7 WONDERS OF OUR CITY 

MOSAIC centres on synergy between education, culture and citizenship, relevant to the objectives of 

Comenius program. Cultural revelation through high mobility and personal discovery is applied to 

achieve spirit of tolerance, excellence and efficiency as well as artistic and innovative thinking. 

Promoting social, historical and cultural values, MOSAIC brings EU pupils together through 

intercultural dialogue based on study of historic and cultural inheritance, and intercultural dialogue 

brings to fostering European identity and active citizenship. 

Through "The 7 Wonders of our city" (cultural‐historic monuments in partners' cities/regions, chosen 

by each school) pupils introduce their identity (culture, history, social life) to the partners and 

respectively – learn about theirs. All this happens via challenging race (solving and following cultural 

riddles) in search of hidden in the 7 Wonders clues ‐ pieces of a mosaic which is finally to be arranged 

and artistically interpreted. 

Introducing the eternal values through the idea of 7 Wonders, MOSAIC helps pupils enjoy better life 

as active European citizens: education through personal merge in diversity/similarity of EU culturalhistoric 

inheritance will bring for building up pupils' character and team‐work habit, development of 

key competences, competitiveness and motivation. 

MOSAIC fits naturally in the context of our school curricula. It's tailor‐made for active pupils' 

participation (including SPNeed and ethnic minority pupils), high mobility and exchange of 

experience within European dimension ‐ learning about their countries’ history through cultural 

monuments, the participants explore and compare European diversity, understand the values of 

European cultural heritage and appreciate each other's cultures and views. 



Sint‐Annainstituut 


9900 Eeklo 


http://www.collegetendoorn.zvl.org 


Paul Verstraete 

Partners: 

‐ Chastno SOU po izkustva i chizhdi ezici “Artis” (Coordinator) ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Bulgaria 

‐ 2o Peiramatiko Gymnasio Athinon ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐Greece 

‐ Istit. Tec. Commerc. Ling. Stat. Marco Polo ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Italy 

‐ Mollerlyceum ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ The Netherlands 

‐ Agrupamento de Escolas de Aveiro – Escola EB 2,3 João Afonso de Aveiro‐‐‐‐‐‐‐ Portugal 

‐ Darlington Education Village Federation‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐United Kingdom 

‐ Instituto de Educación Secundaria “Jerónimo Zurita” ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Spain 

‐ Istituto Superiore Artistico A. Passaglia ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Italy 


63



YOUNG PROFESSIONALS RESEARCH THE FUTURE OF THEIR TOWN 

The project “Young Professionals Research the Future of their Town” will stress the necessity to 

stimulate students’ scientific and creative activities in different areas. Students will have a chance to 

research the future of their native places through different school subjects and job shadowing. We 

plan to organize 7 sections which will work at the chosen theme connected with their native place 

The following sections will be formed in each partner school: 

* young environmentalists will work at the theme “How to keep our environment clean”. This section 

will unite students who are interested in exact subjects – biology, chemistry, mathematics, physics 

* young journalists will be responsible for revealing all the project activities in mass media. Their task 

will be interview participants, write articles and make video films. 

* young linguists will research the impact of foreign languages on their mother tongue in their town 

* young architects will design their future town taking into account the development tendencies in 

their place. 

* young playwrights will create the play “The 21st Century School”. Partner schools will decide which 

genre each school will write and stage the play in. 

* young ICT experts will investigate the means of communication in our modern society. The section 

will also be responsible for organizing project website and the work of section blogs. 

Students and teachers will meet in on‐line conferences to discuss the proceeding of the project. 

The final project product will be A DVD with all the works and presenations made. 



Sint‐Michielscollege 

Papenaardekenstraat 53 

2900 Schoten 


www.sintmichiel‐schoten.be 

info@sintmichiel‐schoten.be 

Brigitte Krmasek 

Partners: 

‐ Gesamtschule Mümmelmannsberg (Coordinator) ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Germany 

‐ Gimnazjum nr 4‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Poland 

‐ Instituto de enseñanza secundaria "Mar Serena" ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Spain 

‐ Ist. Mag. C. Roccati ‐ Liceo Classico Celio‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Italy 

‐ Beypazari Nurettin Karaoguz Vakfi Anadolu Lisesi‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Turkey 

64 




COMMON ROOTS ‐ COMMON FUTURE 

Our project will focus on our European citizenship stemming from common roots growing out into a 

common future. It explores the historical dimension by a comparative research work on language 

and literature (common words, proverbs, cross cultural references in literature), as well as comparing 

the roots of the legal systems and its compromise in the European legal system. 

There will be a geographical and political dimension by comparing the borders of countries in the 

past and in present times which will lead to the political discussion of nationalism vs. institutionalism 

and the impact on people concerned by the changes (e.g. from the Roman empire to the EU). This 

will also include migration, ethics, human rights and communication. 

The actual globalisation which started out e.g. as industrial cooperation will be the starting point of 

the dimension of the common future. We will also consider the aspect of the various environmental 

problems caused by globalisation and search for possible solutions. Food and resources will also be 

compared both throughout the countries involved and from past to present. We will need to focus 

on medicine and quality of life in this respect. 

We want to enhance the European dimension in our schools and also show that social sciences and 

natural sciences depend on each other by means of different cross curricular activities. By comparing 

the history and the future of our countries we will find differences and similarities and we can learn 

from each other how to build a common future starting out from our partner schools. 



Heilig Harthandelsinstituut 

Stationsstraat 85 

8790 Waregem 

www.collegewaregem.be 

info@collegewaregem.be 

Emmanuel Vercruysse 

Partners: 

‐ Urspringschule Schelklingen (Coordinator‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Germany 

‐ Sykkylven vidaregaaende skule‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐Norway 

‐ Wallace Hall Academy ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐United Kingdom 

‐ Xantus Janos Kettannyelvu Idegenforgalmi Kozepiskola es Szakkepzo Iskola ‐‐‐‐ Hungary 

‐ SOU Ekzarh Antim I ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Bulgaria 

‐ Breidholt College Reykjavik‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐Iceland 


65


ENTWICKLUNG UND ERPROBUNG EINER UNTERRICHTSREIHE MIT DEM THEMA 

"MEHRSPRACHIGE PRÄSENTATIONEN" 


The aim of our cooperation is to develop and test, together with our students, concepts and methods 

regarding the topic „multilingual presentations“ in a row of several lessons. Multilingual 

presentations will be of growing significance in a future integrated Europe and in a globalized world. 

Our project meetings, that will last one week, will bring host and guest students together in order to 

develop and conduct multilingual presentations. Afterwards they will be handed over a certificate 

about their additional qualification. 

The necessity of multilingual presentations will be apparent for the students from the joint work in 

the project week. The project weeks will also motivate the students for this form of cooperative 

learning. 



Technisch Instituut Sint‐Paulus 

Kruisven 25 

2400 Mol 


www.tisp.be 

info@tisp.be 

Ludo Lenaerts 

Partners: 

‐ Berufskolleg Niederberg des Kreises Mettmann ‐ Europaschule ‐ 

Schule der Sekundarstufe II (Coordinator)‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Germany 

‐ Stredná priemyselná škola ‐ Ipari Szakközépiskola ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Slovakia 

66 




CARING FOR THE ENVIRONMENT WE LIVE IN. 

The general aim of the project is to enhance the quality and to reinforce the European dimension of 

school education as well as encourage language learning. Students of the three partner countries will 

work on the common problematic of sustainable development and taking care of our environment 

and will exchange their productions. They will also communicate through virtual discussions by using 

ICT .Teachers will share best practice and will cooperatively develop a learning methodology which 

will enhance the learning process. 

The concrete aim will be: Arise awareness of the importance of sustainable development in our daily 

life to build the future for the next generations. 

This partnership can be characterized by its commitment to reflective practise, to it's resolve to 

improve cooperation between schools in Europe and it's belief in the core value of caring as a means 

of bringing about sustainable development. 

The following is a list of the envisaged outcomes and their impact. 

Reflection leading to a shared model for effective communication that will help to overcome 

language barriers. A working definition of the environment that leads to a proactive approach to 

sustainable development. A virtual space in which we can further reflect, discuss and plan with 

regards to sustainable development. Develop a specific active learning methodology incorporating 

the concept of caring for our environment. Dissemination of products, reports and findings to raise 

awareness of Comenius, and the issue of sustainable development. A shared learning experience for 

teachers and students that they will never forget and which will lead to further reflective practice 

and encourage lifelong learning. 



Hoger Instituut voor Verpleegkunde Sint‐Elisabeth 

Herentalsstraat 70 

2300 Turnhout 


www.hivset.be 

info@hivset.be 

Annemie Lauryssens 

Partners: 

‐ Lanesboro Community College (Coordinator) ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐Ireland 

‐ COLLEGE CHATEAUBRIAND DE VILLENEUVE SUR YONNE ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ France 


67


IT'S WHAT YOU DO NEXT THAT COUNTS ‐ A PATH TO ECO‐FRIENDLY BEHAVIOUR 


The main goal of our Comenius partnership with eight countries is getting in touch with each others’ 

nature, culture, language and way of living. 

By means of scientific research and interviews the pupils will investigate an ecosystem in their own 

country from different points of view (economic, historical, geographic, political). 

The main goal is to raise pupils’ awareness that ecosystems are fragile. Therefore it is necessary to 

take care of them for future generations. By discussing their findings in various workshops pupils will 

realize that ecological threats and problems do not only occur in their home town/ country, but all 

over Europe and they have to work together on both local and multinational levels. Participating in 

the project will increase the focus on a more eco‐friendly way of living. 

The findings of their research will be supported by statistics, charts, maps, time lines, films, music, 

photographs. By setting up a project website and an online discussion forum, a lively interaction 

between pupils and teachers among the partner schools can take place, where they can reflect on 

each other’s work. A number of end products associated with each workshop will be developed over 

life of the project. 



Lyceum Hemelsdaele 

Wapenmakersstraat 14 

8000 Brugge 


www.hemelsdaele.be 

humaniora@hemelsdaele.be 

Annemie Wyseure 

Partners: 

‐ 1st Lyceum of Panorama (Coordinator) ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐Greece 

‐ Zeldenrust‐Steelantcollege ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ The Netherlands 

‐ Petäjäveden lukio ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Finland 

‐ ÖZEL ACARKENT DOGA LISESI‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Turkey 

‐ GIMNAZIJA KOPER ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Slovenia 

‐ Marienschule ‐ Bischöfliches Mädchengymnasium ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Germany 

‐ CIM PADRE ANTONIO SOLER‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Spain 

68 




CRISIS ‐ WHAT CRISIS 

The planned partnership links five state secondary schools and a school for the disabled (deaf/hard 

of hearing) from five countries. Teachers and pupils will work together on the theme “Crisis ‐ what 

crisis" Year one will have the subtitle "Does money make the world go round", thus directly 

referring to the current global financial crisis that has hit each of the participating countries. Year two 

will concentrate on the question if or how economic and ecological interests can be reconciled: E + E 

= E (Economy + Ecology = Existence) and if the combination of economic and ecological 

considerations can be established as a common European concept or value: E + E = E (Economy + 

Ecology = Europe). 

The term "crisis" will quickly be associated with financial problems, bankruptcies and unemployment, 

but it may also be seen as a time when important decisions have to be taken in order to secure a 

better future, as the Greek origin of the word implies. The year‐1‐subtitle quotes a famous song from 

"Cabaret" and transforms it into a question, which, if taken seriously, leads to fundamental problems 

of moral, philosophical, social, economic and ecological implications. 

The project makes it possible to approach the subject in scientific, scholarly and artistic ways. 

Students from all five countries can form internationally mixed workshops, which concentrate each 

on one aspect of the theme. They will cooperate via ICT media, i.e. by websites, e‐mails and 

chatrooms. In addition to that there will be different meetings of representatives of the participating 

schools with a main conference in spring where the students of the five countries will meet, compare 

and complete their work and develop products that can be presented, exhibited or documented. 



Sint‐Lodewijkscollege 

Magdalenastraat 30 

8200 Brugge 


www.sint‐lodewijkscollege.be 

humaniora@sint‐lodewijkscollege.be 

Koen Seynaeve 

Partners: 

‐ Gymnasium Waldstrasse Hattingen (Coordinator) ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Germany 

‐ Lincoln Christ`s Hospital School ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐United Kingdom 

‐ Elde College ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ The Netherlands 


69



PUTTING US ON THE MAP 

This project will put our schools scattered over Europe on the map by focussing on the fact that a 

school is imbedded in a local community. And it is by interviewing people from that community (local 

businessmen, restaurant holders, famous people, HR managers, priests or vicars, politicians, farmers, 

hospital staff etc.), translating the interviews into English and publishing the results on our Comenius 

website that we will be able to learn about our partners' communities. Through the forum and the 

chatroom on our website we will exchange information and ask questions about life in and around 

our partner schools. Students will get the opportunity to tell other students what would make a trip 

to their school and their local community worthwhile. In that respect we will also organise student 

and teacher exchanges amongst all partner schools (paid for by the interested students themselves 

and not paid with Comenius funds). 



Vrij Instituut voor Secundair Onderwijs – Gent 

Industrieweg 230 

9030 Mariakerke 


www.viso.be 

info@viso.be 

Guy Van de Velde 

Partners: 

‐ Carl‐Friedrich von Weizsäcker‐Hauptschule Ratheim‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Germany 

‐ St. Mary's comprehensive school ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐United Kingdom 

‐ Istituto Paritario Maria Ausiliatrice ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Italy 

‐ Istituto Istruzione Sup. V. Scuderi‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Italy 

‐ Sint‐Vincentiuscollege Buggenhout ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐Belgium, Flanders 

‐ St. Colman's High School ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐United Kingdom 

70 




SCRIPT – SOCIAL COMPETENCE RESPONSIBILITY INDEPENDENCE PREPARATION 

AND TRAINING 

The focus of our project is the development of strategies and programmes for supporting and 

facilitating integration of young people with special educational needs into the wider society. 

Without being equipped with skills for life there is a significant risk of this student group failing later 

in life. This project aims to concentrate on preparing them for life after compulsory education. 

However, undoubtedly the young people within the partner schools and the partners attending the 

focus meetings and working within the community will have the opportunity to meet and learn about 

other cultures. Our project concentrates on the support of young people with special educational 

needs into the community. Work, independence, personal health are all essential agendas for young 

people across our European partnership. 

Our project aims to include all young people irrespective of socio‐economic background and culture 

and we are also looking to particularly meeting the diversity of these challenges with our eastern 

European colleagues. 

The nature of the project will ensure that all young people will have equal access to the project as 

the strategies will be intrinsically designed to support those who find access to the community 

taxing. 

Whilst this project is not specifically focussed on meeting the needs of children from the families of 

occupational, mobile or migrant workers, some of the partner schools have significant numbers of 

students who are from migrant families. The strategies will be ideal to support integration of these 

minority groups and those already attending our partner schools. 



Buitengewoon Secundair Onderwijs Don Bosco 

Lenniksesteenweg 2 

1500 Halle 


www.donboscobuso.be 

donboscobuso@donboscobuso.be 

Leen Bulte 

Partners: 

‐ Ruth‐Cohn‐Schule, Foerderschule des Hochsauerlandkreises (Coordinator) ‐‐‐‐ Germany 

‐ North Hill House‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐United Kingdom 

‐ Sc. Sec. I grado Leonardo da Vinci ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Italy 


71



PARENTS ARE PARTNERS 

The project involves five special schools for physically disabled pupils in the age range 4 to 21 years 

old from 5 countries ‐ Belgium, Netherlands, Northern Ireland, Germany and Hungary. The coordinating 

school is Mozgásjavító School, Budapest, Hungary. 

The project is focussing on the role of parents and how they communicate and work with the special 

school in each country, for the mutual benefit of the pupils. The main aim is to encourage the 

cooperation between the pupils, their parents and staff. As well as working collaboratively to address 

the level of support for parents, the project will involve parents, pupils and also staff sharing best 

practices from all the partner schools and their education systems. 

There will be many end products: a report on requirements and difficulties of parents in different 

countries, an interactive homepage or network to help sharing the knowledge, exchanging and 

building on experience and good practices, an elaborated training programme to facilitate the 

cooperation between the people taking part in the developmental process (pupils, parents, 

professionals), a video‐library about training in practice. 

All the partners are special schools operating in different environments but all have an increasing 

emphasis on the inclusion of the young people. It is crucial that the theme for this Comenius project 

will help each school to develop their own strategies and to find their own role in an inclusive 

educational setting which has both young people and parents to the forefront of what they are trying 

to achieve. Our schools are keen to enhance the service provided to all their pupils and their parents 

with a particular focus on adapting their role in an era of educational inclusion with the emphasis on 

the inclusion of parents. 



Buitengewoon Secundair Onderwijs Sint‐Lodewijk 

Kwatrechtsteenweg 168 

9230 Wetteren (Kwatrecht) 


www.sintlodewijk.be 

buso@sintlodewijk.be 

Kathy Lavaert 

Partners: 

‐ Mozgásjavító Általános Iskola, Egységes Gyógypedagógiai Módszerani 

Intézméy és Diákotthon (Coordinator) ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Hungary 

‐ Fleming Fulton School ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐United Kingdom 

‐ Werkenrodeschool ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ The Netherlands 

‐ LVR Anna‐Freud‐Schule; Foerdeschule für Koerperliche und motorische 

Entwicklung ‐ Sek I + Sek II ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Germany 

72 




The planned partnership wants to 

@LIVE4LIFE – INTERNATIONAL SOCIAL INTERNSHIP 

1 support children and teachers to develop competences (attitude, knowledge and skills) towards 

European citizenship 

2. by carrying out together voluntary tasks (social internship) and learn together. 

3. by doing this we also improve the quality of our vocational, multi cultural schools and promote 

inclusive education. 

4. use role models to inspire pupils and teachers to improve our internal self esteem and external 

imago . 

5. We work with European partnerships to upgrade our curriculum and learning outcomes for 

teachers as well as pupils 

@LIVE4LIFE offers pupils, teachers and management the opportunity tot participate in regional and 

international social internship. Pupils help/ support the less gifted, homeless, orphanages, refugees, 

elderly people etc with a range of activities. The activities will be organised by the host country: The 

Netherlands, Germany, United Kingdom, Belgium and Turkey. 

@LIVE means: active learning by participation, learning by doing, take responsibility 4 LIFE means: 

our actions and initiatives contribute to the quality of Life of others and ourselves. 

Every school selects a group of 20 pupils who can be seen as role models. They will participate in 

regional exchange programmes, ICT based programs and exchange with the partner school and the 

organisation of activities of the hosting week. A minor group selected as the main role models (4‐8 of 

every school) can participate in all activities including the trip abroad. 

Other teachers and pupils will be included in the host programme as much as possible and the 

outcomes will be spread by using the website for social internship, presentations held by students 

and teachers. We will write articles in national magazines en journals. 



Provinciale Middenschool 

Laageind 19 

2940 Stabroek 


www.pito‐stabroek.be 

karen.anthonissen@pitostabroek.provant.be 

Karen Anthonissen 

Partners: 

‐ Stedelijk College Eindhoven (Coordinator) ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ The Netherlands 

‐ Bromley College of Further + Higher Education ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐United Kingdom 

‐ De Eindhovense School‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ The Netherlands 


73



ARE YOU A CO2NSUMER 

Nowadays, students get lots of information about the global warming and other environmental 

problems. Our four schools share a common concern on the importance of the conservation of the 

environment. In the past we have been working locally on projects related to consume and recycling 

for some time but now we want to join forces to tackle, in a European context, the problems caused 

by irresponsible consume patterns and work out possible solutions and new sustainable behaviour 

patterns. Through the communication among our centres, our teaching processes will become more 

open to the whole European situation, not be reduced just to the conditions in our centres. To 

achieve this, we want to focus on developing aspects which can be integrated in all areas of 

knowledge so that they can be treated in all of them. Among other aspects, we want to study the use 

of free time, the use and consumption of natural resources and energy, the influence of advertising 

on consumption, the production and treatment of waste and to propose alternative and creative 

solutions. 



Middenschool Sint‐Pieter 

Kortrijksestraat 47 

8020 Oostkamp 


www.middenschoolsint‐pieter.be 

info@middenschoolsint‐pieter.be 

Joeri Jacobus 

Partners: 

‐ Instituto de Educación Secundaria Alonso de Ercilla (Coordinator) ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Spain 

‐ Niepubliczne Gimnazjum przy I LO im. ks. Adama Jerzego Czartoryskiego ‐‐‐‐‐‐‐‐‐‐ Poland 

74 




TEEN TV 

Our project is about creating an international TV. This will be done in a cooperation of students from 

several European countries. Our TV will broadcast programmes prepared by students taking part in 

the project. 

There will be focus on learning foreign languages, environmental issues, problems of teenagers, 

presenting different aspects of cultures and traditions. Each school will have a set group of students 

directly responsible for the TV (around 20 people). But every student in schools will have the chance 

of having an impact on the content of the broadcast material by writing e‐mails with new ideas and 

suggestions. The broadcast information will be possible to find on our website. 

Our project involves countries from different part of Europe which have culture and mentality 

different. 

The coordinator has looked for the partners on the existing Internet data bases proposing the project 

idea. The goal is going to realize a partnership based on two main axes: the North‐South axis and the 

East‐West axis. 

The idea was to put in contact, on the south‐north axis, very distant and apparently culturally 

different countries. In the partnership, there will be involved technical schools and upper secondary 

school which provide students with ITC skills so that each school will be able to support each other. 



KOGEKA 2 

Technische schoolstraat 52 

2440 Geel 


http://www.sjgeel.be/ 

sintjozefinstituut@kogeka.be 

Rosemarijn Claes 

Partners: 

‐ ITC F. M. Genco (Coordinator) ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Italy 

‐ Heimschule Lender ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Germany 

‐ INSTITUTO DE EDUCACION SECUNDARIA "EL RINCON" ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Spain 

‐ Fjölbrautaskóli Snæfellinga ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐Iceland 

‐ Ryburn Valley High School ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐United Kingdom 

‐ Gymnasio Aliveriou ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐Greece 

‐ COLLEGE LE TERTRE ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ France 

‐ III LICEUM OGOLNOKSZTALCACE im. MARII KONOPNICKIEJ WE WLOCLAWKU ‐‐‐‐ Poland 

‐ South Eastern Regional College (Newcastle Campus)‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐United Kingdom 


75



FRIENDLY PEOPLE FOR FRIENDLY ENERGY 

During a preparatory visit in Poland we have outlined a 2 year Comenius project entitled ‘Friendly 

People for Friendly Energy’ in which schools from the countries like Hungary, Belgium, Bulgaria, 

Romania, Turkey, Italy and Poland are going to take part. 

The main aims of the project are shaping students’ ecological awareness, strengthening their sense 

of responsibility for the natural environment, increasing their knowledge of renewable sources of 

energy, encouraging them to look after the natural environment on a local, and if possible on 

European scale. 

We will also examine our ecological footprint and estimate the situation of the environment in our 

regions. Also, we will suggest possible solutions and ways of implementing them. In this way students 

will improve their abilities to deal with difficulties. They will also see improving the condition of the 

environment as their duty. 

Furthermore, the aim of the project is to improve students and teachers’ command of a foreign 

language, both written and spoken. Increasing language competence through project contacts is the 

best way to motivate students to acquire foreign language skills. 

Another aim of the project is getting to know the cultural heritage of the participating countries, 

making new friends, learning about their music, art, literature, etc. It will help to foster mutual 

respect and tolerance, as well as lead to an increase in the standard of work in the given schools. 

Everyone at schools will know about the project and take active part in it. The work on the project 

will be of interdisciplinary character and it will be incorporated in the schools’ curricula of e.g. 

biology, English, ethics/religion, culture, physics, chemistry, economics, IT and extra school activities. 



Vrij Handels‐en Technisch Instituut – bovenbouw 

Kerkstraat 60 

9200 Dendermonde 


www.vhti.be 

vhti@vhti.be 

Kristien Beckers 

Partners: 

‐ IV Liceum Ogolnoksztalcace im. KEN (Coordinator) ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Poland 

‐ I.T.C.G. FODERA' – BRUNELLESCHI‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Italy 

‐ Enver Kurttepeli Lisesi ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Turkey 

‐ General Secondary School “Panayot Volov” ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Bulgaria 

‐ Liceul Teoretic “Nicolae Iorga” ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Romania 

‐ Ady Endre Gimnazium ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Hungary 

76 




YOU ARE WHAT YOU EAT. 

Multilateral project titled ‘You are what you eat' ‐ between Polish, Romanian, Estonian, Bulgarian, 

Turkish and Belgian schools is planned for 24 months and includes 24 mobilities. Students of all 

schools compare food offer in their institutions, carry out surveys to find out eating habits, obtain 

theoretical knowledge concerning healthy eating. All the information they find is presented on the 

website. They also take part in meetings with a dietetist and after‐school activities in foreign 

languages. 

Business plan for a school shop with healthy food is written. The food is produced and sold by 

students. Students start exchanging recipes of Polish, Romanian, Estonian, Bulgarian, Turkish and 

Belgian dishes in order to make a cookery book in English, Polish, Romanian, Estonian, Bulgarian, 

Turkish and Flemish. During visits in partners' countries students prepare meals together, exchange 

recipes and present the effects of the project. There are actions taken promoting healthy food, like 

producing and distributing leaflets in the cities where the schools are. Students organise a happening 

together. They also prepare a performance about the influence of healthy food, which will be 

presented during the day of happening. One of many advantages being consequences of the project 

will be the ability of doing the shopping with full awareness and preparing self‐made, fully‐nutritious 

meals. 



Onze‐Lieve‐Vrouw‐Hemelvaartinstituut TSO 

Keukeldam 17 

8790 Waregem 


www.hemelvaart.be 

bnk@hemelvaart.be 

Karin Boone 

Partners: 

‐ Gimnazjum nr 1 w Zespole Szkol Nr 2 (Coordinator)‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Poland 

‐ SCOALA CU CLASELE I‐VIII TALPAS ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Romania 

‐ Kaiu Pohikool‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Estonia 

‐ General Secondary school 'St. Cyril and Methodius‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Bulgaria 

‐ Ozel Gulen Ilkogretim Okulu ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Turkey 


77



GENDER ROLES THROUGH TIME AND PLACE ‐ A TRAVELLING EXHIBITION 

Gender roles have always been an important topic in education. Do we treat boys and girls the 

same Do boys and girls behave the same Do they perceive the world around them in a different 

way Are their patterns of behaviour different from birth or do they acquire them How do we, the 

teachers, react to these different behavioural patterns 

This applies to each country individually, but what makes the topic all the more interesting is the 

comparison between our different countries. 

We want to approach the topic from different angles and involve as many aspects of life as possible. 

The subjects involved will range from natural sciences to languages, from health to history. 

In the process of studying similarities and differences between gender roles in the societies of our 

five countries, the students will acquire social and technological skills as well as improve their 

language skills. 

The partners will set up an internet communication platform and a common website for the project. 

Questionnaires on gender roles will help to compare similarities and differences in the five countries. 

The statistical analysis will make it possible to raise the students' awareness. 

The project aims at helping students in the process of finding their own identity and their place in 

their own society. 

All the results will be presented in posters that are gradually added to an exhibition which is 

displayed during each visit in each country. So the final outcome will be a travelling exhibition on 

gender roles through time and place 



Sint‐Pieterscollege 

Weststraat 86 

8370 Blankenberge 


www.demare.be 

info@demare.be 

Mieke Van Dierdonck 

Partners: 

‐ IES Santiago Rusiñol (Coordinator) ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Spain 

‐ Gymnasium Casimirianum Coburg‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Germany 

‐ Lysingskolan Ödeshögs kommun‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐Sweden 

‐ Ecole Privée Marie‐Consolatricele Privée Marie‐Consolatrice‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Luxemburg 

78 




PREPARING FOR ADULT LIFE IN EUROPE 

The 'Preparing for Adult Life in Europe' project brings together young people aged 15 to 25 from 

across Europe with Learning Difficulties and Disabilities (LDD) to discover more about themselves 

and students similar to themselves in other countries around the universal theme of transition into 

adulthood. Often from socially and economically disadvantaged backgrounds, the LDD students are 

more likely to have a narrow experience of the outside world in comparison to other young people. 

This project will enable the participants to expand their experiences of the world and develop a 

greater understanding of the larger context in which they live; Europe. Developing this awareness is 

important in supporting young people to participate and contribute to society as adults. 

The project will explore common themes crucial to becoming an adult in Europe; such as healthy 

lifestyles, voting and employment, and developing participants' awareness, knowledge and 

confidence in these topics thereby enabling greater participation in society. The project will illustrate 

that differences in culture appear not just in different countries but in regions within a country. 

Participants will be encouraged to explore their own communities, role, experiences of those close to 

them and in doing so increase their own sense of worth and place in society. The students and 

teachers will be able to combine their knowledge, skills, interests and creativity to produce a website, 

reports, newsletters, pictures, books and videos culminating in visual representation of all the 

work they have been engaged in. 



Secundaire School voor Buitengewoon Onderwijs van het Gemeenschapsonderwijs De Richter 

Richter 27 

3600 Genk 


www.derichter.be 

Sbso.genk@g‐o.be 

Wilfried Steegmans 

Partners: 

‐ City of Bristol College (Coordinator)‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐United Kingdom 

‐ Lycée professionnel Louis Guilloux ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ France 

‐ Schule am Zoopark Staatlich genehmigtes Förderzentrum 

Schwerpunkt geistige Entwicklung‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Germany 

‐ Lidingö Gymnasiesärskola ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐Sweden 

‐ Uddannelsescenter Mariebjerg‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Denmark 


79



TEXTILE PATTERNS ON THE MOVE 

“Textile Patterns on the Move” is a project about fabrics and use of traditional signs in textile, 

remade into modern looking patterns, in usable tissues for every day clothing and accessories that 

will be produced during the project. The project promotes traditional textile patterns and knowledge 

of young people concerning the cultural heritage of European countries. 

During the first project year, students will search for textile symbols that are and were important in 

their country; they will send these signs to another partner school, providing explanatory about the 

use of the symbols during the past and in actual daily life. Interested students will modernize the 

sent symbols with proper ideas; each partner school will organize a contest to find the most original 

remakes. During the 1st partner meeting, a professional designer will give advice for propositions of 

the pupils. After the meeting, samples for clothes, T‐shirts, bags, etc. using a selection of the best 

symbols will be made by each partner and brought together to the 2nd partner meeting. A 

professional fashion specialist will help the students to choose the final patterns for the clothes 

and/or accessories that will be started producing after the meeting. 

During the second project year, the activities will be split up into two directions: one part of the 

students will continue producing the described above items; another part will participate in a contest 

on the development of a new pattern representing the entire project and that will be used in a fabric, 

which will decorate the hall during the final event. 

All what has been produced during the two project years will be shown during an exhibition and 

fashion show, a complete package of culture, history and flashy, modern fashion made by 

youngsters. 



Vrij Technisch Instituut 2 

Toekomststraat 75 

8790 Waregem 


www.vtiwaregem.be 

info@vtiwaregem.be 

Filip Costeur 

Partners: 

‐ Edirne Kiz Teknik Ve Meslek Lisesi (Coordinator) ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Turkey 

‐ Etelä‐Kymenlaakson ammattiopisto ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Finland 

‐ Vrij Technisch Instituut ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐Flanders, Belgium 

‐ Strední škola služeb a cestovního ruchu ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Czech Republic 

‐ Rigas Stila un modes profesionala vidusskola‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Latvia 

‐ Klaipedos siuvimo ir paslaugu verslo mokykla ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Lithuania 

‐ Miejskie Gimnazjum nr 1 w Piekarach Slaskich‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Poland 

80 




THE ECOCENTRICITY CHASE 

The principal aim of the project is to positively influence the long term behaviour, perceptions and 

attitudes towards environmental issues amongst the students, teachers and management of the 

participating schools. There will be joint learning activities related to the environmental impact of 

students’ own lives and those of their families; the operation of their schools; the economic activities 

of local industry. Students will also compare societal attitudes to environmental protection in each 

country. 



Sint‐Bavohumaniora 

Reep 4 

9000 Gent 


www.sbh‐gent.be 

projecten@sbhg.be 

Kris De Boel 

Partners: 

‐ Balcarras School (Coordinator) ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐United Kingdom 

‐ Viksängsskolan‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐Sweden 

‐ Schule Uplengen – Haupt‐ und Realschule ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Germany 


81



TEXTILE PATTERNS ON THE MOVE 

“Textile Patterns on the Move” is a project about fabrics and use of traditional signs in textile, 

remade into modern looking patterns, in usable tissues for every day clothing and accessories that 

will be produced during the project. The project promotes traditional textile patterns and knowledge 

of young people concerning the cultural heritage of European countries. 

During the first project year, students will search for textile symbols that are and were important in 

their country; they will send these signs to another partner school, providing explanatory about the 

use of the symbols during the past and in actual daily life. Interested students will modernize the 

sent symbols with proper ideas; each partner school will organize a contest to find the most original 

remakes. During the 1st partner meeting, a professional designer will give advice for propositions of 

the pupils. After the meeting, samples for clothes, T‐shirts, bags, etc. using a selection of the best 

symbols will be made by each partner and brought together to the 2nd partner meeting. A 

professional fashion specialist will help the students to choose the final patterns for the clothes 

and/or accessories that will be started producing after the meeting. 

During the second project year, the activities will be split up into two directions: one part of the 

students will continue producing the described above items; another part will participate in a contest 

on the development of a new pattern representing the entire project and that will be used in a fabric, 

which will decorate the hall during the final event. 

All what has been produced during the two project years will be shown during an exhibition and 

fashion show, a complete package of culture, history and flashy, modern fashion made by 

youngsters. 



Vrij Technisch Instituut 

Toekomststraat 75 

8790 Waregem 


www.vtiwaregem.be 

info@vtiwaregem.be 

Filip Costeur 

Partners: 

‐ Edirne Kiz Teknik Ve Meslek Lisesi (Coordinator) ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Turkey 

‐ Etelä‐Kymenlaakson ammattiopisto ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Finland 

‐ Vrij Technisch Instituut 2‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐Flanders, Belgium 

‐ Strední škola služeb a cestovního ruchu ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Czech Republic 

‐ Rigas Stila un modes profesionala vidusskola‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Latvia 

‐ Klaipedos siuvimo ir paslaugu verslo mokykla ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Lithuania 

‐ Miejskie Gimnazjum nr 1 w Piekarach Slaskich‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Poland 

82 




STEPPING STONES TO AN ALL‐INCLUSIVE EUROPEAN SCHOOL 

Our ‘All‐Inclusive European School’ will promote the integration of all students, regardless of their 

socioeconomic background, gender, language, ability/disability and ethnicity or cultural background. 

In the assimilation of students certain strategies must be put into place in order to accommodate the 

diversity of needs. Through collaboration with our students and staff we hope to identify and 

develop effective strategies to ensure all these needs are being met and highlight areas where 

improvements can be made. 

As part of the project all the schools will contribute to creating a website called "Bricks of a European 

school". 

This website will illustrate the strategies used in the integration of students with special needs, 

learning difficulties, minority groups and non‐national students into schools. The project will identify 

the use of modern communication methods in student life and demonstrate how we can maximise 

the use of these methods in learning. As part of the integration process students will engage with the 

Cultural Identity of their European counterparts. 

The partner schools integrate Information Technology into their curriculum by the creation and use 

of a shared Learning Platform. This platform will be hosted by our partner school VOLTA, Italy. The 

information necessary for the website will be placed on this learning platform. At the end of the two 

years, the website "Bricks of a European school" will be launched to the public. 



Lyceum Onze‐Lieve‐Vrouw‐ter‐Nieuwe‐Plant 

Maloulaan 2 

8900 Ieper 


www.lyceumieper.be 

lyceum@olvvantuine.be 

Hilde Dhulst 

Partners: 

‐ ’t Atrium (Coordinator) ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ The Netherlands 

‐ Gymnasium an der Schweizer Allee ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Germany 

‐ St Tiernan’s Community School ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐Ireland 

‐ LYCEE PRIVE FREDERIC OZANAM DE MACON‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ France 

‐ Peterhead Academy‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐United Kingdom 


83


AMBASSADORS FOR THE FUTURE: EXPLORING NATIONAL AND EUROPEAN CITIZENSHIP 


Taking the theme Ambassadors for the Future: exploring national and European citizenship, our main 

objective is to help each student develop an understanding of the diversity of European languages 

and cultures, whilst encouraging each student to begin to acquire the skills for active European 

citizenship. 

We will be working with students to develop the programme of activities. Teachers and students in 

each country will produce language teaching materials which will be used in the other partner 

schools. We will begin a system of pen‐pal partnerships between students during Year 1 and plan for 

pupil and staff mobility in Year 2. 

Pupils will explore national and European identity through work in the curriculum. They will work on 

a topic for each term in Year 1:citizenship and identity, at both national and European levels, 

environmental and sustainability issues, citizenship issues in sport, entrepreneurship and skills for 

employment, and language learning, using ICT for research as appropriate. This will include work on 

how entrepreneurs can set up companies with 'green' credentials. 

In Year 2, the focus will be on the shaping of national and European identities. Students from all 

partner schools will meet in Cambridge in February 2012 to work on a creative arts project to create 

a new piece of work on the theme of Ambassadors for the future: Conflict and Harmony. The UK 

students will be given the opportunity to go on a cultural visit to the country of their partner. 



Sint‐Lodewijkscollege Eerste Graad 

Magdalenastraat 30 

8200 Brugge 


www.sint‐lodewijkscollege.be 

humaniora@sint‐lodewijkscollege.be 

Luc Vandermeersch 

Partners: 

‐ The Stephen Perse Foundation (Coordinator) ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐United Kingdom 

‐ Parkside Community College, Cambridge‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐United Kingdom 

‐ Helsingin Suomalainen Yhteiskoulu ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Finland 

‐ Karolina Óvoda, Általános Iskola, Gimnázium, Alapfokú 

Muvészetoktatási Intézmény és Diákotthon ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Hungary 

84 




UNITED IN EUROPE THROUGH CULTURE AND TRADITIONS 

The project's goal is the rediscovery of traditions and specific national and European customs and 

promote them to eliminate the risk to be forgotten. It contributes to know cultures and traditions of 

the partner states, while respecting the European and regional diversity. 

The activities in the project, integrated in the curriculum (music, sports, history, geography, 

biology, foreign languages), information and documentation (via Internet or other sources) on the 

local and European traditions will stimulate students' interest, who will understand the traditions, 

customs and unity in diversity, and will develop their passion for preserving European culture. 

Making cultures and traditions valuable will be achieved through school and extracurricular 

activities (folk art exhibitions, folk performances and parades of costumes, visits, documentation 

trips) where parents and community representatives will attend . 

Project meetings, permanent communication will facilitate sharing of European values, promote 

social and cultural exchange between students involved in the project and language learning. 

Pedagogics and innovative practices based on ICT will be used to develop materials that will value 

culture and traditions in Europe (calendars, greeting cards, PPT presentations, web site, 

documentaries, games, puzzle games, "traveler log", CD with Christmas carols, New Year songs, 

photo albums, mini book with recipes for traditional food, mini‐dictionary of common words). 

The final products of the project (wall calendar and virtual library),the web site, made in the 

context of educational school‐family‐community partnership will be disseminated to the community . 



Sint‐Vincentius 


9900 Eeklo 


www.collegetendoorn.zvl.org 


Paul Verstraete 

Partners: 

‐ Grupul Scolar Voievodul Mircea (Coordinator) ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Romania 

‐ ISMET KOROGLU ANADOLU LISESI‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Turkey 

‐ Gimnazjum Jezykowe we Wschowie ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Poland 

‐ INSTITUTO EDUCACIÓN SECUNDARIA FRANCISCO FIGUERAS PACHECO‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Spain 

‐ Taurages "Aušros" pagrindine mokykla ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Lithuania 

‐ Ist. Sup. di Istruzione Simone Simoni‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Italy 

‐ Hristo Botev High school ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Bulgaria 


85



OUR SCHOOL ENVIRONMENT 

We are a group of special schools and schools with a SEN department who have collectively decided 

to embark on a project aimed at looking at our eco systems. We all decided on this theme as we 

considered it to be relatively easy for most of our SEN students to access and get involved in. During 

this project, our students will cooperate through collaboration (i.e.) making a power point 

presentation that can be shared with students in each school who will then in turn, participate follow 

up activities such as projects and research. Our pupils will be in touch regularly through face to face 

visits, e mail, video conferencing and exchange of cards and letters. The project will last for 2 years 

and we plan to visit each school at least once. In the first year the project will concentrate on our 

own local ecosystem. As a collection of schools, we will look at our own ecosystems concentrating on 

the local plants, trees, water supplies, animals, insects, soil type and weather/climate. We will 

compile information and will share the information with the other schools/countries. We will share 

this information through video, photographs, magazine articles, written reports and power point 

presentations. The desired aim of the first year of work is for each school to have produced an 

environmental scrapbook. 

In the second year of the project we will concentrate on recycling and saving energy within our 

individual schools. Information will be shared in the same format as Year 1 of the project. Planned 

outcome is for each school to have produced an 'eco calendar'. 



Secundaire School voor Buitengewoon Onderwijs van het GO De Mast 

Kempenstraat 32 

2460 Kasterlee 


demast@pandora.be 

Pascale Geentjens 

Partners: 

‐ Catcote Business and Enterprise School and College English 

(Coordinator)‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐United Kingdom 

‐ Springwell School ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐United Kingdom 

‐ Schule für Erziehungshilfe „Dr. Heinrich Hoffmann“ ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Germany 

‐ Hans‐Verbeek‐Schule Förderschule ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Germany 

86 




FOCUS – FOLKLORE, CULTURE AND SIMILARITIES 

FOCUS is a European School‐partnership that focuses on folklore and cultural heritage in the 

participating countries. The project will consist of many subtopics which are important parts of the 

curriculum in several school‐subjects, mother‐tongue, English, arts, music, sports and social studies. 

Two of the topics will be compulsory for all students. Everyone will investigate their own folkliterature: 

fairytales, legends and myths. This literature will be translated into English and published 

in a European book of fairytale. All students will also investigate old and new national musictraditions 

– folk music and ballads. All schools will produce a DVD of national music and send to the 

other schools. Included in the music topic the schools will publish the lyrics of a few songs in their 

own language and in English. We will publish a European song‐book which can be used by all the 

participating schools. In this way the students will also have an impression of the languages in the 

participating countries. There will be different optional topics in the project: folkdance, arts, crafts, 

national costumes, traditional food and modern folklore (like carnival, Halloween etc.). All students 

will work on at least one of the optional topics. 

Most of the results and outcome of the project will be published in an electronic learning platform – 

www.schooljournals.net . The website will also be used for communications between teachers as 

well as students in all the participating schools. 

The main objective of the project is when students will learn to know their own folklore and cultural 

heritage and compare this to the traditions of other European countries, making them aware of the 

similarities between the cultures. And this will help to prevent stereotypes, prejudice and racism. 



Ursulinen Mechelen 2 

Hoogstraat 35 

2800 Mechelen 


http://www.ursulinenmechelen.be 

info@ursulinenmechelen.be 

Tom Mertens 

Partners: 

‐ Lena Videregående Skole (Coordinator)‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐Norway 

‐ I.I.S. Rambaldi‐Valeriani e Alessandro da Imola ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Italy 

‐ Fatma Emin Kutvar Anadolu Lisesi‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Turkey 

‐ Gymnázium Karla Capka, Dobríš, Školní 1530‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Czech Republic 

‐ Städt. Max‐Planck‐Gymnasium ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Germany 

‐ Strabrecht College ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ The Netherlands 

‐ Ramsgrange Community School‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐Ireland 


87


EQUILIBRIUM ‐ WIR BAUEN EINE BRÜCKE ZWISCHEN VERGANGENHEIT, GEGENWART UND 

ZUKUNFT 


Equilibrium ‐ building a bridge between past, present and future 

There are 5 participating countries (Belgium, Germany, France, Sweden and Hungary). Coordination 

is done by the German school. 

Pupils analyse their own culture and create common European values according to the cultural onion 

model of Geert Hofstede. 

Using the examples of national fairy tales (symbols), heroes in different areas, manners and 

eating/cooking (rituals) the pupils contrast past and present in each of these subthemes. Through the 

exchange of national results, the cooperation in producing common products (publication of film 

sequences, exhibition, cookery book, debate) and the visits to the partner schools, common 

characteristics between the different partners will become obvious. The main aim is to make pupils 

aware of the dynamic character of cultures (national and international). 

In the second part of the project we will try to find our common European values for the future in a 

final debate which concentrates on the practices (symbols, heroes, rituals) dealt with before. 



Sint‐Bernarduscollege 1 

Hoogstraat 30 

9700 Oudenaerde 


http://www.sbcollege.be 

anne.devleeschouwer@sbcollege.be 

Peter Notte 

Partners: 

‐ Kaufmaennische Schule Waiblingen (Coordinator)‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Germany 

‐ Umeå Internationella Gymnasium‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐Sweden 

‐ Türr István Gazdasági Szakközépiskola ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Hungary 

‐ LYCEE JEAN HINGLO ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ France 

88 




ECO‐TOURISM ‐ A GREEN TRAVEL GUIDE THROUGHOUT EUROPE 

The EU summit 2009 in Copenhagen has just finished and more than ever before everybody is aware 

of the dramatic situation caused by global warming. 

Transportation, travelling and tourism are major contributors to the greenhouse effect. As a 

consequence ecotourism is a type of sustainable development. The aim of ecotourism is to reduce 

the impact that tourism has on naturally beautiful environments. 

As all four project schools are situated in tourist areas, they are therefore directly affected by the 

consequences. However, both tourism and the conservation of the environment are essential for the 

future of our students. 

In the first year of the project students will examine the stock taking of tourism in their region. They 

will focus on the importance of tourism and will get acquainted with responsible authorities, persons 

and background material etc. In a second step they will take a closer look at environmental issues 

and problems caused by tourists and the tourist infrastructure. The region will be critically examined. 

In the next period the project teams will find and depict successful examples of ecological (=eco) 

tourism and consequently they will develop a main connecting thread concerning eco tourism. 

During the whole project the findings of each school will be presented and compared on multilateral 

meetings. In a final step a Green Tourist Guide throughout Europe will be worked out in which eco 

tourism in the four regions will be depicted. 

The book or brochure will be made available to all partner schools, the local media and tourist 

agencies. 



Miniemeninstituut 

Diestsestraat 163 

3000 Leuven 


www.miniemeninstituut.be 

info@miniemeninstituut.be 

Dirk Staf 

Partners: 

‐ Berufliche Oberschule Staatliche Fachoberschule und Berufsoberschule 

Deggendorf (Coordinator) ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Germany 

‐ L.E.A.P. GABRIEL DESHAYES ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ France 


89



MY TRADITIONS IN OUR EUROPE 

The project “My Traditions in Our Europe” will be implemented in partnership between schools from 

Bulgaria, Lithuania, Poland, Belgium and Norway. 

The objectives are to develop in young people knowledge and understanding about the diversity of 

European cultures and languages and the value of this diversity, to stock students’ mind with 

knowledge about the culture and traditions of the partner countries, to motivate students to search 

for new knowledge, to promote and rouse their interest and respect for the culture and traditions of 

the region and the countries of the partner schools, to improve social and ICT skills, to improve their 

communication skills and encourage foreign language learning, to promote the idea of tolerance and 

accepting cultural diversity as important values, to enhance students’ cognitive activity through 

integrating the topic of the project in the compulsory school curriculum. 

Activities include research activities connected with the culture and traditions of each country, make 

presentations, posters, displays and cultural arte‐facts and a web page, select texts for translation, 

mobilities to the partner countries, during the project meetings the students will learn key 

expressions in the host country language. Traditional cuisine, folk dances, visits to ethnographic 

places are included. 

The expected results are that students and Staff will fully experience intercultural dialogue, getting to 

know the culture, way of life, and traditions of partner countries, to better understand their own 

cultural identity, to improve communicative and ICT skills. 

Final Products 

‐ A video presenting partner traditions 

‐ An electronic cook book, electronic ethnographic album 

‐ A thematic multi‐language dictionary 

‐ A calendar presenting typical traditions 



Centrum Deeltijds Onderwijs (Kortrijk) 

Scheutistenlaan 8 

8500 Kortrijk 

www.cdokortrijk.be 

info@cdokortrijk.be 

Anja Vermeulen 

Partners: 

‐ Vilniaus turizmo ir prekybos verslo mokykla (Coordinator) ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Lithuania 

‐ Zespol Szkol im. Tadeusza Kosciuszki w Wysokiej‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Poland 

‐ FUSA VIDAREGAANDE SKULE ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐Norway 

90 




EDUCATIONAL TOURISM AS A MEANS OF PROMOTING OUR REGIONS 

Our regions, no matter whether they are called "counties”, ”shires”, ”départements”, ”länder”, have 

great educational potential. There are places of interest for almost every subject taught in school. 

Therefore, this project gives pupils and teachers the chance to discover the variety of sights in their 

regions and to become conscious of their beauty and educational value. 

During the first project year pupils will exchange information on their own schools and school 

schedules, the subjects they learn, extracurricular activities, and create a common leaflet. Then, they 

will get informed on the places of interest in their areas and will divide them according to school 

subjects. Pupils will mark on the map of their region these places. Maps will be exchanged between 

partner schools, and compiled in a common collection of maps. 

During the second project year the teams begin gathering detailed information on each place of 

interest (history, opening hours, visitation days, admission fees, events, how to get there, 

transportation firm). Now they can combine places of interest for different school subjects and plan 

trips in their regions. The product of the second year is also a collection of maps, but this time the 

maps represent possible one‐day or two‐day trips in the area, sights on the way, their importance, 

how to get there, where to accommodate. 

The communication between partner schools will be done by means of a wiki. It is an easy way to 

exchange materials, impressions, to approach different topics and see work in progress. 

Such a project not only develops our students’ searching, computer, language, organisational and 

craft skills, but also allows them to satisfy their curiosity, increases their awareness of their regions’ 

heritage, encourages initiative. 



Damiaaninstituut TSO/BSO 

Pastoordergentlaan 220 

3200 Aarschot 


www.damiaaninstituut.be 

info@damiaaninstituut.be 

Carine Wyns 

Partners: 

‐ Colegiul Tehnic "Alexandru Domsa" (Coordinator) ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Romania 

‐ Basic school "Hristo Botev" – Katuntsi‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Bulgaria 

‐ Istituto Comprensivo Severi ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Italy 

‐ Ylakiai gymnasium of the Skuodas Region ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Lithuania 

‐ Publiczne Gimnazjum w Bialowiezy ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Poland 

‐ EFELER ILKOGRETIM OKULU‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Turkey 

‐ Adam‐Kraft‐Gymnasium Schwabach ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Germany 


91



YOUNGTERS THROUGH EUROPEAN CINEMA 

YTEC project aims at providing an attractive medium for young people to get to know each other 

beyond cultural differences. We will use European films that have restricted access to screening, 

away from TV stereotypes. All films will deal with a common theme ‐ "youngsters". We want 

students to work together on a common movie selection and on organizing a touring four‐country 

film festival. That means that the festival will move from one school to another within two years' 

time, each partner hosting the four other ones for each part of the event. The purpose is to 

encourage mutual understanding, tolerance and organizing skills through overall cooperation and 

cultural exchange. 



Technisch Atheneum 2 De Wijzer 

Mosselerlaan 94 

3600 Genk 


www.ta2dewijzer.be 

ta2dewijzer.genk@g‐o.be 

Liesbeth Meers 

Partners: 

‐ LYCEE PROF. JOSEPH CONSTANT (Coordinator) ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ France 

‐ Regionales Berufsbildungszentrum des Kreises Steinburg‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Germany 

‐ Strední škola podnikání Vysoké Mýto, s.r.o. ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Czech Republic 

‐ Aydin Dogan Ticaret Meslek Lisesi‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Turkey 

92 




COME’NIUS – COME AND IMPERSONATE US 

The topic of our project is the unity of different languages and cultures through theatre. The main 

goals of our project are to encourage students to learn foreign languages, to resolve the prejudice 

between cultures and to increase cultural interaction through theater. We will cooperate with the 

students aged between 14 and 19 from 4 different European countries. 

Our project activities mainly depend on learning a foreign language through theatre. The students 

coming from different parts of Europe all together will perform fairy tale dramas of other European 

countries on the stage of the host countries owning those fairy tales. In order to start the 

implementation of our project, each partner will convert an autochthonous fairy tale into a playbook 

first. Then, all partners will translate the playbook into English to make the others understand the 

events and the feelings better. Next, the students will be given their corresponding roles and they 

will be in touch through the e‐Twinning website with the corresponding students who will teach and 

help them in the pronunciation and understanding of sentences and in the developments of stages 

and plots. After all work, there will be a combination of cultures and people having different mother 

tongues on the same stage gathered together to perform a play in an utterly different language, in 

every homeland of each partner. 

Hence, at the end of our two‐year project, willing of young people to learn a foreign language will 

have been increased, the cultures will have been acknowledged and the prejudice against different 

cultures and foreign languages will have been broken down. Students will have demonstrated that 

the languages and cultures could be together in a ring of friendship and this will enhance the 

European dimension. 



Sint‐Aloysiuscollege 

Wilgendijk 30 

8600 Diksmuide 


http://www.collegediksmuide.be 

bart.deferme@collegediksmuide.be 

Bart Deferme 

Partners: 

‐ YASAR SANIYE GEMICI LISESI‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Turkey 

‐ INSTITUTO DE EDUCACION SECUNDARIA "VALLE DEL AZAHAR" ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Spain 

‐ RADVILISKIO VAIZGANTO GIMNAZIJA‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Lithuania 


93



EUROPE DES ARTS, CREUSET DES CIVILISATIONS. 

Our project is entitled: Arts in Europe , a melting pot of plural identities . 

Our project aims at showing, with our local and international partners, how by the means of arts , 

plural identities enrich regional and national identities. 

This experience should allow our students to become aware of their European identity and open up 

their community and neighbourhood life to a wider and more diversified universe. 

We are taking advantage of the favourable context of the choice of Marseille as European Capital of 

Culture in 2013. 

1) the project owner : 

As project owners , we contemplate organising a touring exhibition which will circulate with our 

partners and be housed by each associate partner. The students supervised by their teachers will 

have to select a collection of artistic works 

2) the associate partners : 

During the period when the exhibition is designed and set up by the project owner , the associate 

partners would have to set up a network of artists and creative persons around their high school 

who will dialogue through their own creative work , and in relation to the thematic display with the 

artists involved in the exhibition. 

3) the follow‐up experience : 

If the principle of the project makes our partners enthusiastic, it can become a Biennale‐like event: 

each high school involved in the project will have in turn ,every two years ,set up an exhibition based 

on the artistic network they have built up during the initial experience. 

The Comenius Project will lead to genuine prospects by becoming an ambitious European project. 

4) Our non‐Comenius "southern" partners but associated within our regional partnership are the high 

school of Tyr (Lebanon) and the high school of Ouakam (Senegal) 



Koninklijk Atheneum I 

Léon Spilliaertstraat 31 

8400 Oostende 


http://www.ka1centrum.sgr27.g‐o.be 

ka1.oostende@g‐o.be 

Patrick Ghyselen 

Partners: 

‐ LYCEE VICTOR HUGO (Coordinator) ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ France 

‐ Istituto Statale d'Arte F.Mengaroni‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Italy 

94 


Bilateral Partnerships 

Project Reference: 2010‐COM‐BP‐PA‐02 


MESPRA – MEHRSPRACHIGKEIT ÖFFNET TÜREN UND GRENZEN 

According to the idea that "speaking several languages may open doors and borders" the intention of 

this project is to build up a German‐Belgian school‐partnership. By using all possible languages (such 

as German, French, English, Flemish, Russian) in working together on a subject of European 

character, we want to develop the conscience that respect, acceptance and tolerance have effects on 

the quality of communication between people. 



BARNUM 

Stokerijstraat 9 

8800 Roeselare 


www.barnum.be 

info@barnum.be 

Marleen Desmet 

Partner 

‐ Oberstufenzentrum "Alfred Flakowski" ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Germany 


95

Regio Partnerships 

Project Reference: 2010‐COM‐REG‐CO‐02 

STAY ON TRACK 


The project will work with partners Antwerp (Belgium) and Vienna (Austria) to explore the policy 

regarding truancy, drop‐outs and internship / on‐the‐job learning within part‐time vocational 

secondary education and “dual” vocational education. We will create a reflective programme of 

individual and shared observation, to enable good practice to be shared. Our goal is to create an 

effective and innovative toolbox to be shared not only with participants, but also with others in the 

region or in Europe. 


Partner Regio 1: City of Antwerp, Belgium 

Coordinating organisation: 

Stad Antwerpen – Algemeen Onderwijsbeleid 

Grote Markt 1 



www.antwerpen.be/onderwijs 

luc.claessens@stad.antwerpen.be 

Luc Claessens 

Partner organisations: 

Leonardo Lyceum CDO, Antwerpen; Don Bosco Werken én Leren, wilrijk; CDO Spectrumschool, 

Deurne; CL&W TNA ‐ Het Leercentrum, Merksem; Centraal Meldpunt, Antwerpen; Arktos vzw ‐ 

Stedelijk Vormingscentrum Stad Antwerpen; Fonds voor Vakopleidingen in de Bouwnijverheid, 

Brussel 

Partner Regio 2: City of Vienna, Austria 


Stadtschulrat für Wien ‐ Präsidialabteilung – Europabüro (Vienna Board of Education – European 

Office 


Berufsschule für Grantenbau und Floristik, Wien; KUS Network for education, social action, sports 

and culture, Wien; Jugend am Werk, Wien 

96 


Project Reference: 2010‐COM‐REG‐PA‐01 

EYE‐ EARLY YEARS AND EQUALITY. OBSERVING AND LIVING EACH OTHER’S PRACTICE IN EARLY 

YEARS TO INFORM QUALITY DEVELOPMENT. 


The project will work with partners from the Flemish Community (BE) and Staffordshire (UK) to 

explore the quality in Early Years practice (=both day care centres and pre‐school kindergartens). The 

project aims to develop a sustainable relationship by familiarizing each partner with their individual 

contexts. We will create a reflective programme of individual and shared observation, to enable good 

practice to be shared. Our goal is to create an effective and innovative toolbox to be shared not only 

with participants, but also with the wider Early Years communities within both regions. This will be 

achieved by dissemination of the learning and products arising from the project. The three lines of 

inquiry i.e. equality and diversity within Early Years settings; early year language acquisition; and 

transition points in a child’s learning and development all sit under an agreed imperative to reduce 

the gap in achievement between the least and most advantaged children. 


Partner Regio 1: Shropshire & Staffordshire, United Kingdom 


Children and Lifelong Learning Staffordshire Country Council 


Stafford Children’s Centre; Centre for Research in Early Childhood, Birmingham 

Partner Regio 2: City of Antwerp, Belgium 


Stad Antwerpen 

Grote Markt 9‐11 



Website: / 

gert.nielandt@stad.antwerpen.be 

Gert Nielandt 


Basisschool Unescoschool, Brussel; Stedelijk Kinderdagverblijf De Duveltjes, Merksem; 

Kinderdagverblijf Kadee, Antwerpen; KDV ’t Folieke, Brussel; GO! Onderwijs van de Vlaamse 

Gemeenschap, Brussel 


97

Project Reference: 2010‐COM‐REG‐PA‐04 


WATER – THE SOURCE OF LIFE 

The selected partner regions in Estonia and Belgium offer a wealth of diverse landscapes. The 

diversity is often underused or undervalued by the community. We are requesting the support of the 

local organizations in order to enable the population to enjoy the benefits of the landscapes. Each 

organization can contribute in its own way. They have both the technical expertise as well as a large 

number of active members. Educational institutions prepare future adults for the society. The 

students participating in the project are the selected audience to do field research and create results 

for the future generations. 

In the course of the cooperation the best practice materials will be identified and translated into 

Dutch and Estonian and an ongoing evaluation and dissemination will be carried out. 

A final conference will be held to present and disseminate the project results to a wider public. 


Partner Regio 1: Viljandi, Estonia 


Viljandi, Linnavalitsus 


Viljandi Paalalinna Gümnaasium; Carl Robert Jakobsoni nimeline Gümnaasium, Viljandi; 

Keskkonnaamet / Soomaa Rahvuspargi Külastuskeskus 

Partner Regio 2: Gemeente Oostkamp, Belgium 


Gemeente Oostkamp 

AC Beukenpark Kapellestraat 19 

8020 Oostkamp 


www.oostkamp.be 

jaak.van.hulle@skynet.be 

Jaak Van Hulle 


Basisschool De Kiem, Ruddervoorde; BSGO Koning Boudewijn, Oostkamp; School Malpertuis, 

Oostkamp; Regionaal Landschap Houtland vzw; Sint‐Michiels‐Brugge; Natuurpunt Oostkamp; 

98 


Colofon 

D/2010/3241/383 

© september 2010 EPOS vzw 

Europese Programma's voor Onderwijs, Opleiding en Samenwerking 

Koning Albert II-laan 15 / 6A 

1210 Brussel 

E-mail: 

Website: 

comenius@epos-vlaanderen.be 

www.epos-vlaanderen.be 

Verantwoordelijke Uitgever: Annemie Dewael, Algemeen Directeur 

Realisatie: 

An-Sofie Alderweireldt, Wim Cloots, Isabel Laenen

(De Beukennoot)------------------------------Flanders, Belgium. - Epos

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