ECOEUROPEAN: 2008

LIFELONG LEARNING PROGRAMME
COMENIUS
Application form 2008 for
School Partnerships

Title of the Partnership THINK GLOBALLY, ACT LOCALLY

5. DESCRIPTION OF PROPOSED PARTNERSHIP

5.1 summary

Six European schools are involved in a project that concern the education for sustainable environmental development and which carries the following principal aims:
a) To make pupils and teachers aware of global warming and other global and local environmental problems and encourage them to modify their everyday habits at school and home.
b) To make pupils conscious of the rich biodiversity and importance of protected areas in their locality, while drawing their attention to the natural and cultural heritage of the localities of the partner schools.
Through their dialogue, pupils will feel greater identification as EU citizens, will improve their English and will hone their ICT skills. Pupils will communicate through emails, Skype and our specially-created social network. They will swap PowerPoint presentations, photographs, videos, posters and crafts, with work to be displayed prominently in each school. Staff and pupils will undertake mobility activities to enrich their understanding of each other’s different European identities and will carry out environmental actions in association with local authorities and environmental groups. A website for publishing the principal activities and results of the project will be set up and each partner will contribute a chapter to a video and a book about project activities.

5.2 context and motivation
a) What is the general context of each institution involved in the proposed Partnership? Is there a specific context as for example: Are the participants in disadvantaged areas? Do they have specific needs for pupils, staff or other groups, e.g. pupils at risk of social exclusion, pupils with special needs, migrants, refugees? If so, please explain.

SLOVENIA
Our primary school lies in the countryside by the Adriatic coast in a small village called Marezige. Just 133 pupils from 6 – 15 years old attend it.
The school is not exactly in a disadvantaged area but it lies in a very specific small Slovenian area, between Croatia and Italy. So there are quite many language and ethnic influences on our everyday life from both of our neighbour countries and this mixture of different nationalities you can feel it also at school.
In last few years we’ve got few new pupils, migrants from some of ex Yugoslavian Republic, especially from Kosovo, where Albanian people live. They usually integrate into our society quite successfully. In the project will be included all students and staff, irrespective of ethnic origin or cultural background. We will work together to help eliminate possible racist or xenophobic attitudes amongst the participants.
Pupils with special educational needs will be fully included in every activity; students will be working mainly in pairs or groups to enhance their skills of co-operation and teamwork.
As the school lies in rural area there are some pupils from the families that have quite low economic standard. But the socio-economic background of pupils should not be an issue, as pupils will not be required to make a financial contribution to the running of the project. With the help of the E.U. funding, the grants should cover the costs of the necessary materials and mobility costs.

SLOVAKIA
Our school lies in the countryside in the area of Záhorácka lowland, in a quite large village called Borský Mikuláš , on the west of Slovakia. The school is attended by pupils from 6 to 16 years old.
Our school is not in a disadvantage area.
We have two pupils with special needs because of their immobility and so that in our school there aren’t any barriers. These pupils will be able to be involved into some activities at school, during the lessons, mainly through team work form.
There are also some pupils with special educational needs, but they are going to be included in every activity together with the other pupils to be able to contribute to the running of the project.
By participating of these children we want to support their integration into the curriculum at the school.
Some pupils come from the low economic standard families, but also these pupils will take part in the project activities. By participating of these children we want to achieve them to feel more useful and equal to the others, we want them to increase their interest in learning and participating in various activities, not only on the school platform and become a better part of a school team. Children from mentioned families are known by their willingness to co-operate, cohesion and solidarity, so that they will be a strong contribution for the project.

ITALY
Our school is located in the north-east suburbs of Milan. The area used to be a working class area but in the last few years it changed dramatically due to an increase in services and the arrival of new middle class families (it only takes ½ hour to reach the centre of Milan by underground).
Our school includes 4 different buildings each provided with services for disabled, sport facilities and surrounded by large gardens.
The main objective of our school is to improve communication through a wide range of activities such as drama, art, music, computing, sport and foreign languages in order to develop our student’s personal skills and give them the possibility to reach a large number of abilities.
At the same time a group of qualified teachers is charged with the responsibility of supporting students with different education needs as well as nomads and children coming from other countries so that all our students will be able to take part in the project.
In particular we have many students from Romania and Bulgaria. Some of them come from a nearby camp of nomadic people. For this reason we want to face the increasing problem of xenophobia.

SPAIN
Our school is in a suburban village by the mountains, which is well connected to the capital city by public transport. Therefore, it is not in a disadvantaged area but there are several pupils from poorer or broken families and the number of immigrants from Latin America and new EU countries is increasing steadily.
Each of these pupils, irrespective of ethnic origin or cultural background will take part in the project activities as the activities will be included in the school curriculum. We will work together to help eliminate possible racist or xenophobic attitudes amongst the participants.
Pupils with special educational needs will be fully included in every activity; students will be working mainly in pairs or groups to enhance their skills of co-operation and teamwork.

ROMANIA
Our school is not in a disadvantage area because the village is close to the city and its economy grows every year.
Some pupils come from poor families, but these pupils will take part in the project activities, too.
There are also many pupils with one or both parents gone working outside the borders, who require special educational needs, but they have all our attention and they will be included in every activities implied by the project.

BULGARIA
Our school is situated in a fast changing area. Situated on the Black Sea Coast the city faces a lot of ecological problems. On the other hand the city globalizes very rapidly so we feel the need of meeting our students demands and we as a teachers have to provide new knowledge, new methods and give our students the opportunity to improve their skills in English communicating with kids at their age from abroad. Students come from middle class families. As they are becoming more and more demanding as part of big European family this project will provide equal opportunities for those with not equal background - immigrant families, students whose mother tongue is Turkish/we teach such students/to integrate in one common project on equal basis. What arose our participation in this common project is student’s willingness to break the routine of every day life at school. And of course such project will be ideal opportunity for teachers in our school to act as a team and brainstorm their professional abilities. Our school has already participated in ecological project at the local level which was highly valued by parents and local authorities. We may emphasize the project DRAW NATURE ON THE PC which is annually carried throughout the schools in the city.

b) Why do the participating institutions want to take part in European cooperation activities such as this Partnership? What do they expect to gain from European cooperation?

SLOVENIA
We want to take part in this Partnership project to gain wider perspectives on natural and cultural heritage of different European countries, to compare our environmental problems, to realize that local problems of each country is a part of global system, to exchange good examples of best practise in solving the environmental problems, to do some environmental actions together, to share the experiences in pedagogical approaches, to improve English and use of ICT, to make new friendships.

SLOVAKIA
Last year we participated in some environmental projects on the national level – Strom života, Odpadáčik, and this year we are involving in a project focused on Slovak national parks.
We Comenius project we want to develop cognition and understanding of variability of European cultures and first of all their ecological problems. We expect that the solutions of local problems contribute to solution of global problems by doing individual and common activities focused on nature protection.
We want our pupils to realize necessity of protecting nature by doing ecological activities not only in their country, but together, with pupils from other Europeans countries. One of the aims is also building up “School in the nature” in the area of school, where lessons will be realized in warm months. Of course, improving English, making new friends and using ICT are very important, too.

ITALY
We want to explore the different approaches to ecology by analysing and comparing ecological problems and eco-measures taken at local level in different countries of Europe.
We want to help pupils to valorise the use of creativity and innovation to face a change in personal life as far as the awareness about global policies, with the ultimate goal of realizing a “junior- expo” with different contributions and writing a technical manual to save energy at school.

SPAIN
Our school has both participated in a Comenius project (2003-2006) and in a Globe project (2005-2007) “Sierra de Guadarrama, a sustainable setting”.
Each year, we carry out a student exchange with a French school and we note how teachers and families have displayed great interest in learning about other European countries, their language and culture.
Like many individuals and environmental groups, the school has become increasingly concerned about our local surroundings as we are located in a mountain area of natural beauty which has suffered a growing encroachment of buildings and roads.
We aim to share ideas with other Europeans, we want pupils and staff to be aware of the beauty of the landscape and the mountains around us and the need to protect nature. We want to learn from other countries, doing ecological activities together, getting to know each other and improving English developing use of ICT.

ROMANIA

We want to learn about the habits, the tradition, the culture of other countries. To learn to stand up for the environmental problems, to learn from other experiences and apply them at local level, to improve the knowledge of foreign languages (English) and the use of ICT. For teachers also to observe and maybe apply new teaching methods in class.

BULGARIA
What we expect to gain from this cooperation is challenging students to become part of a new community where different cultures, tradiotions and inheritance meet. Becoming familiar with such global problems like water usage, energy saving, recycling the rubbish - problems they face in everyday life will make them better users of such resources. We expect such project to change relations student - teacher, revealing willingness to work not necessity, trust and building a new kind of partnership among teachers and their students. We strongly hope to adopt some good practice from the colleagues. What we would like to contribute is to share our national experience especially ecological problems of the Black Sea and the coast area. Preparing the project before being approved we started a discussion with our students where the basic issue do we realize how crucial is our way of exploiting natural resources of the Black Sea - its water purity and bioecological balance. Besides getting knowledge about the Black Sea ecology, certain marine organisms biology etc.,
Most important tasks are students to learn to discern, not just to look to be curious; to ask questions and to try to find answers, to think about what they are observing; to compare observations and data, to find causes and consequences; to build their own vision of the world around them.

5.3 objectives of the partnership
- What are the concrete objectives of the partnership?
- Explain what subjects or problems you intend to address.
- What approach will you take to achieve your objectives?

We intend that pupils and staff will:
• raise their ecological awareness;
• become aware of global ecological problems and start to reduce them by acting locally;
• share experiences about our countries’ forms of conservation;
• change lifestyle and habits by reducing energy and water use, by increasing alternative energy use, by learning to recycle, by planting trees and shrubs etc.;
• educate their parents, friends and other members of the community about the need to make a difference in their homes and communities;
• travel to other countries and develop knowledge and understanding of the diversity of European cultural and natural heritage, languages and values;
• improve the four skills in English (listening, speaking, reading and writing);
• increase their motivation to learn other European languages and improve their linguistic knowledge;
• learn and increase use of different types of ICT;
• form friendships;
• build and develop European citizenship;
• improve the educational process;
• develop creativity and innovation;
• improve the teamwork and learn respect for other modes of action;
• spend their free time more actively, involved in some extra afternoon environmental activities or walks in the nature instead of wasting their time in front of the television or computer, playing computer games, that makes them addicted and very passive.

So with the project we will improve the Education for Sustainable Environmental Development. We will do a step forward to “save” the Earth – by teaching children ecological awareness, starting in early age where it will be possible. We will make science education more attractive. We will strengthen the links and cooperation between pupils and teachers and between schools and the outside world. We will raise the motivation for learning at school and throughout life. We will strengthen intercultural education and its contribution to social integration. We will ensure that the content is multilingual and reflects European values and ethics. We will motivate pupils for early language learning. We will use pedagogic approaches which foster creativity in children from an early age. We will encourage pupils and teachers to use digital technology and resources creatively and more often.

The project will include large numbers of pupils, 6 – 16 years old (depends on the school). In each school, a project will involve a multidisciplinary team of teachers, so the project topics will be approached on multidisciplinary and trans-national way.

Project activities will be integrated into the school curriculum. Most of them will be integrated into the regular activities of the school. But just some of them will be carried out with all pupils involved in the project in each school. The others will be distributed among various groups or classes of pupils.
Some will be undertaken during the visits of partner schools. In each visit we will include the maximum number of pupils (mostly older pupils) and teachers that will be possible (in average teams of 4-6 people from each country will take mobility) and will carry different project activities together, including creative environmental workshops, trips to natural parks, etc.

Various types of methodology will be utilized for the project: research work, excursions, discussions, cooperative work, creative and innovative workshops, use of ICT for communication and producing environmental educational materials (posters, PowerPoint presentations, movies, leaflets, project book, webpage, etc.).
5.4 partnership and distribution of tasks
Please explain the distribution of tasks between participating institutions and the competences required from each of them. Also explain how you will ensure the active involvement of all partners in common partnership activities.

Tasks will be divided up fairly equally among the schools involved in the project.
An agreed action plan and timetable of activities have been created to ensure balanced distribution of such tasks. Regular evaluations of project activities will serve to monitor the active involvement of all partners. Effective cooperation will be ensured by promoting teamwork and valuing professionalism.

The common role of the coordinating school will be to ensure the smooth running of the project, providing overall management and administration by:
- keeping regular contact with partners;
- ensuring partners keep to agreed deadlines;
- chairing meetings;
- collecting data for progress reports;
- producing final reports.

The role of participating partners will be:
- to work with all partner schools and contribute to the development and delivery of the project;
- to take responsibility for developing and differentiating some of the project activities;
- to support the coordinating school by ensuring commitments on the deadlines of
specific project activities, attending project meetings, communicating effectively with partners, keeping suitable records and contributing to the final report.

Slovenia, the coordinating school, will use its expertise in ICT to set up the website and social network, with each partner school accessing this and feeding in contributory material at agreed intervals.
Each school will run a host of environmental activities at school and in the local community (see the calendar of activities). It will also participate in production and exchange of environmental educational materials (posters, photography, movies, drawings, PowerPoint presentations, leaflets…) and will write a chapter of a final project book. Staff and pupils from each school will engage in 6 project meetings or mobility activities over the next two years and act as host for one of them. All tasks will be shared through reciprocal meetings and visits. Regular communication via internet will mean that each institution is actively engaged in each activity throughout the course of the project.

Besides the tasks mentioned above, the coordination of some specific common main activities and products will be also distributed among partners:

SLOVENIA:
1. As being a coordinating school will have to coordinate main activities, evaluations…).
2. Set up project webpage.
3. Set up a Ning social network - for communication between pupils on specific project topics and everyday life.
4. Design final project booklet (in English) and collect text for it from partners.

SPAIN:
1. Design the ecological multilingual vocabulary booklet and collect text for it from partners.
2. Organizing poster exhibitions with materials from every partner school at all mobility meetings.
3. Coordinate questionnaire distribution and analyse (we'll do a survey in all the schools about recycling habits and use of energy at the beginning and at the end of the project).

SLOVAKIA:
1. Design project T-shirt.
2. Produce final “short movies” video on DVD – collection of some of the best short environmental educational movies made by pupils from different countries.
3. Design a leaflet about renewable energy use (in English) and distribute it to other partners.

ITALY:
1. Project technical manual about how to set up a “pilot instalment” based on new renewable technology (for example: building a “solar sound system” or a “solar oven” at school) .
2. Realize an impromptu art and innovation competition on ecology, organizing an “eco-expo” in Milan.

ROMANIA
1. Design a pamphlet on different possibilities of reducing energy consumption (in English) and distribute it to other partners.
2. Coordinate a project logo competition. Collecting best logo proposal from each country and organize the voting for choosing the best one.

BULGARIA
1. Coordinate a website exhibition “Nature in danger” – pupils from different countries will draw about the exhibition title using computer drawing programmes.
2. Produce a video on DVD about observation research of one dolphin in Varna Dolphinarium (in English).
3. Produce final project video on DVD – collection of main activities carried out during all 6 project mobility visits during two years long period.

5.5 cooperation and communication

Please explain how effective cooperation and communication between participating institutions will be organised.

An agreed action plan and timetable of activities have been created to ensure the involvement and cooperation of all countries involved in the project (See chapter 6.1). The action plan will be published on the common project webpage and in Comenius project corners at each school.

The project webpage will be set up by the coordinating school at the beginning of the project. The Ning social network will be simultaneously set up, too, to enable communication with each other.
At the first project meeting in Slovakia school coordinators and other participating teachers from each country will attend an ICT course to learn about of using the webpage (uploading data on it) and the project’s social network, Skype and videoconferencing. Then they will transmit their knowledge of ICT use for communication to other teachers and pupils.
Before and especially afterwards pupils and teachers will communicate with partners through ICT such as emails, Skype, Msn, videoconferences and most of all the Ning social network and project webpage. Sometimes they will post some project materials such as DVD, leaflets etc. to each other. Pupils and teachers will chat and send each other different types of files about the project activities.
The school coordinators will communicate regularly before and after every common project activity.
The coordinating school will ensure that communication between partner schools runs smoothly and regularly.

Communication about project activities will be much stronger and real during 6 planned project meetings (mobilities) which will include small teams of pupils and teachers from each country.

5.6 european added value
What impact and benefits of European cooperation do you expect Partnership activities to have on persons (pupils and staff) and on the participating institutions?

1. The partnership activities will have the following impact on pupils:

• raise their ecological awareness;
• learn to better understand and appreciate each other's views on environmental problems;
• raise their motivation for learning by performing more outdoor educative activities than they are accustomed to;
• broaden horizons & raise intercultural awareness;
• promote the learning and use of other languages, especially English;
• improve their mother tongue skills;
• motivate all pupils to increase learning of foreign languages ;
• give them a chance to share the life experiences with peers from other EU countries;
• increase their abilities, especially in ICT literacy;
• develop their creativity and innovation;
• encourage team work;
• encourage social relations (pupil-pupil, pupil-teacher);
• raise their levels of achievement;
• give them the opportunity to be actively involved in the project planning, implementation and evaluation of the partnership;

2. The partnership activities will have the following impact on teachers:
• raise their ecological awareness;
• increase motivation for teaching;
• improve their the language skills, especially English;
• motivate all teachers to increase the number of foreign languages they speak;
• increase their general knowledge;
• improve their ICT skills;
• encourage team work;
• encourage social relations (teacher-teacher, pupil-teacher);
• enable co-operation with teachers from other countries to share good practice;
• enable co-operation with local partners outside school to share good practice;
• encourage creativity and innovation in pedagogical methods and materials;
• improve personal and professional development for teachers;
• enhance the use of cross-curricular approaches;
• improve the skills of teachers in the area of intercultural education;
• increase knowledge and understanding of the education system in the partners’ countries;
• a lot of useful environmental educational materials will be prepared during project which teachers can use in future pedagogical processes, too.

3. The partnership activities will have the following impact on the institutions-schools involved:
• improve the school climate;
• promote the international dissemination of good practice and innovation in management of the schools;
• strengthen the team cooperation between school management and teaching staff;
• encourage the initiation of a future European project;
• get a “good reputation” – as a school with experience of active involvement in international European educational projects;
• open the school up to the outside world, through the involvement of external associated partners in everyday school life;
• strengthen cooperation between the school and local community.

4. The partnership activities will have the following impact on local community:
• pupils’ partners will be involved in many project activities;
• raise the ecological awareness of all local community;
• introduce sound ecological practice in the community (reduce energy and water consumption, promote alternative energy use,…);
• strengthen cooperation between local community and school;
• provide a chance to communicate with pupils and teachers from other countries, get to know them better, practice the English language,… during the project meeting in their community.

5. The partnership activities will have the following impact on the wider educational community:
• encourage other schools to apply for Comenius school partnership projects;
• give them some advice about how to apply.

5.7 relevance for the objectives of the programme
Please tick in the table below, the objectives of the Comenius programme that your Partnership will address, in addition to the first two (if any – leave blank if none):

X To improve the quality and to increase the volume of mobility involving pupils and educational staff in different Member States
X To improve the quality and to increase the volume of partnerships between schools in different Member States, so as to involve at least 3 million pupils in joint educational activities during the period of the programme
x To encourage the learning of modern foreign languages
x To support the development of innovative ICT-based content, services, pedagogies and practice in lifelong learning
x To enhance the quality and European dimension of teacher training
x To support improvements in pedagogical approaches and school management

5.8 contribution to the european priorities set out in the call for proposals
Please tick in the table below the European priorities set out in the 2008 Call for Proposals that your Partnership will address (if any):

x any of the eight key competences set out in the 2006 Recommendation
overcoming socio-economic disadvantage and reducing early school leaving
x awakening and reinforcing creativity and innovation
x extending participation in educational opportunities through sports activity

If you have ticked an objective (5.7) and/or priority (5.8) above, please explain in detail the concrete measures or activities you intend to take to address it/them:

5. 7

1. To improve the quality and to increase the volume of mobility involving pupils and educational staff in different Member States.

We are 6 countries involved in the project. We plan to organize a visit to each school with small groups of pupils and teachers. We will minimise the expenses for the mobilities by searching out the cheapest travel possible, involving pupils staying with local families and teachers staying with local teachers and not in a hotel whenever possible.
We aim to maximise the numbers of participating pupils in mobilities by receiving additional funds from parents’ associations and local authorities (applying for local project grants).

2. To improve the quality and to increase the number of partnerships between schools in different Member States, so as to involve at least 3 million pupils in joint educational activities during the period of the programme.

We’ve already included quite high number of schools into the project (6). In almost every school most of the pupils will be somehow included into the project activities.
Also once the project starts, we intend to use the e-twinning partner-finding forum to invite teachers and pupils from other schools that might like to work in a similar field to use our social network and share project activities with us.

3. To encourage the learning of modern foreign languages.

The main communication language between partners will be English. A lot of the work done by the pupils will be in English. They will have to do research in websites in English and also produce different types of documents for publishing in English. They will have to communicate with pupils from partner countries mostly in English as they will team up for some of the project activities and chat about their everyday life and making friendships.
Some pupils will have to communicate in English with other participants and local people during trips to partner countries. On visits they will be also exposed to two other important languages, such as Spanish and Italian, and to less known languages, such as Slovenian, Slovakian, Bulgarian and Romanian.
Also teachers will be encouraged to learn more English for better comprehension and communication with the partners’ teachers and pupils.
One of the project’s products will be a multilingual (six-language) ecological vocabulary.

4. To support the development of innovative ICT-based content, services, pedagogies and practice in lifelong learning

School coordinators will first attend an ICT course to improve their skills at the first meeting in Slovakia. Then they will transmit their knowledge to other teachers and pupils. The technologies we intend to use in the project will include: use of Microsoft Word, Excel and PowerPoint, use of Adobe Photoshop and Movie Maker to process files and videos/DVDs, a project website and project social network, some use of digital-video and photo cameras etc. The social network will be set up by Slovenia but will be accessed by all partners. The website will initially be set up by Slovenia using their expertise in ICT but will be accessed by all partners, too. The ICT department in each school will assist co-ordinators to incorporate material from the school website onto the common website.

5. To enhance the quality and European dimension of teacher training.

At the beginning of the project the school coordinators will be trained for better use of ICT. Subsequently, they will pass on the knowledge to other teachers and all the pupils.
During the project the teacher will share knowledge of environmental problems and possible solutions. They will exchange some educational documents by internet to prepare themselves for certain project activities.
They will share teaching methods as there are so many joint activities aimed at producing a similar outcome.
Through communication with partners they will obtain better team skills and primarily will improve their knowledge of English.
For some activities they will look beyond their own institutions for professional guidance to natural parks, to renewable energy centres, etc. or for holding creative and innovative environmental workshops. These experts will make valuable contributions to the enhancement of teachers’ knowledge and understanding of environmental problems.

6. To support improvements in pedagogical approaches and school management.

In addition to the activities involved in the project, educational staff from different states will use meetings for sharing teaching and educational experiences, problems in the educational process and ways of solving them. Teachers will learn and improve their understanding of other school systems. Teachers will have a great opportunity to develop new skills and will be inspired to use new, innovative methods in their school teaching. School management will improve after obtaining new experiences and knowledge from other European schools and sharing management experiences with them.

5.8

1. Any of the eight key competences set out in the 2006 Recommendation.

a) Communication in the mother tongue;
Communication in the mother tongue will be improved because most of the project activities carried out at school will be in their mother language. Most of the lectures, workshops, evaluations, disseminations, production of posters, presentations, leaflets, etc. will be in their mother tongue. Also publishing about the activities on the project website will be partly in their mother tongue. So, they will be exposed to much greater communication in mother tongue than normal. Actually, at the same time they will improve communication in both languages – their mother tongue and English.

b) Communication in foreign languages;
as in chapter 5.7.3

c) Mathematical competence and basic competences in science and technology;
The project topic is much related to science and technology. Pupils will learn about global warming, green house effect, pollution, recycling process, renewable energy technology, water plant technology, etc. They will do some small research works about energy and water consumption for which they will have to use some mathematical competences – calculating the amounts of consumption, drawing some histograms to show the results, etc. They will have to draw the histograms also to present the results of questionnaire survey about their recycling and other “eco-friendly” habits.

d) Digital competence;
as in chapter 5.7.4

e) Social and civic competences;
Children will work mostly in mixed groups, using group methods to reinforce the teaching of many useful skills, among which social and civic ones certainly belong. Pupils will learn how to cooperate, be patient, thorough, understanding and so on, and this is the right way to create a great working atmosphere and a tiny society in which they live, learn, work and make new, useful things. At the same time, they will be made to realise that they form part of global society and are able to help it improve.
Participating in excursions will reinforce links between the school and the world of work. We wish to encourage the pupil’s spirit of enterprise through learning about various jobs and activities in different places. It may turn out to be a highly successful shift from basic education to specialized preparation and employment. Pupils will utilise and disseminate the results of the project on the school and the world of work.
Pupils and staff will learn awareness of the dangers of global warming, our carbon footprint and eventually will adapt their habits to become more eco-friendly. They will learn to be more civic-minded about recycling, reducing and reusing, will keep the school cleaner and greener and will learn that together we can achieve more than as individuals.

f) Cultural awareness and expression.
By participating in the project like this, pupils will note that they are not only a part of a group, or a society, but they are also a part of its culture. Ecology and culture are very closely interconnected and pupils’ ecological behaviour stems from their cultural awareness and grade of people- especially people who are closely linked to pupils. We want to reinforce not only cultural, but most of all intercultural education. Especially during 6 project visits pupils and teachers will have the opportunity to know others countries culture very well. They will get in contact with cultural habits of their hosts, they will visit some important local cultural heritage sites. While planning a partner meeting in their country pupils and teachers will have to consider which are their most important cultural habits that is worth to present them to their guests.

2. Awakening and reinforcing creativity and innovation.

Some project activities such as making an innovative plan how to start or improve recycling at school and in homes, how to reduce energy and water consumption, how to protect any local natural site or stop the pollution, will awake and reinforce pupils innovation.

Pupils will have to be creative almost all the time during the project: they will have to use their knowledge and imagination to prepare a lot of project environmental materials (posters, leaflets, photos, Power Point presentations, contribution to website, final project book, short movies, etc.). There will be some specific creative workshops: designing project logo, making artistic products made from various kinds of waste, designing New Year e-cards, drawing on computer for “Nature in danger” exhibition, painting about ecological problems, etc.

We want to do some of these activities and products competitively, because pupils by nature are creative and competitive. We want them to create newer, better and specific things. They will contribute also to their physical and mental development – their ability and capacity and of course creativity.

3. Extending participation in educational opportunities through sports activity.

A very important part of education is its physical part. As we are conscious of this, one of the essential parts of our project will be sport, especially as the project is focussed on the protection of nature. With the project we want to make some outdoor sport activities more interesting for the children.
Therefore walking and cycling trips for pupils and wider local community will be organized during the European mobility week to stress out the importance of sports activity for healthy environment and also for people to keep their bodies healthy. There will be another sport project activity organized in some countries, a sports day in a green area of school at the end of the project period. Some sports activities – friendly games (volleyball, football etc.) between participants will be regularly organized also during project visits.
Pupils will do a lot of outdoor walking also during some project trips to natural sites, cleaning actions and other outdoor project activities.

5.9 evaluation
How will you evaluate whether the aims of the partnership have been met and the expected impact has been achieved?

The progress and impact of the project will be evaluated by:
- the help of the evaluation plan built into the partnership activities;
- regular monitoring/reporting about progress and results of project activities published on the common project webpage, to enable monitoring to be established simultaneously;
- evaluation meetings (to evaluate the project school activities carried out thus far) of partners within 6 project meetings-mobility activities;
- evaluation questionnaires for teachers and pupils at the end of the mobility to evaluate the activities;
- communication sessions between school coordinators on the Ning project social network, on Skype and via emails;
- regular evaluation meetings of teachers to follow up the progress and satisfaction of teachers (within each partner school, twice a year; oral discussions, checklists, questionnaires);
- regular oral activities in the classroom to assess what pupils are learning, how are they satisfied with the project activities, which activities and products they’ve carried out already;
- also some special evaluation questionnaires will be used after specific activities to get pupils’ feedback about the running and results of the activity.
- evaluation interviews and questionnaires at the end of the year for pupils’ parents and other members of the local community involved to some degree in the project;
- based on discussions and questionnaires about teachers’ and pupils’ work, opinions and satisfaction, some improvements and changes of objectives and activities will be carried out if necessary.
- evaluation results will be regularly posted on the project website.

5.10 active involvement
If your partnership focuses mainly on pupil involvement, please explain to what extent they will be involved in the planning, implementation and evaluation of project activities.
And/or
If your partnership mainly deals with pedagogical or management issues, please explain how all relevant staff will be actively involved in planning, implementation and evaluation of project activities.

Partnership will be focused mainly on pupil involvement (but also on some pedagogical issues).
Pupils will participate in each part of the project, together with teachers, from planning, collecting materials, realising concrete activities to evaluating and publicising the results.

1. Pupils’ involvement in planning:
Pupils cannot have a great involvement in planning, because the main planning of project activities has already needed to be performed by school co-ordinators before the project starts – in order to complete the application form.
However, pupils can still be involved in detailed planning of project activities once the project starts. In September 2008 school co-ordinators will hold meetings with pupils to introduce them to the idea of the project and the main activities. Pupils may express their opinions and ideas (discussions, questionnaires) about how to achieve some concrete goals of the project and how exactly to carry out specific activities not just at the beginning of the project but regularly. Their opinion will always be taken into consideration always before every project activity. As a result, details of activities will be designed together by teachers and pupils. Pupils will also have the chance to suggest which method should be used to select from hundreds of pupils the few who merit participation in a specific mobility.
In addition, some pupils will take part in a project team tasked with planning and organizing the project meeting-visit at their school.

2. Pupils’ involvement in implementation:
Pupils will be actively involved in the project activities (creative and innovative workshops, research work, trips etc.) which are carried out at their schools within the curriculum and during project meetings. They will produce much environmental educational material using ICT and will mainly work in groups independently. The teacher will only coordinate the work, providing them with some advice. This independence recognises their keenness to work as a team, to be involved, to feel important. Mostly they surprise you with their work and ideas. They will be in regular contact with pupils from other schools with the aid of the Ning project social network, Skype and emails. Some will enjoy even better contact by participating in project visits together with teachers. Pupils will provide presentations and disseminations of project results by themselves, by collecting data and photos about the project activities, by designing posters for the Comenius project corner, by making PowerPoint presentations, environmental educational movies and pamphlets, writing articles for the website, the final project booklet and for the local press, etc.

3. Pupils’ involvement in evaluation:
After every project meeting (visit), the pupils involved will answer the questionnaire to evaluate satisfaction with mobility activities.
During the two-year period regular classroom discussions will take place to assess what pupils are learning, their satisfaction with the project activities, which activities and products they have carried out already, etc.
Also some special questionnaires will be used after specific activities to receive feedback from pupils about running and results of the activity.

5.11 integration into learning and/or other ongoing activities
If the project focuses on pupil involvement, please explain how the project will be integrated into the curriculum / learning activities of the participating pupils in each of the participating organisations.
And/or
If your partnership mainly deals with pedagogical or management issues, please explain how the project will be integrated into the ongoing activities of the participating organisations.

SLOVENIA
Almost any subject area of the curriculum may become involved in the project. The main areas to be integrated will be: Slovene, English, Biology, Science, Physics, Environmental Education, ICT, Sport, Geography, Art, Music, Citizenship, Italian, etc.
This will be done as follows:
Slovene will be used for project topics’ discussions, readings and writing exercises, local dissemination, contributions to the webpage and other environmental educational materials. There will be many lessons in Biology, Science, Environmental Education and Physics devoted to energy and water and other ecological issues, biodiversity, etc… A lot of environmental ecological materials for exchanging between partners and publishing on the webpage, in final project video and book will be produced during English lessons with the help of ICT. Also all communication with partners, including interaction on the social network and in mobility activities, will take place in English and with the help of ICT. Art classes will give rise to artistic creations, posters and illustrations, while Music will participate by studying and choosing pieces for the videos and presentations and writing a project song. Physical Education will participate by organising some outdoor activities such as a long walk for European Mobility week day, outdoor sport activities for the special project sports day and for studying healthy habits. In Geography lessons pupils will have a chance to know better characteristics of countries involved in the project. Citizenship lessons will raise awareness of our sense of being a European, will cultivate intercultural dialogue and will raise ecological awareness.
Many workshops, excursions and other project activities will be organized on some special school days: such as sports days, science days, technology days and also cultural days.
Before starting the project there will be a special staff meeting to plan all the activities (which activities will do specific class within which subjects or special school days) and to distribute the responsibility for carrying then out properly.

SPAIN
The project will be integrated in the school curriculum as the main topic already forms part of many school subjects. Spanish will be used for discussions, readings and writing exercises, as well as contributions to the school magazine. There are a few lessons in Physics and Biology devoted to energy and ecological issues. Art classes will give rise to artistic creations, posters and illustrations, while Music will participate by studying and choosing pieces for the videos and presentations and writing a project song. Physical Education will participate by organising outdoor activities, mountain walks, a bike day and studying healthy habits. In Geography we will study the map of Europe, learning some more about the partner countries and their heritage together with our own. All communication with partners, including interaction on the social network and in mobility activities, will take place in English, backed fully with the help of ITC.

SLOVAKIA
The project will be integrated into the curriculum during activities realised not only during the visits, but also in school lessons from 2008–2010. It will be integrated mostly into school subjects like Physics, Environmental Education, ICT, Biology, English, Slovakian, Art, Geography, and History. Activities will be closely linked to these subjects and will be integrated directly into the curriculum even if some of them will be realized outdoors. We wish to enrich the curriculum in these subjects through environmental activities and final products.

ITALY
The ecological issues of the project will be fully integrated in the school curriculum. We will differentiate the approach between primary school and secondary school, as we are a comprehensive institute. In the Primary school the issues will be integrated more into the Social Studings and civic education. In the Secondary school the ecological awareness will be more connected to subjects such as Science, English and Geography (with the use of ITC).
The institute will also applied for a common work (integrating the two grade of school) about those parts of the project connected to the eco-exposition (Artistic products such as poems, drawings, sculptures and videos) and visits.

ROMANIA
Romania: In Romania pupils study Technological Education, and they learn a lot of practical things, what they will use in everyday life ( many involving ecological matters)

BULGARIA
This global project will be integrated into the curriculum in the following subjects: Biology, Nature Studies, English, Civil Education, Computer technology, Art, Sports, Music and in the extra lessons for team work projects. The project will dramatically change the routine of everyday life at school and will broaden students’ interests and abilities in general. The project will establish close links between subjects not related at first glance.

5.12 dissemination and use of results
How will you disseminate and use the results, experiences and, where applicable, products of the Partnership?
- in the participating organisations?
- in the local communities?
- in the wider lifelong learning community?

Dissemination activities will be many and diverse. They will focus on a wide range of target groups (pupils and teachers, parents, the local and regional community and wider lifelong learning community, neighbouring schools, educational institutions on the national level etc.).

Early on in the project we will set up a common multilingual project website where the activity plan and all reports on the activities carried out will be regularly published. This will ensure that it reaches all the target groups. The material will be prepared by pupils and teachers.

Each school will also set up a Comenius environmental corner somewhere in the school with the purpose of regularly publicising the project activity plan and its results to all pupils, teachers and parents and other occasional visitors to school. It will provide a location for pupils to display their posters, photos, reports, etc.

Some project activities will help pupils to raise their ecological awareness and learn how to reduce energy and water consumption, and which waste they can collect separately and recycle. They will take this knowledge home and will strive to change the family’s everyday habits. By acting correctly they will positively influence other members of local community to slowly change their habits too.

To some project activities and workshops (such as those within the mobility week or Earth Day or World Environment Day, World Food Day, etc.) we intend to invite parents and others from the local community to participate actively. They will afterwards pass on their experiences and new knowledge to others from the community.

Some of the activities will be guided by our associated partners and they will spread the word about the project beyond their institutions.

Local or regional press (newspaper and radio journalists and television) will be invited to some project activities, presentations and exhibitions, especially to those which will take place during project meetings, where the pupils involved will be from different countries. In this way, word on the project will be spread far around and reach many people.

Dissemination will occur in each country on returning from a project meeting: pupils will prepare PowerPoint presentations or poster and photo exhibitions to present to those pupils and teachers not involved in the mobility, to parents and others from the local community. The local press will be invited to the presentation or pupils (with the help of teachers) will write an article to be published in the newspaper.

At the end of the first project year, there will be presentations of our multi-language ecological vocabulary, our video about project activities and our exhibition of photographs of project activities at each school for pupils, teachers, parents and the wider local community.

The final event aimed at disseminating information about the results of the project to parents and the local community (final project video, project booklet, photo exhibitions,…) will be held at the end of the second year. Representatives of neighbouring schools, associated partners and local press will also be invited.

During the project some other environmental educational materials (our DVD made by pupils from different schools on how to reduce energy and water consumption and recycling; pamphlets about reducing energy consumption and about alternative energy etc.) will be created, too. The project booklet, pamphlets, DVDs can all be used for future classes and can be distributed to other schools and local community.

After the project is concluding, an article about the project activities will be written for a national academic journal by school coordinator.

The project website will stay “alive” for at least a few years after completing the project.

6. PROPOSED ACTIVITY DATA

6.1 work programme: planned activities, including mobility activities, of each participating organisation

Educational activities

Please summarise in the table below the planned Partnership activities and mobilities for all institutions in the Partnership. Please present the activities for both academic years 2008/09 and 2009/10, in a chronological order. The eligibility period of activities starts on 1 August 2008 and ends on 31 July 2010.

Please note that mobility activities can only take place between organisations receiving funding to participate in the Partnership (including associated partners), or to events organised by Lifelong Learning (or predecessor) Programme projects or networks (e.g. Comenius Network conferences). Mobility can be undertaken by staff and pupils of the participating institutions, representatives of associated partners and - in the case of mobility involving persons with special needs - accompanying persons such as parents, guardians or carers. What is counted as "a mobility" is one trip abroad by one person. Only transnational mobility (i.e. travel abroad) counts for the calculation of the minimum mobility numbers.

EDUCATIONAL ACTIVITIES

Notes:
1. Activities like:
• Communication about the topics and every day life between school coordinators, teachers and pupils from different schools with the help of Ning- project social network, Skype and Msn.
• Bringing up to date the project webpage about the project activities.
• Bringing up to date the Comenius environmental project corner somewhere in the school.

will be carried out regularly every month from the beginning till the end of the project.

2. And activities like recycling at school and reducing energy consumption will be carried out all the time of the project after they will start once. Actually they will continue also after the project will be finished.

Approx. starting date Activity/mobility description Destination country
(for mobility only) Which partners involved
8/2008 Communication among co-ordinator and partners, discussing the project. Schools coordinators.
Set up a common multilingual project webpage. Slovenia.
Organising close management school staff teams with outlined, precise work programme and descriptions of responsibilities. Slovenia, Slovakia.
9/2008 Organising close management school teams with outlined, precise work programme and descriptions of responsibilities. Bulgaria, Italy, Spain, Romania.
Meetings with pupils to explain the project, planning together with pupils some project activities. Each school.
Dissemination of information about the project to parents and local community, local press. Each school.
Set up a common social network for communication among pupils, teachers. Slovenia.
Preparing short presentations of schools to publish them on the webpage. Each school.
Set up a Comenius environmental project corner (native language and English) somewhere at school. Each school.
European Mobility Week (16. – 22. 9.): a walking march (for pupils, teachers, parents, people from local community) which will be dedicated to promote sustainable mobility. Slovenia (Planinsko društvo Piran, MOK), Romania (Agentia de protectia mediului).
European Mobility Week - European day without cars: a trip on bikes along the cycling track in the surroundings. Slovakia, Spain
10/2008 Brief discussions about global and local environmental problems. Slovenia, Spain, Italy, Romania, Slovakia, Bulgaria
Lectures, discussions about global warming, watching the movie of Al Gore… Slovenia, Italy, Romania, Slovakia, Bulgaria
Start the communication among pupils with a help of ICT. Each school.
Preparing for the project meeting in Slovakia. Each school except Slovakia.
Preparing the organization of project meeting. Slovakia.
1. PROJECT MEETING (SMALL TEAMS OF PUPILS AND TEACHERS)
(evaluation and planning meeting for teachers, short ICT course for them (to improve their communication and multimedia skills), multicultural dialogue among pupils (presentations of their schools, countries to each others), workshops about environmental topics for pupils, visits of some local natural-cultural interesting areas, social events…) SLOVAKIA Each school.
Associated partners (Obecný úrad Borský Mikuláš; Obecný úrad Cerová; Semenoles Šajdíkove Humence; Poľovnícke združenie BORY Šajdíkove Humence)
Dissemination actions: presentations of the visit activities to others pupils and teachers, not involved in the mobility, parents, local community, local press. Each school.
11/2008 A competitive call to design the best project logo. Each school.
Discussions about sustainable environmental development. Slovenia, Spain, Italy, Romania, Slovakia, Bulgaria
Questionnaire about pupils and teachers ecological or no-ecological everyday habits. Slovenia, Spain, Italy, Romania, Slovakia, Bulgaria
Analyses of questionnaires and presenting the results. Slovenia, Spain, Italy, Romania, Slovakia, Bulgaria
Visit the National Museum of Science and Technology “Leonardo da Vinci”. Workshop at the museum: innovation with green energy and sustainable technology. Italy
Picking up school olive-trees. Slovenia
Preparing T-shirts with hand made ecological motives. Slovakia
12/2008 Lectures, discussions about waste management, refuse dump being overcrowded… Slovenia (Dinos, Komunala Koper), Spain, Italy, Slovakia (Obecný úrad Borský Mikuláš), Romania
Preparing posters, leaflets, artworks, power-point presentations, movies about how and why we have to collect waste separately and recycle it. Slovenia, Spain, Italy, Slovakia, Romania (Primaria Muntenii de Jos), Bulgaria
Starting to prepare a common ecological multi-language vocabulary. Spain is coordinator, others prepare their chapter
Creative workshop – artistic products made from various kinds of waste and then exhibition of them. Slovenia, Italy, Slovakia, Romania, Bulgaria
Designing and exchanging of New year e-cards with ecologic theme. Slovenia, Spain, Slovakia, Bulgaria
1/2009 Make an innovative plan how to start or improve recycling at school and in our homes. Slovenia (Komunala Koper), Spain, Italy, Romania (Primaria Muntenii de Jos), Slovakia (Obecný úrad Borský Mikuláš)
Starting or improving recycling at schools and at homes. Slovenia (Komunala Koper, Dinos, Biltea), Spain, Italy, Romania (Protectia Mediului), Slovakia, Bulgaria
Using recycled materials at school more than usual. Slovakia
Excursion to a place with a good practise in recycling. Slovenia (Komunala Koper)
Feeding animals living in the forest in surrounding. Making posters, presentations, importance of protecting animals, especially in winter Slovakia (Hunting association BORY)
2/2009 Lectures, discussions about energy consumption, fossil fuel consumption,… Slovenia, Spain, Italy, Romania (Biodiesel fabrica), Slovakia, Bulgaria
Preparing posters, leaflets, power-point presentations, videos about how can we reduce consumption of electric energy. Slovenia Spain, Romania (Primaria Muntenii de Jos)
Prepare a pamphlet on different possibilities of reducing energy consumption (in English) and distribute it to other partners in the meeting in Spain.
Green light – economical measures how to reduce consumption of energy. Slovakia (Združenie rodičov a pritelov školy)
Preparing for the project meeting in Spain. Each school except Spain.
Preparing the organization of project meeting. Spain.
2. PROJECT MEETING (SMALL TEAMS OF PUPILS AND TEACHERS)
(project evaluation and planning meeting for teachers, sharing their pedagogical experiences in environmental education, exchanging the environmental educational materials for future project activities, workshops about environmental topics for pupils, visits to some local natural-cultural interesting areas, social events…) SPAIN EACH SCHOOL
Associated partners()
Dissemination actions: presentations of the visit activities to others pupils and teachers, not involved in the mobility, parents, local community, local press. Each school except Spain.
3/2009 Make an innovative plan how to start to reduce energy consumption at school and in our homes. Slovenia (Slovenski e-forum), Spain, Italy, Romania (Primaria Muntenii de Jos), Slovakia, Bulgaria
Start reducing energy consumption at school and in our homes by changing of our habits. Slovenia, Spain, Italy, Romania, Slovakia (Združenie rodičov a priatelov školy), Bulgaria
Lectures, discussions about different types of renewable (alternative) energy technologies. Slovenia (Slovenski e-forum), Italy, Slovakia, Romania, Bulgaria
Excursion to the place where any of the renewable energy technology is use to produce energy (solar power, wind power,…) Slovenia (Slovenski e-forum), Spain, Slovakia (Obecný úrad Cerová), Romania
Implementing a specific workshop about renewable energy technologies: building a “solar sound system” for the school.
Preparing the technical manual about how to realize pilot instalment at school Italy (Onlus Alekoslab)
Prepare leaflet about renewable energy use (in English language) and distribute it to other partners. Slovakia
4/2009 Preparing for the Earth day. Each country
22. 4. – Earth Day– “Save the Earth” - exhibition (for pupils, parents and local community) of all environmental educative materials done within project activities till that day; planting a “Comenius” tree; creative workshops about consumption of energy use, recycling and renewable energy technologies; children environmental parliament – discussions about solving some ecological problems of pupils, their families, local community,…) Each country
Realize an art and innovation extempore competition about ecology, organizing an eco-expo in Milan. Italy (local Community)
Preparing for the project meeting in Italy. Each country except Italy.
Preparing the organization of project meeting. Italy.
3. PROJECT MEETING (SMALL TEAMS OF PUPILS AND TEACHERS)
(project evaluation and planning meeting for teachers, exchanging the environmental educational materials for future project activities, workshops about environmental topics for pupils, visits to some local natural-cultural interesting areas, social events…) ITALY EACH SCHOOL
Associated partners()
Dissemination actions: presentations of the visit activities to others pupils and teachers, not involved in the mobility, parents, local community, local press. Each school except Italy.
5/2009
Preparing the final common video about project activities. Slovenia
Preparing the final exhibition of photographs taken during project. Slovenia, Spain, Italy, Romania, Slovakia, Bulgaria
24. 5. – European Day of Parks – excursion to a Natural park or some other natural sites. Slovenia (DOPPS), Spain, Slovakia, Romania (Agentia pentru protectia mediului), Bulgaria
Action: Cleaning of a local natural site. Slovenia (Local community), Spain, Slovakia (Obecný úrad Cerová), Bulgaria
6/2009 5. June – World Environment Day - Presentation of common ecological multi-language vocabulary and common video about project activities and exhibition of photographs taken during project activities (for pupils, teachers, local community).
Slovenia, Spain, Romania, Slovakia, Bulgaria
5. June – World Environment Day Action - Cleaning of the school area, make it more green, taking care of trees and other plants,… Slovenia (Local community), Spain, Romania (Primaria Muntenii de Jos), Slovakia, Bulgaria
Taking care of the small trees in “school in the nature “, building it up,… Slovakia (Semenoles Šajdíkove Humence)
Evaluation of whole year in Ecological magazine. Slovakia
Evaluation, report of the annual project activities. Each school
7/2009 Evaluation, report of the annual project activities. Each school
8/2009 Communication among co-ordinator and partners, discussing the project, changes in plan… Each school
9/2009 Meetings with staff and pupils to explain the project plan for this school year, planning together some project activities. Each school
Dissemination of information about the project to parents and local community. Each school
A competitive call to write and sing the best school environmental hymn. Slovenia Spain, Slovakia, Bulgaria
10/2010 4. 10. – World Animal Day – workshops about animal protection. Slovenia (ODPMŽ), Spain, Italy, Romania, Slovakia (Polovnícke združenie BORY), Bulgaria
Visit of a local centre of homeless dogs, taking dogs for a walk. Slovenia (ODPMŽ)
Visiting the Dolphinarium-observing life of dolphins Bulgaria(Varna Dolphinariun)
Preparing for the World Food Day – exchanging of healthy national recipes. Slovenia, Spain, Romania (Comunitatea locala), Slovakia (Združenie rodičov a priatelov školy), Bulgaria
16. 10. World Food Day – workshops, cooking and promoting healthy food and traditional national food from different countries participating in the project. Slovenia, Spain, Slovakia, Romania, Bulgaria
Preparing for the project meeting in Romania. Each country except Romania.
Preparing the organization of project meeting. Romania.
4. PROJECT MEETING (SMALL TEAMS OF PUPILS AND TEACHERS)
(project evaluation and planning meeting for teachers, exchanging the environmental educational materials for future project activities, workshops about environmental topics for pupils, visits to some local natural-cultural interesting areas, social events…) ROMANIA EACH SCHOOL
(all Romanian associated partners)???
Dissemination actions: presentations of the visit activities to others pupils and teachers, not involved in the mobility, parents, local community, local press. Each country, except Romania
11/2010 Lectures, discussions about importance of eco-agricultures for sustainable development. Slovenia, Spain, Slovakia
Excursion to an eco-farm. Slovenia (Turistična kmetija Lukač), Romania (Racova-com-agro-pan), Bulgaria
Picking up school olive-trees. Slovenia
Gathering chestnuts, acorns and beechnuts as a mess for forest animals in winter, repairing feeders Slovakia (Polovnícke združenie Bory)
12/2009 Discussions about local and global biodiversity, about importance of protection of some natural sites. Slovenia, Spain, Italy, Slovakia, Romania, Bulgaria
Preparing posters, leaflets, artworks, power-point presentations, videos about biodiversity and protected areas in local environment. Slovenia, Spain, Romania (Primaria Muntenii de Jos), Slovakia, Bulgaria
Designing and exchanging of New year e-cards with biodiversity theme. Slovenia, Spain, Romania, Slovakia, Bulgaria
1/2010 Make up some innovative plans how to solve any local environmental problems – protect a natural site or stop the pollution. Slovenia, Spain, Italy, Romania (Primaria Muntenii de Jos), Slovakia, Bulgaria
A website exhibition (coordinated by Bulgaria) about “Nature in danger” – pupils will draw using computer drawing programmes and publish the best works on the webpage. EACH SCHOOL
Meeting between pupils and local administrators, politicians and experts in the field of Kyoto Protocol: debate about environmental problems at local and global levels. Italy
Lectures about importance of ecosystems such as wetlands. Slovenia, Spain, Slovakia
2/2010 2. February – World wetlands day – excursion to a local wetland, bird-watching,… Slovenia (DOPPS), Spain, Romania, Slovakia (Polovnícke združenie BORY), Bulgaria
Preparing posters, artworks, power-point presentations, videos about activities in the visited wetland. Slovenia, Spain, Slovakia
Preparing for the project meeting in Bulgaria. Each country except Bulgaria.
Preparing the organization of project meeting. Bulgaria
5. PROJECT MEETING (SMALL TEAMS OF PUPILS AND TEACHERS)
(project evaluation and planning meeting for teachers, exchanging the environmental educational materials for future project activities, workshops about environmental topics for pupils, visits to some local natural-cultural interesting areas, social events…) BULGARIA
EACH SCHOOL
And some associated partners from Bulgaria (Obstina Varna, Regionalna inspekcya po okolna sreda i void, Varnenski delfinarium)

Dissemination actions: presentations of the visit activities to others pupils and teachers, not involved in the mobility, parents, local community, local press. Each country except X.
3/2010 Lectures, discussions about water consumption. Slovenia, Spain, Italy, Slovakia, Romania, Bulgaria
Preparing posters, leaflets, artworks, power-point presentations, videos about how to save the water – how can everybody help reducing water consumption. Slovenia, Spain, Italy, Romania, Slovakia, Bulgaria
22. 3. – World Water Day – creative workshops for pupils, parents and local community about rational use of water, about small changes in our every day life that everybody can do to save the water. Slovenia (Rižanski vodovod), Spain, Italy, Romania (Primaria Muntenii de Jos), Slovakia, Bulgaria
A competitive call to write the best poem or novel about environmental education. Slovenia, Spain, Italy, Romania, Slovakia, Bulgaria

4/2010 Visiting a purifying plant and getting to be aware how important it is for the environment. Slovenia, Spain
Visiting and exploring the life in some local natural sites, as ponds, rivers, sea, woods,… Slovenia (DOPPS, SHS), Spain, Italy, Romania, Bulgaria
Excursion to mediaeval castle “Korlátko” in PLA Malé Karpaty. Saving cultural heritage is an important part of nature protecting Slovakia (Obecný úrad Cerová)
Making a model of this castle, presentations about the history and present status , artworks, literacy works, drama Slovakia (Združenie rodičov a priatelov školy)
22. 4. World Earth Day – Exhibition of richness of most important local natural sites. Slovenia, Spain, Romania, Slovakia
5/2010 Preparing for the project meeting in Slovenia. Each school except Slovenia.
Preparing the organization of project meeting. Slovenia.
6. FINAL PROJECT MEETING (SMALL TEAMS OF PUPILS AND TEACHERS)
(evaluation meeting for teachers, project exhibition and presentation during the famous local 3-days long wine fiesta (where thousands of visitors from all around Slovenia and Italy come every year), workshops about environmental topics for pupils, visits to some local natural-cultural interesting areas, social events…) SLOVENIA EACH SCHOOL
Associated partners(Turistična kmetija Lukač, DOPPS, Krajevna skupnost, Mestna občina Koper, Rižanski vodovod, …)
Dissemination actions: presentations of the visit activities to others pupils and teachers, not involved in the mobility, parents, local community, local press. Each school except Slovenia.
Sport day in a green area of school, competitions, healthy lifestyle Slovakia, Slovenia, Italy
6/2010 Final event for the dissemination of information about the results of the project to parents and local community (final project video, project booklet, website, photo exhibitions,…) Each school.
Final evaluation, report of the 2 years long project activities. Each school

7/2010 Finishing the bureaucracy work – project report for National Agency. Each school

ECOEUROPEAN

martes, 23 de diciembre de 2008

El Rastrillo de Navidad

miércoles, 3 de diciembre de 2008

Visita a una planta de compostación

jueves, 27 de noviembre de 2008

Preparamos un mercadillo de Navidad

jueves, 6 de noviembre de 2008

Ver las estrellas

miércoles, 5 de noviembre de 2008

Otoño en la Sierra de Guadarrama

jueves, 30 de octubre de 2008

Exposición de setas en el instituto

domingo, 26 de octubre de 2008

Reunión en Eslovaquia

Subida a la Maliciosa

sábado, 25 de octubre de 2008

En bici al instituto

miércoles, 22 de octubre de 2008

Reunión en Eslovaquia

jueves, 18 de septiembre de 2008

Viaje a Eslovaquia

resumen en español

El proyecto en inglés

Fotos de la reunión en Eslovenia

Fotos de la reunión en Bulgaria

Fotos de la reunión en Rumanía

Fotos de la reunión en Milán

Fotos de la reunión en Alpedrete

Logos para el proyecto

Etiquetas

links

Archivo del blog

Datos personales