Comenius Project Human Rights in Europe

Category: Education

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in EUROPE 2011-2013 Czech Republic, Cyprus, France, Germany, Greece, Italy, Poland, Spain Human Rights in Europe between Ideal and Reality. Rights and Challenge for Students in the 21st Century by means of Poetry, Arts and Music

1. Kurt-Schumacher-Schule Kooperative Gesamtschule des Wetteraukreises mit gymnasialer Oberstufe (DE):

1. Kurt-Schumacher-Schule Kooperative Gesamtschule des Wetteraukreises mit gymnasialer Oberstufe (DE) With its about 1500 pupils the Kurt-Schumacher-Schule is the biggest school in the Wetterau district. As in the last years Karben has grown up considerably due to the expansion of its industrial and commercial areas, there has also been a growth in the population. The Kurt-Schumacher-Schule is a general secondary school with three different learners' levels and has got a central position for children, teenagers and young adults from the surrounding area. It cooperates closely with the local authorities, cultural and sports associations, companies and schools. It has also got classes for pupils with special needs and for physically disabled. Furthermore it disposes of a class for migrants who have got linguistic deficits and need to be settled into the new school context. The KSS is attended by pupils from about 35 different countries. Its role in the project is the general coordination , the coordination of the musical activities and the organization of communication , the last one to be carried out together with the Czech Republic .

2. Gimnazjum im. Kazimierza Górskiego w Poraju (PL):

2. Gimnazjum im. Kazimierza Górskiego w Poraju (PL) Our school is located in a village and our students come mostly from a working class background. Their environment is rather hermetic and they do not have many opportunities to educate and broaden their horizons. The school is , for many of them, the only place to meet diversity. Therefore we would like to enhance our students' consciousness and teach them tolerance and respect for differences. Teachers in our school realize that it is very important to make pupils understand the religious beliefs of others students and sensitize them to racial and ethnic variety. In order to do that we chose art as one of the tools. The school theatre has been working since the school year 1999/2000 and the school choir has been gathering our students for 5 years now. Through the project realization we would also like to develop even more our students' artistic skills what is emphasized in our 'core curriculum'. Our role in the project will be the coordination of Arts exhibitions, such as photo and paintings .

3. Gymnázium, Čelákovice, J.A.Komenského 414 (CZ):

3. Gymnázium, Čelákovice, J.A.Komenského 414 (CZ) The grammar school in Čelákovice is a modern secondary school with a 15-year tradition. It is focused on general education. It takes only 35 minutes by train to get to Čelákovice from the capital city, Prague. Children and young adults are able to study at a lower or a higher level of a 4- or 8-year grammar school. The school is situated in the center of Čelákovice in a reconstructed annex building. The school allows its students to be independent and responsible for their lives. Students have a wide choice of optional subjects, mostly in the last two years of their studies. English is compulsory for all students, however they can choose between German, French and Russian as a second language. Golf, basketball, sports games, arts and photography are vocational subjects. We offer free access to the Internet. Our teachers organize district rounds of various educational competitions. Our school is engaged in international projects (with Germany, Belgium, the Netherlands). The school almanach is issued annually. Our graduates study at various universities. Many of our students have become successful actors, anthropologists, teachers and engineers. Our role in the project is the implementation of communication, thus supporting Germany.

4. Lycée Emile Loubet (FR):

4. Lycée Emile Loubet (FR) Our school is located in a medium sized town and our students aged 15-18 come from working class or middle class background. They have a choice of optional subjects including drama and another one of the school focuses is languages. English is compulsory for all the students but German, Spanish, Italian and Chinese are taught too. There are exchanges organised with Spain, Italy, Germany and China at the moment. The English Euro class is another opportunity offered to our students and it allows them to have extra lessons in English and to study topics related to the European Union. The project would help our students to develop their flexibility, understanding and adaptability to other lifestyles and it would be an excellent occasion to develop their language and creative skills which are among our general goals. Role in the project: coordination of Drama activities together with Cyprus..

5. Sultanbeyli Turk Telekom Anadolu Lisesi(TR):

5. Sultanbeyli Turk Telekom Anadolu Lisesi (TR) Role in the project: the coordination of Poetry activities together with Chieti (Italy) ? (unfortunately not accepted)

6. I.S.S. "F. Galiani" CHIETI (IT):

6. I.S.S. "F. Galiani" CHIETI (IT) The I.S.S. F. Galiani" Institute, is one of the biggest and oldest schools in Chieti; it dates back to 1829. It is a technical and vocational school. Students can choose from a wide range of courses: Tourism, Economics, Informatics, surveyor vocational training. A great importance is given to languages. Four European languages are taught: English, Spanish, French and German. Our school also organises language courses for adults and teachers of other subjects to develop the CLIL methodology.We also have got a small group of migrants and some students with special needs: phisically and mentally disabled. Special activities based on the teaching of Italian language and culture are organised for foreign students to facilitate their integration in the school and society. In addition to this our physically and mentally disabled students can participate to all the school activities and projects in their own classes with the help of specialised teachers. After getting the A-Level , the students can either get a job in one of the local companies or can go to the university. The school is situated in Chieti (town of 60,000 inhabitants) and our students are about 800 coming not only from the town, but also from other villages near Chieti. For years our school has been working to improve the interaction with the business and research fields, to develop the teachers' and students' mobilities and cultural exchanges, to implement the European cooperation. Our role in the project is the coordination of poetry activities with ? and the organisation of a Karaoke contest .

7. Istituto Tecnico Industriale "L.Trafelli" (IT):

7. Istituto Tecnico Industriale "L.Trafelli" (IT) The Trafelli Institute is the biggest school in the district. lt is situated in Nettuno , a seaside resort near Rome. It is a technical and general secondary school located in an urban area with about 1000 students. It has various specializations: Electrotechnics, Mechanics, Computer Science and Electronics and a science and technology. It is attended by a lot of foreign students, mainly from Romania and Bulgaria, but also from North Africa and India.There are also some students with special needs and phisically disabled. We are interested in topics which deal with intercultural education. Our role in the project is the coordination of IT activities together with Greece.

8. Colegiul Naţional Kölcsey Ferenc (RO):

8. Colegiul Naţional Kölcsey Ferenc (RO) Our school will help Spain with gathering data and coordinating the evaluation of this Comenius Project, and we will help Greece and Italy coordinating IT activities and editing the e-book . ? (unfortunately not accepted)

9. SES Vallbona d'Anoia (SP):

9. SES Vallbona d'Anoia (SP) SES Vallbona d’Anoia is a secondary school which was created in 2008. It is the only high school in the village of Vallbona d’Anoia (Barcelona, Spain) and welcomes students from other villages: Mediona, La Pobla de Claramunt and Cabrera d’Anoia. In fact, 85% of students come from these other villages. The school offers the four years of compulsory secondary education (from 1st of ESO – year 7 – to 4th of ESO – year 10) There are two groups for each level and at present about 200 students are enroled. Another relevant feature of the school is the fact that it has a provisional building. Consequently, the classrooms, specific rooms, library, canteen and direction are gathered into seven prefabricated modules. The teaching staff consists of 23 highly-motivated professionals. Our school is just three years old and this is the first time we join a multi-lateral Comenius Project. We lack previous experience but both the teaching staff and the students are very enthusiastic about participating in this European project. Spain will be responsible for coordinating the evaluation of this Comenius Project . Evaluation will aim to collect data from students, families and teachers involved in the Comenius in each participating country so as to supervise the running of all the different activities in the project. The data will be collected through questionnaires electronically and also face-to-face at the meetings. Through the gathering of these data, we will be able to write periodic qualitative reports which will be sent to all countries and will help us discuss and learn whether the activities have succeeded or not, the repercussions of the project on students and their educative communities and also the improvements that need to be made, and what countries might be responsible for carrying out those changes.


10. 3ο ΓΕΝΙΚΟ ΛΥΚΕΙΟ ΝΕΑΣ ΦΙΛΑΔΕΛΦΕΙΑΣ ΜΙΛΤΟΣ ΚΟΥΝΤΟΥΡΑΣ 3rd UPPER SECONDARY SCHOOL “MILTOS KOUNTOURAS” (GR) Our school is located in a central district near the heart of Athens. However, it is a quiet neighbourhood which looks like a suburb. Most inhabitants were born and raised here to families of Asia-Minor Greek refugees who flew back to Greece after the holocaust in Izmir 1922. The majority of our students are third generation immigrants but they cannot be considered disadvantaged because their grandparents were well integrated in and highly respected by the host population. Those students who might be at risk of social exclusion are: •about one-third of our students who are second generation immigrants from Albania, Romania, Russia •about 2% of our students who have been diagnosed as suffering from learning disabilities plus an undefinable number of them who - in our opinion, not confirmed by experts- might be suffering from the attention deficit, hyperactivity and/or oppositional defiant behaviour syndrome •about 1% of our students who systematically play truant due to personal and/or family problems •about five students (out of 250) who have experienced school bullying Additionally, it must be noted that every year about 10 students of our school move to a neighbouring professional-technical school (similar to Realschule) because they are weak and/or unmotivated students. Our aim with this project is to encourage these endangered students to go on with school and pursue further studies by stressing examples of teenagers who were outsiders but turned out very successful only because school life or syllabus provided them with some stimulation and motivation. Of course, we also aim at sensitising all the other students to help create an inclusive school atmosphere. Our role in the project is the IT coordination, together with the school in Nettuno (Italy).

11. Likio Ayias Fylaxeos (CY):

11. Likio Ayias Fylaxeos (CY) Our school is located in a central district near the heart of Athens. However, it is a quiet neighbourhood The population of our school is approximately 800 students and 100 teachers. Our pupils are aged from 15 to 18 years. It is a unified grammar school. Students of 1st high school have all the same courses. The pupils can choose subjects in 2nd and 3rd class, according to their interests. Our school is located in the north of Limassol, on a hill with a nice sea view. In our school there are pupils whose Greek is not their mother language and there are pupils with learning difficulties. These pupils are integrated into the school community and attend classes along with the other students. In addition, they attend special courses for support. Our School's role in the programme is to coordinate the musical and drama activities together with Germany and France. Our efforts are to translate lyrics into other languages and vice versa through the Cyprus folk music.


PROJECT OBJECTIVES Making students aware of their right to self-determination and to free development. Raising pupils' awareness with regard to social exclusion as violation of human rights. Getting to know songs and literature about freedom, equality and solidarity from own and foreign European cultures. Developing students' political responsibilities as constructive and critical European citizens. Making students realize, that only common, international efforts of upholding mutual rights and values are suitable for keeping up a liberal European Community. - Development of ICT skills for teachers and students. - Emotional unity. - Volunteer work.


STRATEGY In order to achieve our main goals the first step is to activate the students’ pre-knowledge of Human Rights by asking them about their personal ideas, perception and experience with the topic. Then we plan to relate and compare the students’ pre-knowledge to the Human Rights in general and to their historical development in each home country as well as in Europe overall. Furthermore risks of violations of Human Rights in the students’ home countries and other European countries will be discussed. (Problem-oriented approach) Regarding the opening up of schools we want to invite representatives of Human Rights Organizations who inform the students and discuss with them. In this context the creative work with self-composed or existing songs, poems or rap-texts serve as means of expression for the students. (Product-oriented approach) Apart from that the students will work together in international groups at international meetings, especially at the big annual meetings and prepare posters, pictures, poems and songs which are to be presented or performed during the annual meeting at public cultural events. Donations of the audience of these collective cultural festivals which are regarded as a form of volunteer work are intended to be passed on to one or more institutions that care for Human Rights. E-Twinning or an Internet-platform self-designed by the students will be used for the collection and exchange of the sub-projects’ results. Also other means of electronic communication will be used like social-networks, e-mails, E-Twinning chat or internet-telephony and video-conferences (if possible).


EUROPEAN ADDED VALUE - All the activities proposed in this project promote the necessity of getting to know the culture, history and reality of each participating country. - The cooperation and coordination of all the participating countries is the vital part of the project because most activities are linked together. - Importance and possibilities of international cooperation in issues of Human Rights. - Chances and difficulties within the international dialogue. - Consolidation of a collective European consciousness with common systems of values. - Awareness of rights as well as challenges and responsibilities for the European citizen. - Increased ability to go beyond boundaries and provide emotional support to other young people.


PROJECT MAIN FOCUS As regards the relevance of the Comenius project on students, it would positively affect students’ lives in many ways. Thus, students would improve their written and spoken English, their communication skills, their social skills, their ability to work cooperatively in national and international groups, their knowledge of their own culture and other cultures in Europe becoming more open-minded, their sense of responsibility and autonomy, their knowledge of ICT tools, and last but not least, their realization of their role as future European citizens who will be aware of their rights and duties concerning freedom, equality and human rights. The impact of Comenius on the teaching staff would also be very far-reaching. Teachers would improve their abilities to work cooperatively within the school departments and also in national and international teams. Moreover this project would improve their fluency in English and their oral and written skills. Comenius is a challenging and engaging project for all the staff who would benefit from sharing teaching experiences with other teachers in Europe. No doubt, the fact that teachers have this European experience would not only enrich the everyday life of our schools but also their European perspectives and motivation to carry on. As regards the relevance of Comenius on students’ families, we think Comenius would improve the cooperation and integration of families in school life. Consequently, families from different villages and urban developments would increase their participation and implication as a vital part of the educative community and would open their minds to a more European or global vision of their role as educating families. Concerning the town halls and the communities we believe Comenius will reach not only the educative community but also a great part of the population in the villages and housing developments. Comenius will disseminate both the culture of the area and the cultures of the other European countries involved. Communities would reach other European perspectives and enrich their vision of the world and their role as citizens concerned with freedom, equality and human rights.


DISTRIBUTION OF TASKS The Kurt-Schumacher-School in Karben, Germany , which is a school with a musical focus will take on responsibility for the coordination of the musical activities, for the general project coordination and for the realisation of communication (chat and audio conferences), especially through eTwinning. The Cypriot school will work together with Germany to coordinate the musical activities. The Czech school will give Germany its support for the implementation of communication. The Greek and the Italian school from Nettuno will coordinate IT activities (such us the realization of an e-book, a blog and a multimedia map of Europe ). The French and the Cypriot schools will be in charge of Drama activities. The Polish school will coordinate Art exhibitions (such as photos and paintings). The school in Chieti (Italy) and ??????? will be responsible for poetry (both) and Karaoke contests (only Chieti). The Romanian school will help with the evaluation of the project and with the coordonation of the ITC activities (such as the e-book). The Spanish school will be responsible for coordinating the evaluation of this Comenius Project. The active participation will be ascertained through a) regular all-round chat sessions of 90 minutes on dates which have to be appointed in both project years. b) frequent communication among students and/or teachers’ communication groups who know each other at least per picture and by name. c) at least one separate teachers meeting in both years , regular communication among the responsible spokesmen who are in charge of exchanging information about the work progress, difficulties, such as retardation due to school holidays. d) the institutionalisation and usage of eTwinning of EU/Comenius as communication platform. e) final meetings .


INTEGRATION INTO ONGOING ACTIVITIES Active pupil involvement: pupils will work at the project topics in teams as well as in class (Music, Art, etc.) or/and in clubs (i.e. Drama). The teachers' task will be to integrate the project's issues into the curricula ot the participating schools. Each school should have pupils teams with a speaker who will have to discuss themes and decisions first together with the teachers, then in class and/or in clubs, and above all he/she will have to be responsible for communication among the pupils of the twin schools. Pedagogical issue: teachers' groups will keep in contact regularly through chat/video conferences and will participate in a teacher meeting at least in the final year meeting, if the headmasters allow this. The integration of the project topics into the curricula of the twin schools will be discussed and assessed concretely during the first project meeting (see project schedule), as this aspect can be considered one of the goals to be reached through the project.


EVALUATION-DISSEMINATION Evaluation: At the end of each project year Dissemination: School presentations of the project results at school events, such as school festivals, project weeks, open day etc. Short presentations for the teacher's council and the student representation Press release of project events Articles on school annuals, pupils magazines, etc. Consolidation or establishment of relationships with the political representatives (for instance with the Council of Foreigners of the town of Karben, with human rights organisations (such as the Arnold-Liebster-Stiftung in Karben) or with other institutions (for example the German-Foreign Friendship Circle in Karben) and similar organisations in all participating countries




WORK PROGRAMME Χρονοδιάγραμμα Προγράμματος Human Rights in Europe Σεπτέμβριος 2011 Σύσταση Ομάδας Comenius 19/9/2011 Ενημέρωση της εκπ/κής κοινότητας για το πρόγραμμα 1 st Chat Session, co-ordinating by Holger & Anna 29/9 - 5/10 1st project meeting in Celakovice (Czech Republic) Οκτώβριος 2011 Συμπλήρωση 1ου ερωτηματολογίου Δεκέμβριος 2011 Παρουσίαση (powerpoint) της ιστορίας των Ανθρωπίνων δικαιωμάτων στη χώρα και σύγκριση των παρουσιάσεων (report) Φεβρουάριος 2012 ένα τραγούδι στα αγγλικά Μάρτιος 2012 Λογότυπο 6/3/2012 2η συνάντηση στη Κύπρο Μάρτιος 2012 Κείμενα, στίχοι, ποιήματα, τραγούδια --> Έκθεση Απρίλιος 2012 Εορτασμός της 5ης Μαϊου Μάιος 2012 3η (ετήσια) συνάντηση στην Ιταλία Ιούνιος 2012 Αξιολόγηση Σεπτέμβριος 2012 Συντονισμός 2ου έτους 4/10/2012 4η συνάντηση στη Πολωνία Οκτώβριος 2012 Συνεργασία μ' ένα οργανισμό Νοέμβριος 2012 Δρώμενο - Χορός Ιανουάριος 2013 Παρουσίαση καταπάτησης ανθ. Δικαιωμάτων άλλης χώρας 6/2/2013 5η συνάντηση στη Γαλλία Φεβρουάριος 2013 Κοινός Ύμνος στα αγγλικά (Στίχοι και μουσική) Μάρτιος 2013 e-book Απρίλιος 2013 Μάιος 2013 Η ημέρα της Ευρώπης 5η Μαϊου Μάιος 2013 6η συνάντηση (τελική) στη ……………… Ιούνιος 2013 Αξιολόγηση cd/dvd - e-book Ιού l ιος 2013 Τέλος προγράμματος Short schedule in Greek





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