European Youth Conference

European Youth
Conference
BRG Wels Wallererstraße
Mag. Gisela Gutjahr and Mag. Elisabeth Seelmaier
Comenius
Multilateral School Partnership
This project has been funded with the support of the European Commission. This publication reflects the views only of the authors,
and the Commission can not be held responsible for any use which may be made of the information contained therein.
1
Table of Contents
1. Partners in the Project
2. Participant in the Mobilities
3. Participants in Project Activities locally
4. Responsibilities of the Participants
5. Perspectives of the Project ´European Youth Conference´
5.1. European Perspective
5.2. Regional Perspective
5.3. Institutional Perspective
5.4. Individual Perspective
6.
Title and Topics
6.1. Title
6.2. Topic 1 Multiculturalism and Diversity
6.3. Topic 2 Advertising and Consuming
6.4. Topic 3 Future Technologies and Communication
6.5. Topic 4 Present and Future of European Youth
6.6. Topic 5 In Search of a Green Europe
6.7. Topic 6 Recreation and the Use of Leisure Time
6.8. Topic 7 Family and other Responsibilities
7.
Project Meeting Design
8.
Curricular Work
9.
Project Meetings
9.1. 1st Project Meeting Wels
9.2. 2nd Project Meeting Närpes
9.3. 3rd Project Meeting Antalya
9.4. 4th Project Meeting Rivalta Reggio Emilia
9.5. 5th Project Meeting Harrogate
10. Results
11. Dissemination
11.1. Comenius Corners
11.2. Websites and EST
11.3. Parents´ evenings and media
11.4. etwinning twin space
12. Appraisals
2
1. Partners in the project
Coordinator:
Cocoordinator:
Partners:
BRG Wels Wallererstraße
Elisabeth Seelmaier, Gisela Gutjahr
Närpes Högstadieskola
Nina Hagbeck
ITC Scaruffi-Levi-ITAS Citta del Tricolore
Patrizia Angelino
Antalya Adem Tolunay Anadolu Lisesi
Gaye Saveren
St. Aidan´s Church of England School
Claire Lomax,
2. Participants in the project mobilities
Participants Finland: Marina Söderman, Ida Söderback,Miranda Eklund, Willy
Öhman, Jonathan Prinsèn, Göran Småros,Kerstin Weckström,Jeanette Beijar,
Kevin Holm, Linette Ek, Fanny Brännback, Felicia Granlund,Magnus Småros
Tom Sydholm, Nina Hagback,Marina Söderman,Marianne Nyqvist-Mannsèn,
Karolina Wallin, Amanda Skrifvars, Jenni Reunanen, Celine Granlund, Nina
Hagback,Charlotta Jaakkola,Anders Enlund, Jenny Malm,Linnea Nordberg
Rebecca Sjöblom,Julina Rantala,Pontus Prinsèn
Participants England: Jemima Wilson,Jess Miley,Nikita Patel,Joe Bullock Claire
Lomax ,Claire Kelley, Nigel Bromhead,Chris Ives Eleonore Cockerham,Anna
England,Mark Pearce,Jonny Byers, Josie Hughes
Brenda Plowright, Helen Hovell,Natalie Clark, Beth Bird,Rosannah East,Zoë
Fonquernie,Alice Deyermond,Kate Jackson,Jenny Cowlam
Participants Austria: Seelmaier Elisabeth, Gisela Gutjahr,Karin Schachner, Erwin
Weixlbaumer,Susanne Kotlaba, Judith Eilmannsberger,Alexander Berger,Mira
Zeilberger,Joachim Hackl, Anna Illenberger,Stephan Lehrer, Helene Szostak, Helena
Ehrengruber,Lena Stögmüller,Paul Kaufmann,Christine Pless,Daniel Knopf, Carola
Hötzeneder, Luca Werner Tutschku,
Participants Italy: Maria Assunta Rosato ,Camilla Beltrami, Patrizia Angelino, Luca
Giuberti, Emanuela Gaddi,Maria Cristina Bertolini, Simone Sgarbanti,-Viola Guidetti,Gaia Barbalinardo, Olhia Matskiv, Federica Grasselli, Nadia Notari Elisa
Franceschini, Milena Bardelli, Matteo Platani,Erika Saponaro,Jessica Ferrari Bedini,
Rita Puleo,-Roberta Accursio,-Beatrice Prati,-Giulia Soncini, Francesca Pucci, Vito
Lentini
Participants Turkey: Osman Hatipoğlu,Gaye Saveren,Fatma Oğuz,Hasan Pakır
Bilal Koray Kendir,Ali Lökoğlu,Pelin Oflu,Deniz Uğuz
Kübra Olgunçelik,Osman Hatipoğlu,Gaye Saveren,Fatma Oğuz,Veli Biçer,Erkan
Balçın,Sacit Özuğur,Lara Tunç ,Kaan İzgi,Anıl Bayraktar ,Mehmet Cihan Sarıca
Ece Saniye Tekin,Deniz Ezgi Ak,Selina Durukan,Nilsu Sütçü,Osman Hatipoğlu
Gaye Saveren,Fatma Oğuz,Veli Biçer,Bilgehan Şentürk,Ayhan Şentürk
Defne Hazar,Mert Buğra Bıçak,Gözde Yılmaz,Buse Yıldırım,Fatih Sarı,Elifnaz
Taçkın,Öykü Çetin,Beril Karacan,,Ege Türkyılmaz,Ünal Şimşek,Fatma Oğuz
Necla Demirdelen,Veli Biçer,Ayhan Şener
3
3. Participants in Project Activities locally
School
Classes
BRG Wels
5 classes
Närpes högstadieskola
8 classes
ITC Scaruffi
5 classes
Harrogate
4 classes
Antalya
6 classes
Number of pupils
15-28 pupils per class
20-30 pupils per class
123 pupils
18 pupils per class
23 pupils per class
4. Responsibilities of the Participants
The project was coordinated by BRG Wels Wallererstraße by Ms Mag.
Elisabeth Seelmaier and Ms Mag. Gisela Gutjahr. The etwinning space was
established and run by Ms Dir. Mag. Karin Schachner headmistress of BRG
Wels Wallererstraße. The publication of the results was coordinated by Mag.
Elisabeth Seelmaier and Mag. Gisela Gutjahr. The video on our project meeting
in Antalya was edited byMr Mag. Erwin Weixlbaumer.
The work at the different schools was coordinated by Ms Nina Hagbeck in
Närpes, Finland, by Ms Patrizia Angelino Rivalta –Regio Emilia, Italy, by ms
Gaye Saveren in Antalya Turkey and Ms Claire Lomax Harrogate, Hannah
Botterill & Ruth Dowding England.
The schools coordinators also prepared, organized and reported on the project
meetings, which were held in Wels, Närpes, Antalya, Rivalta/Reggio Emilia and
Harrogate. The main reports were prepared and written by Ms Mag. Gisela
Gutjahr and Ms Mag. Elisabeth Seelmaier.
All schools were responsible for media contacts, dissemination in the local
areas, organising Comenius Corners and school activities on the project content.
5. Perspectives of the Project ´European Youth Conference´
5.1. European Perspective
We promoted the idea of a common European identity by providing numerous
opportunities for both, students and teachers, as well as the wider community of
our local areas and regions, to learn about the cultural backgrounds of our five
countries, the common policies like caring for the environment and learning
about modern technologies. We provided the chance to learn about active
citizenship and the students had to discuss and present their opinions on the
future of a common Europe and the responsibilities citizens have to take on.
Therefore we were able to support the European integration process.
5.2. Regional Perspective
By involving regional institutions, authorities and media we were able to show
the positive effects of European Projects on both individuals and institutions.
We could use our findings in teacher trainings as best practise examples and so
4
promote the idea of a common Europe in the regions of the participating
schools. The educational benefits of the Life Long Learning programme were
widely recognised by the local authorities, as they valued the increase in
students´ and teachers´ motivation to learn foreign languages and to learn about
local culture and to be able to present one´s own culture, history, language,
tourist destination to the participating institutions , schools and individuals.
5.3. Institutional Perspective
Getting to know each other virtually and in real encounters on project meetings,
helped the institutions to establish a strong exchange about school systems,
curricula, project contents and cultural diversity. The participating schools could
present their achievements to a wider public. The schools improved their
management skills and their ICT competence.
5.4. Individual Perspective
Pupils and teachers were able to improve their foreign language skills in virtual
contact and in real encounters. They were also learning to accept cultural
differences and learned about the living conditions, history, economy,
geography and religions of the participating countries. The participants in the
project trained their presentation and rhetorical abilities and improved their
management skills.
6. Title and Topics
6.1. Title
´European Youth Conference´ - This title was chosen to stress the importance of
the students´ participation in the project. It should grant that the students have a
say and that people are going to listen to their opinions and attitudes they
express. It also should make sure that the participants can present their ideas and
findings to a larger public either in their own schools, their local communities or
on the internet as their results will be published in EST – the European Shared
Treasure.
6.2. Topic 1 Multiculturalism and Diversity
This topic was the foundation of our project as the pupils learned about cultural
differences and to accept them. They trained accepting other opinions and to
communicate in multinational teams. In their debates they could express
themselves freely and openly within a respectful frame. The students prepared
for it by working with a survey , discussing their findings and presenting them
publicly in public talks, posters or texts.
6.3. Topic 2 Advertising and Consuming
In today´s world it is essential that young people think about their consumer
habits and about how they are influenced by advertising. So the project gave
5
them the chance to learn the basics of the advertising industry. They could
actively train by creating their own products and commercials, which of course
meant to use a very creative teaching and learning method by acting out
commercials. In school work they were given the chance to reflect on the topic
and to give their own opinions in written and oral presentations. The participants
also learned about the importance of the advertising industry for the functioning
of our modern economy.
6.4. Topic 3 Future Technologies and Communication
A hotly debated subject was the rapid development of communication
technologies and their use in our school systems. The pupils discussed the pros
and cons of social networks and the internet itself. In the field of technology
they concentrated on how to manage traffic in the future, or which means of
transport we will use in the future.
6.5. Topic 4 Present and Future of European Youth
The students discussed about the school systems in Europe and about their
chances to continue their education at the universities. They talked about
changes in the workplace and about the growing number of unemployment.
They mainly developed an optimistic view, because of the technological
advances Europe has made and is still working on. They saw the reality of
global competition and found out that only cooperation can help them to keep a
certain standard of living and that they have to cope with the situation of an
economic crisis they are not responsible for.
6.6. Topic 5 In Search of a Green Europe
Environmental issues are very important in the eye of the young generation, so
they hotly debated global warming, pollution of water and atmosphere, waste
and protecting nature in national parks and by the Natura 2000 programme of
the European Union.
6.7. Topic 6 Recreation and Leisure Time
An important feature of modern life in European Countries is the sensible use of
recreation and leisure time. Thus the tourism and leisure industry plays an
important role in the economy of the participating regions or countries.
The students discussed this role and talked about what is essential for a
functioning leisure and tourism industry. But they also put the negative effects
of this industry into perspective. In course of the debate the importance of a
healthy lifestyle was discussed and why sport is so important in one´s life.
6.8. Topic 7 Family and other Responsibilities
This topic triggered a discussion on gender roles in the participating countries
and in Europe. But then led to a debate about active citizenship and what it
6
means for young people to take on responsibilities in schools, in the local
communities and in society on the whole.
This discussion widely added to our main aim to create understanding for the
European identity and the need of tolerance, cooperation, mutual understanding
and the need to advance in one´s competences of language skills and ICT.
7. Project Meeting Design
Introduction
Cultural Insight
Project Work
Individual Contact
Presentation of Results
Feedback
Tour of the school
Presentation about participants
families, regions, schools, food, sights
Tour of city, tour of cultural, historic
places of interest, presentations about
different cultural aspects
Discussion about surveys, working in
multinational groups, producing
posters and preparing public
presentation about the findings
Staying with host families,
participating in family activities
Presenting the results of the
discussions in form of posters ,
powerpoint presentations and by
giving public talks
Chance to give an oral or a written
feedback comment on the experiences
and results of the project meeting
8. Curricular Work
The curricular work was integrated in many different subjects from mother
tongues to English, geography, history, music, sports, sciences, ITC, art and
practical courses.
During the curricular work the pupils prepared their individual presentations of
their families, their areas and their schools. Furthermore they wrote essays and
reports on the themes which had been discussed during the project meetings.
In classes the pupils had lessons on ´saving our environment´, ´multiculturalism
and xenophobia´, ´new technology´, ´cultural heritage´, ´advertisement´,
´tourism´, ´health and recreation´, ´European identity and responsibilities´.
In the lessons the pupils learned a lot about the hard facts of these topics. They
worked with the provided surveys and their work was integrated in their exams.
7
9. Project Meetings
In general, the project meetings were prepared by the hosting schools. They
made sure that the necessary materials were available and they organised the
necessary excursions to get to know the cultural background of the areas and the
cultural highlights as well.
The other participants were responsible for preparing the presentations about
participants´ families, regions, schools, food, sights.
8
9.1. 1st Project Meeting Wels
BRG Wels Wallererstraße ©BRG Wels
The team which met in Wels ©BRG Wels
The first meeting was held in Wels from 10th to 16th of October 2010. Only
partners from the UK, Italy and Finland were present due to acceptance
problems of our partner in Antalya.
The meeting was presided by Mag. Elisabeth Seelmaier and Mag. Gisela
Gutjahr. After the arrival the participants got to know Wels and were given an
introduction to the Austrian school. Introducing the participants and their
schools with the help of powerpoint and oral presentations was the main aspect
of the first working day as well as the evaluation meeting of the teachers who
had to reorganise the schedule due to the opting out of two partners, Malta
which was not funded and Spain because of private reasons. The teachers held
an evaluation meeting in which all dates and topics had to be reorganised.
Teachers at work ©BRG Wels
The essential work was done in the discussion rounds on multiculturalism and
diversity. In multinational groups the students focused on questions from the
survey which had been provided beforehand.
The students discussed the similarities and differences in culture and society.
They talked about the generation gap and the challenge of migration. Then they
9
concentrated on means of tolerance and what tolerance really means. They also
identified positive examples of different cultures living together in one space.
The other ideas they touched on were prejudice against multiculturalism, social
exclusion and mobbing, discrimination because of gender and poverty caused of
migration. A very long time the students identified the positive aspects of
getting to know young people from other European countries. In the students´
opinion getting to know somebody face to face is the best measure to avoid
discrimination and racism.
Students at work©BRG Wels
The participants took part in a reception by headmistress Mag. Karin Schachner
and the representative of the town of Wels Mag. Humer. The students had the
chance to publicly present their findings of the first discussion round.
As a change to the tiring debates the participants were given a tour of the
historic town of Wels to get to know about the history of Austria and to get to
know the present living conditions in the area.


Wels@Wels
Water Tower Wels@wikipedia
House of Salome Alt@wikipedia
This led to the discussion of the differences between Austria and their mother
countries, for example in architecture, nutrition or housing.
10
Poster ©BRG Wels
Austrian Schnitzl ©BRG Wels
The next cultural experience was an excursion to the world famous town of
Salzburg. They learned about the history of Salzburg and about its most famous
inhabitant Wolfgang Amadeus Mozart. There was a tour of Mozart´s birthplace.
Salzburg ©BRG Wels
Salzburg market©BRG Wels
Salzburg Schloss Mirabell©BRG Wels
All participants also got a guided tour of Linz the capital of Upper Austria. As
one main topic of the project is technology and communication, the pupils and
teachers visited the Ars Electronica Centre a museum for computer technology
and digital art. They discussed the future of computers and the internet.
11
The biggest part of the project meeting was spent with discussion rounds and
presentations,when the pupils worked on the topic advertising and consuming.
The first part of the work was to design and complete a questionnaire on
shopping behaviour and advertisement. Then they evaluated their questionnaires
and had long discussion rounds.
The next step was to prepare and present a commercial on a new product of their
choice. The results were amazing for both teachers and other pupils.
The students were asked to develop advertising campaigns for new products. So
they designed ads for a new mobile phone. The multinational working groups
presented their products and got big applause for their ideas.
12
Pupils at work ©BRG Wels
Comenius Corner
BRG Wels Wallererstraße
Exhibition of Project Posters
on multiculturalism and diversity
in various fields, as for example
in sports
Project Posters of new products
used at the presentations of the
pupils´commercials.
Project posters©BRGWels
Finally the students could provide feedback on the meeting and the results
were excellent. The variety of activities from hard work to cultural
experience and the personal encounters helped them to understand and
value a European identity.
13
Feedback of Jemina Wilson (13)
´As part of the project we not only discussed the tenacious issue of
multiculturalism in society but also cultural backgrounds that make this
experience particularly meaningful.
As part of the project we not only discussed the tenacious issue of
multiculturalism in society and the controversial topic of the influence of
advertising on young people, but by immersing ourselves in a foreign way of life
and meeting new people, different European nationalities were brought together
and language boundaries cast aside. The result? Everyone involved has gained
greater overall cultural understanding and awareness, improved their speaking of
a foreign language and ultimately had an amazing time. Our enlightening week
of multiculturalism proved that a variety of cultures and nationalities can unite
to become an inspiring, diverse and enriched entity of people. We therefore
came to the conclusion that is we who must continue to stress the importance of
developing relationships between young people from different cultural
backgrounds. Successful trip then? YES!´
14
9.2. 2nd Project Meeting Närpes
In March 2011 the second project meeting was held in Närpes Finland. At that
event participants from Austria, Finland, Italy, Turkey and the UK met. The
pupils discussed the topics Communication Technologies and the Future of
Energy and Future on the whole. The pupils worked in multinational groups and
had long discussions and gave oral presentations with the help of visual material
either posters or powerpoint presentations. The cultural aspect was reintroduced
by very informative tours of Närpes and its surroundings. The personal
relationships were tightened by several sports activities and by concerts given at
school.
The participants:
the students
the teachers
15
The town:
Närpes is situated in the south west of Finland and the majority of people speak
Swedish. Swedish is also the language in lessons. The Swedish ethnic group is a
minority group in Finland. The cultural aspect was focused on when visiting the
stables in Närpes which are on UNESCO heritage list.
The pupils could also engage themselves in outdoor activities.
The highest mountain in the area
One afternoon was spent with getting to know each other and doing outdoor
sports. The pupils talked about how important outdoor activities are for the
future and for keeping fit.
16
Everybody could see the differences between Finnish schools and other schools.
We were very pleased with the healthy food which was served in the school
cafeteria.
Salmon and potatoes and fresh salad
The well equipped music room
At the concert
17
A lot of project work was done in many different multinational groups.
The pupils presented their findings
18
The students were asked for feedback and they all were very satisfied with the
work and the cultural exchange.
A Student´s comment:
´Finland Project meeting
Still a bundle of excitement of nerves and excitement, I stepped into the
rather chilly temperatures of the Finnish airport. I still couldn't
believe that Mr Ives, Mr Bromhead, myself and 3 other students from my
year were actually going to Finland to meet up with students and
teachers from other schools from different countries in Europe! As we
separated from our teachers, I met up with my host, Jenny and her
wonderful family. They had stayed up and prepared a dinner to welcome
me, despite us being a few hours late. All of our hosts spoke very good
English, so we could easily converse with one another, and my host
family, and I am sure the others had felt the same way, were very
welcoming and made me feel right at home. The next few days past
quickly, everything was so exciting and different, from the -15 degrees
mornings to meeting with students and teachers from Austria, Italy,
Turkey, and of course Finland. Each country presented their school and
the culture of their country, and then we did lots of project work in smaller
groups and gave our opinions on major problems in the world, such as
the greenhouse effect, and the use of electricity and how fossil fuels
were running out, and then tried to come up with solutions to each
problem. We did this each morning, and these discussions made us
think about and taught us much about the situations in our world. Then
in the afternoon, did fun activities such as taking a tour of the local
attractions, shopping, going to the school concert, and sledging (where I
managed to have a small accident involving my speeding sledge and
tree, managing to fracture my wrist...I can officially say that the efficiency
of the Finnish hospitals are fantastic)!! This trip has given me more than I
could have ever have thought of, such as first times, walking and
sledging on the sea (which was covered in ice for miles), knowledge
about the world, and the chance to meet an amazing girl who made me
laugh and stayed with me in the hospital, my host Jenny, who I am sure
will be my friend for life. Leaving Finland was just a surreal as arriving,
but this was one of the best trips I have even been on. ´
Throughout the project the discussion of the surveys was of course the most
important thing. One is exemplarily presented below.
19
20
21
9.3. 3rd Project Meeting Antalya
The main topic of this project meeting was ´A Green Europe´ and ´Saving our
Envionment´. The meeting was prepared in each school by looking at the
questions of the surveys. The pupils also prepared presentations of their
families, schools and countries concentrating on environmental aspects.
The main topic of discussion in Antalya was the topic of a ´Green Europe´ and
how to protect the environment from global warming.The pupils worked on the
questions provided in the survey and tried to find out their general attitude. Of
course, they had a lot of firsthand experience on how important environmental
protection is for Turkey. The pupils visited the Düden Waterfalls which are a
natural park protected by Natura 2000.
Both waterfalls the upper and the lower fall are a good example for doing both
protecting the ecological balance and giving the people a chance to use the area
for recreation. When visiting the students discussed how important it is to keep
natural treasures for following generations. They found out that waste
management in the park is strict and that many inhabitants of Antalya use the
park. They also could see that the partk is used by many tourists from different
nations.
They also prepared to talk about the topic of recreation and free time which was
the topic in Rivalta Reggio Emilia. The students found out that tourism is among
the main sources of income in Antalya and that therefore all the young students
22
are very interested in learning foreign languages. The school in Antalya provides
the chance to learn various foreign languages. Apart from English also German
is taught. Italian, Spanish and Russian are an option.
The upper Düden Fall
The lower Düden Fall at the Mediterranean coast
23
The topics were discussed and then presentation posters are made and shown in
a meeting.
The pupils identified several very important topics like for instance the
availability of fresh water and recycling. The students were optimistic that
people will be able to find new technologies which will enable us to protect the
environment and at the same time keep our standard of living. They found it
very important that humankind changed their energy consumption radically by
changing into renewable resources.
24
The students were very skeptical about the use of nuclear energy and several
times stressed that they would prefer a world without nuclear energy. They even
were willing to accept a reduction of their standard of living. They specially
stressed that travelling so often and so far should be reduced as nowadays one
can use video conferences especially in business. They still wanted to keep up
travelling for getting to know other cultures or to relax in a warmer climate.
When talking about changing climate they touched on the changing conditions
for agriculture.
They were worried about the
chance that the climate may
change that much that typical
fruits would die out in certain
regions. They also worried about
the fact that probably there would
not be sufficient water to irrigate
all the fields, which will lead to
further economic strain, especially
in a country with a fast growing
population.
But apart from discussing environmental challenges the participants got the
chance also to experience a lot of the history and culture of the Antalyan region.
The city of Antalya itself was worth visiting, because there you can see apart
from ancient Roman and Greek remains also the remains of the Islamic heritage,
which made the project meeting really worthwhile. The students could see the
eldest mosque in town and also learned about some Muslim rules, and how they
are adapted in the 21st century.
25
The Old Town
The pupils practiced their language
competence as they always gave a
description of the sight in English and
they so had to learn a lot of new
vocabulary and on the other hand they
had to be prepared to answer questions
on the spot.
With the help of their teachers they had
done a lot of research and preparation
for the cultural tour. We are sure to
have met the expatiations we had put
on the outcome of our project.
The old town also provides some
hidden treasures.
26
The most impressive sight is the fluted
minaret.
By looking at the historic monuments and
by talking to the Turkish students gave the
pupils a vivid impression of traditional and present traditions in Turkey.
The afternoons were always dedicated to presentations, official talks and
receptions.
The headmaster
the audience
27
A very impressive experience was the visit to Phaselis which is an ancient
habour town and a present natural park. and Mount Olympos where one can see
natural fires.
All participants also took part in a cultural night, when they all could participate
in traditional dances and listen to traditional Turkish music. The aim of mutual
understanding was impressively reached by the hospitality of the Turkish hosts.
28
Feedback of British students
Last week, we participated in the Comenius project to Turkey with Miss Hughes and
Mrs Plowright. We stayed with two families who had fun trying to teach us Turkish
and we are pleased to say that we have made genuine friends with them and with
others on the trip whom we plan to stay in touch with. We visited various
archaeological sites including the ancient city of Perğe and the Aspendos
amphitheatre. We also tried many different foods, including a dessert called kustefe,
a typical Turkish breakfast and some Turkish tea. Our project was about the
environment and we learnt a great deal about it, our methods of solving it and about
different cultures. We had an amazing time and look forwards to receiving our new
friends in April.
Helen Hovell and Natalie Clark, 13KD4, September 2011
Sport and Recreation was also part of the meeting in Antalya.
29
9.4. 4th Project Meeting in Rivalta/ Reggio Emilia
The project meeting focused on sport, recreation and cultural aspects.
One participating pupils wrote down his experiences in a short diary.
7.11.12
On Monday the 7th of November our group met in front of the school
at 6 o clock in the morning to go to Munich airport by bus. Our group
consisted of three pupils from the 6S class, one pupil from the 6A
class and three teachers, Prof. Kotlaba, Prof. Gutjahr and Prof.
Seelmair.
At Munich airport we waited for our flight to Bologna. From there we
went to Reggio Emilia by bus. Finally, in the afternoon, we arrived at
ITAS Citta' Del Tricolore, the school in Reggio Emilia, where our
hosts waited for us. My host was Vito Lentini, a very communicative
boy with typical Italian temperament. Next we went to Vito´s home
and later that day he showed me some sights of Reggio Emilia, which
is a very historical city. In the evening we had some typical Italian
dinner which was very delicious.
8.11.12
After breakfast Vito ond I went to Vito´s school by bus. There we did
some project work and met the other pupils who participated in the
project from Great Britain, Turkey, Finland and Italy. At midday we
had some delicious pizza and then we did some sports activities. Later
the school band of ITAS Citta' Del Tricolore started playing.
30
In the evening, after dinner, we met with the other pupils at a big
amusement hall in Reggio Emilia. There we had lots of fun with
playing table tennis, bowling and lots of other games.
9.11.12
We had to get up early that day because we went to Venice and from
Reggio Emilia to Venice you have to go almost 3 hours by bus. But
the long trip was definitely worth it and even if i have already been to
Venice before I was impressed by the city again. We did a bit
sightseeing by foot and then we had free time to have lunch and relax
next to the water channels of Venice. After some souvenir shopping
we went home to Reggio Emilia again. It was a very exhausting day in
Venice so we were all very tired in the evening.
10.11.12
When we arrived at the school in the morning, we finished or project
work and short presentations about our topics. Then it was time to say
good bye for the Austrian pupils, who had to go home one day before
the pupils from the other schools. It was not easy to say good bye
because we met lots of new friends from other European countries in
Italy.
From Bologna we took the plain to Munich again and from there we
went home to Wels by bus. We all looked back to some great days in
Reggio Emilia. This project showed us once more how important
cooperation between the different European countries is.
Stephan Lehner, Austria
Preparation for the meeting
In all schools the students prepared information on tourist attractions in their
home regions. The teachers and pupils also prepared a number of indoor and
outdoor activities, sport games and typical indoor games.
These things were presented in two sessions during the project meeting.
31
Recreation and the Use of Leisure Time
Preparation for Italy
We considered and made clear that the added value of our project lay on the
target we focussed: dealing with problems our teenagers have to face in their
daily lives.
We informed the pupils that this project provided teenagers the possibility to
believe that they had “something to say” about those subjects they all felt
worried about. It also made them aware that their problems were shared by other
teenagers from different countries and that they could all cooperate to find the
best possible European solutions to European problems.
They wanted to get to know the community’s opinion about a certain topic and,
secondly, to know the opinion of their European partners.
1. Students had to prepare PP Presentations about themselves where they
had to introduce themselves with their families and friends, speak about
hobbies, leisure activities, and school , had to write dialogues at home and
act them out in school, were asked to express their opinion on given topics
such as multiculturalism, gender discrimination, social exclusion...) in
opinion essays at home and discuss those in groups and classes.
32
2. Pupils made brochures of their region with detailed information which were
presented at the conference and given to pupils of the other countries
3. Students and teachers had to prepare sports games. They were askes to write
down the rules and think of an explanation.
4. Students and teachers were asked to prepare a traditional dance and to teach
it to the Comenius group.
The Project meeting in Rivalta
On Monday, November 7 teachers and pupils from Austria, England, Italy and Turkey
arrived in Rivalta.
Pupils were met by their host sisters/brothers and taken to their families. Teachers
met their Italian Comenius partners and had a first get-together in the hotel.
On Tuesday, November 8, guest students came to school with Italian students.The
teachers had a guided tour in Rivalta
Pupils introduced themselves in PPPresentations,
33
After that they worked on the project ‚The Comenius Horror Picture Story‘.
Then they discussed the following survey which they presented afterwards.
1.
2.
3.
4.
5.
6.
7.
What is your favourite freetime activity with your friends?
How often do you meet your freinds to enjoy your free time?
What sort of games do you practise at home?
What are some of the most popular games to play outside?
Do you play group games or games to be played with only 2 people?
What are the positive sides of playing in the group?
And to play with just a few people?
8. Do young people have some dangerous habits?(not only in Italy), such as
for example drinking too much alcohol or driving too fast particularly on
Saturday nights.
9. Mention different forms of entertainment among the young people.
10. What is the relation between parents and children ( i.e.coming back home
too late at night; hanging out with people that are not accepted by parents
etc.)
11. Debate on the youth behaviour following the vision of some scenes of a
movie regarding the relationship between parents and kids.
In the afternoon there were traditional group games on a large playing area as
well as dancing with a live school band where countries introduced their typical
dances which were then taught to other pupils and teachers.
34
35
36
On Wednesday, 9.11.,the group enjoyed an unforgettable day excursion to
Venice.
37
On Thursday, 10.11.,project work was continued. Pupils presented their Horror
Stories on posters
The teachers had the teachers’meeting to discuss the project and further
plans.
In the afternoon the Austrian team left and returned to Austria.
38
Evaluation after the project
Comenius picture corner in the school in Austria.
After the project students were told to write essays at home. At school, debate
sessions were organized by the teachers and students were asked to take part in
these sessions.
During these activities English was used as the language of communication. Pupils
not only improved their language skills but also their creativity. They learned to use
the modern technology and team working.
By means of crossing statistics, debates, exchange of information, etc., students had
the opportunity to receive multiple views of the same subject which might have not
only increased their own knowledge of the problem but presented creative and
imaginative alternatives that may have not been considered in other cultural contexts.
Summarizing, one can say that by means of intensive cooperation in that project,
students learned that their local problems have a European dimension, and that if
young people learn to work together, they may have more resources and become
stronger to face their future lives in a global world.
39
9.5. 5th Project Meeting Harrogate England
The fifth and last Comenius visit was organised by our English partners in
Harrogate, the teachers at St. Aidan’s Church of England High School.
Harrogate is a pretty spa town in North Yorkshire. St. Aidan’s School is a mixed
Church of England School with academy status. It houses 1900 students of both
lower school and sixth form age (11-18).
The school has a varied curriculum. The school subjects are English, Maths,
Science, Geography, History, Music, Art, Drama, IT, French, German and
Spanish.
The school has a great range of facilities. It has a science lab, IT rooms, cricket
squares, playing fields, a school hall, sports' facilities, a cafeteria and school
restaurants.
The final meeting was
hosted by the partners
in Harrogate England
and the main topics
were responsibilities in
the family and in
society. Furthermore
there was a round of
evaluation talks on
how the pupils have
profited from the
project.
As a start the
participants got a tour
of the school and met their host students.
In school they looked at all the departments and the school library. Especially
impressing was the chance to take part in an assembly, in which the Olympic
Games 2012 were the main topic. The teacher stressed the importance of fair
play and that life is more important than success. The winners of the Pierre de
Coubertin medals were the focus of the talk.
Getting to know the culture of England meant to visit York, which was even
called the northern capital. The participants of the project could visit York
Cathedral which was very important in medieval history of England. The tour of
the old town offered tremendous views and insight into life in a medieval town.
40
The Austrian group in front of the cathedral
When visiting the cathedral the students got a lot of information on the War of
Roses which was fought between the noble families of York and Lancaster and
which came to an end with the accession of Henry VII Tudor to the throne.
The cathedral is among the most impressive buildings in England.
41
Guy Fawkes also lived in York. He is infamous for the Gunpowder Plot on the
British Parliament in times of religious struggles. This gave the students the
chance to discuss the importance of parliaments and the need to have a say in
society.
Tudor mansion
The Castle Gardens
Harrogate, the Victorian spa, gave all the participants a great experience as they
could see both British garden culture and architecture combined with modern
life in a British town.
42
Project Work was split in two halves on the one hand as students presented their
prepared talks on objects and memories they have inherited and things they
wanted to pass on to their children.
43
The presentations concentrated on songs, books, recipes, objects like necklaces
and memories of places.
This was followed by group work in which the pupils discussed the
responsibilities all family members took over. They also discussed then the
importance of active participation in the political life of a country and how to
support the society on the whole. Some topics were for example voluntary work
and charities.
The students were organised in multinational groups and they were given the
survey questions, which they had to discuss. They gave a talk after their
discussion.
44
Presenting the results of the surveys
A last workshop focused on the evaluation of the project. The students presented
their experiences and they stressed that the European Comenius Project
European Youth Conference offered them a lot of opportunities to get in contact
with students from Finland, Austria, Turkey, Italy and Great Britain. They
mentioned that they have made friends for life and that they had lots of chances
to increase their language skills as they had to work together and also could
experience ordinary life in their host families.
45
The topic of green Europe was addressed on our trip to Whitby and Robin
Hood´s bay at the North Sea coast. The cliffs of Robin Hood´s bay were very
impressive to both teachers and pupils. Whitby is also an important place in
history as from Whitby Captain James Cook started his circumnavigations of
our globe. There is a beautiful museum and the participants had the chance to
visit it. At the top of the rock one can also visit the remains of an important
monastery.
46
The cliffs gave a spectacular view
47
The habour and the James Cook Museum in Whitby
This sight enabled the participants to imagine how difficult trade and
communication had been several hundred years ago.
My Family and Other Responsibilities
Before the meeting:
Making the pupils aware of the project that focuses on pupils’ interests,
requiring their active participation and involvement in all the activities and their
sustainable cooperation. Emphasise the necessity of team work and digital
knowledge as essential skills to develop the activities presented in this
interdisciplinary project.
The project basic approach is to make students be aware of the importance of
their own reality by sharing and debating with other European students about the
topic ‚My Family and Other Responsibilities‘ related to some common grounds
48
such as diversity, social exclusion and discrimination, parental guidance, gender
equality, schooling, working, welfare society, the future...
The students are asked to prepare their performances by means of activities that
enhance their creativity such as drama and debates, supported by digital
presentations. The results are collected on the etwinning platform administered
by a team of students from the five countries.
Pupils got these tasks to prepare:
TASK 1
On the topic of "family", pupils need to think of an example of the following
items which they have inherited from a family member and explain how or why
they have chosen it:
1. a song
2. a book
3. a recipe
4. an object
5. a memory of a place
Pupils must also think of an example of each of these which they will pass on to
their own children.
These do not need to be things that they have actually inherited it can merely be
a favourite book that a family member used to read to them as a child. Or a
favourite dish that reminds them of a grandparent each time it is made. The idea
is that they are sharing memories and thoughts of things that are special to them.
Pupils should create a poster/brochure/presentation highlighting the five
things they inherited from a family member and the five things they will pass on
to their family. These will then be discussed during one of the school based
sessions during the week in Harrogate.
TASK 2
Secondly, as a summative end to the project pupils should also prepare a
presentation/brochure describing their own experiences of the Comenius project
andhow they and their school have benefited from taking part in the project.
Pupils should be prepared to talk about their presentations/brochures/posters
during their visit here in Harrogate.
The meeting in Harrogate:
Our fifth and last Comenius visit was organised by our English partners in
Harrogate, the teachers at St. Aidan’s Church of England High School.
Harrogate is a pretty spa town in North Yorkshire. St. Aidan’s School is a mixed
Church of England School with academy status. It houses 1900 students of both
lower school and sixth form age (11-18).
The school has a varied curriculum. The school subjects are English, Maths,
Science, Geography, History, Music, Art, Drama, IT, French, German and
Spanish.
49
The school has a great range of facilities. It has a science lab, IT rooms, cricket
squares, playing fields, a school hall, sports' facilities, a cafeteria and school
restaurants.
On Monday, 23rd April teachers and pupils from Austria, Finland, Italy and
Turkey arrived in Harrogate, were driven to school and enjoyed school lunch.
Teachers as well as students got a tour of the school and met host students
afterwards.
On Tuesday a trip to York was organised. York is, a walled city with rich
heritage and wealth of historic attractions such as the York Minster.
On Wednesday, 25th April all the students presented the 2 tasks that they had
prepared at home in front of the international audience. Then they exchanged
information in mixed discussion groups.
50
51
In the afternoon they worked on the following survey:
How do families live together?
52
The Survey: Think of your own family and answer the following questions.
1. What work does your father do in the house?
2. What does your mother do?
3. What do you do?and your sisters and brothers?
4. What about going out and curfew?
5. What do you do with your family on Sundays?
6. What is your role in your family?
7. Does the division of chores cause conflict in your family?
7. Do people in your family fall into gender specific roles?
8. What about gender equality in your family/ in your society?
9. Do women hold key jobs in your country?
10. Are the roles of the children in your family extended from being just
children? Do they have any responsibilities.
11. Are you a part of a nuclear family? Have you lived in any other kind of
family?
12. What is the best or most practical advice your parents have given you?
13. How do your parents reward you?
13. What do your parents pressure you about?
14. What is something your parents instilled in you that you will pass down to
your own children?
In the evening teachers’ meeting , final discussion and exchange of experiences
gained from the Comenius project.
53
After the project:
Comenius picture corner in the school in Austria.
After the project students were told to write essays at home. At school, debate
sessions were organized by the teachers and students were asked to take part in
these sessions.
During these activities English was used as the language of communication.
Pupils not only improved their language skills but also their creativity. They
learned to use the modern technology and team work.
In this project pupils discovered new ways of communicating with people by
overcoming the language barrier among different countries by using one
common language and getting a chance to meet different cultures and to
understand common family problems and find solutions together. Students were
educated about tolerance in families and about being unprejudiced concerning
other countries, race and religions during the presentations, debates and group
works.
Evaluation of a teacher
All our project meetings were perfectly organised and the workload really was
shared equally among all the participants. We all decided that Comenius projects
are essential for developing a European identity and to learn to accept different
languages, traditions and values and still work towards one aim, being
European.
54
11. Dissemination
11.1. Comenius Corners
All schools put up Comenius corners where they presented all the ongoing
activities and reports about the project meetings.
There teachers and pupils presented their reports, pictures and evaluation of the
work.
Comenius corners show the project work under way.
The corner in Wels
55
Celebrating the partners in Turkey
11.2.Websites and EST
We always used our websites to inform about the ongoing events and the
mobilities. Interested readers can find more information on
[email protected], www.ademtolunay.com, www.staidans.co.uk,
www.narpes.fi, http://www.scaruffilevitricolore.it,
We also provide this information on the European Shared Treasure
11.3. Parents´evenings and Media
All school organised parents´ evenings and put a lot of effort in presenting
original music and food of their country. The participants of the meetings were
actively involved in the evenings, for example by joining in the performances.
All school informed the media about the project and so some newspaper articles
were published about The European Youth Conference project.
In Austria the project was also theme of a television broadcast ´LT1
Bilderstürmer´
LT1 Schooltour entflammt für das BRG Wallererstraße Wels
Quelle: http://www.lt1.at/tv-berichte/alle/11997
zum TV Beitrag www.brgwels.at
Redaktion: Katrin Hinterreiter
Kamera: Peter Bodingbauer
Schnitt: Gabriel Klein
11.4. etwinning platform and EST
We publish our work on our etwinning platform and on EST.
56
12 Appraisals
The unique chance of working together in multinational groups on topics, we all
have to face all the time, offered a huge opportunity to all participants to tackle
xenophobia, to really understand cultural diversity, to find out about the
importance of the tourist economy in Europe and the Mediterranean area.
Furthermore, all participants could see that it is enormously important to keep in
touch with technological developments and to enhance language abilities. The
topic of environmental protection touched all participants as they directly could
see in all the national parks and cultural heritage sights. All participants saw
how important it is to work together, because only this can help solving global
problems.
57