The Comenews

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The Comenews THE VOICE OF OUR COMENIUS COMMUNIT Y

Jobs in the past, present and future

Working in Europe

2

T H E C O MEN EW S

2012 – 2014

Project

cornerstone The project started with the idea of learning about jobs from the past, present and future in the countries around Europe and the way students are prepared for the working world. After having exchanged some e–mails on e–twinning to get our partners for the project, we met in Bradford on January 2012 to plan our project with the head coordinator, Ildi Lovazs and the coordinators of each country, Finland, Germany, Hungary, Slovakia, Spain and United Kingdom (Bradford and Doncaster).

In our project „Jobs in Europe – Past, Present and Future“ all partners researched the current state of the job market in their own country, and worked together to explore the future of the jobs market in the European Union. Partners learned about the traditional jobs of each country/culture and discovered how they have changed or become obsolete. They also considered whether some traditional jobs have become relevant again due to various factors such as changing values, new appreciation for old skills or the force of niche markets. The roles of women and the impact of open European immigration on the workforce was a key focus in our project and formed the basis of our cooperation for this project.

Pupils and teachers worked together to find out what needs to change or improve in our current educational systems in order to better prepare students for a challenging job market in a difficult economic climate. The role of career planning in education system in each country was compared in order to ascertain best practise and its effect on attainment and achievment.

Mobilities made students aware of the importance of foreign languages as a necessary skill for future employment, and enhanced cultural and socio-economic understanding, as well as providing a platform for future networking.

Students‘ findings were collated in the form of a website, a blogspot, diaries, posters, brochures and an e-twinning twinspace. Evidence was also archived in a collection of job-related songs and in video interviews with professional people about their work, their training, and the future of their particular vocation. Finally, an e-newspaper was created for distribution to all partners.

This project enriched our students‘ competencies and prospects through cooperation in European education.

2012 – 2014

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TH E COM E N E W S

The Comenews

TABLE OF CONTENTS

THE VOICE OF OUR COMENIUS COMMUNITY

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Bradford Industries The Salt Mill in Bradford The Industry in Kosice Sant Sadurní around the world Simón Coll and the chocolate factory

PROJECT COORDINATOR Ildikó Lovász COUNTRY COORDINATORS Patrick Carroll (UK-Doncaster) Eva Lázárová (Slovakia) Ildikó Lovász (Hungary), Annette Stein (Germany) Nina Ukkola (Finland) Dolors Virgili (Spain) Lynne Ware (UK-Bradford)

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EDUCATION

A serviceable education an interview to Josep Mª Esteve Gibert

Finland compared to Spain Epiqueia: utopian by conviction Slovak eductional system

EDITOR-IN-CHIEF Dolors Virgili EDITORS Dolors Virgili, Elisabet Forns, Jordi Sadurní

ECONOMY & BUSSINESS

10

CULTURE

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ROLE OF WOMEN

LAYOUT Jordi Sadurní

Sightseeing in Kosice Interview in Kosice Besuch in Barcelona The “castellers” Get jobbed to get over an interview to M. Alonso Bonals

“Despite the obstacles they do not give up” an interview to Mari Saarikko

Working women wordclouds

Who is there that does not always desire to see, hear, or handle something new? To whom is it not a pleasure to go to some new place daily, to converse with someone, to narrate something, or have some fresh experience? In a word, the eyes, the ears, the sense of touch, the mind itself, are, in their search for food, ever carried beyond themselves; for to an active nature nothing is so intolerable as sloth.

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SPORTS

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MUSIC & ENTERTEINMENT

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JOB OFFERS

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EVALUATION

Bradford practices sports Most played sports in Sant Sadurní Green, vihreät, groc, grün, zöld, zelené Magical music Finland Slovak job songs Making the News!

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What was good?

What could we improve?

FAREWELL PHOTOS

Meeting lovely people from dif ferent countries

4 ECONOMY & BUSINESS

T H E C O MEN EW S

2012 – 2014

nowadays, is very important Knowing about the economic power of each country, in the past and economic engine further. its develop to relevant be to find out about what jobs in the future might

Bradford Industries

by UK Team (Bradford) In Bradford the industry was wool spinning and cloth weaving. Bradford is a tourist attraction because there is a lot of History in Bradford such as Salt’s Mill, Lister Mills and many more.

Salt’s Mill: Titus Salt’s Father was the owner but then Titus Salt’s took over 1788 he decided then to make a museum to show what people did in the past and how there lived. The mill closed in 1986, with renovation beginning the following year. Salt’s Mill displays many paintings by local artist David Hockney Coal Mining is to obtain coal from the ground. Since 1980 it’s been used to generate electricity. Some people used to have the place and also underground people. When there were underground they used a lamp when it used to go out they used to work in the dark until it comes back on. They used to check the Oxygen level by using the lamp.

The importance of England of the wool trade has given rise to hundreds of family

A view of Bradford

names. There are also many place names based on wool that have become family names: Woolley, Wolsey, Shipley/Shepley, Sheppey, Shepperton. Since many women

lived too far from the mills to return home during the dinner break, John Holdsworth had started a small cook shop near the furnace of one of the steam–engines. 

The Salt Mill in Bradford

by UK Team (Bradford) We have a brilliant piece of industrial revolution hidden in the past. Such as Hockney, Salts Mill, Cartright Hall and national media museum. These buildings hold up to millions of Bradford’s industrial history.

Hockney is a famous artist from Bradford who painted pop art and modern art.

All of his art is put up around the world and in a famous building called Salts Mill here in Bradford. People come from all around the world come to see this building and the priceless items within.

Another modern day building is the national media museum this building holds up to 3.5 million items of historical artefacts. From the media to the history of Bradford and the most important thing is it brings communities together.

The man who started everything in Bradford was Samuel Cullife Lister. He made a huge mill. Lister’s employed 11,000 men, women and children –manufacturing high–quality textiles. Lister’s Mill (otherwise known as Manningham Mills) was the largest silk factory in the world. But unfortunately the building

A view of Salt Mill in Bradford

burnt down in 1871. The Lister’s business decreased considerably during the 1980s due to artificial fibres in the products. In 1992 the mills were closed but thanks to Urban Splash they have opened the future of the mill.

Salts Mill was saved by an award winning property developers who work with world class artefacts and old buildings.

This was the company which saved Salts Mill and changed it back to its original building and the content within.

Bradford is attracting people from all around the world like people come to see Howorth from Japan and the Comenius Project, who got children from Europe to go to other countries to see what’s around them and what their town’s industry was. 

2012 – 2014

ECONOMY & BUSINESS 5

TH E COM E N E W S

The industry in Kosice

by Slovak Team The mining industry in the Kosice region In the past, industry in the Kosice region was developing due to the mining industry.

Mainly that concerned the ore deposit of the Spis and Gemer region. The mining industry dates back to the 13th century and was focused on mining and processing iron ore and later it focused on copper. At the turn of the 16th and 17th century many ore mines come to end, for example in Spisska Nova Ves where iron ore was mined.

At the end of the 19th century the town Krompachy become the second the most important industrial enterprise in Slovakia.

The traditional mining towns of Kosice region are Roznava, Spisska Nova Vas and Gelnica.

The mining of magnesite in Kosice The mining of magnesite in Kosice started in the area of Bankov in 1901. Conversion of crude into burnt magnesite started in “old” magnesite factory in1911. Later it moved into new locality – Tahanovce. But it had a negative effect on environment in the immediate and distant vicinity. Because of that the factory was closed. In doing so, employees of factory and mine were sucked.

Now the factory is in ruins.

The future of the mining in Kosice region Still there are a lot of deposits of natural raw materials in Kosice region. On one hand the mining and processing them would have positive effect on the economic growth of the region but on the other hand it could cause environmental pollution.

Beekeeping Beekeeping is the traditional craft in Slovakia. But the number of beekeepers is decreasing every year because it is hard work that involves a lot of time, patience and specialized knowledge. The importance of beekeeping widely increases due to positive effects on harvest results.

Wine–growing and viticulture The first written accounts of the growing of wine grapes dates back to 11th century. They come from Nitra region, later from Tekov and royal towns: Pezinok, Svaty Jur, Modra,...

Today are well–known The Carpathian wine route that leads through the towns: Bratislava, Svaty Jur, Pezinok and Trnava, and the Tokaj wine route: Mala Trna, Velka Trna, Slovenské Nové Mesto, Vinicky, Cerhov, Cernochov and Bara where wine cellars are carved into volcanic to a depth of 8 – 16 meters.

A view of tunnel mining in Kosice

Both wine routes have a rich history. The visitors can use roads and cycleway to discover not only viticulture but cooking specialties and interesting flora and fauna.

Metallurgy in Slovakia The beginnings of metallurgy on the Slovak territory reach deeply in the primeval ages. Entrails of our mountains were rich in minerals of almost all important metals. The situation has considerably changed recently. The ore deposits have already been almost depleted.

Smelterworks production was gradually secured by imports.

Iron metallurgy in Slovakia Iron metallurgy development in Slavs started in the 5th and 6th century in the area of Carpatian mountain. The fi rst blast furnace was built in 1692 in Lubietova. The increase of iron production

Beekeeping is a traditional craft

was in 19th century in the area of Spis and Gemer. Currently only steelworks in Kosice and Podbrezova are working. The steel is and will remain a perspective material in the future but it is questionable if steel production will remain in Slovakia in the future.

Economy Development of the Slovak economy and industry started in the past during of Habsburg monarchy. Slovakia was rich in raw materials. These raw materials were the basis of mining industry. The mining industry produced gold, silver, coal, iron ore. And the mining industry started the production in metallurgy, chemical industry, engeneering, weaponry industry etc. World War II brought great damage in the Slovak economy and industry. After the World War II was the lack of vehicles, building materials, machinery, food, animals and the like. But the Slovak economy and industry was quickly restored.

The new Slovak economy was builded on new types of industries and started production in transport, agriculture, wood industry, textile industry, glass industry, banking etc. Slovakia began to plan its economy also with other countries. Slovak economy implemented new plans and were built new factories and modern industry. Economy of Slovakia still evolving till today. 

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ECONOMY & BUSINESS

T H E C O MEN EW S

2012 – 2014

Sant Sadurní around the world

by Catalan Team Sant Sadurní d’Anoia is a town with 12.000 inhabitants, the second largest one in this area. Its geographical situation, near Barcelona, makes it an area of influence, a high density communication network and a farmland, creates a transitional town with a personality between urban and rural.

The town’s economic power is the grape agriculture together with all the industries specialized with Cava production. This sector comprises many types of fi rms that are related to its production, from printing fi rm to get the most original labels, touristic fairs to sell the different products and touristic tours to get to know the production and specific landscape of the Penedès area.

Cava exportation draws a worldwide market which has grown for the last 10 years. Germany and Great Britain are the countries in Europe where most Cava is exported followed by U.S.A, Canada ans Japan. Central Europe, Eastern countries and the new Asian markets comprise the new worldwide exportation Cava market.

A cellar in Sant Sadurní

Although it is true that there has been a standstill during the last two years that hopefully will come over very soon.

In the future producers are going to

make the product more international, improve, enlarge the sector with a wider selection and improve the quality of the product with the use of new technologies. 

Simón Coll and the chocolate factory

by Catalan Team Simón coll is a well known chocolate factory, situated in Sant Sadurní d’Anoia. The factory began when the chocolate maker was born in this village situated 40 kilometres far from Barcelona.

Sant Sadurní is known in the world as the sparkling wine “Cava” capital. However, Simón Coll had already made homemade chocolate in 1840, before the fi rst sparkling wine bottle was produced.

Miquel Coll was the successor and extended the selling activity of all the products in Catalonia in the middle of the year 1950. He also built a new factory from where you can smell chocolate in the town centre.

From the 70s onwards, a great number of small local makers disappeared.

Luckily, this was not the case for Simón Coll. Xavier Coll, Miquel’s son, decided to develop a great range of chocolate products for Christmas and Easter, something that helped the factory make their brand stronger.

Simón Coll began to be sold in the most

important cake and sweet shops around the world.

Some time later, the factory made chocolate and “turrons” (a typical kind of pastry for Christmas time) with excellent nuts from our country.

All these areas of specialization helped the expansion of the products throughout Spain, and later, the factory exported their products to more than 20 countries around the world. Simón Coll opened a chocolate shop next to the factory. People can fi nd all the products in the shop. 

“Xocolata Simon” delivery van

2012 – 2014

EDUCATION 7

TH E COM E N E W S

One of the aims of our project was to get to know about the education al system in ever y partner school, to discuss the similarities and differenc es between countries and learn ones from others. In this section, you will be able to read some aspects and conc lusions drawn from our mobilities on this topic.

A serviceable education

by Catalan Team Can you tell us what was the education like when you were a student?

Education was based on a method of memorizing contents as if students were encyclopaedias. The idea was getting them to know things without knowing the reason why. It was an era in which the only source of information was your brain and that is the reason why it was considered that the best method was learning as much information as possible.

Just to achieve this aim, students were provided with textbooks that had to learn compulsory by heart, and asked to take written and oral exams. Students were punished if they didn’t pass the exams, a method that did not help students achieve their learning objectives, it was their own responsablity and punishment was the only way to make them learn.

When you started teaching, was the educational system different from the one that exists nowadays?

When I started working as a teacher, the system had not changed much. Nevertheless, there were many people who wanted to change the way we had all learned. Learning was still based on contents and by no means its content application was not even considered, though this method is nowadays the most used in schools.

I remember that at my early stage, we found out about great psychopedagogues who gave us the clues of the need to motivate students to achieve positive responses, more than using students like ” blank books”, on which you had to write. The keys were to make them think – obviously something forbidden at those times, teamwork, give them the chance to see the outside world, sharing experiences with school trips, and create work procedures as well. Though, you have to consider that our intention was just only the first step to change that

Josep Ma Esteve i Gibert is the principal of Jacint Verdaguer primary and secondary school in Sant Sadurní d’Anoia.

We interviewed our school principal to let us know about the educational system in the past and nowadays. teaching method and that we all were very willing to do something useful to promote a change.

I could even say that although we very much felt like changing it, perhaps we were not ready for it.

What are your pedagogical references?

At first, Piaget, Freinet, Montesori, Ivan Ullich, Regia Milia’s

“The only source of information was your brain and that is the reason why it was considered that the best method was learning as much information as possible.” experiences were my main references, pedagogical updating groups, such as Rudolf Steiner’s schools in Germany, the experience of Summerhill and some closer pedagogue, Vigotski, who developed the social learning theory, systemic pedagogy and other important aspects, for example, the formative evaluation, cooperative teamwork and student’s autonomy.

What are the main features that are relevant in your school project?

Our school aims at training people to live and survive in the world we have to live nowadays. So as to achieve this aim, it is very important to focus learning more under the watchful eye of what our students learn than what teachers want to teach.

All this means, creating a learning environment in which we let students do, share, solve, apply, expose and argue logically.

It is also very important to attend to diversity and help them improve. I could say that to achieve this we should have some requirements, access to competence learning tools, strengthen the teamwork with real life tasks, such as to observe, mesure, compare and read. Moreover, tasks in which students have to share responsabilities, justify their answers, help them concentrate, problem–solving, art sensitivity, empathy and assertivity. All these values mentioned before help teachers and students create a teamwork athmosphere.

What are the aims that your school project still have to achieve?

Our school project has many strong points, nevertheless, we still have opinions and views that have in our DNA for many centuries. It is very difficult to get used

to work with competences, teachers still focus on learning subjects without knowing the reason why or working on them. I think that we very much have improved our learning methods so far,though we still have to talk a lot about our everyday lessons and have debate sessions within our teaching staff.

How do you think the education will be in the future?

In my opinion, I think that school in the future won’t be the same as it is nowadays, the classrooms, sources and the way students learn either. There will be different classrooms in which different tasks will be going on and with not the same students.

Every student will be working on different subjects and then they will have to put it in common. Furthermore, information will be stored in different files and access will be easier, something that will be better for us because we will save time to memorize the essential concepts. Teachers will be process trainers, their job will consist of setting out the tasks and

“Every student will be working on different subjects and then they will have to put it in common. Furthermore, information will be stored in different fi les.” giving them the useful sources to solve tasks, but frontal lessons won’t exist anymore. Students will be located in different areas and attended in small groups. Information technology tools will keep on being relevant so as to communicate, search information and exchange experiences. I also think homework won’t exist and contents will be learned with parents online. Students will have to argue logically all the projects and essays done all through their own academic career. 

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EDUCATION

T H E C O MEN EW S

2012 – 2014

Finland compared to Spain

by UK Team (Doncaster)

Whenever the staff have come back from visiting our partner schools we have always been amazed by the differences that we have seen. Here are just some of the things that we have identified about Finland and Spain.

Differences BeTween SHAW WOOD and FINLAND

n es BeTw ee Dif feren c IN A SP d n a D SHAW WOO

-Teachers called by fi rst name.

-No school uniform.

-Mobile phon es in school.

-Shor ter days.

f f or rm for sta -No unifo children. nment. xed en viro -More rela have more -Children y. of a sa

- More creative lessons.

Epiqueia: utopian by conviction

by Pol Llopart Epiqueia is an alternative school located in a village called Sant Joan de Mediona, which belongs to the municipality of Mediona (Alt Penedès), it is about 21min from St. Sadurní. Sant Joan is a very small town, surrounded by mountains and vineyards with very good people. It’s really cool!

This school has no space problems for graduates of secondary school. Primary started last year and compulsory secondary education (ESO) runs for about 6 years, although there have been three different schools.

In this school teaching is very important as it is at any school, but they also teach you life, live life! Don’t Worry, Be Happy!

In Mediona there are many “hippies” following this school.

This year they have moved to

“Cases Noves de Cal Pardo” in Mediona, a new village in the countryside which is 5 km from Sant Joan and is home of most students. They are called “happy hippy” but also a bit “posh”.

In secondary education there are about 20 students and the

“Teaching is very important, but they also teach you life, live life!” lessons are given all together.

Most parents come from abroad, (mostly British), although they are also: Indian, Israeli, Belgian, Mexican, French, American and Argentinian. There are very few teachers, for secondary education, 4 or 5. The English teacher

is called Michael and is Irish.

The principal is called Mar, she teacher of music and theater.

Then there’s Agnes who teaches Writing, Catalan and Latin. Finally, Javi is teacher of mathematics. I loved spending one year there. The atmosphere is very friendly and warm and there are good vibes with everyone! I also met the girls there and had a good relationship with them because they were very nice to me.

For example, Sofia and Flavia are my closest friends; and everyone is very nice person. Everyone helps each other, and as soon you get in touch with them, you trust and then what you feel is awesome. It seems to bring life to them and some will talk you and protect you, the relation is as if they were brothers. I sim-

ply liked it and loved it. Well I think I’ve said everything here. Mainly I must say they are wonderful people and the environment is amazing. Oh, I forgot to mention two teachers, Toni, the teacher of Technology and Nele, the teacher of

“The atmosphere is very friendly and warm and there are good vibes with everyone!”

Art. Finally, as far as learning is concerned, I liked a lot the way subjects were taught because we experienced everything we had to learn, for example, we grew plants, did experiments, discussed a lot and enjoyed unforgettable times together. 

2012 – 2014

EDUCATION 9

TH E COM E N E W S

Slovak educational system

by Slovak Team

Our education is changing every year.

50 years ago, schools were more focused on hand skills of students, they worked in workshops, in the school gardens, they fed cows and ducks. There were over 50 students some classes, from more grades.

They didn´t carry books in backpacks but in their hands wrapped around with twine.

Required school attendance was 8 years.

The beginning of the 21st century the required school attendance was 10 years, which means that after fi nishing elementary school with 9 grades, every student had to go to secondary school for at least one year. There were 30 students maximum in one class. Students had many options to choose a secondary school or high school and then university. Languages were more and more taught and more students were traveling to study to foreign countries.

There were new subjects such as information Technologies where students were learning to work with computers.

Subjects at Slovak schools

Year 2020 Many people call today´s school a digital school , students work with modern technologies every day. Every student has their own tablet or notebook and they comunicate with their teachers through it. Handcrafts and other useful life skills returned to schools as a result of research at the beginning of the century. Mandatory practice, cooperation with companies and some programs for students trying to simulate profesions became important parts of preparation of kids for their future.

In the past, girls did not continue their studies after grammar school. They were supposed to take care of household and childre. Today they do the same jobs as men so they have to have the same education.

Education of women today In the past, girls did not continue their studies after grammar school. They were supposed to take care of household and childre. Today they do the same jobs as men so they have to have the same education. 

JOKE

Lucy, tell me two pronouns.

Who? Me?

10 CULTURE

T H E C O MEN EW S

2012 – 2014

throughout the project, We learned about sightseeing and monuments in the meetings we had important cultural most the of Some about. we found out a lot of things we did not know section. this in are s countrie aspects of some of the partner

Sightseeing in Košice

by Slovak Team Košice, with 234 000 citizens, is after the capital the second largest town in Slovakia.

It is situated in the eastern part of the country. The town is located in the valley of the River Hornád; on the west it is surrounded by the Slovak mountain – Slovenské Rudohorie.

Košice is the Eastern Slovakia’s centre of culture, industry, commerce, administration and science.

Košice is a beautiful city with many culture sights. You can fi nd there Cathedral of St. Elisabeth, Miklus‘s prison, East Slovak Museum, Singing fountain, Urban‘s tower where the Museum of wax figures is, National Theatrem, St. Michael’s Chapel, and many other.

Catedral of St. Elisabeth Is a Gothic cathedral in Košice.

It is Slovakia‘s biggest church, as well as one of the easternmost Gothic cathedrals in Europe.

National Theatre One of the most beautiful monuments of Kosice. National Theatre is a classic theater with three ensembles – drama, opera and ballet.

Singing fountain Singing fountain is fountain on Hlavná (Central) Street in Košice. It is between National Theatre and Catedral of st.

Elizabeth’s. Lights are regulated according how music plays.

Lower gate Remains of Lower Gate were found during the reconstruc-

tion in the twentieth century.

Town remade this place to an underground museum. Museum is located under the Main Street. People can see walls of old town and monuments of St. Elizabeth’s Cathedral The biggest reconstruction of our beautiful town Košice was in early 2000s, when Rudolf Schuster became a mayor of the city.

In September 2008, the city was awarded the prestigious title of European Capital of Culture 2013 as the first in Slovakia.

Thanks to that, the city also became the centre of creativity and a new future for young, creative people who wish to live and work in the city, which is their home. 

I N T E RV I E W I N KO S I C E

We invited for an interview a teacher involved in an international project that year.

Interviewer: You worked on Commenius Project and your school hosted visitors from Hungary, Finland, England, Spain and Germany for few days.

Teacher: Yes, we had a great time.

I: What was the project about?

Well, the project was about jobs in the past, present and future. We spoke about trades and things typical for our region.

I: Where did you go?

T: We were in Technical museum, we heard o lot of facts about mining from profesor Rybár, we learned about metallurgy, engineering, we were in minig museum, Mikluš´s prison, Rodošto.

I: What did you show them?

T: We walked along the Main Street, we told them about history of each significant sight like St. Elizabeth‘s Cathedral, St. Urban‘s tower, The State Theatre, Singing fountain. We visited the stores and workshops in Hrn iarska Street, where we could see many trades like potter, baker, leather maker, smith, carpenter, herbalist,

jewerler,... working.

I: Did you get the chance to present some of our culture to your guests?

T: Of course. We took them to Humno –the ethnografical museum of history, crafts, folklore, ornaments. In a Centre of free time we saw a very nice performance of our traditional folklore and gipsy music and dance, and also presentation of our pupil´s program. But I think, everybody remembers meeting our former president of Slovak Republic and mayor of Košice, Rudolf Schuster, who talked about the history and development of our town.

He could speak almost all the languages of our partners.

I: How would you summarize this international experience?

T: We learnt a lot from each other, but we had fun too. All the kids got a lots of new friends, got new perspective about life in wider view, learnt a lot about life and work in other countries. Hope we can prepare new projects for our pupils in future. 

2012 – 2014

CULTURE

TH E COM E N E W S

11

Besuch in Barcelona

by Catalan Team

Modernisme Einer der besonderen Momente unseres Comenius–Programms in Sant Sadurní war der gemeinsame Besuch in Barcelona, wo wir die bedeutendsten Werke des katalanischen Künstlers – Antoni Gaudí, nämlich den Parc Güell und die Sagrada Familia besichtigen konnten.

Parc Güell Der Industrielle Eusebi Güell beauftragte 1885 den Architekten Antoni Gaudi mit der originellen Aufgabe, eine Gartenstadt zu erbauen. Das Publikum des Vorhabens sollte die katalanische Bourgeoisie sein.

Außer 40 Einfamilienhäusern sollte da einen Markt, ein Freilufttheater, eine Kapelle, und viel mehr geben. All das umgeben von Natur und mit einem wunderbaren Blick auf Barcelona.

Beim fehlenden Interesse scheiterte dieses Projekt. 14 Jahre dauerten jedoch die Arbeiten, damit anstatt der geplanten Anlage der bekannteste Park Barcelonas entstehen konnte, der seit 1984 neben weiteren Werken Gaudís zum UNESCO– Weltkulturerbe gehört.

Die Besonderheit dieser Parkanlage besteht vor allem aus der von den Architekten beabsichtigten Symbiose aus Kunst und Natur. Der Garten passt sich der hügeligen Landschaft an, indem seine Wege, Brücken, Terrassen in der Natur eingebaut werden. Wir haben den wunderschönen Blick auf Barcelona genießen können und fi nden, dass bei einem Besuch in Barcelona der Parc Güell auf keinen Fall fehlen darf.

Sagrada Familia Unser Besuch in Barcelona vollendete die Besichtigung von Sagrada Familia, einer der beeindruckendsten Sehenswürdigkeiten der Stadt, die zum Lebenswerk von Antoni Gaudí wurde und genauso wie der Parc Güell auch Welterbe der UNESCO ist.

Die Bauarbeiten fi ngen bereits 1882 an und wurden von 1883 bis zu dem Tod von Antoni Gaudí 1926 geführt. Die Fertigstellung soll 2026 erfolgen. Bis dahin wird an dem Meisterstück dank der Finanzierung von Spenden und Eintrittsgeldern gebaut.

Außer Gadís Modernisme sieht man dem Wahrzeichen von Barcelona andere Architekturstile an, wie Neugotik oder Moderne. Besonders sind die vielen Details mit biblischen Geschichten und Bot-

schaften. Wie bei dem Park gibt es sehr viele Elemente die der Natur entzogen wurden. Und das macht die Basilika auch so besonders.

Wir konnten die “unvollendete” Basilika sowohl von außen wie auch von innen sehen und ließen uns von der geniehaften Gaudís Idee beeindrucken. Es wird gesagt: Wer nie die Sagrada Familia gesehen hat, der war auch nicht in Barcelona. Auch dieser Besuch gehört ins Pfl ichtprogramm und wir alle waren ganz gerne dabei! 

THE ‘CASTELLERS’ The Castles are human towers, men and women built this traditionally for over two hundred years. We have references since the seventeenth century, in the area of Tarragona, were later extended to the Penedès as to the twentieth century throughout Catalonia and the Balearic Islands, especially from the years 80s.

Men, women and children who are part of a castle and towers are called “castellers” and they form part of a group (colla castellera). In this group participate tens and hundreds people in order to build a human tower without any mechanical machine.There are castels more difficult than others, higher or lower, but all have a lot of effort by the “castellers”.

The fi rst castle who was documented was “sic ceiling” in year 1770 in Arboç city.

Castles have taken a global importance, as since 2010, is the Intangible Cultural Heritage of Humanity by UNESCO. 

12 ROLE OF WOMEN

T H E C O MEN EW S

2012 – 2014

One of the aims of our project was to get to know about the educational system in every partner school, to discuss the similarities and differences between countries and learn ones from others. In this section, you will be able to read some aspects and conclusions drawn from our mobilities on this topic.

Get jobbed to get over

by Catalan Team

Maria Alonso Bonals, psychopedagogic. She is the person in charge of guiding students with special needs with their academic studies and to the working world.

What has your job been during these last years in Jacint Verdaguer school ?

I have tried to feel students safe and help them succeed, students who have had difficult situations during their life, due to several social problems, learning difficulties and emotional inestability as well.

The school has designed specific projects to help students follow the right path to the learning experience, trying to find their hidden skills to motivate them and make them react by creating new learning atmospheres.

That is to say, a specific method to make them feel the importance of learning, always bearing in mind the emotional side of those students, helping them overcome their limitations and difficulties, hosting them so as they do not feel alone, and showing them where the boundaries are.

How did you decide to

We wanted to observe what kind of adjectives or nouns students used to describe working women or mothers in relation to their role in society.

Here is the result of the wordclouds we got from some countries.

begin your project of career planning “Okupa’t” (Get jobbed)?

I mainly observed the way those students suffered and who did not succeed in the school environment for different reasons, one of the first was due to psychosocial and learning adaptation problems and the urgent need of making the school system more flexible.

Teenagers with learning problems get to secondary education with so many inner problems, moreover, they do not find at this stage the motivation to get over all the difficulties they have to learn and none options to go on with secondary compulsory education, not to mention the difficulties we have in classrooms to adapt their syllabus.

Another reason is due to school absentism or leaving school before they should.

Teenagers tend to leave school at this stage, although it is

in some cases something that comes from early ages. Coping with school leaving is still a problem that has to be solved in our school and many others. I think that there are still some students’ learning difficulties which are not considered in all school educational cross-curricula. There should be created a mechanism to avoid school leaving.

The lack of a useful preventing and coordinated system between parents and school , brings negative consequences to students’ self- esteem and confidence. Consequently, solving these kind of inner problems becomes more difficult when students are in high schools.

Finally, just to mention another reason, it is because they do not have any life expectations.

The alternative chances to study the Compulsory Secondary education do not run efficiently, teenagers get to different hosting units with some prevoius behaviour labels and with the difficulty to get rid of those negative given features of themselves an examples of these units is what is called “ the share learning unit for teenagers”, where it is very difficult for students to discover a different look of themselves, and in some cases the need of mental care is not taken into account in these specific learning units.

What are the advantages of this project for students?

The main aim of this project called Okupa’t is to help students succeed in the learning stage and at the same time, get back the role of job learners and make it stonger.

So as to cover the need of training activities as vocational training, we want to take advantage of this interest, getting nearer to the working world, by giving students an specific syllabus and making easier their social, school and job integration.

Students have to attend lessons at school and a number of eight hours per week in specific bussinesses, such as nursery schools, hairdressers, car factories and restaurants. Firms that host students as job learners, getting to know the main features of those jobs and becoming familiar to their environment.

The main keywords of this project are learning important life values, such as, responsability, compromise, personal effort, improving their personal autonomy, and having the right school and career orientation Do other school have this kind of projects in this area?

Yes, this project was created ten years ago, due to the worry of different school professionals in two schools of this area, someting that would not be possible

2012 – 2014

ROLE OF WOMEN 13

TH E COM E N E W S

without the help of the education manager in the town hall.

What kind of jobs do students want to have?

I always try to fullfil the students’ interests. It always depends on the interets they have that academic year.

Is there a big difference between the jobs boys and girls choose?

As I said, it always depends on their interests, the ones related to restaurants,social workers, shopassistants, there are not specific jobs for boys or girls.

There is a big difference with jobs that are usually most suitable for boys, such as mechanic or nursery assistant for girls.

Do you think that in the school we could work on these differences that exist between boys and girls?

Obviously, there has been an enourmous and quick evolution, but we still have a lot to do and to change those stereotypes.

Have you ever experienced that kind of difference in your professional career?

I am afraid I really have experienced it. Nowadays, you can finf boys and girls everywhere, and I feel that boys very much are developing their most sensitive side, sharing homework tasks, taking care of their children, and many more...

How do you see the role of women in the school environment?

I am very optimistic about it.

We, women, are the vast majority in this world of education, that means we have the change in our hands! One proof of what I am talking about, you have it in the Comenius project, you are most women, who run that kind of projects. 

“Despite the obstacles, they do not give up”

by Finish Team

Mari Saarikko, is the school principal in Kangasaala, Finland

There have been a lot of changes in the role of principal in the last twenty years in Finland.

There weren´t any other female headteachers in Kangasala when I started to work. School principals were mostly men in other municipalities.

In the beginning of my career I was working in a small

“Good performance is achieved when all play as a team and for the team” village school and there the role of principal was different than that in secondary school. The entire village undertook school activities and the principal was the leader.

Today I am still the only female principal in the municipality of Kangasala.

I do not see gender of great importance in terms of leadership.

In my opinion, the gender of the principal is not important to parents.

Students are easy to reach

and seem to fi nd it easy to talk to a woman. They often tell me their concerns.

My own view of the school’s leadership is largely based on co–operation, the sharing of knowledge and sharing management.

Before, the principal was seen as an authoritarian figure than now.

I think of self – leadership as a little bit like a sports team´s management; good performance is achieved when all play as a team and for the team.

It´s easy to be the principal of our school, because I have such a talented and motivated staff.

What job was only for men and what job women din´t do?

In the past, the role of women was to care about household, raise children, care for their husband. Men´s task was to work and earn money. The exclusively men´s jobs were, for example: miner, wood chopper,, merchanist, officials... Men had higher status in society than women.

Nowadays the same jobs carried out by women

Differences: For comparison: The job officer was previously represented only by men. Today, the number of women in this job greatly increased. But conditions aren´t the same. Although the status of men and women in society is equal, there are still some differences. The main are that a woman earns less than a man because of benefits given to them as mothers. Leadership positions held by men, have a higher salary more employee benefits and more respect.

Women in leadership positions: Despite all the conditions women are now in higher possitions as well. For example, take the leading positions in

“Although the status of men and women in society is equal, there are still some differences.” banks, in marketing, in politics, in schools... Their salaries are lower than men´s on these places. Many of them are faced with even less respect. Despite all these obstacles they do not give up and they are able to know carve their interests!

Housewives: Status of housewives in the past and today doesn´t change. As then and now, their work is raising children, cleaning, cooking, ironing... But to those duties is now added their ordinary job. 

14 SPORTS

T H E C O MEN EW S

2012 – 2014

Bradford practices sports

by British Team In West Yorkshire there are many different sport teams including the Bradford city football club; this club had a successful season last season by getting into the play off stage which enabled them to get promoted to the higher league (league 1). Furthermore, the club advanced into the finals – capital one club – where they failed to win a trophy.

There is a Yorkshire league which the best players from west Yorkshire play cricket.

Most players get a salary to play. In our school there is a cricket player who plays for Yorkshire. Adam Ahmed he played for a team called undercliffe. It had its own league, he was scouted further and then had his trials which he successfully past. Every year in the summer he goes to play for his region.

Also there are football clubs for youngsters to play in out of school. Various students from our school take part in playing for a football team. Our school is going to enter a league in which the school will pick a football team to compete with other teams from other schools.

There are many sports clubs in the UK, in

Adam Waite batting for Pudsey St Lawrence against Undercliffe (Telegraph & Argus)

Bradford there is a club called manningham mills, it has 3 different sports in one place.

They have different age groups so more people can come and have fun if you are good enough they will scout you to a bigger club.

Bradford Bulls are a professional rugby league club in Bradford, West Yorkshire, England. They play in the Super League.

They have won the Challenge Cup five times, been league champions six times and World Club Challenge winners three times.

Bradford has played its home games at Odsal Stadium since 1934.

Great Britain (GBR) is the team that sends athletes from the United Kingdom to enter sport competitions around the world. 

Most played sports in Sant Sadurní

by Catalan Team Hockey is the main sport played in Sant Sadurní d’ Anoia, Club Esportiu Noia is the team’s name.

Club Esportiu Noia or just CE Noia Freixenet (Freixenetis the company that supports Club Esportiu Noia sponsoring the club name) is a professional roller hockeyteam based inSant Sadurní d’Anoia, Catalonia.

Nowadays plays in the OK Liga, the most important division in Spain. It was founded in 1951.

Noia won the Spanish championship in 1988, and the following year it won the European Cupand the Continental Cup. In 1998 the team won the CERS Cupand the Copa del Rey.In 2008 it won its second national cup, and in 2014 it won its second CERS Cup. 

2012 – 2014

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Sports in Slovakia

by Slovak Team Sport is an important social phenomenon and about 46% of people are interested in them often and regularly (they are watching them in mass media). About 5 – 10% of people are not interested in sports at all, but this number is decreasing.

The most atractive sports for masses and mass media in Slovakia are football and ice hockey.

Traditional sports are athletics, tenis, cycling, skiing, basketball, swimming,

volleyball, handball, and also canoeing and horse riding.

Some less common but popular sports are snowboarding, floorball or box. Some sports are atractive more in media as motor racing and motor bike racing, sumo fights, adrenalin or risky sports as surfi ng, paragliding or extreme sports.

Future of sports in 2020 on Olympic In February 2013 the International Olympic Committee (IOC) executives met

to discuss the make–up of the Summer Games from 2020. Wrestling was the sport cut from the list, even though modern pentathlon was reported to be most in danger. Again there is a selection of sports bidding for inclusion in the 2020 and 2024 Olympic Games. Wrestling was brought back into the battle to appear in Tokyo in 2020, along with baseball and softbal climbing, carate, roller sports, squash and wakeboard. 

If it wasn’t for the Belles

by Leah and Keeton Edwards We have enjoyed fi nding out all about the different sports that we all play. Football has obviously been the major link between us as we have shared jokes about supporting Manchester United, Chelsea, Liverpool, Barcelona and many teams.

However, it was the Doncaster Belles involvement in this project that has made it so much more interesting for us. We were lucky enough to interview Sheila Edmunds, who is the President of the Doncaster Belles. Through her we found out about how valuable the club has been in promoting women’s football across the world and how even though they have faced a lot of challenges and problems they have had extraordinary success. If it wasn’t for the Belles then women’s football would not be as successful as it is today.

An exciting development, is that through this project we are going to look at ways of involving more of our girls in football as we want to carry on a tradition that began in Doncaster. 

16 MUSIC & ENTERTAINMENT

T H E C O MEN EW S

2012 – 2014

Songs which were sung in the fields are well–known in every country, we have chosen a song that was the same for all the languages of our countries, Finland, Germany, Hungary, Slovakia, Spain and United Kingdom. We have included the lyrics of the song here.

Green, vihreät, groc, grün, zöld, zelené…

by Comenius Tean

ENGLISH Green, green, green are all my clothes Green, green, green is all that I have So I love anything that ’s green because my love is a hunter, a hunter.

Blue, blue, blue are all my clothes Blue, blue, blue is all that I have So I love anything that ’s blue because my love is a sailor, a sailor.

White, white, white are all my clothes White, white, white is all that I have So I love anything that ’s white because my love is a baker, a baker.

Black, black, black are all my clothes Black, black, black is all that I have So I love anything that ’s black because my love is a chimney sweep.

Colorful... are all my clothes Colorful is all that I have So I love anything that ’s colorful because my love is a painter, a painter.

SUOMI Vihreät on vaatteheni kaikki, kaikki ylläni on vihreää.

Siksipä niin mä pidän vihreästä, Kun on ystäväni metsämies.

Siniset on vaatteheni kaikki, kaikki ylläni on sinistä.

Siksipä niin mä pidän sinisestä, Kun on ystäväni poliisi.

Valkeat on vaatteheni kaikki, kaikki ylläni on valkeaa.

Siksipä niin mä pidän valkeasta, kun on ystäväni leipuri.

Punaiset on vaatteheni kaikki, kaikki ylläni on punaista.

Siksipä niin mä pidän punaisesta, kun on ystäväni palomies.

Kirjavat on vaatteheni kaikki, kaikki ylläni on kirjavaa.

Siksipä niin mä pidän kirjavasta, kun on ystäväni maalari.

MAGYAR Zöld, zöld, zöld az összes szép ruhám, zöld, zöd, zöld minden, amim van.

Szeretek én mindent, mindent, ami zöld, Hiszen az én kedvesem vadász.

Kék, kék, kék az összes szép ruhám, Kék, kék, kék minden, amim van.

Szeretek én mindent, mindent, ami kék, Hiszen az én kedvesem tengerész.

Fehér, fehér, fehér az összes szép ruhám, fehér, fehér, fehér minden, amim van.

Szeretek én mindent, mindent, ami fehér, Hiszen az én kedvesem pék.

Fekete, fekete, fekete az összes szép ruhám, fekete, fekete, fekete minden, amim van.

Szeretek én mindent, mindent, ami fekete, Hiszen az én kedvesem kéményseprz.

Színes, színes, színes az összes szép ruhám, Színes, színes, színes minden, amim van.

Szeretek én mindent, mindent, ami színes, Hiszen az én kedvesem festz.

2012 – 2014

MUSIC & ENTERTAINMENT 17

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CATALAN groc groc groc és el vestit que porto groc groc groc és tot el que jo tinc perque m´agrada el groc de la truita i el meu amic és un cuiner blau blau blau és el vestit que porto blau blau blau és tot el que jo tinc perque m´agrada el blau de les ones i el meu amic és un mariner verd verd verd és el vestit que porto verd verd verd es tot el que jo tinc perque m´agrada el verd de les fulles i el meu amic és un jardiner vermell vermell vermell és el vestit que porto vermell vermell vermell és tot el que jo tinc perque m´agrada el vermell de la flama i el meu amic és un bomber

SLOVAK Zelené s celé moje šaty, zelené je všetko o ja mám.

Ja mám tak rád zelen farbu, pretože ja pol ovníkom som.

Belasé s celé moje šaty, belasé je všetko o ja mám.

Ja mám tak rád Belas farbu, pretože ja námorníkom som.

Bielu ké s celé moje šaty, bielu é je všetko o ja mám.

Ja mám tak rád bielu farbu, pretože ja pekárom som. ierne, ierne, s moje šaty, ierne ierne všetko o ja mám.

Ja mám tak rád iernu farbu, pretože ja kominárom som.

Farebné s celé moje šaty, farebné je všetko o ja mám.

Ja mám tak rád d hové farby, pretože ja maliarom som.

DEUTSCH Grün, grün, grün sind alle meine Kleider, Grün, grün, grün ist alles, was ich hab.

Darum lieb ich alles was so grün ist, Weil mein Schatz ein Jäger, Jäger ist.

Blau, blau, blau sind alle meine Kleider, Blau, blau, blau ist alles, was ich hab.

Darum lieb ich alles, was so blau ist, Weil mein Schatz ein Seemann, Seemann ist.

Weiß, weiß, weiß sind alle meine Kleider, Weiß, weiß, weiß ist alles was ich hab.

Darum lieb ich alles, was so weiß ist, Weil mein Schatz ein Bäcker, Bäcker ist.

Schwarz, schwarz, schwarz sind alle meine Kleider, Schwarz, schwarz, schwarz ist alles, was ich hab.

Darum lieb ich alles, was so schwarz ist, Weil mein Schatz ein Schornsteinfeger ist.

Bunt, bunt, bunt sind alle meine Kleider, Bunt, bunt, bunt ist alles, was ich hab.

Darum lieb ich alles, was so bunt ist, Weil mein Schatz ein Maler, Maler ist.

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Magical Music Finland

by Finish Tean One thing that we have particularly enjoyed is hearing the different kinds of music that has been shared through the different visits.

When we were in Finland we heard the full range of musical tastes that could be appreciated. From brilliant opera singing, to rock music, instrumentals, as well as traditional dance.

This was the same experience that our staff had in Spain where they were also amazed by the confidence of the children to hold a microphone and sing or play openly in front of an audience. We loved watching the bands play and listening to the clear voices.

In fact we were so captivated by what we had heard that when they visited us in November we were delighted to have a special jamming session for our staff and students. ď‚ž

Slovak job songs

by Slovak Tean

2012 – 2014

2012 – 2014

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Making the News!

by Slovak Tean Last May two of our most dynamic, interesting and excited members of staff went on an adventure to Hungary and Slovakia, which taught them so much about education in different places. They then told us about the wonderful experiences that they had. We were absolutely amazed by the differences in the lessons, the equipment being used as well as the variety of jobs that were being shown (although it was good to see that emergency services were recognized as being vital everywhere.)

We delighted in seeing Mrs James and Miss Whitlam joining the activities and recording their time, particularly their time in front of the cameras in Budapest where they got to read the news. WOW! That was very special and exciting. So, now that it has been a year since our two newsreaders came back, there have been fantastic developments for the whole school.

These fabulous developments are that after

talking about the benefits of a school newsroom to share what is happening across the school as well as what is happening in the community we have bought some equipment to help us do exactly that.

Our Year 6 children have already been trained up on how to set up the equipment so that when a teacher wants to record, it only takes a few minutes before the cameras can be switched on and we can shout ACTION!!!

We asked some of the Year 6 what they thought of the new equipment after they had used it for a few lessons.

Comments: ‘It is so easy to use.’

‘I like being in charge behind the camera.’

‘I like that we can share news to lots of people.’

‘I didn’t think that we would be able to do it, but I was wrong and I like that we all have a different job to do.’ 

THE COMIC SANS

20 JOB OFFERS

T H E C O MEN EW S

2012 – 2014

Casa del Avis Sant Sadurní d’Anoia Sucht NEUE FACHKRÄFTE Unser Projekt „Alten–WG in Sant Sadurní“ wurde vom Altenheim Casa dels Avis bereits 2014 ins Leben gerufen. Seit diesem Moment funktioniert es mit viel Erfolg, so dass wir unsere kleine Villa am Stadtrand in wunderschöner Weinberglandschaft ständig vergrößern. Durch die ständige Migration in Europa, ist unser Publikum international.

Für unsere neue fünf Altenwohngemeinschaften bieten wir Stellen für Altenpfleger/in an. Außerdem benötigen wir zusätzlich für die Verwaltung und Organisation einen/eine Pflegemanager/in

Casa del Avis

10

Sant Sadurní d’Anoia

Unentbehrlich Geduld im und Freude am Umgang mit Älteren Mindestens 2 Fremdsprachenkenntnisse (Deutsch, Russisch, Englisch) Ausbildung: Lehre als Altenpfleger, Pflegemanagement oder Pflegewissenschaften Hochgeschätzt Erfahrung in der Altenpflege Bitte Ihren Lebenslauf an die folgende Email–Adresse schicken: altenwg@casadelsavis.com

LLOPART CAVA Sucht EINEN/EINE IT–SICHERHEITSTECHNIKER/IN Unser durch Handarbeit hergestellter Cava erfreut sich hoher Anerkennung auf ganzer Welt. Mit der Einführung neuer Verkaufsmethoden via Internet haben wir unsere Produkte weltweit seit Anfang XXI Jahrhunderts vermarkt. Um die Sicherheit unserer Kunden zu garantieren, wie auch Datenverwendung bei sozialen Netzwerken zu betreuen, benötigen wir einen/eine IT–Sicherheitstechniker/in.

Unentbehrlich Logisches und mathematisches Denken, Interesse an Informations– und Telekommunikationstechnologien Ausbildung: Fachinformatiker Studium: Informatik

Hochgeschätzt Erfahrung im Beruf, Fremdsprachenkenntnisse Bitte Ihren Lebenslauf an die folgende Email–Adresse schicken: sicherheitstechniker@llopart.com

2012 – 2014

JOB OFFERS 21

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Slovak Fuel Delivery system Founded in 2018

Emploiees 300 in different regions of Slovakia Stations 100 Work positions Director, project manager, accountants, managers, administrative workers, technicians, public relations, business dealers, constructors Product Fuel delivery to each garage, payments monthly upon invoice according to real use Open position: Project manager

Requirements University diploma in engineering, fluent English, Russian and German language, driver´s license, IT skilled, Communicative, responsible, samostatný, creative, flexible, assertive, problem solving, international communication, bezúhonný.

Benefits salary, free working time, travelling, insurance, membership in company´s health club, bonuses upon výkon, car, smart phone, portable IT station with all apps,...

App Developer ( £33,000)

Film director (£45,000)

Architect (£47,000)

Can you use the latest technology?

Do you know how to be creative?

Do you know how to collaborate with others?

Can you turn simple ideas into innovative ones?

Can you think outside of the box?

Are you good with technology?

Can you share your opinion?

Can you work with a team?

Do you know how to inspire others?

If this sounds like you, then apply now!

We want someone with these qualities to create dramatic videos that will celebrate our community.

Can you see yourself building a future for important individuals?

Can you cretate exciting, inventive learning spaces?

Do you understand what children want and need from a school?

Can you design something fun, unique and a place where people want to be?

If this sounds like you, then apply now.

Chimney Sweep (5Shillings)

Trapper (£ 0)

Factory worker ( 35p a week)

Can you climb to the top?

Can you see the light in front of you?

Are you calm in tight situations?

If so, then we have the right job for you boys. Be paid for getting your hands dirty and soon you will be fifthy rich.

Are you strong?

Are you a survivor and a hard worker?

Are you brave enough to push yourself to the limits?

If you think that you are good enough to work down the mines then apply now as we would be delighted to use your skills.

Do you enjoy noise?

Can you work in a busy, bustling environment?

Do you like to get your hands dirty?

Are you a hard worker?

Are you an early bird?

If this sounds like you, then we have many posoitions for you to fill in our cleanish factory.

22 EVALUATION

T H E C O MEN EW S

2012 – 2014

What was good?

Getting new ideas

Host families

Theme project

Learning co–operation

Involving families

Different activities for students, classroom and trips

Friendly athmosphere in the meetings

Students were able to see modern techniques in wineries Learning about differences between people and different countries in the working methods

Learning from others

Meeting lovely people from different countries

Info about main district jobs

The opportunity for the children to work, talk and play

Sharing experiences

Learning about how others do things

Communication on Skype before meeting together

Teamwork

Friendly athmosphere during the meeting

Ideas towards topic

Skill competences are relevant Improving language skills Getting to know about art and monuments

Getting to know different cultures

Planing the work

The discussions with the different nations about education

The good intensive work s from student g in this meetin

The organisation in all the meetings in the patnerschools

The spirit in the mixed students groups

The importance of learning languages and communication skills

Students learned about ancient job techniques

2012 – 2014

EVALUATION 23

TH E COM E N E W S

What could we improve?

More organisational meetings to avoid extra work

A student’s communication corner

s Simplify task – outcomes

, Less students they might enjoy more

Work on the same project with the same group of children for the whole duration of project

Accept that we are different and work differrently

Involving more families in the meetings

You can always improve but we did well

More time for teachers’ meetings dur ing mobilities

Students’ communication before the meetings

Longer teacher worktime

Teachers’ feedback during mobilities

ll Too many sma aims which dis tracted from overall aim

Better to work with constant teams

ject in the omenius pro C ur o ut o ns were, tions ab two questio to two ques e th ed , er it rite sw te an ua to eval her had to w Teachers ?, each teac ermany so as ve G lt . o in su pr re ng im ti e e th w ee last m u can see hat could yo W e d er an H ? . d o tions What was go the two ques items about o tw t as le at

24 FAREWELL PHOTOS

T H E C O MEN EW S

2012 – 2014

2012 – 2014

TH E COM E N E W S

FAREWELL PHOTOS 25